In my last blog, I discussed one of the most common therapy hierarchies used when treating articulation disorders known as Van Riper’s model and how homework can be completed within the first stage of the hierarchy, which is working on sounds in isolation. Van Riper’s model is a framework used to structure speech therapy. AS […]
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Often parents will bring in a child who has limited exposure to English for a language assessment. It can be difficult to determine whether the child has just had a limited exposure to English and therefore appears to be delayed, or if they truly have a language delay or disorder. The most important marker to note is whether the child has difficulty in their mother tongue. Children who have difficulty in their first language and their second language had a definite language delay or disorder. Children who only appear to be delayed in their second language are most likely delayed due to limited exposure to the second language. While many of the assessments conducted in Australia are not designed for bilingual children, there are versions of some of the common standardised assessments, which are designed for bilingual children and adults. The Clinical Evaluation of Language Fundamentals is a commonly used Language assessment endorsed by the NSW board of studies, which is available for children who speak English and Spanish.
Many children in Australia are exposed to a language other than English at home and are only later exposed to English through their peers. For these children, their first exposure to English may be at preschool or primary school. For children who aren’t exposed to English until Kindergarten, may not catch up to a native speaker until the sixth grade, given that they have missed 5-6 years of exposure and therefore may take just as long to pick up the same amount of language. For children that naturally excel at language, this may happen faster. However, every individual is different so will therefore acquire English at his or her own pace.
Learning two languages does not cause a language delay. Initially, it is common for children to have a silent period, where they do not converse as much while acquiring both languages. They may also mix up the two languages at times however bilingual children still reach their developmental milestones at the same time as other children so if your child is not meeting their milestones, it is important to see a Speech Pathologist to assess if there is an underlying language delay or disorder.
This article was written by our Speech Pathologist Ashleigh Fattah who is a Speech Pathology Australia member. If you have questions about language activities, make an appointment. We‘ll provide you with simple and effective therapy targeted to your concerns. Contact us today.
The post Bilingual Children appeared first on ENT Wellbeing Sydney.
Often parents will bring in a child who has limited exposure to English for a language assessment. It can be difficult to determine whether the child has just had a limited exposure to English and therefore appears to be delayed, or if they truly have a language delay or disorder. The most important marker to note is whether the child has difficulty in their mother tongue. Children who have difficulty in their first language and their second language had a definite language delay or disorder. Children who only appear to be delayed in their second language are most likely delayed due to limited exposure to the second language. While many of the assessments conducted in Australia are not designed for bilingual children, there are versions of some of the common standardised assessments, which are designed for bilingual children and adults. The Clinical Evaluation of Language Fundamentals is a commonly used Language assessment endorsed by the NSW board of studies, which is available for children who speak English and Spanish.
Many children in Australia are exposed to a language other than English at home and are only later exposed to English through their peers. For these children, their first exposure to English may be at preschool or primary school. For children who aren’t exposed to English until Kindergarten, may not catch up to a native speaker until the sixth grade, given that they have missed 5-6 years of exposure and therefore may take just as long to pick up the same amount of language. For children that naturally excel at language, this may happen faster. However, every individual is different so will therefore acquire English at his or her own pace.
Learning two languages does not cause a language delay. Initially, it is common for children to have a silent period, where they do not converse as much while acquiring both languages. They may also mix up the two languages at times however bilingual children still reach their developmental milestones at the same time as other children so if your child is not meeting their milestones, it is important to see a Speech Pathologist to assess if there is an underlying language delay or disorder.
This article was written by our Speech Pathologist Ashleigh Fattah who is a Speech Pathology Australia member. If you have questions about language activities, make an appointment. We‘ll provide you with simple and effective therapy targeted to your concerns. Contact us today.
The post Bilingual Children appeared first on ENT Wellbeing Sydney.
ReST is an evidence-based treatment for treating individuals with Apraxia of Speech. Aparaxia of Speech is a motor speech disorder where individuals know what they want to say but have difficulty planning the movements required for speech.
The ReST treatment uses non words to allow individuals to concentrate on their movements, and remove the impact of old words which already have errors and allows clinicians to make words specifically for each individual’s needs. The nonsense words help individuals to coordinate movements across syllables in long words and phrases. ReST helps to improve the individual’s ability to say the correct sounds, with the correct beats (speech rhythm/stress/prosody) smoothly (to join all the sounds together fluently).
There are more than 6 treatment studies published in scientific journals where experts have reviewed the findings. All studies have shown significant improvements in the individual’s production of nonsense words and moderate-large improvements in production of everyday real words following treatment. A randomized control trial has shown the program to be effective for individuals aged 4-12 years with mild to severe childhood apraxia of speech and older children with milder ataxic dysarthria where the focus is on beats or speech rhythm (Murray, McCabe, & Ballard, 2015). An assessment is required to determine if childhood apraxia of speech or ataxic dysarthria is present and whether Rest is the best therapy option for the individual.
Rest is conducted in intensive blocks of 12 sessions delivered either 4 days a week for 3 weeks or 2 days a week for 6 weeks. Each treatment session goes for 45-60 minutes. Therapy has also been shown to be effective via telepractice (e.g. over Skype or FaceTime) (Thomas, McCabe, Ballard, & Lincoln, 2016). At the start of the session, the clinician provides the individual with support to say the nonsense words correctly. This component is known as the training phase. Once this is achieved, the individual moves on to the practice blocks where they have a chance to practice without assistance with only right or wrong feedback given. There are usually 5 block in each session with 20 words per block (100 words per session) with 2 minute breaks between each block. This allows the individual to learn to make these movements rapidly in real speech and to transfer their skills to real words.
This article was written by our Speech Pathologist Ashleigh Fattah who is a Speech Pathology Australia member. If you have questions about language activities, make an appointment. We‘ll provide you with simple and effective therapy targeted to your concerns. Contact us today.
The post What is the Rapid Syllable Transition treatment (ReST)? appeared first on ENT Wellbeing Sydney.
ReST is an evidence-based treatment for treating individuals with Apraxia of Speech. Aparaxia of Speech is a motor speech disorder where individuals know what they want to say but have difficulty planning the movements required for speech.
The ReST treatment uses non words to allow individuals to concentrate on their movements, and remove the impact of old words which already have errors and allows clinicians to make words specifically for each individual’s needs. The nonsense words help individuals to coordinate movements across syllables in long words and phrases. ReST helps to improve the individual’s ability to say the correct sounds, with the correct beats (speech rhythm/stress/prosody) smoothly (to join all the sounds together fluently).
There are more than 6 treatment studies published in scientific journals where experts have reviewed the findings. All studies have shown significant improvements in the individual’s production of nonsense words and moderate-large improvements in production of everyday real words following treatment. A randomized control trial has shown the program to be effective for individuals aged 4-12 years with mild to severe childhood apraxia of speech and older children with milder ataxic dysarthria where the focus is on beats or speech rhythm (Murray, McCabe, & Ballard, 2015). An assessment is required to determine if childhood apraxia of speech or ataxic dysarthria is present and whether Rest is the best therapy option for the individual.
Rest is conducted in intensive blocks of 12 sessions delivered either 4 days a week for 3 weeks or 2 days a week for 6 weeks. Each treatment session goes for 45-60 minutes. Therapy has also been shown to be effective via telepractice (e.g. over Skype or FaceTime) (Thomas, McCabe, Ballard, & Lincoln, 2016). At the start of the session, the clinician provides the individual with support to say the nonsense words correctly. This component is known as the training phase. Once this is achieved, the individual moves on to the practice blocks where they have a chance to practice without assistance with only right or wrong feedback given. There are usually 5 block in each session with 20 words per block (100 words per session) with 2 minute breaks between each block. This allows the individual to learn to make these movements rapidly in real speech and to transfer their skills to real words.
This article was written by our Speech Pathologist Ashleigh Fattah who is a Speech Pathology Australia member. If you have questions about language activities, make an appointment. We‘ll provide you with simple and effective therapy targeted to your concerns. Contact us today.
The post What is the Rapid Syllable Transition treatment (ReST)? appeared first on ENT Wellbeing Sydney.
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