Practise patterns of Malaysian speech-language pathologists in managing children with speech and language delay/disorder

2016 ◽  
Vol 18 (6) ◽  
pp. 560-570 ◽  
Author(s):  
Susheel Joginder Singh ◽  
Min Yen Chan ◽  
Yazmin Ahmad Rusli
Keyword(s):  
Language Delay ◽  
Speech And Language ◽  
Speech Language Pathologists

A Device to Mark Inaudible Behaviors on Audio Recordings

1987 ◽  
Vol 18 (3) ◽  
pp. 238-240
Author(s):  
Edward A. Shirkey ◽  
Ruben D. Kelly
Keyword(s):  
Speech And Language ◽  
Audio Tape ◽  
Speech Language Pathologists ◽  
Audio Recordings

A need exists for speech-language pathologists to have convenient and inexpensive ways to record, on audio tape, occurrences of important inaudible speech- and language-related behaviors. The device described below can be used to mark occurrences of such events.

Associations between Phonology and Syntax in Speech-Delayed Children

1982 ◽  
Vol 25 (4) ◽  
pp. 536-547 ◽  
Author(s):  
Rhea Paul ◽  
Lawrence D. Shriberg
Keyword(s):  
Language Delay ◽  
Speech Delay ◽  
Speech And Language ◽  
Continuous Speech ◽  
Performance Results

Interactions between phonology and syntax are inspected in continuous speech samples from 30 speech-delayed children. Two types of interactions are examined: The co-occurrence of speech and language delay and the effects of phonological reduction on the realization of phonetically complex morphophonemes. Four possible patterns of association between the phonological and syntactic systems are outlined, and subjects are assigned to these patterns based on their phonological and syntactic performance. Results indicate that two-thirds of the subjects display evidence of overall syntactic delay, whereas half show some limitation in the use of phonetically complex morphophonemes, their performance in that area being below the level of their syntactic production. Implications of these findings for a the theory of speech delay and for management programming are discussed.

scholarly journals Speech and language delay in children: a case to learn from

2017 ◽  
Vol 68 (666) ◽  
pp. 47-48
Author(s):  
Nicola Wooles ◽  
Joanna Swann ◽  
Emma Hoskison
Keyword(s):  
Language Delay ◽  
Speech And Language

Creating a Culturally-Responsive Speech and Language Program in a Tribal Community

2016 ◽  
Vol 1 (14) ◽  
pp. 69-80 ◽  
Author(s):  
Sarah Ross
Keyword(s):  
Culturally Responsive ◽  
Historical Context ◽  
Tribal Community ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Tribal Communities ◽  
Culturally Based

This article describes the development of a culturally responsive speech and language program for the Confederated Tribes of the Grand Ronde Community (CTGR) of Oregon. The historical context that served as a foundation for the speech and language program is first discussed. Next, a description of what constitutes a culturally-based program is presented. The specific culturally responsive attributes of the CTGR program are then elucidated followed by recommendations for speech-language pathologists (SLPs) desiring to create Tribal speech and language programs. In addition, insights presented in the article can provide guidance, more generally, for SLPs who currently serve Tribal communities through existing programs.

scholarly journals The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know

2020 ◽  
Vol 51 (4) ◽  
pp. 939-954
Author(s):  
Carol Moxam
Keyword(s):  
English Language ◽  
School Age Children ◽  
Teaching Staff ◽  
School Age ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Spelling Development ◽  
Spelling Intervention ◽  
Shared Goal ◽  
Collaborative Working

Purpose Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal of facilitating the school-age child in accessing the curriculum. To facilitate and develop the collaborative working practices of SLPs working with school-age children and teaching staff, it is helpful, to both parties, to develop and extend their explicit understanding of the link between language, speech, and spelling. Method In this tutorial, I describe how verbal and written speech and language skills are inextricably linked and key to spelling development and progress. I will (a) discuss the complexities of spelling in the English language; (b) describe the links between language, speech, and spelling; and (c) propose a linguistically informed approach to spelling intervention. Conclusion SLPs have expertise in the key speech and language domains such as phonology, morphology, and semantics and are therefore well placed to play an important role in supporting learners in making links between these domains in relation to spelling development and intervention.

Sign in / Sign up

Export Citation Format

Share Document