• Social Pragmatic Language Skills

    Social/Pragmatic Language Skills

    What is Pragmatic Language?

    Pragmatic language involves using language to socialize and/or express intent.  Pragmatics are language skills necessary for effective and appropriate communication.

    –Using language

    –Changing Language

    –Following rules

     

    The following behaviors are necessary for conversation and generally develop by age three.

    • shared attention
    • affective engagement
    • reciprocity
    • shared intentions
    • shared forms and meanings

     

    Using Language for different purposes

    • Greeting (hello, goodbye)
    • Informing (I’m going to get a cookie)
    • Demanding (give me a cookie)
    • Promising (I’m going to get you a cookie)
    • Requesting ( Can I have a cookie?)

     

    Adjusting language according to situation or listener

    • Talking differently to a baby than an adult
    • Giving background information to an unfamiliar listener
    • Speaking differently in a classroom than on a playground

     

    Following rules for speaking

    • Taking turns in conversation
    • Introducing topics of conversation
    • Staying on topic
    • Rephrasing when misunderstood
    • How to use verbal and nonverbal signals
    • How close to stand to someone when speaking
    • How to use facial expression and eye contact



    Emotional Intelligence

    • Promoting self regulation of emotions
    • problem solving
    • forging friendships
    • understanding others’ perspective
    • showing empathy

     

    Social Skills

    • Facilitate a positive school experience
    • Promote flexibility and adaptability
    • Promote safety and personal responsibility
    • enable children to make appropriate social choices
    • strengthen their interpersonal relationships
    • maximize success in school

     

    Consequences of Poor Social Skills

    • Difficulty with interpersonal relationships
    • Negative response or rejection
    • Anxiety, aggression or depression
    • Decreased academic performance

     

    Types of Social Skills

    • Survival Skills (e.g., listening, following directions)
    • Interpersonal Skills (e.g., sharing, turn-taking, joining an activity)
    • Problem-Solving Skills (e.g., apologizing, asking for help, accepting consequences)
    • Conflict resolution skills (e.g., dealing with teasing, losing, peer pressure, disagreeing)

     

    Social Skills Programs address skills for navigating the Social World

    • Conversation
    • Non-verbal basics
    • Cooperative play
    • Friendship management
    • Dealings with feelings-self and others
    • Problem-Solving
    • Conflict Management




    Building social Interactions at home

    • Create more play opportunities with peers
    • Encourage independence
    • Spend time playing with your child
    • Celebrate parties together
    • Facilitate sibling interaction
    • Plan for family/community events
    • Use the teachable moments
    • Have fun with your child!


    Please contact your school speech language pathologist for questions or concerns.

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  • Speech and Language Developmental Expectations of Kindergarteners

     

    Speech and Language Developmental Expectations of Kindergarteners

    by Joyce Bores, M.S. CCC/SLP

         A child’s ability to produce speech sounds begins in infancy and for some is not fully mastered until about age 8.  It is not unusual for a typical kindergartener to show errors in producing  some of the later developing sounds such as /r/, “th”, /sh/, /ch/, /j/, /s/ and /z/. For most of these youngsters additional maturation time is all that is needed to correct their errors.  They also benefit from adult and peer models as well as exposure to the school curriculum that addresses phonological skills. However, intervention may be needed for those children, who are making multiple sound errors on phonemes that most of their peers have already learned, causing them to be difficult to understand.

         Children entering kindergarten possess many language skills.  They have an extensive vocabulary.  They name things, talk about actions and describe.  They can discuss the past, present and future.  They generally use complete sentences and answer many types of questions, follow multiple directions and can relate events and short stories.  They also know most of the grammatical rules governing language, though they are still mastering some.  It is not unusual for a kindergarten to say, “I eated all the cookies” or “I’m gooder than you in soccer.” They have also learned the subtle rules of conversation, knowing how and why we greet each other, starting, maintaining and finishing a conversation, making an apology, asking for help, taking turns, understanding and using body language and tone of voice. 

    Speech and Language Intervention

         If a child is having difficulty in the language areas mentioned, it is important that the problem be identified because a language delay can affect the whole learning process. The kindergarten teachers are extremely knowledgeable and insightful regarding their students.  They appropriately bring their concerns regarding students to professionals like me, so that we may intervene to facilitate the students success.   Parents are included throughout this process. It is important for parents to know that in school, under state and federal law, the speech and language specialists can only provide services to children who demonstrate difficulties that “adversely affect their educational performance.”

         There is no question that you can increase your child’s speech and language skills by reading to them, modeling speech sounds and language use.  But they need to be active listeners in this process. Active listening is a key to learning.

     Communication Skills and Learning

         When a child enters Kindergarten, the demands of speech, language and listening are different form those in the home environment.  Most language learned at home is incidental, interactive, generally regarding the here and now context in self-related conversation. In school, language is learned in a very structured manner within different genres.  In addition, language in school is information based and may regulate behaviors and activities.  Children are asked to speak in complete sentences and to comment upon or provide information that may or may not be self-related.  They need to be understood by others for effective participation and interaction.  The school environment necessitates that children learn to maintain attention, follow rules and be good listeners for understanding information, following directions, and taking speaking turns. We need to teach our children to tune into language as a skill for the development of pre-reading and writing.

          The speech language pathologists in school may serve as consultants to the Kindergarten teachers to reinforce the learning of these skills.  They begin by teaching the children to be good listeners.  This requires an increased awareness of what your body is doing, where your eyes are and what your hands and feet are doing.  In kindergarten children are taught what "good listening position" is; sitting or standing straight facing the speaker, maintaining eye contact and keeping your hands feet and mouths quiet.  They are taught about taking turns and having the speaking floor.  We call this "speaker power."  We'd love for you to utilize these ideas and the language we use to encourage these behaviors in your children. 

          In kindergarten we reinforce manners, sharing and what it takes to be a good friend.  These are skills needed to increase social awareness and self-control and are primary skills in social development.

          Once the children show growth in their listening we then introduce the phonemic awareness program.  This teaches the children to tune into language.  They learn that word are composed of sound patterns and sound units.  This is a very important pre-requisite to reading and spelling.  We teach children to recognize and produce rhyming words.  They listen for rhythms and patterns such as those found in compound words.  They also learn to distinguish and produce syllables, beginning, middle and ending consonants and vowel sounds.  Lastly we introduce them to sound blending and segmenting to get them ready for reading and spelling.  While we work with them we are also modeling correct speech and language and doing some early intervention and identification in their classroom.

            Being bright, good in math and reading are no longer enough to be successful in school and in life.  We want to teach your children to be successful and happy and to be all that they can be.

             

           

             

     

     

     

     

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  • Central Auditory Processing Disorder

    Central Auditory Processing Disorder

    by Joyce Bores, M.S., CCC/SLP

    Central auditory processing may be described as “what we do with what we hear” (Katz, Stecker and Henderson-1992). It is the human brain’s ability to interpret and use and the information it receives through the ears.

    A Central Auditory Processing Disorder (CAPD) may be characterized by difficulties in processing the information carried by sounds. Abilities such as phonological awareness, attention to and memory for auditory information, auditory synthesis, comprehension and interpretation of auditorily presented information are cognitive-communication skills that are often reliant upon auditory processing function. Auditory processing disorders are not due to impairments of hearing or intelligence.

    Central Auditory Processing may be identified via a team of professionals including: Audiologist, Pediatrician, Otolaryngologist, Developmental Pediatrician, Neurologist, Neuropsychologist, Child Study Team including a Speech Language Pathologist, School Psychologist, Learning Disabilities Teacher Consultant and Social Worker, as well as, the classroom teacher.

    Difficulties in the classroom may include:

    • learning to read
    • confusing similar sounding words (i.e.; seventy and seventeen)
    • remembering/pronouncing people’s names
    • remembering stories or songs
    • tone deaf (can’t carry a tune) or not musically inclined
    • following directions
    • remembering details
    • organization
    • maintaining focus on auditory information in the presence of background noise
    • understanding people who speak quickly or those with a foreign accent or speech problem
    • finding the right words to say
    • seem to hear but not listen (especially lengthy messages or conversation in groups) 

    Interventions for Auditory Processing difficulties may include: classroom accommodations or modifications, auditory trainers/FM Systems, and/or speech language therapy to increase language base, provide auditory training in auditory attention, comprehension, auditory memory, phonological awareness, auditory comprehension strategies,  auditory integration training (systematic ear training for treatment of extreme sound sensitivities or distortions in the auditory system), tuning out behaviors and auditory processing difficulties), as well as, practice activities using software and apps (i.e.;Auditory Workout, Auditory Processing Studio). 

    The following are suggestions for parents to assist their children in the home environment:

    • get their child’s attention and face him/her before speaking
    • breakdown directions step-by-step
    • encourage their child to let them know when he/she does not understand what he/she hears
    • practice restating, rephrasing or reorganizing messages for better understanding
    • check their child’s understanding by asking him/her to repeat or tell what he/she heard.
    • Provide a quiet study area for their child to do homework
    • Play listening games (i.e; “Simon Says, Giant Steps)
    • Provide breaks when your child is fatigued
    • Speak or read slowly to their child
    • Read books that have sound patterns, rhymes and repetitious content (i.e; Dr. Suess books)
    • Ask who, what, where, when, how and why, questions about books, T.V. shows, movies or games their child enjoys
    • Sing songs and teach nursery rhymes to young children
    • Encourage, praise and reward their child for successes
    • Set realistic goals
    • Be a good listener yourself.

     

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  • Summer Speech and Language Activities

    SUMMER SPEECH AND LANGUAGE SUGGESTIONS

     

    Improve your skills every day!  If you are working on particular sounds, focus on words that have your sound in them. Use complete sentences.  You can expand upon your sentences by adding information telling “where, when, how and why.”

     

    1. Discuss how common objects, characters from books or ideas are alike and different.

     

    1. Describe people, places and things (i.e.; a butterfly). Use your senses to help you describe how things look, sound, smell, taste, feel.  Use adjectives.

     

    1. Pretend you are going to the beach or on a picnic/vacation.  What would you take? Try to categorize the things you name (i.e.; foods, clothing, games, drinks, utensils, paper goods).

     

    1. Read books.  Answer who, what, where, when, and why questions.  Retell the story. Write down words you don’t know in a “new word” book. Predict the meanings from how they are used.  Look up the definitions in a dictionary.  Practice using your new words.

     

    1. Pick a topic you are interested in knowing more about.  Do some research on the computer or read a book about it.  Try to remember at least 5 things you learned.  It helps to write or draw a picture of what you want to remember. Share your new knowledge with a friend or family member.

     

    1. Keep a journal.  Draw pictures and/or write what you do this summer.  Name things you see. Talk about the things you do in the summer.  Use verbs such as “walk, play, swim” to talk about the present, past and future. Tell mom or dad about it.

     

    1. Take a walk.  Name all the things you see that begin with certain alphabet letters.  If you are practicing a particular sound, try words beginning with that sound.

     

    1. Name things that rhyme.

     

    1. Play a game.  Tell your partner the rules.

     

    1. Look in a books or magazines.  Find pictures and tell stories about them.

     

    1. Bake something with mom.  What items do you need?  Follow a recipe.  Describe how you made it.

     

    1. Tell someone your best summer memory.
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  • Stuttering Information For Parents

    Information for Parents of Disfluent Children

    Stuttering Center of Western Pennsylvania
    Co-Directors: J. Scott Yaruss, Ph.D., CCC-SLP, and David W. Hammer, M.A., CCC-SLP

     

    What Is Stuttering?

    Stuttering is a speech/language impairment characterized by disruptions in the forward flow of speech (or "speech disfluencies"), such as repetitions of whole words or parts of words, prolongations of sounds, or complete blockages of sound. Speech disfluencies may be accompanied by physical tension or struggle, though many young children do not exhibit such tension in the early stages of the disorder.

    Stuttering is highly variable – sometimes a child will stutter a lot and sometimes the child will be very fluent. Factors influencing the likelihood that stuttering will occur differ from one child to the next, but might include:

    Who the child is talking to
    What the child is talking about
    Where the child is when talking
    What time of day or year the child is talking
    The child’s emotional or physical state (e.g., excitement, fatigue, illness) while talking
    The length and complexity of the message the child wishes to convey
    Other factors that are more difficult to identify

    Many times, children experience fear or embarrassment because of their stuttering. As a result, they may learn to hide their stuttering so it does not show. They can do this by avoiding speaking in certain situations or to certain people. They might also avoid saying words they think they might stutter on or refrain from talking altogether. If a child begins to avoid speaking in order to avoid stuttering, the disorder can have a marked impact on his or her social, emotional, and educational development.

    Sometimes, older children and adolescents become so adept at hiding their stuttering that other people may not even know that they stutter. Although this might sound like a good goal, it typically is not. Hiding stuttering takes a lot of emotional and cognitive effort and results in significant shame for the person who stutters. This, in turn, often limits the child’s ability to participate in life activities at school or in social settings. The best way to deal with stuttering is not to try to hide it, or to hide from it, but rather to face it directly.

    What Causes Stuttering?

    There is no one cause of stuttering. Current research indicates that many different factors, including genetic inheritance, the child’s language skills, the child’s ability to move his or her mouth when speaking, the child’s temperament, and the reactions of those in the child’s environment play a role in the development of stuttering.

    How Do We Treat Stuttering

    For very young children (age 2½ to 5 or 6), the primary goal of treatment is to help the child learn to speak fluently. We do this by teaching the child to change the timing and the tension of speech production through modeling and play-based activities, both in the therapy room and at home. Treatment of children in this age range can be highly effective, with many children exhibiting complete recovery by approximately age 6.

    For older children and adolescents, it is more difficult to eliminate stuttering, and the child is more likely to begin experiencing the shame and embarrassment that characterizes advanced stuttering in adults. Improving fluency is still a major focus of treatment; however, a necessary additional goal involves helping children to develop healthy, positive attitudes toward themselves and toward their speech, even if they are still stuttering. Parents play a very central role in this process by conveying acceptance of their child’s speaking abilities and by providing a supportive environment where the child can both stutter and learn to speak more fluently.

    How Can Parents Help?

    It is important to remember that parents do not cause stuttering. Still, there are several things you can do to help your child learn to speak more fluently. Parents of young children can help by: (i) providing a model of an easier, more fluent way of speaking, (ii) reducing demands on the child to speak, particularly demands to speak fluently, and (iii) minimizing the time pressures a child may feel when speaking.

    Modeling. Children tend to be more disfluent when they or the people around them talk more quickly. This is due partly to the increased time pressures children may feel and also to the children’s own attempts to speak more quickly in order to keep up. Family members (particularly parents and primary caregivers) should be aware of their speaking rate and make a conscious effort to speak more slowly.

    Beyond reducing your own speaking rate, you can model for your child an easier, more relaxed way of speaking. One way to do this is by reflecting the child’s sentences back to him or her, using a slower speaking rate, then expanding on the child’s utterance when responding to the child’s question. For example, if your child says "I want to play outside now," you can respond using a slower speaking rate, saying "You want to play outside now? (pause) Okay, that would be fine." This gives the child an immediate example of how to speak more easily and more fluently using a slower speaking rate.

    Reducing Demands. Often, people in the child’s environment feel uncomfortable when a child stutters. There is sometimes an irresistible urge to try to help children by telling them to "speak more slowly" or to "stop, take a deep breath, and think about what they want to say." Although this might sound like good advice, it does not help, and only serves to make the child more self-conscious about his speech. The same is true about finishing a child’s words or making seemingly supportive comments about his or her fluency (e.g., "you said that so fluently"). Although such statements seem positive, children interpret them as corrections since they typically don’t know what they did differently to make their speech fluent. In general, it is best to avoid any such corrections or demands on the child to speak fluently. In treatment, children will be taught how to make these changes in their speech, and you will learn ways to respond to their children’s fluent and disfluent speech in a supportive manner.

    Parents are naturally proud of their children’s ability to memorize stories and rhymes, and often ask children to give performances for friends or family. Although some children receive pleasure from these activities, this type of "performance speech" places great demands on children’s fluency. Although it is very important for you to demonstrate pride in your child’s accomplishments, particularly those related to speaking, it is probably more helpful to find other ways for your child to demonstrate his or her skills that will be less demanding on fluency (e.g., speaking together in a group or singing).

    Still another form of demand involves the use of complicated language. Children are more disfluent when they use longer or more complex sentences. When a child is disfluent, therefore, it is helpful to limit your use of open-ended questions requiring long or complex answers (e.g., "what did you do at school today?"). Instead, try using closed-ended questions requiring shorter, simpler answers (e.g., "did you have fun at school today?" or "did you go outside during recess?"). You can also try to encourage your child to talk without asking any questions at all. Try simply commenting on your child’s activities (e.g., "I wonder if it’s going to rain while you’re at school today") and giving him an opportunity to response. The key is to manage the child’s speaking situations carefully – at times when he is speaking more fluently, you can feel comfortable stimulating his language development by using more open-ended questions.

    Minimizing Time Pressure. One of the most helpful ways you can reduce the conversational time pressure your children may feel is to model and use a slower speaking rate as described above. Another useful technique is pausing, one to two seconds, before answering your child’s questions. This gives your child the time he or she needs to ask and answer questions, and it helps teach him not to rush into responding during his own speaking turns. Finally, this technique shows children how to take enough time before speaking to formulate their answers more fully.

    Another important benefit of using pauses is that it helps children learn to take turns when speaking. The normal flow of conversation involves turn-taking – only one person speaks at a time. If two or more people are competing for talking time or if one person interrupts another, however, there is a tendency for the rate of speech to increase and for the speakers to feel pressure to get their message out quickly. This is particularly difficult for children who stutter, so it is best to take turns when talking—each person gets an opportunity to speak without fear of being interrupted and without the need to hurry. You can demonstrate this in your own speech by not interrupting your child (a part of pausing between speaker turns) and by managing the talking turns of other children so each child gets their turn to talk.

    Finally, you can reduce overall time pressures by reviewing your daily routines to make sure your child’s schedule is not so busy that it does not leave time to talk about his or her experiences in a slow and unhurried manner. It is certainly good for children to have full and active lives; however, some children may benefit more from participating in fewer activities that are enjoyed at a slower pace.

    For older children or for children who have exhibited concern about their speech, parents can supplement these strategies with other techniques to help children develop healthy, positive attitudes about their speaking abilities.

    Listen to Content rather than Manner. Stuttering draws attention to itself, so it is not surprising that parents and others in the child’s environment might be more likely to hear the child’s stuttering, rather than the message the child is trying to convey. Children quickly become aware of this, and this can increases their sense of shame or embarrassment about their speech even further. To reduce these negative feelings, parents should be sure to focus on and respond to their child’s message and to "talk about what the child talks about." You can help yourself focus on your child’s content by developing a "talking log," in which you keep track of the topics your child raises in conversation during the day.

    Respond to Stuttering in an Accepting Manner. No parent would want their child to have a stuttering problem; however, it is important for you to convey complete acceptance of your child, including acceptance of his or her stuttering. Children’s self-esteem and self-acceptance are highly dependent upon the acceptance of others, particularly their parents. If you convey the message that stuttering is bad, or something to be ashamed of, then it is more likely that your child will believe that he is bad. As a result, his shame will increase. Importantly, it is the child’s negative reactions to stuttering that determines whether he will be handicapped by his speech, not the number of disfluencies he produces. In treatment, children will learn to be more fluent; however, they will not be successful if they have already developed negative attitudes about themselves and their speech.

     

     Some Helpful Tips

    Speaking More Slowly. Learning to speak slowly can be quite challenging, both for children and for their parents. Many parents are accustomed to a fast rate of speech, and they initially feel that slower speech feels unnatural. The best way to practice slower speech is to begin just 5 minutes per day, during a simple structured activity such as reading a child’s book (Dr. Seuss books are great for this). The key to talking slowly is to use pauses, between words and between phrases. For example (the dots indicate pauses approximately 1 second long):

    " One fish…….two fish………red fish…….blue fish."
    " This is a story………about a little girl………named Goldilocks."

    After practicing a slower rate and pausing when reading, you can begin to use this strategy in conversational speech. The best example of how to do this is Fred Rogers of Mr. Rogers’ Neighborhood. Watching Mr. Rogers on television can also help you become more comfortable with a slower speaking rate.

    Managing Turn-Taking. Another challenging strategy is learning to use structured turn-taking. This is especially rents who have more than one child. You help all of you children learn to take turns when talking by playing simple and familiar games such as "Go Fish" or "Hi-ho Cherry-O." All of these games are based on turn-taking – to play the game, each child takes a turn, and the game cannot proceed until every child takes their turn. By highlighting the way that players are taking turns, you can gently direct you children’s attention to turn-taking rules that will facilitate their fluency in conversational speech.

    Treat Stuttering Like Any Other Behavior. Parents are often confused about what to say when their children stutter, particularly following a tense or long disfluency. Many parents have been told not to draw attention to their children’s stuttering for fear that this will make the stuttering worse. We feel that a better approach is to treat stuttering just like any other difficulty your child may experience when learning a difficult task (e.g., learning to skip or ride a bicycle). If a child falls while learning to ride a bicycle, you probably do not refrain from commenting for fear that he will become self-conscious about his bicycle-riding skills. Instead, you might rush to him, pick him up and give him a hug, encourage him to try it again, and praise him for his courage in learning a new skill. The exact same approach should be taken with stuttering –use their own style to encourage your children and to build confidence about speaking. This also helps bring stuttering into the open so children will feel more comfortable talking about it and expressing their own feelings of fear and frustration.

    Remember – These strategies take time to learn.
    Do not feel discouraged if you find them difficult at first.

    You will receive specific training about 
    how to make these changes during treatment.

     

    Some Things to Watch For

    Normal disfluencies can be hard to distinguish from stuttering. Also, the severity of stuttering can fluctuate over time, even if the child is in therapy. Some signs that might indicate that stuttering is getting worse include:

    Increased iterations during repetitions (e.g., 5 iterations of "I" in "I-I-I-I-I want that")
    Increased proportion of prolongations rather than repetitions (e.g., "IIIIIIIII want that.")
    Complete blockages of speech (e.g., child opens mouth to speak but no sound comes out)
    Noticeable physical tension or struggle during disfluencies 
    Changes in pitch during prolongations or irregular rhythm during repetitions
    Apparent signs of fear or frustration immediately prior to or following disfluencies
    Indications that the child is substituting words to avoid stuttering
    Indications that the child is avoiding talking in certain situations or to certain people

    If you notice any of these behaviors, you should discuss them with a licensed and certified speech-language pathologist who is also a specialist in the diagnosis and treatment of childhood stuttering.

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  • Back to school intro letter

    Hello,

    I will be available on back to school night, September 28th, 2017, in the gym from 7:15-7:45. Feel free to stop by to gain information about speech and language services provided in school, ask questions or briefly chat. Please do not utilize this time to have a conference with me about your child.  I would be happy to schedule a meeting with you at a later date. I hope that you find this school year to be the best yet!

    Sincerely,

    Mrs. Bores

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