Join pediatric speech-language pathologist Laura Mize of teachmetotalk.com as she demonstrates effective strategies for using books in speech therapy for toddlers with speech-language delays.
If you’ve picked up any parenting book or studied anything related to educating children for at least 5 minutes, you know that you should be reading to a young child pretty much from the time he exits the womb…
That’s fantastic advice for all parents and books are certainly a wonderful choice for speech-language pathologists who work with young children.
There’s no wrong way or right way to go about reading to a young child who is meeting all of her developmental milestones. You read. She listens. She understands. She talks. End of story. That’s typical development.
BUT using a few special strategies with toddlers with speech-language, cognitive, and other developmental delays can make books exponentially better teaching tools!
By changing HOW we read to a toddler who is having difficulty learning to understand and use words, we can help him link meaning to words and eventually begin to use those words to talk.
I’ve also had incredible success using books to teach young children to play with toys. Most toddlers, even some who aren’t yet talking, have no difficulty learning to play. However, many of our little friends with developmental delays don’t instinctively understand what to do with toys until we teach them. Young children who are on the autism spectrum or who are at risk for autism really struggle with developing and expanding their play skills. They may prefer to line up or spin a toy or hoard a group of toys rather than play. Toddlers with cognitive delays may chew, throw, or ignore a toy, much like a younger baby would, rather than play purposefully.
Adults with hearing loss who have improved their communication skills report additional benefits that include improved relationships with families and co-workers; better self-esteem; improved mental health, and greater independence and security.
The goal of an auditory-therapy program is for a hard or hearing or deaf adult to make the best use of whatever hearing they have, also known as their residual hearing. This individualized program may be recommended if:
Your audiologist has told you that your word recognition skills are poorer than would be expected based on your audiogram.
You have essentially good listening skills in quiet settings, but experience inordinate difficulty comprehending speech from a distance or in the presence of background noise.
You are experiencing difficulty adjusting to the use of a hearing aid or cochlear implant.
Audio therapy helps the person with hearing loss to practice listening and repeating sentences, which are read aloud, without looking at the speaker. The speech-language pathologist, following an evaluation, makes treatment recommendations based on an individual’s specific needs. The ultimate goal is to maximize communication competence for everyday communication.
Speech and language evaluation/therapy
Individual speech and/or language therapy may be needed by those individuals who were born with a hearing loss or who have experienced long-standing early onset hearing loss. The focus of this program is to improve an individual’s oral language skills and may include:
Vocabulary development and usage
English-as-a-second-language (ESL) therapy
ESL therapy uses a one-on-one approach incorporating vocabulary and grammar, with the goal that the individual produces English language sounds accurately enough to be understandable to others. ESL (English as a Second Language) therapy helps people with hearing loss build fundamental vocabulary, listening and speaking skills in English
CHC has one of the only programs in the United States that offer English as a Second Language (ESL) to individuals who are deaf and hard of hearing. The Center has provided ESL service to people who speak Russian, Chinese, and numerous other foreign languages.
ESL is offered to adults who have functional spoken language skills in their native language but minimal proficiency in English. People with hearing loss who experience significant difficulty hearing clearly and understanding in large classroom settings, at a distance from speakers, in groups and where there is interference of background noise have extreme difficulty in cannot benefit and learn in typical adult education settings. The program at CHC is offered individually or in small groups where there is the opportunity for slow presentation and repetition of language. An eclectic approach is used, and the program is designed with an individual’s specific needs or vocational goals in mind.
I’m no expert in speech therapy, but because of the work we do here at the Orange Effect Foundation, I often get asked a lot of questions that I honestly don’t know the answer to! So I took some of the top questions and posed them to the real experts… speech therapists! Their insight is so valuable and I can’t thank them enough for their time to help out!
Today’s question is how can you do speech therapy with a toddler who is delayed???
I get this question all the time! And LOVE to answer it. First, it is important to know that speech-language pathologists (SLPs) do not only address “speech” or pronunciation. We talk about “speech” as being how we say sounds and words (articulation, voice, fluency) and “language” as the words we use to share thoughts and ideas and get what we need (auditory comprehension and expressive communication). We are truly communication specialists. A toddler may show red flags for a developmental delay in the area of communication, and SLPs are trained to facilitate and enhance their learning of communication skills. Children naturally learn through play. Using a toddler’s natural environment, we can set up structured situations that lead to productions of the goals we are trying to address, whether it is speech or language. At the same time, having the parent involved in the therapy is critical. By educating the parent and providing them with information and resources to improve their child’s communication skills, we are empowering that parent to continue “speech therapy” throughout the day and week until their next appointment. By doing the natural things we do with toddlers; talking to them, playing simple games, reading books, we are encouraging and enhancing their speech and language abilities.
-Sarah Baker, MS CCC-SLP, owner and clinical director of Baker Speech Clinic in Oklahoma City, Oklahoma.
Use of child directed play based therapy is the key with a toddler, paired intensively with parent teaching within the session. The parent being in the session and learning from the therapy process is critical as it lays the foundation for the future of the child’s growth and development. My core technique of choice is Floortime/DIR (Stanley Greenspan, MD, Developmental Individual differences Relationship based model of therapy).
-Mary Padula, MA, CCC/SLP, TLP-C/BC-C, Neurodevelopment Program Consultant for Person Centered Therapies, Inc. in Stow, Ohio and author of Navigating the Therapy World.
For a toddler that has a language delay, I use play based therapy and Hanen Language Principles to teach parents how to model language and work with their child. The Cleveland Hearing & Speech Center (CHSC) runs two parent toddler groups to help toddlers who are delayed with their language (not talking yet or don’t have enough words for their age). For example, in the parent toddler groups we “allow the children to lead,” letting them pick toys they want to play with. By doing this, children are more motivated to talk and do what we ask them to do. While they play, we provide simple language models and use target vocabulary to help the children. It is also important to get down on the child’s level and stay face to face with him/her, so he/she can watch your mouth.
–Lauren Masuga, M.A. CCC-SLP Senior Speech-Language Pathologist for The Cleveland Hearing & Speech Center in Cleveland, Ohio.
SO, the answer is YES!!! The experts have spoken and even shared a few skills and strategies. As we know from research such as conducted by Autism Speaks, early intervention is effective. If you or someone you know isn’t sure if their child needs speech therapy maybe this post will help!
More to come from our speech experts in upcoming posts!
Did you understand that President’s Day is federal holiday and is celebrated on the third Monday of February? Do you know why it’s constantly commemorated on a Monday?
Did you know that Abraham Lincoln was the first President to have a beard?
Did you know that George Washington had incorrect teeth and lost all of his teeth by the age of 57?
Did you know that John Adams was the very first President to reside in the White House?
In honor of President’s Day, numerous school aged-children in America find out about our nations present and previous Presidents and some history surrounding the development and evolution of this honorable office.
take turns, and use executive working skills to problem solve and critically believe(“What Would a President Do?”). I hope you enjoy this product! Do not hesitate to publish your child’s completed work to my Face Book page– Scanlon Speech Therapy. Here are some more activities you might like: Join My Email List to Get My Free Early Literacy Kit< input class ="input-text" type="text"name ="fields_fname"placeholder="First Call">