Augmentative and Alternative Communication – Like A Second Language

 

AAC communicative process is really complex:

1. User receives auditory information
2. User processes the linguistic message
3. User formulates or identifies an appropriate response
4. User translates and executes a response using AAC system

It is a similar process a bilingual speaker experiences:

1. He first thinks of responses in his primary language
2. Then he translates
3. Finally he implements the response using the second language

If you are interested in the topic read:
Is AAC a Separate Language? by Stephanie Coogan

https://leader.pubs.asha.org/do/10.1044/leader.FMP.25062020.6/full/

To learn about AAC read my other post “Augmentative and Alternative Communication (AAC) – List of Low and Light Tech Devices”

http://slpzone.blogspot.com/2013/10/list-of-augmentative-and-alternative.html

Check also “Augmentative and Alternative Communication Evaluation – Sample”

http://slpzone.blogspot.com/2013/10/augmentative-and-alternative.html

Check also “Augmentative and Alternative Communication Evaluation – Sample 1”

http://slpzone.blogspot.com/2013/10/augmentative-and-alternative_10.html

Good News - FDA Approved Cochlear Implantation at 9 Months

Cochlear receives FDA approval to lower the age of pediatric cochlear implantation to 9 months.

https://www.cochlear.com/us/en/corporate/media-center/media-releases/2020/fda-ped-9-months#:~:text=Centennial%2C%20Colo.,bilateral%2C%20profound%20sensorineural%20hearing%20loss.

Cochlear received FDA approval to lower the age of implantation at the beginning of COVID-19 crisis; earlier access to cochlear implantation for children provides opportunity for better hearing, speech and language outcomes in children born deaf.

https://www.prnewswire.com/news-releases/as-surgeries-resume-pediatric-cochlear-implantation-can-now-be-done-as-young-as-9-months-301060328.html

Nucleus 24 Cochlear Implant System - P970051/S172

https://www.fda.gov/medical-devices/recently-approved-devices/nucleus-24-cochlear-implant-system-p970051s172

Check “Cochlear Implant in Children” to learn about Cochlear Implant

http://slpzone.blogspot.com/2013/06/cochlear-implant-in-children.html

Emotional eating – Obesity and COVID-19 mortality

Eating disorders - In clinical terms, the American Psychiatric Association's http://glossary.feast-ed.org/home      current diagnostic manual, identifies three categories of eating disorders: 

Anorexia Nervosa, 

Bulimia Nervosa and 

Eating Disorder Not Otherwise Specified (EDNOS).

https://youtu.be/lsxnG2dBrr4

Video - Stress Eating

EMOTIONAL EATING

Definition

Emotional eating is defined as the "propensity to eat in response to positive and negative emotions” https://en.wikipedia.org/wiki/Emotional_eating, as a means of suppressing, numbing and/or soothing emotions such as Stress, Anger, Frustration, Fear, Anxiety, Depression, Boredom, Loneliness, Insecurity, Resentment, Fatigue or Happiness.

http://glossary.feast-ed.org/5-psychology-and-therapies/emotional-eating 

Common signs of emotional eating are:

https://www.uofmhealth.org/health-library/aa145852

• Changing your eating habits when you have more stress in your life.
• Eating when you are not hungry or when you are full.
• Eating to avoid dealing with a stressful situation.
• Eating to soothe your feelings.
• Using food as a reward. (For example, "That was really a tough job/ assignment/ argument. I need some ice cream/candy/popcorn!")

Long-term effects of an emotional eating include:

https://www.psychguides.com/eating-disorder/symptoms-causes-and-effects/

• All of the many health risks associated with obesity, such as heart disease, hypertension and stroke
• Rickets, scurvy and other diseases caused by chronic vitamin deficiency
• Tooth decay
• Depression, either caused or exacerbated by the underlying eating disorder

"Comfort" Foods

We all have our own comfort foods. Interestingly, they may vary according to moods and gender. One study found that:

• happy people seem to want to eat things like pizza,
• sad people prefer ice cream and cookies, while
• bored people crave salty, crunchy things, like chips,
• guys seem to prefer hot, homemade comfort meals, like steaks and casseroles, while
• girls go for chocolate and ice cream.

Why does no one take comfort in carrots and celery sticks?

High-fat foods, like ice cream, may activate chemicals in the body that create a sense of contentment and fulfillment. This almost addictive quality may actually make you reach for these foods again when feeling upset. https://kidshealth.org/en/teens/emotional-eating.html

Physical Hunger vs. Emotional Hunger

The trouble with emotional eating is that once the pleasure of eating is gone, the feelings that

cause it remain. And you often may feel worse about eating the amount or type of food you did.

The differences between physical hunger and emotional hunger.

Physical hunger:

• comes on gradually and can be postponed
• can be satisfied with any number of foods
• means you're likely to stop eating when full
• doesn't cause feelings of guilt

Emotional hunger:

• feels sudden and urgent
• causes very specific cravings (e.g., for pizza or ice cream)
• you tend to eat more than you normally would
• can cause guilt afterward

https://youtu.be/CSHO9VdVRfg

Treatment 

First step

Break the Cycle and get emotional eating under control.

https://www.helpguide.org/articles/diets/emotional-eating.htm

Tips to Try https://kidshealth.org/en/teens/emotional-eating.html

1. Explore why you're eating and find a replacement activity. For example:

• If you're bored or lonely, call or text a friend or family member.
• If you're stressed out, try a yoga routine, listen to some feel-good tunes and let off some stress by jogging in place, doing jumping jacks, or dancing around your room until the urge to eat passes.
• If you're tired, rethink your bedtime routine. Tiredness can feel a lot like hunger, and food won't help if sleepless nights are causing daytime fatigue.
• If you're eating to procrastinate, open those books and get that homework over with. You'll feel better afterwards.

2. Write down the emotions that trigger your eating in journal.

• Write down what you ate, how much, and how you felt as you ate (e.g., bored, happy, worried, sad, mad) and whether you were really hungry or just eating for comfort.
• You'll be able to use this information to make better choices (like choosing to clear your head with a walk around the block instead of a bag of chips).

3. Pause and "take 5" before you reach for food. Just tell yourself to wait and take time to reflect.

• Can you put off eating for five minutes? Or just start with one minute. Don’t tell yourself you can’t give in to the craving; remember, the forbidden is extremely tempting. 

Second step

Eat balance and healthy food. Stop snacking between meals. Practice mindful eating, at the table, without distractions (TV, phone…)

Third step

Exercise regularly. Physical activity does wonders for your mood and energy levels, and it’s also a powerful stress reducer.

Support yourself with healthy lifestyle habits!

Most Popular Tests Used to Assess Speech and Language as well as Articulation Skills to Children Birth to 21yo

Preschool Language Scale- 5 (PLS-5)

Age - birth to 7:11 years old

Administration time:

0-11month 25-30 min

1yo + 45-60 min

Description and instructions done by tree SLP students, 9min https://youtu.be/20O_tYzs5OQ

Mock Evaluation administered to “Elisabeth, age 5 years with Cornelia de Lange Syndrome” by two students, 15 min. https://youtu.be/l2kHLCQj5O4

Preschool Language Scales (5th Edition) Receptive Subtests administered to Jane, 4 years, 4 mo old girl. https://youtu.be/oA5bkoY2H7o 32 min.

Preschool Language Scales Expressive Subtests 23 min https://youtu.be/9MnhtYqZnbc

PLS-5 administered to Taylor, a boy https://youtu.be/7ukfNChpsA0 29min

The administration of the PLS-5 on a 9 month old baby. https://youtu.be/1chg7XXUGqY

Clinical Evaluation of Language Fundamentals (CELF) 5

Age 5:00 to 21:11 years old

Administration time: LONG

Two record forms for different age range (5:00-8:11 years old) or (9:00-21:11 years old), 2 stimulus books.

CELF-5 Assessment Overview by SLP https://youtu.be/d4k5wouvYoE

CELF-5 Overview and practice by two SLP students https://youtu.be/V2bIGyLYtuY

CELF-5 Assessment Demonstration by two SLP students https://youtu.be/m-Po2NR08_U

Mock eval with CELF https://youtu.be/R64bkGsrJIc 2h

CELF-5 Assessment Demonstration with 13yo boy, 1:30 hours https://youtu.be/jpMYw-muERA 

Ann administers the CELF 5 to about 5yo Ellie https://youtu.be/ko9Q9CUH1C0 

CELF Preschool 2 Age - 3:00-6:11 years old

Preschool children, use CELF-P2 School-age children, use CELF- 5

Tests and Assessments https://youtu.be/lQ1av_akjgk  

https://youtu.be/FWVhMPR_WnA, https://youtu.be/tt4fnMK2zJo

PLS-5 and CELF Preschool 2: Case Studies by Pearson approved by ASHA

https://youtu.be/xOL3kduBc0Q

Goldman-Fristoe Test of Articulation-2 (GFTA-2)

https://youtu.be/kd55ZWoTDc8 Administered to a girl 2:5 years old

Age range: 2 years to 21 years 11 months

Administration time: 5 to 15 minutes

The Goldman Fristoe Test of Articulation-2 (GFTA-2) is designed to provide a systematic means of assessing an individual's articulation in single words.  Descriptive information about the individual's articulation skills is obtained through three subtests: Sound-in-words, Sound-in-syllables, and Stimulability.

Informative video about the Goldman Fristoe Test of Articulation 2, including a complete demonstration. Mock Test by two students https://youtu.be/6OBvfe3iNC4 15min

Administration of Goldman-Fristoe Test of Articulation to Julia, aged 2 years 5 months, at Sacred Heart University, Speech-Language Pathology Lab, on Oct 9, 2013. Julia is typically developing.

https://youtu.be/kd55ZWoTDc8

NEW GFTA- 3 Mock administration, two students https://youtu.be/_WUip0VLDmQ 15 min

GFTA- 3 Mock administration https://youtu.be/-UUkGYkPAEE via internet, 15 min.

Goldman-Fristoe Test of Articulation-3 Spreadsheet https://youtu.be/_hVYxuJLhDQ

The Goldman-Fristoe Test of Articulation, 3rd Edition (GFTA-3) This course/WEB provides a review of new administration and scoring procedures, https://youtu.be/qxctXkjH6Gc PDF: Overview of the Goldman-Fristoe Test: http://downloads.pearsonclinical.com/...

Clinical Assessment of Articulation and Phonology (CAAP)

https://youtu.be/zC2oqiki1U0

The Clinical Assessment of Articulation and Phonology (CAAP) is a norm-referenced instrument designed to assess English articulation and phonology in preschool and school-age children. 

It provides two types of standard scores that measure articulation competence.  These are a Consonant Inventory Score (CI) and a School Age Sentence Score (SAS) both of which have a mean of 100 and 85-115 as the range of average. 

Clinical Assessment of Articulation and Phonology T&A 2012

https://youtu.be/DEoKzKYCJJo

Structured Photographic Expressive Language Test Preschool (SPELT-2 P)

Administered to Jane, aged 4 years 4 months, on October 7, 2013 at Sacred Heart University, Speech-Language Pathology Lab. Jane is typically developing.

https://youtu.be/YoDSl9W6EZo

Speech Evaluation of School Age Children

Assessing School-Age Children with Speech-Sound Disorders is not an easy task.

Check my other post for more than 90 speech therapy tests

“Speech Therapy Tests with Descriptions”

http://slpzone.blogspot.com/2012/06/90-and-more-speech-therapy-tests-with.html

Screening

Speech Participation and Activity Assessment of Children (SPAA-C)

http://www.csu.edu.au/research/multilingual-speech/spaa-c

https://cdn.csu.edu.au/__data/assets/pdf_file/0011/2761571/SPAA-C-Questions-English.pdf

https://cdn.csu.edu.au/__data/assets/pdf_file/0008/2761586/SPAA-C-Instructions-English.pdf

https://cdn.csu.edu.au/__data/assets/pdf_file/0010/2755405/SPAA-C-Child-English.pdf

Childhood Apraxia of Speech (CAS) - Therapy Tools

Basia

To refresh my knowledge about Apraxia I took “Building and Expanding Your CAS Toolkit” ASHA web presented by Ruth Stoeckel

What is Childhood apraxia of speech (CAS)?

CAS is a neurological pediatric speech sound disorder (SSD) that impairs speech motor planning/programming. CAS can delay acquisition of skills including the control of vocal pitch, intensity, and duration of speech sounds [ASHA Ad Hoc Committee on Apraxia of Speech in Children 2007].

It also impairs the child’s ability to correctly pronounce sounds, syllables, and words. CAS can thus render the child unable to start articulating the first sounds, and can lead to a serious communicative disability.

CAS can be difficult to diagnose and monitor due to a high comorbidity with other speech and language disorders and a lack of specific tools [Newbury and Monaco 2010].

By working intensely with a trained speech language pathologist (SLP), those with CAS can overcome their motor planning and motor programming difficulties (articulation capabilities) [ASHA Ad Hoc Committee on Apraxia of Speech in Children 2007].

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Read my other posts about CAS

Childhood Apraxia of Speech (CAS)

http://slpzone.blogspot.com/2013/03/childhood-apraxia-of-speech-casis-also.html

Apraxia Treatment

http://slpzone.blogspot.com/2013/03/apraxia-treatment.html

Apraxia Tests

Kaufman Speech PraxisTest for Children (KSPT)

Screening Test forDevelopmental Apraxia of Speech  

11 Videos with Kaufman Treatment Materials

Apraxia:Kaufman Treatment Materials

https://www.youtube.com/playlist?list=PL3St3Pv3sqw2MuNr8y22M7kdPj6_A1DHX

Kaufman (K-SLP) Treatment Kit 1 Demo

https://youtu.be/KSH-XUDfhRY

Teach children with apraxia to produce and combine the oral-motor movements necessary for functional and intelligible speech. Kit 1 trains children to combine consonants and vowels to form words while controlling for oral-motor difficulty. Published by Northern Speech Services.

Kaufman (K-SLP) Treatment Kit 2 Demo

https://youtu.be/sAsPZGt-5NU

Once a child has mastered the sounds in Kit 1, Treatment Kit 2 helps to refine intelligibility by addressing more complicated motor-speech movements and synthesis into initial and final word positions. Published by Northern Speech Services. Learn more at www.northernspeech.com.

“Architecture of an automated therapy tool for childhood apraxia of speech”

https://dl.acm.org/doi/pdf/10.1145/2513383.2513450

“Development of a Remote Therapy Tool for Childhood Apraxia of Speech”

https://dl.acm.org/doi/pdf/10.1145/2776895

Apraxia: Speech Therapy and Treatment for Toddlers and Young Children written by Sharon Gretz, M.Ed., revised and updated by Megan Overby, PhD, CCC-SLP

Practicing Speech Sounds, Syllables, or Words Multiple Times with Preschoolers By Robin Strode, M.A., CCC-SLP

A Dozen Tips for Supporting Early Speech Development in Children with Severe CAS By Margaret Fish, M.S., CCC-SLP

https://www.apraxia-kids.org/apraxia_kids_library/speech-therapy-for-younger-children/

Apraxia Kids

https://www.apraxia-kids.org/about-apraxia-kids/ 

Child Apraxia Therapy Ideas

http://www.mnsu.edu/comdis/kuster2/therapy/apraxiarx.html

Talk Tools – Apraxia Program

https://talktools.com/products/apraxia-program?variant=28452057033

Apraxia Program was developed by TalkTools Instructor and apraxia expert, ReneeRoy Hill, MS, CCC-SLP.

There are three sets of tools that provide tactile cueing for specific sounds: /m/, /p/, /b/, /oo/, /oh/, /ee/, /ih/, /eh/, /uh/ and /ah/, so clients can feel where the articulators should be during speech production. When the tools are combined with verbal and visual cues, they provide a multisensory approach to facilitating speech.

Program includes 1 set each:

• bilabial shapes
• tactile tubes
• speech blocks
• instruction manual and demo videos

You can also take live or online course "A Sensory-motorApproach to Apraxia of Speech" to learn how to use them.

“The best practice for swallowing is swallowing” – Dysphagia in Children and Adults

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Swallowing Evaluation and Rehabilitation

Check my other post:
Dysphagia - Feeding & Swallowing Disorders in Infants & Children

http://slpzone.blogspot.com/2012/05/feeding-and-swallowing-disorders-in.html    

Dysphagia and Swallowing Therapy and Treatment, Diet and Liquid Consistency

http://slpzone.blogspot.com/2012/04/dysphagia-and-swallowing-therapy-and.html

 

Basia

I refreshed my knowledge about Dysphagia by viewing ASHA webinars:

“Elements of a Comprehensive Clinical Dysphagia Evaluation presented” by Joseph Murray, PhD, CCC-SLP

“Impact of Impaired Antomy and Physiology on Treatment of Dysphagia in Adults” presented by Nancy B. Swigeret, MA CCC-SLP, BCS-S

“Dysphagia Intervention: Planning and Implementation” presented by Nancy B. Swigeret, MA CCC-SLP, BCS-S

“Theoretical Basis of Exercise and Treatment of Dysphagia” Nancy B. Swigeret, MA CCC-SLP, BCS-S

 

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What is normal swallowing?

Normal swallowing consists of a set of physiologic behaviors which result in food, liquid or other substances moving from the mouth to the pharynx and esophagus while protecting and closing the airway to the stomach. Swallowing is an important part of eating and drinking.

What is swallowing dysfunction?

When the process fails and the bolus is aspirated, this is called swallowing dysfunction or dysphagia. Dysphagic patients may have difficulty with any one or more of the anatomic or physiologic components of the oral, pharyngeal or esophageal stages of the swallow.

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What is a role of swallowing evaluation?

Evaluation of the patient with dysphagia should identify the anatomic or physiologic abnormalities characterizing the patient's swallow and include introduction and assessment of the efficacy of treatment strategies.

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What is the primary goal in the management of swallowing disorders?

The primary goal in the management of swallowing disorders is to ensure safe swallowing. For determination of the appropriate rehabilitative approaches, clinicians should consider the assessment of all symptoms and problems causing dysphagia.

What are tree types of management?

The management of swallowing disorders:

• medical management
• surgical approaches
• rehabilitative approaches.

What are the types of treatment?

Treatment may involve:

• compensatory management, such as postural changes or enhancing sensory input
• rehabilitative management, such as active muscle exercise with or without the introduction of food.