by admin | Nov 5, 2018 | news
A new study recently published in the American Journal of Speech-Language Pathology and ASHA (The American Speech-Language-Hearing Association ) found new information regarding the acquisition of consonants in children in 27 languages. The study was conducted by Dr. Sharynne MacLeod, Professor of Speech and Language Acquisition, Charles Sturt University, Australia and Kate Crowe, distinguished postdoctoral academic in Education, University of Copenhagen.
I share with you the new chart for the Spanish language that was published last October 16.
by admin | Oct 23, 2018 | news
Since 1998, October 22nd has been designated as International Stuttering Awareness Day with the aim of increasing public awareness and knowledge about this disorder that affects so many people.
What is stuttering?
Disfluencies are disorders that affect speech fluency. The most common fluidity disorder is stuttering. It is because of this disorder that we receive more consultations. Did you know that 1% of the world's population has stuttering? Also that 5% of the child population begins to present disfluencies at an early age?
Disfluenced speech is characterized by interrupted speech. There are repetitions of sounds, prolongations or blockages. We can also find associated facial and body movements, vocal tension or alterations in respiratory patterns.
Disfluencies usually manifest early around age 3. However, they can also manifest later when the child goes through linguistic peaks. For example, school age or even adolescence (rarely appears in adulthood).
This appearance is variable and can appear suddenly or gradually and is more common in men, at a ratio of 4 to 1.
It is important to know these data in order to have a clear idea of which professional we can go to and when.
If your child begins to present disfluencies, you should know that the earlier the intervention begins, the more favorable the prognosis. Of the total number of children with disfluency, 70% successfully outgrow the initial stages if we provide adequate intervention within 18 months after the first symptoms appear.
What causes stuttering?
It is important to mention that stuttering does not have an emotional cause, it is not caused by nerves, by a scare, or by trauma. It is not caused because the child has been exposed to hearing people who stutter, nor is it caused by stress or insecurity. Neither did the parents, nor the birth of a little brother. We must not be at fault!
Stuttering has an etiology clearly associated with genetic and neurological factors that makes a child more likely to be disfluent.
Who is in charge of intervening stuttering?
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by admin | Oct 15, 2018 | news
The pragmatic area or social language is an extremely important component in language development. We refer to the social language skills we use in our daily interactions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions, body language, etc.) and how appropriate our interactions are in a given situation. These milestones are often overlooked, and parents and professionals focus primarily on a child's word count or ability to follow directions. While these two skills are fundamental to language development, the pragmatic area is equally important because communication is not just what we can say or understand, but how we use the language we have and how we can apply it socially to connect with others.
When are there pragmatic difficulties?
Pragmatic skills are vital for communicating our personal thoughts, ideas and feelings. Children with difficulties in this area often fail to interpret the communicative intent of others and therefore have difficulty responding appropriately either verbally or nonverbally.
It is important for parents to know that children with delayed speech, but without delay in the pragmatic area, will use many means and repair strategies to communicate with others (including, but not limited to, pointing, eye contact, showing, sharing, and using different words/sounds).
Many children have difficulties with some components of pragmatic language. Children with autism spectrum disorder (ASD) may have particular difficulties with many of these skills because of their deficiencies with social interactions. Children with language disorders may also have difficulty demonstrating appropriate pragmatic skills. (more...)
by admin | Sep 26, 2018 | news
It is common for a parent or teacher to have concerns about their child's language development. Many of them live with these doubts for a long time until they finally decide to consult a professional. This could take even longer in public schools with long waiting lists. You may be wondering why this happens, why don't parents seek intervention first, why don't doctors demand early language intervention?
One of the main reasons is that parents depend significantly on the experiences of other parents and the recommendations of pediatricians. Sounds reasonable. That is, pediatricians went to medical school and are doctors who specialize in children. Similarly, other parents have experience with parenting. If they say there's absolutely nothing to worry about, many take their advice, especially first-time dads.
This is what happens, pediatricians and other parents have not received specialized training in language development. Although doctors are very aware of developmental milestones, their recommendation is often to wait. "Let's wait until he's two years old," "I think we should wait six more months," "eventually he'll talk." These are the most common phrases shared by parents in the first consultation.
Why is early intervention recommended?
Research has found that the brain is the most flexible in the first 3 years of life, and this flexibility decreases as people age. Think of how simple it is for a child to learn a second language, as opposed to how difficult it would be for an adult to learn exactly the same language. The younger you are exposed to a second language, the faster you will learn it. The same is true for children with speech and language delays. The sooner they receive the intervention, the faster they will move forward. Children who receive early interventions have also been found to have better long-term language skills. (more...)
by admin | Aug 30, 2018 | news
Have you ever wondered if boys really speak later than girls? Or if it's confusing for a boy to speak two languages? And when he hears that giving the baby a pacifier is going to cause speech problems later on, should I believe it? Below are some common myths about the development of speech and language in young children, and the reason that supports or discredits them.
1. You should never use "baby talk" with babies.
False.
Infant speech, also known as "maternal speech" or "baby-directed speech," refers to the particular speech patterns that people use when talking to infants. This type of speech has a higher and more varied tone than normal, the pace of speech is slower, vocabulary is simpler, there is a lot of repetition, there is emphasis on important words and an exaggerated and positive facial expression. It is well established that babies prefer "baby talk" as it helps them pay more attention to speech, especially in the midst of background noise. This type of speech makes it easier for babies to discover how language works and which words are most important to the meaning of what is said. This helps them learn what words mean and, over time, helps them learn to say words. Therefore, don't be afraid to use baby talk with your baby, it's helping you tune in to you and what you're saying.
2. The use of "educational" products such as apps or cards stimulates the language development of young children.
False.
While it may be tempting to buy special products marketed as "educational" for young children, these products are not necessarily effective in helping children learn how to communicate. In recent years several apps, videos or dvds have been marketed to babies and very young children, with the aim of promoting their development, including their language skills. However, research to date has not provided evidence that these products produce better language skills.
Vocabulary cards. Learning a new word from a memory card teaches a child to say a word in response to an image. This, however, does not mean that the child will understand the full meaning of the word or how to use it appropriately in real-life situations. The new vocabulary must be learned in meaningful interactions during everyday life and repeated many times before it becomes part of a child's vocabulary. Babies learn best through playful interactions with people who love them Save your money! Play with your child. (more...)
by admin | Aug 17, 2018 | news
The effect of emotion on the rate of articulation in the persistence and recovery of childhood stuttering.
Erdemir A1, Walden TA2, Jefferson CM2, Choi D3, Jones RM2.
Author Information
Vanderbilt University, United States. e-mail: erdemiraysu@gmail.com
Vanderbilt University, United States.
University of South Alabama, United States.
Abstract
PURPOSE: This study investigated the possible association of emotional processes and articulation rate in preschool children who stutter and persist (persistent), children who stutter and recover (recovered), and children who do not stutter (without stuttering).
METHODS: Participants were ten persistent, ten recovered, and ten nonstuttering children between the ages of 3-5 years; they were classified as persistent, recovered, or stutter-free approximately 2 to 2.5 years after the experimental trials were conducted. The children were exposed to three emotional videos (reference, positive and negative) and produced a narrative based on a book of stories without text after each video clip. From the audio recordings of these narrations, individual broadcasts were transcribed and articulation rates calculated. (more...)
