My name is Lisa Kuhl and I will be your child's Speech Therapist for the 2014-15 school year. I had the privilege of serving some of your children last year. I have over 12 years experience working with children in the school system in all areas of speech and language development. I like to concentrate on the whole child and how his/her speech and language needs impact learning and communication. It is important to remember that speech and language development (both verbal and non verbal) is the basis for all aspects of learning including reading. I am looking forward to seeing your children learn and group this year!! Please don't hesitate to call
or email me with questions!
Each week your child may bring home a speech notebook. Please look over the skills we are working on. Typically there will be homework pages for you to practice with your child. Your child needs you help with these - he/she will say the sounds/word and you have to determine it if is correct. Please try to pratice daily for about 5 minutes. Practicing speech sounds at home will help generalize the skills they are learning at school to the home environment. Children tend to progress much faster and carryover skills better when practice is done at home, as well as at school. Your children will receive praise and prizes for completing homework.
Speech-Language General Information
- The speech errors are not developmentally appropriate (see below for reference).
- The student’s intelligibility is judged to be less than 80%.
- The student’s speech affects their academic/social/emotional development.
- Flow of student’s speech. (Typically repeating the same word or phrase before completing the utterance). This can be normal in preschool and kindergarten.
- Secondary behaviors, such as hesitations (silence), interjections (uhh, umm, ahh), prolongations (mmmmmmom for mom), or any other distracting behaviors. (These behaviors evidence a stuttering problem vs. normal developmental stuttering periods).
Children with LANGUAGE disorders frequently do not perform at grade level. They may struggle with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid attending school, show poor judgment, and have difficulty with tests. These students must be referred through the RTI process at the school.
Significant Difficulty with:
- Using classroom vocabulary
- Word finding
- Using age appropriate grammar
- Forming complete sentences 4-5 words in length. K-1st-length should increase as age increases.
- Answering questions appropriately (who, what, where and why)
- Following directions with increasing complexity for age
- Following conversational cues, turn taking, staying on task, etc.
Articulation Interventions to Try :
- Modeling Correct Sound Production:
- Example 1 – Your child has trouble saying the "v" sound. When you are going over the spelling list or the sight word list, words containing that sound are distinctly modeled. Also, you can say, “How do we make that sound - that's right - we put our top teeth on our bottom lip. Let's say it together . . . ‘vvvvvan’. What other words can we think of that have that sound?”
- Example 2 - During a read aloud, your child answers a question using incorrect speech, saying "tow" instead of "cow." Have your child practice saying "cow" with their good "k" sound 5 times . . . "That’s right. The farmer bought a new cow!” – emphasizing the “k” sound. “Let's practice saying that together . . . " –
- Using “Minimal Pairs” – Repeating your child's incorrect production and then modeling a correct production if the word produced is a true word to emphasize that the meaning changes when the sounds change -
Example – Your child answers with the word, “tea” instead of “key.” “Tea? No, not the hot drink, the thing we use to lock and unlock doors, - key with a “k” sound.” Emphasize the meaning change.
Typical Speech Development:
AGE 3: M P H W B N
AGE 4: F T K G Y D
AGE 5: J Ch Sh
AGE 6: L V S NG
AGE 7: TH Z R