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Speech Language Referral Inservice

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by

Melissa Heine

on 3 November 2013

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Transcript of Speech Language Referral Inservice

Speech Language Referral In-service
What do SLPs do??
How do you refer??
Importance of Teacher input
What we do
What we do NOT do

-English Lanuage Learner

-Emotionally Disturbed Students

-Dialectal Differences

-Fluency related to reading difficulties

- Selective Mutism

Articulation
Fluency/Stuttering
Language
-Student has a hard time understanding written or spoken information
-Poor grammar
-Lack age appropriate vocabulary
-Difficulty following directions

Voice
-The childs voice seems too high
-If the child always sounds like they have a cold
-If the child sounds as if they are talking through their nose
-Child's voice sounds rough or strained
-Child's voice is unclear
-Child speaks too loud or too soft


-Students speech is hard to understand

-Specific sounds are not correct or unclear
(ex: wabbit for rabbit)

-Student leaves souds out of words (ex: nail for snail, do for dog)

Important to Note:
-Specific sounds you believe that child is struggling with
-Any patterns you may notice (ex: child leaving off ends of words)
-Percentage of the time that you can understand the child's speech
(25%, 50%, 75%, 100%)
-How the sound errors effect the childs academics and in the classroom
Important to Note:
- Examples of the child's language use in the classroom
- If the language concern is effecting the child's academics or social life

- The child stutters when speaking
- Abnormal repetitions
- The child often pauses or has hesitations when speaking
Important to Note:
-Which environment the child tend to stutter
-Any secondary behaviors observed when stuttering (twitch of the head, excessive eye blinking, facial grimace, etc.)
Important to Note:
-If the child's parents are aware or concerned with the child's voice
-If the child has seen a doctor in regards to his/her voice


Working with students who are missing sounds
Or saying specific sounds incorrectly.


Stuttering

-Helping students who have developed interruptions that affect their fluent speech
-These may include: repetitions, interjections, prolongations, and/or blocks


Articulation
Language
-Two different categories include understanding language and oral expression of language

-Areas for which we provide support include: appropriate grammar, understanding and responding to wh- questions, following directions, and vocabulary development

Voice Disorders
-After a consult with an ENT a speech therapist can provide therapy for voice quality when it has interfered with academic success or social communication.

This includes:
-Voice quality: when a student’s voice is continually hoarse, breathy and/or nasal.
-Pitch quality:having an inappropriately high or low pitch.
-Volume: being too loud or too soft.

Time
• Teachers spend the most time with our students
• One of the most vital adults in the child’s life
• Guide them throughout the year and teach all areas
-The teacher’s model, reinforcement and class activities are those that help generalization the most

Experience
• -Experience allows you to pick out typical vs. atypical language patterns, behaviors,
and speech.
• -Your observations are vital because you see the child interact in different
environments and conditions.
• -You are able to compare the child to past children and classmates
• -You are able to determine the child’s best learning style, personality, likes and
dislikes

DON’T FORGET YOU HAVE A VOICE!
• -Take care of it
• -Children are not the only ones at risk

Things you can do:
• -Drink plenty of water
• -Minimize caffeine
• -Minimize yelling
• -Allow time for vocal rest
Full transcript