January Update

January has been a month of listening activities in the speech room. In communication therapy students who are working to improve their articulation skills have been focusing on judging their speech production and self-monitoring. Children may rate their speech or listen for errors and correct their own mistakes. Some of the children have enjoyed listening to recordings of their voice to hear how they sound to other people. These activities help them to use clear speech and make corrections independently. Students are encouraged to rate their speech when completing speech homework.
Students with language goals have practiced listening to stories and retelling events. They have identified characters, setting, problems, and solutions in the narratives. Mrs. DeYoung may ask them questions to check comprehension and thinking skills. Students are beginning to develop their own stories with good story grammar. Other groups have worked on following oral directions and listening to descriptions. The groups have practiced listening to others and taking turns giving and receiving instructions. Children have been challenged to follow directions or answer questions without having the information repeated. Sometimes it is tricky to respond correctly on the first try!

Asperger Syndrome

Asperger's syndrome, a form of high functioning autism, is an increasingly common disorder seen in school-age students. There is some dispute among experts as to whether Asperger's syndrome and high functioning autism are the same thing, Tony Attwood - an authority in this area - believes that the terms are equivalent in clinical practice. (Attwood, 2007) Children with Asperger's syndrome have typically developing intellectual and language skills, but often have great difficulty with social language. On the face of it, the most recognizable problem these children display is an absence of empathy for the person they are talking with. Other prominent features of the syndrome are a fixation or obsession for one particular topic and flat, monotone voice prosody. For more information, see www.speechlanguage-resources.com

Attributes of a Critical Thinker

• asks pertinent questions


• assesses statements and arguments


• is able to admit a lack of understanding or information


• has a sense of curiosity


• is interested in finding new solutions


• is able to clearly define a set of criteria for analyzing ideas


• is willing to examine beliefs, assumptions, and opinions and weigh them against facts


• listens carefully to others and is able to give feedback


• sees that critical thinking is a lifelong process of self-assessment


• suspends judgment until all facts have been gathered and considered


• looks for evidence to support assumption and beliefs


• is able to adjust opinions when new facts are found


• looks for proof


• examines problems closely


• is able to reject information that is incorrect or irrelevant
  

Ferett, S. Peak Performance (1997)

Seasons Greetings

Wishing everyone a happy holiday season

and best wishes for 2012

Mrs. Marilyn DeYoung

Speech-language Pathologist

Center Cass District 66

When Children Stutter (8 tips for teachers)

More tips from the Stuttering Foundation www.stutteringhelp.org
to help children who stutter or stuggle talking.

1. Don’t tell the child “slow down” or “ just relax.”

2. Don’t complete words for the child or talk for him or her.

3. Help all members of the class learn to take turns talking and listening. All children — and especially those who stutter — find it much easier to talk when there are few interruptions and they have the listener’s attention.

4. Expect the same quality and quantity of work from the student who stutters as the one who doesn’t.

5. Speak with the student in an unhurried way, pausing frequently.

6. Convey that you are listening to the content of the message, not how it is said.

7. Have a one-on-one conversation with the student who stutters about needed accommodations in the classroom. Respect the student’s needs, but do not be enabling.

8. Don’t make stuttering something to be ashamed of. Talk about stuttering just like any other matter.

Compiled by Lisa Scott, Ph.D., The Florida State University

7 Tips for Talking With Your Child

These suggestions are provided by the Stuttering Foundation www.stutteringhelp.org for parents of children who stutter, but the ideas apply for any children who are having difficulty communicating.

1. Speak with your child in an unhurried way, pausing frequently. Wait a few seconds after your child finishes speaking before you begin to speak. Your own slow, relaxed speech will be far more effective than any criticism or advice such as “slow down” or “try it again slowly.”

2. Reduce the number of questions you ask your child. Instead of asking questions, simply comment on what your child has said.

3. Use your facial expressions and other body language to convey to your child that you are listening to the content of her message and not to how she’s talking.

4. Set aside a few minutes at a regular time each day when you can give your undivided attention to your child. This quiet, calm time can be a confidence-builder for younger children.

5. Help all members of the family learn to take turns talking and listening. Children, especially those who stutter, find it much easier to talk when there are few interruptions.

6. Observe the way you interact with your child. Try to increase those times that give your child the message that you are listening to her and she has plenty of time to talk.

7. Above all, convey that you accept your child as he is. The most powerful force will be your support of him, whether he stutters or not.

Compiled by Barry Guitar, Ph.D., University of Vermont, and Edward G. Conture, Ph.D., Vanderbilt University

Parent Teacher Conferences

Mrs. DeYoung will be meeting with parents during the week of November 28-December 3. To request a conference, please contact her by email mdeyoung@ccsd66.org or telephone: (630)783-5157 by November 28th.

Have a wonderful Thanksgiving!