Information about speech, language, and executive function challenges

Aspie’s may Clutter, not just Stutter

“People …. say they can’t understand me. I am fine when I read or make a presentation but when I am talking just regularly people say they don’t know what I’m saying. My parents and friends have suggested that I work on my communication, but I don’t know what that means, says a new client. He talks quickly and sometimes understanding what he is saying is difficult.

Aspie’s may clutter, and not just stutter. Cluttering is a communication disorder characterized by a lack of awareness, frequent disfluencies, and difficulty conveying a message. Because cluttering is misunderstood by professionals and the public alike people often go undiagnosed. Clutterering may exist in addition to stuttering and other disorders learning and developmental disorders. Cluttering like stuttering are both speech disorders that impact neurotypical, as well as, the Asperger population

The Internation Cluttering Foundation say, “some of the symptoms commonly observed by researchers and/or reported by adults who clutter are:

Racing thoughts
Rapid and/or irregular rate of speech
Leaving off the ends of words
Omitting or distorting sounds or syllables (e.g., “elephant” becomes “elphant”; “orange” becomes “orng”)
Words sound as if they are “running into each other”
Lots of starts and stops in speaking
Excessive use of disfluencies such as “um”, “uh”, repeating or revising phrases, or repeating words; unlike stuttering, these disfluencies are not accompanied by struggle behaviors or muscular tension
Difficulty organizing thoughts and/or getting to the point
Limited awareness of how one’s speech sounds to others
Difficulties slowing down even when asked to do so
Tendency to interrupt conversational partner
Words or ideas come out differently than intended

Although these are some of the symptoms that are present, people who clutter present very unique profiles; however all share the inability to organize their ideas. Treatment for people who clutter usually includes work on the narrative structure, phrasing,and pacing.

Language Challenges Uncovered: The Foundation for Academic Achievement Part 2

Foundation of Language chart — The foundation of language needed for academic achievement

If language is the foundation for academic achievement then what do language challenges look like in everyday life? There are many areas that can impact language including word finding, auditory processing, comprehension and

As a speech therapist one of the most telling signs of word finding problems in children and adults is the frequent use of “thingy”, “it’s”, “stuff”, or frequent use of description to circumnavigate saying the intended word. some people are so good at this skill that they They may also say a word that is close to the word they want instead of the correct word. For example, they might say, “Give me that yellow thing on the table.” “Do you have the stuff?” A description in the first example and “stuff” in the second sentence replaces the name of the object. These are normal strategies, but if they are heavily used then a word finding problem might be suspected.

Someone with auditory processing problems may come to a speech therapist having difficulty with speech sounds or the ability to repeat three or four words in order. For example apple, rock, bed, door. Might become bed, door …apple. They can not hold all the words in their head. This makes acquiring new language forms difficult. There are many problems that could contribute to speech sound problems or poor word memory, but auditory processing challenges would be a logical place a speech therapist would assess.

Comprehension challenges can impact many areas. Following directions or reading and understanding a passage are two examples . For example, if given the direction, “Henry, go get the toothbrush, and soap so we can pack it in your bag. “ “Henry comes back with a regular brush or nothing at all.” He may not have been attending to the direction, but he could also have trouble processing verbal information an assessment is need to determine the exact nature of the problem.

Verbal expression probably the least recognized difficulty may show up in the adult or child who rarely speaks. I once had a client say to me, “I’m quiet. I’m from a quiet family.” That was true, but because it was difficult for him to convey his ideas he was even less likely to speak. Not talking with peers, friends and in class compounded the problem further because he didn’t practice improving his speech. Even when he wanted to speak it was increasingly difficult for him. People with language formulation problems may stumble on phrases, have frequent pauses, look up to the sky as if they are looking for the answer, and/or use frequent interjections when conveying their ideas. Even with additional time and the use of fillers their ideas may still be disorganized. Problems with comprehension, word finding, and language formulation are only a few of the language impairments and challenges that affect academic achievement.

When it comes to speech and language challenges, there is no one-size-fits-all. The deficit needs to be identified and addressed directly. Even small speech and language challenges can leave adults and children frustrated and demoralized with lowered self, if not adequately supported and addressed. There is no need for are language challenges to negatively impact academic achievement if adequate support is offered.

Next: So what does language therapy consist of?

Language: The Foundation for Academic Part 1

The foundation of language chart above provides a simplified view of language development to show how early language development supports future academic achievement. Because we so often take language for granted and schools often downplay the impact of speech and language challenges after the third grade, it is easy not to realize, that even small speech and language challenges and impairments can cause great frustration and lead to poor academic performance.

For instance, word finding problems will result in limited vocabulary acquisition. Reduced vocabulary will impact the ability to express ideas both verbally and in writing. Difficulty processing language or understanding language will result in problems following directions and challenges conversing with family and peers. Complications with language formulation will impact the ability to express ideas both verbally and in writing. All deficits will make completing school and home assignments more challenging. Solid language skills are necesssary for academic achievement.

Although words are thrown around such as “language-based curriculum”, “language-based classroom,” it must be understood that all classrooms and curriculums are language-based. Everything we do is language-based. In relationships, at work, and at school we rely heavily on language to connect and learn from each other. If a child or adult has difficulty with language they will often require, not only a language-based curriculum, but individualized instruction to help them learn strategies to navigate and manage their language challenges.

Is accent reduction enough?

Clear concise speech — Accent reduction improves speech on the phone.

“Why don’t people understand me? People are always telling me to repeat myself especially on the phone,” says one client. ”I don’t hear the difference between some sounds, and I have a hard time getting my ideas together when I give presentations at work,” says another. What do these clients have in common? They both are seeking accent reduction instruction, so they can perform better at work. Continue reading “Is accent reduction enough?”

Life Long: Language-Based Learning Challenges

“My son is not confident”, says a concerned Mom at a picnic I’m attending. She goes on to say, “He seems to have difficulty understanding what people are saying and responding to them in an appropriate time frame, so he is struggling in college.”unica Continue reading “Life Long: Language-Based Learning Challenges”

Speech and Language: Therapy is Play

“SORRY, I win!” Wow, perfect /s/ pronounciation! YEAH!

Play is the key to speech and language therapy when working with children and teens on developing new language skills. SORRY for this child the game of SORRY by Hasbro provided him with the motivation to work on the articulation of the /s/. Finally, as he won the game he produced a perfect /s/ in a short sentence. It was definitely a win for him.

How do you motivate children and teens to work on skills repeatedly over the course of many speech and language therapy sessions? You play. Board games, special therapy games, video games, games on ipad apps, specially created one of a kind games, building blocks, doll houses, bubbles, and online games are a few of the ways to play to keep children interested in improving their speech and language.

Imbedding targeted skill development into play is a strong motivator for most children. In the case of “SORRY” sometimes the same game is used repeatedly , sometimes they are changed depending on the targeted goals. In this case. SORRY was adapted to work at many different levels of skill development because this child preferred the game. Initially work consisted of establishing the /s/ sound. For example, start your turn with 5 /s/ repetitions. “Now it’s my turn, listen to my /s/’s are they being pronounced correctly.” Not only is his speech improved, but his ear is being trained to hear the /s/ sound. This is a critical component of articulation therapy. Playing during therapy is an effective way to develop new speech and language skills in childre

Reference

Clayton, Darla, PsyD. “20 Things for Parents of Kids with Special Needs.”20 Things Every Parent of Kids with Special Needs Should Hear. The Mobility Resource, n.d. Web. 10 Aug. 2015.

Accent Modification 30% Non-Verbal Language 70%

My client was concerned that she was passed over for a much deserved promotion because of her accent. She said that she often avoided eating lunch with her co-workers because she rarely understood their jokes or references and she thought this might have hurt her opportunity to advance. Accent modification she felt would improve her mobility within her company. Continue reading “Accent Modification 30% Non-Verbal Language 70%”

Expressive Language Disorder or English as a Second Language

Expressive language disorders impact self -esteem — It’s never too late to get help for a language disorder.

“I have problems expressing my thoughts: Ever since the day I was born, I’ve always had problems expressing my thoughts and getting out what I wanted to say,” says the writer on psychologist Kristina Randle, Ph.D., LCSW, blog on PsychCentral. Continue reading “Expressive Language Disorder or English as a Second Language”

“C” says /K/: Orton-Gillingham Reading Approach

sound-development-web — Approximate ages sounds develop

Recently, I took a 30-hour intensive refresher training in Orton-Gillingham, a preferred method of instruction for people with dyslexia, given by the Institute of Multi-Sensory Education. Continue reading ““C” says /K/: Orton-Gillingham Reading Approach”