scholarly journals NEUROLOGICALLY BASED COMMUNICATION PROBLEMS AND LANGUAGE AND SPEECH THERAPY IN OLD AGE

2021 ◽  
Author(s):  
Huseyn Elcin
Keyword(s):  
Old Age ◽  
Speech Therapy ◽  
Communication Problems

How to manage language problems

2021 ◽  
pp. 75-84
Author(s):  
Andrew E. Budson ◽  
Maureen K. O’Connor
Keyword(s):  
Nonverbal Communication ◽  
Hearing Aids ◽  
Speech Therapy ◽  
Body Language ◽  
Loved One ◽  
Reading And Writing ◽  
Mild Dementia ◽  
Communication Problems ◽  
Language Problems ◽  
Tone Of Voice

Although language may become impaired by dementia, communication with your loved one is still possible. Speak clearly and slowly in a quiet environment. Help them obtain hearing aids, if needed. Reading and writing may be beneficial for those who have hearing or speech problems and mild dementia. Speech therapy may also benefit those with mild dementia and trouble talking. Pictures can often compensate for a variety of comprehension and communication problems. Gestures, body language, facial expression, tone of voice, and other nonlinguistic and nonverbal communication can be useful, both in person and over a video phone. Lastly, remember that emotional communication is often preserved in dementia.

How to manage language problems

2021 ◽  
pp. 75-84
Author(s):  
Andrew E. Budson ◽  
Maureen K. O’Connor
Keyword(s):  
Nonverbal Communication ◽  
Hearing Aids ◽  
Speech Therapy ◽  
Body Language ◽  
Loved One ◽  
Reading And Writing ◽  
Mild Dementia ◽  
Communication Problems ◽  
Language Problems ◽  
Tone Of Voice

Although language may become impaired by dementia, communication with your loved one is still possible. Speak clearly and slowly in a quiet environment. Help them obtain hearing aids, if needed. Reading and writing may be beneficial for those who have hearing or speech problems and mild dementia. Speech therapy may also benefit those with mild dementia and trouble talking. Pictures can often compensate for a variety of comprehension and communication problems. Gestures, body language, facial expression, tone of voice, and other nonlinguistic and nonverbal communication can be useful, both in person and over a video phone. Lastly, remember that emotional communication is often preserved in dementia.

scholarly journals Speech therapy for psychogeriatric services

1989 ◽  
Vol 13 (2) ◽  
pp. 57-59 ◽  
Author(s):  
Helen Griffiths ◽  
Bob Baldwin
Keyword(s):  
Old Age ◽  
Mentally Ill ◽  
Health Authority ◽  
Speech Therapy ◽  
The Elderly ◽  
Full Time ◽  
Team Working ◽  
Old Age Psychiatry ◽  
Time Position ◽  
Speech Therapist

A psychogeriatrician was recently given the opportunity of five sessions of speech therapy for his service. His response was that he had no need of a speech therapist as he was perfectly well able to do his own assessment of dysphasia. This attitude is perhaps understandable since there has been so little exposure to the skills of speech therapists within this clinical field. In 1985 a full-time speech therapist was appointed by Central Manchester Health Authority to be part of the multidisciplinary team working in old age psychiatry. At the time this was, to our knowledge, the first full-time position of its kind. This article reviews progress thus far and outlines the contribution of speech therapy skills to the management of the elderly mentally ill.

scholarly journals Speech Therapy Intervention as a Way for Making Differential Diagnoses of Communication Skills for Preschool Children With Shy Behaviour and Children With Autism

2021 ◽  
Vol 4 (2) ◽  
pp. 80-96
Author(s):  
Lilit Saratikyan
Keyword(s):  
Preschool Children ◽  
Diagnostic Criteria ◽  
Communication Skills ◽  
Quantitative Research ◽  
Speech Therapy ◽  
Children With Autism ◽  
Communication Problems ◽  
Intervention Process ◽  
Behavioural Characteristics ◽  
Therapy Intervention

The aim of this study is to categorize the differential diagnostic criteria of communication skills for preschool children with shy behaviour and children with autism within the speech therapy intervention process. For the current study during the speech therapy intervention process 23 preschool children from 3-5 years old were studied who had communication problems and no speech. To establish the differential diagnostic criteria of communication skills for preschool children with shy behaviour and children with autism observation and complex speech therapy methods were used while combining practical and verbal/non-verbal approaches. The quantitative research methodology was used to generalize and conduct a comparative analysis of the results, in order to emphasize the behavioural characteristics and to outline the existing differences between the means of communication of these children. The analysis of the research results made it possible to compile a comparative description of communication features and indicators of the quality of communication of children with shy behaviour and children with autism. Communication and behavioural problems which are typical for children with shy behaviour and children with autism were clarified and differentiated, as well as the criteria for differential diagnosis of speech and communication features of children with shy behaviour has been established, and speech therapy intervention rules have been developed to overcome those problems.

A Preschool Program for Children Who Have Communication Problems

1971 ◽  
Vol 2 (5) ◽  
pp. 54-57
Author(s):  
J. Clinton Bown ◽  
William J. Liston ◽  
Sally Ingalls ◽  
Jane Murdock
Keyword(s):  
Preschool Program ◽  
Communication Problems

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

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