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The
primary goal of LSH services is to provide those
individuals who have demonstrated the need for extra
assistance in the area of speech and language with
additional support. Typically a child is provided
with pullout or in-classroom support 1 to 2 times a week
for 25-30 minutes, depending on each child's individual
needs.
A Speech Language Pathologist provides services in the
areas of articulation, language, fluency, and voice.
A description of each area is listed below.
* Articulation Disorders may be present when a child has
difficulties with the way sounds are formed
or strung together. For example, a child may
substitute one sound for another (wabbit for rabbit),
omit a sound (tar for star), or distort a
sound (tsip for chip).
* Language Delays may be present when a child shows a
noticeable slowness in the development of vocabulary
and/or grammar necessary for expressing and
understanding thoughts and ideas.
* Fluency Disorders (stuttering) may be present when
there is an interruption in the rhythm of a child's
speech. This is usually characterized by
hesitations, repetitions, or prolongations of sounds,
syllables, words, or phrases (the.....cow,
tuh-tuh-tuh-table, ssssun).
* Voice Disorders may be present when a child uses an
inappropriate pitch (too high, monotone, or interrupted
by breaks), loudness (too loud or not loud enough), or
quality (harsh, hoarse, breathy, or nasal) in while
speaking.
Here are a few communication tips to help promote the
development of your child's speech and language skills:
* Have your child's hearing tested if you find that you
need to frequently repeat yourself or have to talk
loudly to get your child'a attention.
* Talk naturally to your child. Talk with your
child about his/her environment, what they are doing,
what they see, and how they feel. Also talk about
what you are doing. Your child can learn language
through your model.
The most critical period for language development
is from birth to three years old.
* Take time to listen to your child. Respond
to what they have said so your child knows that you are
interested in what they have to say.
* When your child makes a sound or word error,
model the correct sound or word rather than correcting
them.
* Let your child learn to talk at his/her pace.
Accept some speech mistakes as your child develops.
*
Instead of asking him/her to slow down if speaking too
fast, model the appropriate rate of speech when you are
talking.
If
you have concerns regarding a child’s speech and/or
language abilities, please feel free to contact the
Speech-Language Pathologist for additional information.
If you find a child is hard to understand and/or the
child's speech or language is different from that of
others of the same sex, age, or ethnic group, a speech
and language referral may be warranted.
Lori Bormann, M.A., CCC-SLP
Speech-Language
Pathologist
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