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How do you work with the Speech and Language Therapist?. Face to faceOn the phoneReport or written advicePractical resourcesLong wait for helpYou haven't got one!WHAT WOULD YOU LIKE?. What children say. ?Sometimes my words are a bit wobbly"?My mouth said ?juggle' when I wanted it to say ?jun
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1. Working with the Speech and Language Therapist at Primary Level Jeanne Reilly
Speech and Language Therapist
Helen Arkell Centre
Southampton Conference May 2007
JR/HADC/07 Working alongside teachers in the classroom and in school through career.
Already doing a good job to support children because you are here, open mind.Working alongside teachers in the classroom and in school through career.
Already doing a good job to support children because you are here, open mind.
2. How do you work with the Speech and Language Therapist? Face to face
On the phone
Report or written advice
Practical resources
Long wait for help
You havent got one!
WHAT WOULD YOU LIKE?
Have you wowrked out the best way to work with the Therapist?
Listening and talking groups
Demonstration days
Inservice
Have you wowrked out the best way to work with the Therapist?
Listening and talking groups
Demonstration days
Inservice
3. What children say Sometimes my words are a bit wobbly
My mouth said juggle when I wanted it to say jungle.
4. What children say I cant actually find it
I lose it whenever I think of it.
My brains full.
After this day backwards one. (yesterday)
5. Language & Communication Children who are unable to communicate effectively through language
are further handicapped socially, educationally and, as a consequence, emotionally.
Byers-Brown & Edwards 1989
6. Language and Literacy Children with dyslexic difficulties often have associated speech and language problems.
.
Quote: Joy Stackhouse 1996, in Snowing and Stackhouse
Written language spoken language interface
Quote: Dyslexia, Speech and Language Whurr
Written language spoken language interface
Quote: Dyslexia, Speech and Language Whurr
7. Language and literacy It is therefore not surprising that young children with speech and language problems are at risk for later literacy difficulties.
8. Shared skills between teachers and therapist How children learn
Social and emotional issues
Communication
Memory
Vocabulary
Phonological awareness
9. Help with Speech and Language.Where should the focus be? Often focus on what we hear or see the child do, when it is the understanding of language which is the real difficulty.
10. Early language problems Bishop: 40% of language problems at 4 years resolved half way through 5th year.
11. Risk If language problems persisted at 5 years, high risk of problems at 10 years
12. Clues to language difficulties. Is he angry because he cant do it?
Does he fight as a way of communicating, getting back at teasing, because he is frustrated.
Is he the class clown which diverts attention from his terrible feelings of failure?
Is the quiet withdrawn child who cannot describe what the problem is and what he wants to do about it?
Is he angry because he cant do it?
Does he fight as a way of communicating, getting back at teasing, because he is frustrated.
Is he the class clown which diverts attention from his terrible feelings of failure?
Is the quiet withdrawn child who cannot describe what the problem is and what he wants to do about it?
13. Later consequences Cohen (1998)
40% of children aged 7-14 who were described as aggressive delinquent behaviour had undetected Speech and Language difficulties. Not to say that the speech and language problem was the only reason for the aggressive behaviour
EXCLUDED CHILDREN? WHAT OF THEIR COMMUNICATION PROBLEMS?Not to say that the speech and language problem was the only reason for the aggressive behaviour
EXCLUDED CHILDREN? WHAT OF THEIR COMMUNICATION PROBLEMS?
14. Speech, language and communication difficulties Child might:
not take part in class discussion
get very little done in class
not understand all that is going on
have poor speech sounds
act immaturely
have other difficulties besides speech and language Other difficulties:
Social emotional
Other difficulties:
Social emotional
15. Whats the problem? - 1 He needs to speed up as he finds it hard to finish work in the allotted time (Organising ideas?)
She struggles with vocabulary (Vocabulary and concepts?) Teachers have written these comments and these are good clues to look for in your description to think again as to what may be happening that you havenot considered.Teachers have written these comments and these are good clues to look for in your description to think again as to what may be happening that you havenot considered.
16. Whats the problem? - 2 Shes a good reader compared to her written work. (thinking and organising)
He disrupts others in literacy (organisation, self esteem)
17. Whats the problem? - 3 When problems are too word centred he cannot work out what to do. (vocabulary, organisation)
He must make every effort to listen carefully so he can follow the instructions. (listening and vocabulary)
18. Listening and UnderstandingSkills: Listening and Attention
Phonological Awareness
Memory
Vocabulary and Concepts
Understanding
Communication Input, understanding, comprehensionInput, understanding, comprehension
19. Thinking and SpeakingSkills: Thinking of ideas
Organising ideas
Finding the right words
Speaking in sentences
Speaking clearly
Thinking and speaking in conversation Expression, talking and writingExpression, talking and writing
20. Thinking If a child cant think it, he wont be able to say it, and consequently he wont be able to write it.
Thinking is turned into words, thinking and organisation are linkedThinking is turned into words, thinking and organisation are linked
21. Listening and AttentionA Key Skill at Primary level
22. Attention attention is like the conductor of an orchestra who .......controls a vast number of thinking players,
Mel Levine
23. Good listeners: Look
Listen
Understand
Have good short-term memory
24. Poor listeners: Dont know what to listen to.
Dont know who to listen to.
May not make eye contact
Easily distracted.
Unhappy and bewildered.
25. Listening and Attention Strategies to help: Think of ways to make the class quiet.
Get eye contact before you speak.
Tell the child what to listen out for.
Write important words in different colours.
Ignore minor fidgeting.
Let the child sit comfortably. Those with Speech and Language Difficulties will find it very hard to impossible to sift through noise to hear what is relevant to them, COMPREHENSION is compromised.
Telling him why he must listen can turn up the ATTENTION, and MOTIVATION gives him time to get ready to use a STRATEGY
More ,movement and breaks VERY IMPORTANT
Nicky - said that she now is much more tolerant of the child fidgeting at the back.
ACTIVITY - in the room, what are the noises in and around the room?
Identify them and write down how many there are.
Which ones are constant, which come and go?
Which are loudest?
Which are closest?
Which ones annoy/distract interfere with thinking?
Which ones are the important ones to pay attention to?
How do we come by this information? How much is now subconscious?
Which ones over time will you ignore.
Thinking about your classroom. Oliver C who said how he found my lesson at 3.45 fine to concentrate on for 1 hour, because he did not have to compete with the other noises in school and what a relief it was.
Those with Speech and Language Difficulties will find it very hard to impossible to sift through noise to hear what is relevant to them, COMPREHENSION is compromised.
Telling him why he must listen can turn up the ATTENTION, and MOTIVATION gives him time to get ready to use a STRATEGY
More ,movement and breaks VERY IMPORTANT
Nicky - said that she now is much more tolerant of the child fidgeting at the back.
ACTIVITY - in the room, what are the noises in and around the room?
Identify them and write down how many there are.
Which ones are constant, which come and go?
Which are loudest?
Which are closest?
Which ones annoy/distract interfere with thinking?
Which ones are the important ones to pay attention to?
How do we come by this information? How much is now subconscious?
Which ones over time will you ignore.
Thinking about your classroom. Oliver C who said how he found my lesson at 3.45 fine to concentrate on for 1 hour, because he did not have to compete with the other noises in school and what a relief it was.
26. Memory, organisation and language Child:
Poorly organised
Forgets homework and belongings
Confused about time and sequences
Cant remember instructions
Cant repeat information
27. Helping Memory and Organisation with Language Talk
Make links
Record information, write, draw, act it out Memory is primarily a process of making links, connections and associations between new information and existing patterns of knowledge.Memory is primarily a process of making links, connections and associations between new information and existing patterns of knowledge.
28. Organising ideas Making sense of the world
Memory
Planning for
thinking
talking
writing
Without organisation, planning cannot occur and memory is compromisedWithout organisation, planning cannot occur and memory is compromised
29. The National Literacy Strategy Year 2, Term 1,
Text level, Writing composition Objective 11
to use the language of time to structure a sequence of events,
e.g. when I had finished
, suddenly
,
Now have to put organised ideas together in a cohesive way using appropriate language.
A HUGE TASK.Now have to put organised ideas together in a cohesive way using appropriate language.
A HUGE TASK.
30. Time and organisation Specific:
On Friday
tomorrow
yesterday
the next one
January
at 4 oclock
last week Non Specific:
soon/later
Once upon a time
then
in a while
in the summer
at some stage
at the weekend Days
Weeks
Months
seasons
Words, ago a year, before, afterDays
Weeks
Months
seasons
Words, ago a year, before, after
31. National Literacy Strategy Year 4, Term 1
Word level, vocabulary extension objective 11
to define familiar vocabulary in their own words, using alternative phrases and expressions
32. Sophie, Age 7 Poor at expressing ideas.
Limited vocabulary.
Very little written work produced.
Reading OK.
Weak attention.
33. Sophie - how to help Talk through the work/story.
Ask lower order questions.
Offer vocabulary and write it down.
Talk through how to organise he vocabulary and ideas.
Make a plan with her.
34. Questions Lower Order
What?
Where?
When?
Who?
How many?
What does it mean.
Higher Order
Why?
How do you know?
What reasons?
Can you think of another solution?
What do you think?
35. Tim, Age 9 Clumsy, poor pencil control
Speech problems
Reading average cant decode words
Good vocabulary
High non-verbal skills Dyspraxic
Very anxious,
Speech therapy not available for his speech problems
Knows he has problems and sensitiveDyspraxic
Very anxious,
Speech therapy not available for his speech problems
Knows he has problems and sensitive
36. Tim how to help Focus on his language strengths (vocab and knowledge)
Teach spelling through meaning, not decoding.
Scribe for him when possible.
Teach touch typing.
Let him use PC to create work.
Spelling will be a problem as will speech dyspraxic speech and general
Handwriting a real hang up so relieve the pressure by finding other ways of helping him to record is ideas, drawing pictures not the answerSpelling will be a problem as will speech dyspraxic speech and general
Handwriting a real hang up so relieve the pressure by finding other ways of helping him to record is ideas, drawing pictures not the answer
37. Why? Family history
Hearing problems
Pregnancy and birth trauma
Childhood illness
Childhood trauma
Lack of stimulation
Dont know
38. Conversation
39. Conversation A social activity
Listening, understanding, thinking and speaking all at once.
Sticking to the topic
Finding the words
Adapting to the audience
Non-verbal clues.
40. Helping conversation Improve the individual skills.
Practise in a safe environment.
Make expectations very clear.
41. Ask the Speech and Language Therapist to: Explain the tests used.
Demonstrate an activity
Organise a group e.g. vocabulary, listening, conversation
Do an in-service
Talk at a staff meeting
Suggest a resource/book
Advise on any speech articulation problem.
42. Finally Speech, language and communication supports thinking & literacy.
Understanding before expression.
JR/HADC/2007