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Speech & Language Strategies For Success


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This slideshow provides basic strategies useful for helping parents improve the speech and language abilities of children.

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Speech & Language Strategies For Success

  1. 1. Speech & Language For Preschoolers Strategies For Success Christopher Bugaj, MA CCC-SLP [email_address]
  2. 2. Speech & Language- What’s The Diff? <ul><li>Speech- Motor movements of </li></ul><ul><li>articulators to make sounds </li></ul><ul><li>Language- Putting sounds together </li></ul><ul><li>that have a shared meaning </li></ul><ul><li>Speech + Language = Communication </li></ul>
  3. 3. Speech Development <ul><li>Sounds develop along a typical pattern but every child is unique. </li></ul><ul><li> </li></ul><ul><li>Problems- </li></ul><ul><ul><li>Articulation (Motor pathway)- Brain sends message to move articulators but somewhere along the way the message gets confused so articulator hits wrong spot. </li></ul></ul><ul><ul><li>Phonological (Organizational)- Brain has sounds mixed up so when it sends out the message the articulator is hitting the right spot but the brain sent the wrong message in the first place </li></ul></ul><ul><ul><li>Combination of both </li></ul></ul>
  4. 4. Speech Strategies <ul><li>Blame It On Rio- </li></ul><ul><ul><li>It is no one’s fault. No one knows the absolute cause of speech problems. </li></ul></ul><ul><li>You Can Say That Again- </li></ul><ul><ul><li>Not “What?” but “Say it again slower” with hand signal. </li></ul></ul><ul><li>Super Model- </li></ul><ul><ul><li>Model correct usage, but don’t ask them to correct themselves unless you know they can do it- For example, “nake is hungry” for “snake”- you say “Oh the ssssnake is hungry?” </li></ul></ul><ul><li>Common Senses- </li></ul><ul><ul><li>If a student has a problem with speech it probably means that auditory is not the best way for that child to learn. Use other senses to help teach the sound. For example, dragging finger along the arm for “ssss” give both a tactile and visual way for the student to learn the sound. This is valuable info for later on down the line to share with teachers. </li></ul></ul><ul><li>Face The Facts- </li></ul><ul><ul><li>Invite the student to “look at me” when talking to each other. The student will then be using both auditory and visual cues to learn the sounds. </li></ul></ul>
  5. 5. Speech- Things To Remember <ul><li>Exercise Is Not Enough- </li></ul><ul><ul><li>Oral motor exercise is not an answer all by it’s lonesome. It’s like lifting weights to run a marathon. Sure, it will help, but that alone is not enough training to do a marathon. </li></ul></ul><ul><li>S, L & R- </li></ul><ul><ul><li>Notice where these sounds come on the chart. They are all later developing sounds. </li></ul></ul><ul><li>A Word About Fluency- </li></ul><ul><ul><li>We all go through a stage of disfluency. Most just develop out of it. Some never do and these are people who stutter. Wait patiently as students repeat themselves without asking them to spit it out or stop to think about it. They are getting their thoughts, words, sounds, in line and it takes some effort- Just be patient. </li></ul></ul>
  6. 6. Language Development <ul><li>Language develops along a typical pattern but every child is unique </li></ul><ul><li> </li></ul><ul><li>General rule of thumb </li></ul><ul><ul><li>Birthday #1- First word </li></ul></ul><ul><ul><li>Birthday #2- Put two words together </li></ul></ul><ul><ul><li>Visual representations help language development – like pictures, sign language, etc. </li></ul></ul>
  7. 7. Language Strategies <ul><li>Look Them In The Eye- </li></ul><ul><ul><li>By lying on the floor when you are playing with your child you remove the strain of looking up to see you. When a child is at eye level with an adult they can more easily see your face, watch your expressions, and observe the movements of your mouth as you speak </li></ul></ul><ul><li>Follow The Leader- </li></ul><ul><ul><li>When Baby blows a raspberry feel free to pucker your lips and blow one back. When Baby says a string of vowel sounds, say them right back. Witnessing that his sounds and noises are having an effect will make him want to do more sounds and more noises (just to see you act goofy). </li></ul></ul><ul><li>Building Blocks- </li></ul><ul><ul><li>If your child is saying one-word utterances, then you should keep your language to one and two word utterances as much as possible. If your child is saying two word utterances, then you should keep your language to two to three word utterances. By modeling one word ahead you guide your child block by block through their language development. </li></ul></ul>
  8. 8. Language Strategies <ul><li>Context, Context, Context- </li></ul><ul><ul><li>Children comment on what is happening in their environment. Try placing a ball in front of Baby the next time you want him to say “ball.” </li></ul></ul><ul><li>Enforce Your Right To Remain Silent- </li></ul><ul><ul><li>As you say less and less, you will find your child initiating more and more. The less you talk, the more opportunity your child has to talk. </li></ul></ul><ul><li>Take Turns- </li></ul><ul><ul><li>The foundation of all communication is taking turns. I speak and you listen. Then you speak and I listen. Any activity where turns are being taken reinforces the concept that when it is Baby’s turn, he is expected to perform. Rolling a ball back and forth with your child is a form of turn taking. When it comes to talking, he’ll know it is his turn to speak when you are done. </li></ul></ul>
  9. 9. Language Strategies <ul><li>Wait Expectantly- </li></ul><ul><ul><li>When it is Baby’s turn to talk, look at him as if it is his turn to talk. Raise your eyebrows, alternate glances between him and the object you want him to comment on, and shrug your shoulders as if to say, “well”? </li></ul></ul><ul><li>Multi-modal- </li></ul><ul><ul><li>Children learn language by experiencing the world. Listening is not the only way for students to learn language. As much as possible, children should hear, see, feel, taste, and smell words to better grasp the understanding of what a word truly means. </li></ul></ul><ul><li>Keeping Pace- </li></ul><ul><ul><li>A pacing board is nothing more than circles drawn on a piece of paper. As you speak a word or phrase, you point to each circle on the paper. After you speak, pass the paper to your child to indicate that it is his turn to speak. This technique is very useful when trying to elicit longer utterances from a child who is already using a few one or two word phrases. </li></ul></ul>
  10. 10. Where To Get Help- <ul><li>Jefferson County – </li></ul><ul><ul><li>Call your home school’s speech-language pathologist and they will provide you information about a speech and language screening. </li></ul></ul>
  11. 11. A.T.TIPSCAST- Assistive Technology: Tools In Public Schools <ul><li>A podcast available for free on iTunes or at </li></ul><ul><li>Each episode describes at least one strategy using technology that can be used to help students in public schools </li></ul><ul><li>The average episode length is approximately 8 minutes </li></ul><ul><li>Check out the compendium blog at </li></ul>