For those of you working with Spanish-speakers, Super Duper is debuting the Contextual Probes of Articulation Competence. We have been helping with the field testing and it is actually a really nice measure.
Here is a question someone asked at the last speech meeting.. Anyone else have suggestions? “I am trying to find information on speech production prior to language productions. Basically sound and vocalization patterns. Does anyone have information on this in Spanish?” This is a quick read in the CEU section of our website, Online Continuing Education Units Typical Development of
Hi all, I had some success with a 2 year-old girl who is about 6 months post implant that I wanted to share but would love any other resources or suggestions. She has been having great difficulty imitating movements with her mouth although she can imitate any other physical movement. She also only phonated her sounds which seems to be
Understanding how a Spanish-speaking child learning English as a second language may transfer certain rules from one language to another is critical for assessment. It is important to help professionals be able to differentiate a difference versus a disorder in children learning English as a second language. Rules of Spanish syntax that differ from English include double plural markings, flexible
Here is a question that was emailed to us: “Everyone always talks about joint attention. Does anyone have concrete examples or a hierarchy?” Because of decreased social interaction, children with autism display difficulties in joint attention, a skill that children who interact with other children develop naturally. Therefore, children with autism need to be taught how to play and develop
Some articulation differences commonly observed among Spanish speakers learning English are the following: -b/v substitution: berry/very -ch/sh substitution: chew/shoe -schwa sound is inserted before word initial consonant clusters: eskate/skate, espend/spend. -silent /h/ in the beginning of words: old/hold -The /j/ in the word ‘judge’ does not exist in Spanish, therefore speakers usually use ‘y’ : Yulie/Julie. -ee/I substitution: peeg/pig, leetle/little
One of our summer workshops for The State of Texas was on ways to increase the participation of our parents in our therapy. Two of the most important ways that came up during discussion at the workshop were: 1. Including therapy activities in daily routines (e.g. meals, bath time, driving in the car, etc.) so that parents don’t feel overwhelmed
For those of you entrenched in RTI in the schools, I found this website that has tons of articles and resources related to the subjects. Many of the authors are heavily pro- or anti-RTI. The articles make for good comparisons. http://www.wrightslaw.com/info/rti.index.htm For those of you in the Central Texas area, our first 2008-2009 Bilingual Speech-Language meeting for the Region 13
Thanks to everyone for attending the Cleft Lip and Palate presentation at the State of Texas telecast. It was a great success. For those who were asking, yes the State office is videotaped it and will offer it through their library. We will also launch it as an online continuing education course in the near future. We will let you
I was looking up info on simultaneous and sequential English/Spanish language learning. In grad school we were told that it is better to learn Eng once you have the first lang learned pretty well because having a good grasp on the first language, helps in the acquisition of the second language. Being that my program was not bilingual, I’m wanting
