Previously, we talked about the role of parents and teachers in speech language therapy. Here is a great starter list of practical tips for you to jump in and get started.

Understand your child’s speech/language goals.
Get to know developmental norms so you know what comes first, then next, then last in the hierarchy of speech/language development.
Getting on your child’s eye level when communicating (get on the floor!).
Holding objects of interest by your mouth to provide visual and vocal highlighting as you speak.  Emphasize the key component, word, or sound.
Become comfortable with the techniques of modeling, repetition, recasting, expansion, methods and levels of cuing.
If your child is (pre-verbal) pre-linguistic: learn to augment speech with signing, gestures, motherese.
Learn how to read to your child based upon his/her age and speech/language “age” (there are developmentally-appropriate ways to “read” together).
Ask a lot of questions of your child’s professional.  Ask till the answers make sense to you.
Limit questions with your child.  Instead, label, describe and narrate.  If you do use questions, be prepared to answer it yourself; then help your child to repeat the answer rather than having an open set.

Closed set:  only a finite answer is possible (e.g. What is this? A book.)
Limited set:  only a few answers are possible (eg. Which book do you want to read? Dr. Seuss, Sesame Street, or Eric Carle.)
Open set:  any number of answers are possible (e.g. What happened to you?  The adult has no idea yet, so the possible answers are many.)

Analyze the error* and determine what your child knows as well as doesn’t yet know and you help fill in the gap.  We can help help you learn this critical and valuable skill.
Reduce the task or alter it and then always try again.  End on a positive note, never on a “give-up”.
Make it interesting and positive in tone and affect, never punitive or critical. Never abrupt.  Laughter together helps lighten the mood, then the stress dissipates which improves communication for all.
Provide playful practice, silly contrasting sounds- words- sentences- and rhymes.

*For multiple errors, analyze them all and then prioritize what to address (have your SLP help you decide):

Ways to contrast/highlight:

Repetition is a key tool!
Repeat entire phrase.
Repeat phrase or sentence in smaller segments.
Repeat the phrase, exaggerating error or missing parts (vocal highlighting).
Repeat the missing word or words.
Repeat the word the way the child said it, and then the way it should be-always in a positive manner.  Let the child decide which is correct (with your guidance and praise of course).
Repeat the missing or incorrect sound or syllable.
Write the omitted sound, word or words (visual highlighting).
Show pictures representing the missing word or words.
Use pacing board technique (the professional can teach you this method).
Expand by one element.

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What is the Parent and Teachers Roles in Speech/Language Development?

The most frequent question we hear is

We would like to commend you for taking interest in helping a child develop to his/her best potential.  Being a child’s champion or advocate is the first and most important step.  By asking questions such as this, and by seeking answers from many sources, you have already begun to help.  Your understanding of what is going well in your child’s development and what is not developing on its own is key.  You are your child’s most important speech/language role model by virtue of the bond you share and the amount of time and daily experiences you have together.  You are the prime source of learning for your little one.

Professionals are experts in their studied field.  Parents are a child’s expert.  Professionals and parents need each other in order to provide the most comprehensive care for a child.  Professionals learn from parents a child’s routines, familiar vs. new experiences, dislikes, likes and special ways of responding.  Parents access information and a specific care plan from professionals.  Parents often expect to have their own behavior to be modified via feedback from the professional.

By asking many questions and observing a child in action with their parents, professionals are able to provide information and suggestions which allow parents to carry-on with targeted activities and help with delivery of a program designed to meet your child’s unique needs.  With increased parent confidence and knowledge, important activities can continue well beyond the end of a therapy session.

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Next: 12 Tips for Parents and Teachers

Speech and Language Disorders Explained
A child’s communication is considered problematic when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case. Speech and language disorders can affect the way children talk, understand, analyze or process information.

Speech Disorders
Speech disorders include the clarity, voice quality, and fluency of a child’s spoken words. Language disorders include a child’s ability to hold meaningful conversations, understand others, problem solve, read and comprehend, and express thoughts through spoken or written words. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. They might be characterized by an interruption in the flow or rhythm of speech, such as stuttering, which is called dysfluency.

Voice or Language Disorders
People with voice disorders may have trouble with the way their voices sound. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. They may say “see” when they mean “ski” or they may have trouble using other sounds like “l” or “r”. Listeners may have trouble understanding what someone with a speech disorder is trying to say. A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally.

Characteristics of Language Disorders
Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.

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