The Speech Therapy Newsletter

Speech/Language Therapy is often thought of as articulation therapy only.  There are, however, 4 parts of the classification Communication Disorder.  The following is a short summary of the areas that are a part of Speech/Language Therapy:

Articulation:  This area addresses how a child pronounces the sounds of language.  Eligibility for therapy is based on developmental norms.  This is because, for some students, more difficult sounds can be corrected on their own as part of the maturation process.  For example, it is not unusual for a Kindergarten or First Grade student to make errors on the /s/ and /r/ sounds.  At any age, however, if the student has so many errors that it is difficult for you and others to understand them, exceptions are made regarding established developmental norms.  By age 8, no students should have articulation errors.

Language:  this area deals with verbal language.  Difficulties in this area are often shown with students who are significantly delayed in verbal conversations as well as reading, math and/or written language.  Vocabulary, Situational Problem Solving, Following Directions, Auditory Memory and Reasoning, Grammar, Tensing, Conversation Skills, Answering and Asking Questions, etc., are all example of targets of language therapy.  A student that qualifies for language therapy almost always is a candidate for other Special Programs service because of academic concerns.

Voice:  This area addresses children who sound either too breathy or hoarse, or who sound like they are talking through their nose, or have a cold all the time.  (Of course, this could be because of allergies or an upper respiratory infection – disqualifying the child for voice therapy.)  Often, there is a physiological reason for this and medical attention should not be delayed.

Fluency:  This area is also known as “stuttering”.  Fluency difficulties are often described as “bumpy” speech.  It can sound like a student repeats sounds or words when talking and/or has a lot of “fillers” such as “and” or “the”.

Another part of my job is to assist the audiologist with the hearing program.  I will be screening all Kindergarten, First, Second and Third Grade students as well as students who are in Special programs or who are new to thee district.  IF, AT ANY TIME, YOU HAVE A CONCERN REGARDING A STUDENT’S HEARING – please contact me and I will administer a hearing-screening test and refer to the District Audiologist if necessary.

If, at any time, you have a question regarding this material or any other concerns, please contact me personally or e-mail me at: carriem@provo.edu.

Carrie Mecham, Ed.S., CCC-SLP - Speech/Language Pathologist