by admin | Mar 29, 2017 | news
What is Specific Language Disorder?
Specific Language Disorder (STD) is a disorder that primarily affects the acquisition and development of oral language. This disorder is not related to an intellectual deficit, emotional disorder, neurological injury, or motor or sensory problem.
TEL is not like any other delay in the appearance of speech. many of the children who have TEL in addition to having affected the expression, also have compromised the comprehension to a greater or lesser extent. in addition to acquiring language late, when they acquire it, they present many irregular patterns in the development of it.
TEL is a dynamic disorder and for this reason symptoms often vary from child to child.
Causes of Specific Language Disorder.
Very little is still known about the causes of TEL. Recent research suggests it's an inherited disorder. These studies refer to the child's limitations in identifying speech sounds. The child has a limited ability to isolate, identify, and memorize speech sounds and the order in which they are made.
In addition to the first words, other words that are perceptively unimportant are going to be more vulnerable. That's why sentence building isn't going to develop properly either. These deficiencies force the child with TEL to use inadequate compensatory mechanisms to achieve communication. Children with TEL often take time to speak and do not produce any words until they are about 2 years old. At age 3, they can talk, but they may not be intelligible.
Characteristics of Language in Specific Language Disorder.
We can consider a late onset of language when the child has no more than 50 intelligible words at 2 years ±1 month. Also when it does not produce two-word statements at 2 years ±1 month. We cannot diagnose a TEL at the age of 2 because its symptomatology is not reduced to late speech and not all children who take time to speak will present TEL.
However, delayed speech is a warning sign and my recommendation is to evaluate these children every 3-6 months. At these early ages, the family environment is usually involved and language stimulation sessions are recommended in order to rule out any future disorders.
In addition to the first words, other words that are perceptively unimportant are going to be more vulnerable. That's why sentence construction (syntax) is not going to develop properly either.
These deficiencies force the child with TEL to use inadequate compensatory mechanisms to achieve communication. As they get older, children with TEL have difficulty learning new words and carrying on a conversation.
Other Features
Some children often have problems in other areas such as deficits in the learning process (dyslexia, dysgraphia, dysortography). They may also have attention and concentration disorders. There are difficulties in mathematics which are mainly related to their inability to understand and decipher the statements of the problems, since the difficulty lies in reading comprehension.
In the behavioral part disruptive behaviors may appear as tantrums caused mainly by the frustration that generates not being able to communicate properly. Aggressive and rebellious behaviors may appear in other children. Children with TEL tend to have problems in their social relationships, as they are isolated or lonely children. They are more vulnerable to bullying and exclusion because of their language difficulties.
There is currently no information on early developmental signs that could predict language difficulties. This information could potentially enable early identification and intervention with these children.
Researchers at the U.S. National Institute on Deafness and Communication Disorders are collecting data using neurophysiological, behavioral, and eye-tracking measures. They also investigate general measures of brain development in a given group of children during their growth. Its aim is to find specific indicators for the TEL or that could predict the development of the disorders. The results of this research could have an important influence on the development of new approaches for the early detection and diagnosis of Specific Language Disorder.
Supports aimed at children with Specific Language Disorder.
In our office there are many types of support to help you develop language and communication. We have professionals who will help you improve other affected areas of learning, such as literacy and social skills. We know that if not treated early, it can seriously affect a child's performance in school and we want to avoid it.
We design special programs to enrich language development. We offer activities that encourage role-play, social skills. We also plan sessions to improve areas such as vocabulary, phonological skills, sentence construction, comprehension, attention, etc.
It is always important to understand that each child's needs are different and not everyone intervenes in the same way. If you or your child's teacher have questions, don't wait to consult us for an evaluation.
We are able to evaluate, diagnose and recommend if the child is a candidate for therapy.
We are located in Guadalupe, San José and our phone number is 70928392. You can also look for us on Instagram or Facebook.
Rocío Vargas Moya
by admin | Mar 21, 2017 | news
Within the framework of the International Down Syndrome Day I would like to share some information that I consider valuable. My work focuses on enhancing language development in children with Down Syndrome. However, I am not limited to just working in this area.
Characteristics of Down Syndrome
The language development of a child with Down syndrome goes through the same stages as the language development of any other child. However, the physical and cognitive characteristics of the child with DS make speech and language more likely to be difficult.
These difficulties are diverse and some may affect one child more than another. Recurrent ear infections, fluid accumulation in the middle ear and hearing loss of different intensity can be found. Also in some boys we see a low muscle tone in orofacial structures, a small mouth compared to the size of the tongue, a tongue with little coordination, malocclusions or a narrow palatal arch. There may be difficulties in cognitive aspects such as auditory memory, attention, information retention and other health disorders such as heart disease.
Like all other children, all children with DS are different. It is not possible to pigeonhole them, label them or assume what they are capable of before they are even evaluated. Although there are similarities between them because of their genetic condition, no two children are alike. There is also no such thing as the talk of a child with Down Syndrome. This is why no two interventions are the same.
Language development in the child with Down Syndrome.
It is important to know what communication skills are expected based on the child's age and where the main difficulties lie. This is important to give parents peace of mind. Many times when not seeing immediate results, parents lose hope in therapy. We must keep in mind that this is a long process.
Dr. John F Miller of the University of Wisconsin has for many years studied the language development profile of children with DS and its challenges. Next we will take a look at the language levels and the expected age of appearance of some of the most important aspects in a regular child vs. a child with DS, according to this research.
Prelinguistic Stage in the Baby with Down Syndrome
In the prelinguistic stage (from 0 to 12 months) there is crying, social smile, first vocalizations, reduplicative babbling until reaching the first words around the year of age. In the SD child the development follows this same pattern but the speed is slower. The visual contact is less frequent, the social smile takes longer to appear as well as the vocal games and babbling. In the first year, the first signs may appear. The first word usually appears in some children between the ages of two and three, and in other children up to the age of five. It is therefore very difficult to establish an exact age range for the emergence of many of these skills.
Remember that before speaking the child must understand. The vast majority of children with DS understand more than they are able to express. We notice this expressive comprehensive gap by observing its behavior. If they follow instructions and respond appropriately to the questions they are asked with signs or gestures. In this way we can be sure that your understanding is adequate.
Semantic Level
Regular children start expressing themselves at 9 months. Around 18 months we find the first words with semantic function. At 24 months the child acquires about 50 words. The same happens in a child with DS but at 36 months. In the child without DS the vocabulary increases rapidly between 24 and 36 months and they have between 300 and 400 words. In the child with DS the increase is significantly lower (100 words) and much later (4 years). At 4 years old a regular child will dominate 1600 words and a child with DS at 5 years old will dominate between 200 and 300. I remind you that these data were published by Miller but we will always find children who go ahead or behind these averages.
Phonetic Level
The appearance of the first words is also delayed because the articulation ability of the speech sounds is affected by the state of the phonoarticulatory organs. When you have a high palate, tongue with poor muscle tone, poor occlusions, etc. it is obvious that the joint will be difficult. However, once again, not all children have such complicated anatomical structures.
Morphosyntactic Level
As far as sentence construction is concerned, we find that children of 24 months make combinations of 2 words and at 24-36 months they present sentences of up to 5 words. At age 4 they use verbal nexuses, subordinate sentences and more elaborate constructions. Meanwhile in the child with DS two-word productions may appear by the age of 4 or 5. In some even up to school stage and are usually simple productions. This happens because the morphosyntactic area, because of its abstraction, is particularly difficult for children with DS. Some flattering areas are those that can be acquired by visual methods (such as vocabulary) since the vast majority have a very good visual memory.
Pragmatic Level
In the pragmatic area in the child with DS there are difficulties especially because they often find it difficult to understand the social rules of communication. For example, greetings, rules of courtesy, taking turns, etc. are properly acquired but with the help of your family, teachers, peers and therapists.
The work of the Language Therapist.
The evaluation and intervention of the speech and language of a child with DS goes far beyond numbers, statistics, and ages of acquisition. It is rather aimed at identifying what difficulties are delaying the child. The aim is to bridge this gap between understanding and expression by intervening in each and every aspect that affects speech and language.
I place special emphasis on this aspect because what may serve one, may not serve another child. The patient and his environment must be known. In the consultation I have come across children with incredible advantages, both environmental and cognitive and anatomical that are completely out of that unpleasant mold in which they have wanted to stereotype.
It is here where the work of the speech therapist becomes indispensable to guide the parents and above all to work together with the teachers and other professionals involved according to each specific case.
Speech therapy is often recommended from the age of 3. It is thought that a child who does not speak cannot be evaluated. There's nothing further from the truth. As I mentioned earlier, the child's communication does not begin at that age, it begins from the pre-linguistic stage. It is for this reason that the start of therapy is recommended as early as possible. While speech certainly cannot be evaluated, all aspects of communication are evaluated and involved, as well as the receptive language or communication system the child uses.
Some love stories
Day by day I have had the joy of meeting professionals who are truly committed to their students and patients and who really make a difference in the lives of these families.
I'm also a witness to the struggle of and admirable parents. One of those is Don Gabriel who, besides being the one who accompanies his son to most of his therapies, has created together with his wife the LAM Foundation. The goal is to help other children with fewer opportunities to receive the same therapies as your child.
I have also had the good fortune to share many therapies with dona Dannia who has been struggling since her son was diagnosed with a gastric disease a few days after birth. After 30 surgeries, he is now a pupil integrated into the regular system and a potential pianist.
I have been able to accompany Doña Eugenia who tried to get her daughter into several schools where they put a thousand obstacles until she found a place where both of them are happy.
International Down Syndrome Day
Today, 21 March, is International Down Syndrome Day. This day was set up to raise awareness of all those who still feel doubt, fear or ignore aspects of this condition. Also to promote the inclusion of boys in all areas of society. In the educational system, in the workplace, in the health system and in recreational activities.
I celebrate all the parents and children who have achieved their goals despite the ignorance and prejudice that still exist in our society. To all mothers and fathers, who feel in doubt, remember that they are not alone, there are many professionals who are committed to our vocation.
I thank my patients and their parents for choosing me to accompany them through this process.
If you would like to talk, learn more about the support we provide and get to know our team and facilities, do not hesitate to contact us at 70928392. We are located in Guadalupe, San José.
by admin | Mar 14, 2017 | news
A few weeks ago I received a visit from some young parents very concerned about the speech difficulties in their 3 year old child. While we were doing the parental interview I was told that the child was fed only mashed potatoes. Since the beginning of ablactation they had not changed the texture of their food. When the clinical examination of the patient was carried out, we found great difficulty in articulating, but would the diet be directly related to his speech problems?
Many parents are unaware that food prepares the organs that intervene in the emission of speech.
From breastfeeding itself until the child is able to feed on solids feeding provides, especially in young children, the strength of the muscles that are involved in the articulation of oral language (particularly in the muscles of lips, tongue and jaw). Speech is not only about learning meanings or knowing how to use words, but it also has a motor component in which the structures and musculature of the orofacial area intervene and which the child must develop and exercise from birth. For example a child who does not exercise the tongue forming the alimentary bolus, nor the jaws crushing the food, is going to have a great difficulty to reproduce sounds in which these structures intervene as for example the sound / l /o /r/. On the contrary, the fact that a child performs the correct closing of the lips around the chest and around the spoon or glass, makes these muscles acquire adequate strength and coordination for the correct articulation of the phonemes /p/ or /m/, in whose production a good lip seal is needed. ). What happens when you don't give your child adequate nutrition at home for his or her specific age? We will find patterns that negatively influence speech such as: tongue out, drooling, open mouth and mouth breathing.
In addition to the muscular part, think for a moment about the sensory development of the child. A child offered its mashed and mixed food does not have the same sensory development as a child who experiences textures, colors, flavors, and temperatures. A soft green broccoli and a hard yellow corn provide different stimuli. Your child is also being deprived of the rewarding experience of tasting different tastes and smells. And although we are talking about children, I would like to mention that this same situation is experienced by the elderly in many homes. Healthy older people often have the ability to chew and swallow all foods properly, but for convenience and speed they are given pureed food, not only depriving them of the pleasure of tasting food, but leading them to the deterioration of their orofacial musculature more quickly.
If you want to help your child develop language through eating, here are some tips:
- It is recommended that at twelve months you start using training cups. When the pacifier is used for longer than the appropriate time, malocclusions may develop that could cause difficulties in the articulation of children.
- When starting the feeding by means of porridge, it is recommended to use flat spoons initially and to avoid cleaning with the spoon or with napkins the excess of food that remain in the mouth of the child. It is recommended that they are the ones who eliminate these excesses, motivating you to stick your tongue out in all directions.
- To offer a variety of colors, flavors, textures, temperatures and sizes. If you want to implement Baby Led Weaning it is important to be informed about the particularities of this method as it allows the baby to feed itself - without using spoons at the beginning and without purées.
- The use of straws is very helpful however before giving him to drink with straw, it is advisable that the child has acquired good control with the glass. The straw allows you to develop strength in your lips and control your tongue.
- The way to chew should be adequate, ie with the mouth closed and without sticking out the tongue or lose food while chewing. Crunchy foods provide strength in the mouth, for example foods such as carrots, crackers or apples.
- The child should not be allowed to chew food and then take it out of the mouth without swallowing it because the larynx will not be mature enough to utter words.
- When feeding solid food to children it is recommended not to cut food into very small pieces as cutting food with their teeth helps them gain strength in their jaw.
- Remember not to force or scold him and allow him to adapt at his own pace.
- Respect the developmental stages and do not offer a food to the child ahead of time.
If you feel you need help, it is advisable to seek out a professional with experience in myofunctional and orofacial therapy who can assess your difficulties and the need for direct or indirect intervention.
