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New Case Study : Tele-Speech Remediation of Stuttering Stuttering affects 1% of the total adult population and is a complex multi-dimensional speech disorder whose impact crosses into an individual’s social, cognitive, emotional, and physiological life (Yairi and Ambrose, 2005). Stuttering or stammering is the disruption in the forward flow of speech. It manifests as repetitions, prolongations, hesitations, blocks, and disruptions in the person’s speech. Further, it is accompanied by secondary behaviors such as eye blinking, body movements, jaw jerks, articulatory fixations, and other physical signs which may or may not be visible to the listener. Negative feelings, depression, and anxiety are commonly associated with stuttering. Evidence-based behavioral approaches to treat stuttering focus on achieving fluent speech. Some therapeutic approaches used traditionally are the stuttering modification therapy program, the fluency shaping therapy program, Gradual Increase in Length and Complexity of Utterance (GILCU) program among many other treatment programs. The purpose of the present study was to document and discuss the tele-speech remediation of a person with stuttering via telepractice. Clinical insights into our client's stuttering remediation journey with us. Method Participant A 25-year-old adult female with a diagnosis of severe stuttering was considered for this study. Written consent was obtained from the participant for the purpose of this study. The participant was a graduate student pursuing engineering. The participant reported stuttering was present since childhood, but she did not seek therapy in the past. Method The participant was assessed on Stuttering Severity Instrument (SSI-4) including spontaneous speech and reading samples. The scores were as follows: Frequency: 15, Duration: 10; and Physical concomitance: 8. A diagnosis of severe stuttering was made upon detailed evaluation and testing. Stuttering behavior was noted to be severe across all tasks including speaking, reading, monologue, and conversation. The total stuttered words were counted by the clinician as per standard protocol to arrive at the overall scores for SSI-4. The stuttering behaviors comprised initial syllable and part-word repetitions, prolongations, blocks, and filled pauses accompanied by a fast rate of speech. In addition to the stuttering behaviors, the participant exhibited jaw jerks, frequent eye blinks, movement of upper extremities, and articulatory fixations during moments of stuttering. Once the evaluation and testing were completed, the participant was advised to undergo speech therapy for Stuttering. The participant enrolled for Fluency Shaping Therapy (Goldiamond, 1965) twice a week (45 minutes/ session) for a period of nine months from January 2022 to September 2022. Assessment and treatment sessions were conducted via telepractice using the Zoom video-conferencing software. The clinician used a Dell intel core i5 laptop with 300mbps and an in-built camera with an external microphone and speaker. The participant used a Hp laptop with 300mbps internet speed with an in-built camera and microphone. During the treatment session Fluency Shaping Therapy program was followed. Strategies such as stretched syllable technique, light articulatory contacts, gentle initiation technique, continuous phonation, and passive airflow technique were incorporated during the treatment sessions. The participant attended once a monthly generalization session (60 minutes) with a group of stuttering individuals on the zoom video-conferencing platform monitored by a clinical psychologist. A video and audio recording was done during the first assessment session and on the last day of the therapy session to note progress. The participant’s stuttering was regularly evaluated every three months and the progress was documented. Results A pre-therapy and post-therapy score assessment was done to determine progress. The stuttering severity instrument (SSI-4) was re-assessed at the end of nine months of intensive stuttering therapy. Graph 1 shows the pre-therapy and post-therapy scores on Stuttering Severity Instrument – 4 (SSI-4). Graph 1: Pre and Post Therapy scores of frequency, duration, and physical concomitants Results showed a significant improvement in the overall severity of stuttering in the participant. Post therapy the scores were as follows: Frequency: 2, Duration: 1, and Physical concomitance: 1. The post-therapy score was within the mild stuttering severity on SSI-4. The participant showed positive progress in the overall fluency of speech. Stuttering disruptions such as repetitions, prolongations, blocks, and filled pauses were significantly reduced post-therapy. Discussion and Conclusion Stuttering is a speech disorder that affects millions of people around the world. It can cause disruptions in speech fluency, with repetitions, prolongations, or blocks of sounds or words. Stuttering can have a significant impact on a person's social, emotional, and psychological well-being. However, with the right therapy approach, individuals who stutter can learn to manage their stuttering and improve their communication skills. Stuttering is a long-term multifaceted speech disorder; which manifests itself in surface observable behaviors (i.e., sound repetitions, prolongations, blocks, etc.,) and deeper covert behaviors (i.e., avoidance of speaking, reduced participation, etc.,). The purpose of the current study was to describe tele-speech remediation of an adult with stuttering. The results of the present study indicate positive progress in the overall speech fluency of the participant. The scores of stuttering frequency, duration, and physical concomitants reduced significantly post-therapy conducted via telepractice. Click here to read more case studies The Tele-Speech Remediation carried out included strategies from Fluency Shaping Therapy which yielded positive progress. Further, this study revealed telepractice for stuttering remediation resulted in positive progress in the speech fluency of the participant.

Teaching the /R/ Speech Sound The /r/ speech sound is a palatal voiced sound. Children usually acquire the /r/ sound by 5 years of age. Often, children with speech sound disorders have difficulty in producing the /r/ sound correctly. It is one of the hardest sounds to acquire. However, there are some really good strategies that you can use to elicit the /r/ sound with good practice and patience. How can you say /r/ sounds? There are two different tongue positions that you can use when saying the /r/ sound. These are called “bunched” and “retroflexed.” Bunched position: When using a bunched position, the tongue is bunched. This means the tongue is tensed up and stays in one place in your mouth. It maintains a resting position in the mouth. Retroflexed position: When using a retroflexed position, the tip of the tongue curls slightly backward toward the back of the oral cavity. You can use any one of the /r/ sounds discussed above. You will also notice that either one position is achieved more easily and naturally in children. Use this same tongue position to implement all the /r/ speech sounds. Techniques and Tips to teach the /r/ sound Remember, these techniques must be used under the supervision of a qualified speech-language pathologist. First, try to identify whether the bunched or retroflexed tongue position is best for your child. Pick up the easiest of these positions. Always use a mirror while practicing your child’s /r/ sounds. This will give them good visual feedback. Try to show the /r/ tongue position to your child by opening your mouth slightly. Remind your child to keep their tongue tight. This helps the child understand the importance of tongue tension, which is important for correct production. You will also need to remind your child to keep their tongue held high enough in their mouth. Practice on a daily basis! Be consistent. Try to have at least 15 minutes of practice every day. Practice at different levels starting from the simplest (isolation) to the most complex (conversation level). Move to the next level once you have achieved at least 90% accuracy. Read a detail blog here: App Review for Speech Sounds Isolation level:  Practise the /r/ sound on its own / r…r…r / Syllable level:  Combining the /r/ sound with a vowel ( ri, ra, re, ro, ru) Word level:  Use the /r/ sound in the initial, medial and final positions of words ( rain, carrot, car) Phrase level: Use two or three-word combinations with the /r/ sound ( rainfall or red car) Sentence level:  Use the /r/ words in sentences ( The red car raced rapidly) Conversation level:  Use /r/ words in connected speech in conversation with different persons. Some Speech exercises for the /r/ sound Here are some fun activities to teach your child the /r/ sound! You can make clay model tongues using Play-Doh and position them in the bunched or retroflexed position. Use the position that your child has been practicing. This is a fun activity used for visual feedback. Talk to your child about how the tongue is a muscle. When saying the /r/ sound, the tongue has to be “tense or tight”. You can do an activity where you show your child their arm muscles and ask them to tense and relax them. Then have them do the same with their tongues. Do activities where you say the /r/ sound correctly and incorrectly. Ask your child to spot the difference. Give them rewards such as points for correct responses. When you read books with your child, point out each /r/ sound that they read or hear you say. You can ask your child to repeat these after you. Or you can even ask them some questions. Saying the sounds with /r/ frequently will help them learn it quicker. Practice target /r/ sounds while playing games such as bingo, memory games, tic-tac-toe, etc. Choose any game that your child loves and use it. Look through books or magazines with your child. Ask them to find pictures of items that have the /r/ sound. Have a “/R/ sound book”. You can then cut out the pictures and paste them into a book. The /r/ sound can be tricky to master. Remember to be patient and practice consistently with your child. Here are some Tips & Tricks to say the /r/ sound. Always consult a speech-language pathologist to get a better understanding of your child’s speech problems. Get started today!

Teaching the /L/ Speech Sound The /l/ speech sound is an alveolar sound. This means that the sound is produced by touching the tongue tip to the alveolar ridge. Children usually acquire the /l/ sound by 4 years of age. Often, children with speech sound disorders have difficulty producing the /l/ sound correctly. This blog will cover activities and steps to teach the /l/ speech sound. Steps to teach the /l/ sound To teach the /l/ sound you will first place the tongue tip on the alveolar ridge. You can help your child by touching their alveolar ridge using a lollipop or your finger. Sometimes it can be a bit tricky to get the tongue up. If that’s the case, you can apply some honey or peanut butter to your child’s front teeth. Have them lick it with their tongue. You may also use an electric toothbrush to stimulate the alveolar ridge. Once you do that, ask them to place their tongue tip there. Next, ask them to hold the tongue tip in place. Then ask them to turn their voice on and say /l/. Ask them to prolong it. It will sound like / l…..l…..l…. /. If your child has difficulty in turning their voice on, have them put their hands on your throat when you make the /l/ sound. Then place it on their own throat and help them voice it out. Ask them to relax and then feel the airflow out the sides of their tongue. If your child has difficulty with air flowing out the sides of their tongue, with their tongue tip in place on the alveolar ridge have them breathe in so they can feel the air flowing over the sides of their tongue. Another way to teach the /l/ Sound If your child can produce a voiced /Th/ sound as in “this” or “them” then you can teach the /l/ sound by shaping it from the Th sound. First, have your child say Th all by itself. Then you can ask your child to slide the tongue up to the alveolar ridge while still voicing. This will help you get the /l/ sound. Using the /l/ Sound in Syllables Once your child is able to produce a /l/ sound all by itself, you can then use it in syllables. It is important to note that many times practicing the /l/ sound by itself can be difficult. In that case, you can start with syllables.  Practise different combinations such as /la, li, lu, lo/ etc. Using the /l/ Sound in Words When your child can say the syllables above with a nice /l/ sound, you can start working on words.  You can start words beginning with the /l/ sounds. You can later, also use the sounds in the final and medial positions of the words. You can start by making a list of 10-20 easy words. If your child is too young, use pictures instead of word lists. You can use different games such as bingo, tic-tac-toe, etc. Once your child is able to say these words with 70% accuracy or better, you can try putting them into a sentence. Using the /l/ Sound in Sentences When your child is able to produce the /l/ sound at the beginning of words then practice the initial /l/sound in sentences. For example “Lola loves to lick her _________ (lollipop).” Fill in the blank with the initial /l/ words you have been practicing. You can use words with the /l/ sound in the middle and final positions as well. Using the /l/ Sound in Stories/ Picture Scenes You and your child can practice the /l/ sound while reading stories out loud. If your child is too young, use picture scenes designed for the /l/ sound and ask your child to describe the pictures. You can also ask them to re-tell the stories that you just narrated to them. Using the /l/ Sound in Conversation When your child is successful with the /l/ sound while reading, narrating a story, or describing a picture, you can move on to a conversation-level activity. You may notice that it is at this point that your child may forget to pronounce the /l/ correctly. You can always give them feedback and help them correct it. Every child is different, learns at a different pace, and may have unique challenges with pronouncing some words . Always consult a speech-language pathologist to get a better understanding of your child’s speech problems. Get started today! We look forward to sharing with you how our services can benefit your child’s speech and language development.

Tantrums in Children with Speech Delays Tantrums in Children with Speech Delays, “Every child is gifted, they just unwrap their packages at different ages! ”  A speech and language delay can sometimes affect a child’s overall development because they can’t process what you are saying to them. But let’s first understand what speech and language mean? Language is a child’s ability to understand the purpose of words and to understand what is said. Speech is their ability to use their mouth, tongue, lips, and jaw to form the sounds of words and make those sounds intelligible to other people.” Now imagine not being able to tell someone what you want and not being able to get it for yourself, either. Imagine being in pain but not being able to say what hurts so someone can help you to feel better. Tantrums in Children with Speech Delays Imagine feeling scared or angry or sad and not being able to talk through your worries with the people you love. Imagine being hungry or thirsty but not being able to ask for food or drink. This might lead to Frustration in you as an adult; but it leads to Temper Tantrums in children. Here are some ideas on dealing with anxiety with kids. Temper tantrums range from whining and crying to screaming, kicking, hitting, and breath holding. They’re equally common in boys and girls and usually happen between the ages of 1 to 3. Some kids may have tantrums often, and others have them rarely. Tantrums are a normal part of child development. They’re how young children show that they’re upset or frustrated. Tantrums may happen when kids are tired, hungry, or uncomfortable. They can have a meltdown because they can’t get something (like a toy or a parent) to do what they want. Learning to deal with frustration is a skill that children gain over time. Tantrums are common during the second year of life, when language skills are starting to develop. Because toddlers can’t yet say what they want, feel, or need, a frustrating experience may cause a tantrum. As language skills improve, tantrums tend to decrease. Social Anxiety and how to deal with it. Toddlers want independence and control over their environment — more than they can actually handle. This can lead to power struggles as a child thinks “I can do it myself” or “I want it, give it to me.” When kids discover that they can’t do it and can’t have everything they want, they may have a tantrum. This temper tantrum can be not only be mind blogging for the child but also be very frustrating for the parent. As a parent you can reach out to the team of Speech Language Pathologist and Psychologist for the solution if- The tantrums cause a lot of bad feelings between you and your child. You have questions about what you’re doing or what your child is doing. The tantrums become more frequent, intense, or last longer. Your child often hurts himself/herself or others. You often feel angry or out of control when you respond to tantrums. You keep giving in. Many studies suggest that “language skills may help children verbalize rather than use emotions to convey needs and use their imaginations to occupy themselves while enduring a frustrating wait.” This means parents of children in toddler and preschool years can provide language-rich environments and help build their children’s vocabulary through play, book reading and by talking aloud (label the emotions you see and hear from your child) to help develop healthy emotional habits. Self Control activities for your child. During pretend play, parents can model emotions (“Mr. Bear is feeling sad because he lost his blanket”) and help act out healthy and positive solutions to the problem (“Maybe he should ask his mommy to help him find it”). If you’re not sure how to set up pretend play situations or find it hard get to started, try consulting your speech language pathologist nearby or reach out to us online for stimulating activities that can spark language-rich experiences thus reducing temper tantrums!! Behaviour management tips by psychologists. Feel free to drop comments below and subscribe to us for tips and ideas for a speech and language rich environment for your child. Book your appointement now For more ideas check out our other blogs

What is Speech Tips for Parkinson’s Disease? Parkinson’s Disease (PD) is a neurodegenerative disorder that develops over a period of time. As a result, Persons with PD experience a decreased ability to regulate body movements and everyday activities. For instance, speech and language skills. The progression of Parkinson’s Disease occurs across five stages. Further, Individuals with PD are treated for the symptoms they experience to provide maximum quality of life.  In this blog, we will discuss Speech Tips for Parkinson’s Disease. Your Parkinson’s does not define you.Your strength and courage do. Speech-Language Therapy in PD: A Speech-Language Therapist will get involved in the treatment process because the disease progresses. In other words, speech and communication difficulties are very commonly reported in Persons with PD. This symptom is seen as a result of the overall degeneration of the nerves and muscles supplying to the various parts of the speech subsystem. What are the Symptoms? As the disease progresses speech and language symptoms begin to appear. For instance, it may include one or more of the following symptoms: Slurred Speech (Reduced clarity of speech) Short rushes of speech Difficulty in producing certain speech sounds Reduce volume of voice Hoarse or strained voice Monotonous speech Swallowing difficulties Drooling of saliva Language deficits “If you’re facing any of the above- listed symptoms , a Speech-Language Therapist is a go-to-person to access appropriate intervention and guidance ” Speech Tips for Parkinson’s Disease: Here are some Speech Tips for Persons with Parkinson’s Disease. Speech Tips for Parkinson’s Disease- Exercise 1: Below is a simple exercise to correct your posture and regulate your breathing. In other words, it will improve your overall quality of speech. Steps: 1: First, sit up straight 2: Then, inhale deeply and feel the expansion of your stomach. 3: Next, as you exhale, say “ah” as loud as you can (Repeat this step five times).  4: Finally, take deep breaths before every word you say. State your full name List days of the week Count 1 to 20 numbers List 5 things around the house etc., Most Importantly, remember to not stress beyond your capacity while doing the above exercise! Speech Tips for Parkinson’s Disease-Exercise 2: Further, this is a simple exercise to improve the overall clarity of your voice. Steps: Step 1: Practice lip and tongue strengthening exercises. Click on the link below for detailed steps: Oral motor exercise Step 2: Take a deep breath and say “hello” in an alternating soft and comfortable loud voice. Step 3: Practice saying high-pressure consonants loudly; Firstly, /pa/ /ba/ /ta/ /da/ (Repeat each syllable 5 times). Secondly, /pipipi/ /papapa/ /bababa/ /bibibi/ (Repeat each 5 times). Lastly, try to glide on a /ng/ syllable as in the sound of a police siren. This can be done by increasing and decreasing the loudness. Step 4: Practice the following pitch glides: Take a deep breath and glide /a/ /i/ /u/ from low to high pitch (Repeat 5 times). Breathe deeply and sing a song starting on a comfortable note. Consequently, vary your pitch and volume while singing. Singing will engage the muscles and stimulate your nerves. Tips for Safe Swallowing:       These are some tips to help you to achieve a safe swallow. Sit up in a straight posture while eating or drinking always. Similarly, tilt your head slightly forward while swallowing. Additionally, take small bite sizes and chew well before swallowing. After that, take another bite. Above all, drink in small sips while drinking liquids. Moreover, allow your system sometime before you take another sip. Further, swallow twice if there is any residue left. However, drinking water can help to clear any food particles. Similarly, mashed and well-cooked consistency of food/ vegetables can be taken. In short, consume sufficient calories to maintain your nutrition. Some tips to prevent drooling of saliva: Firstly, keep your chin up and close your lips while you are eating and not speaking. Secondly, increase the frequency of swallowing saliva. Lastly, consult a doctor for appropriate medication to decrease drooling . Tips for better communication: When you want to communicate, choose a quiet environment, and talk to one person at a time. This is to say, choose a comfortable upright posture while you communicate. Use short phrases and speak slowly. For instance, stress each syllable/ word as you speak. Use content words to convey your message in a short phrase. Certainly, avoid longer utterances. On the other hand, take adequate voice breaks as you speak for longer periods. Additionally, always carry paper and a pen to write your message down. These are some general tips, but they may not work for all individuals with PD! Speech Therapy Mobile Applications: These are some Speech Therapy digital applications for Persons with PD. Above all, apps should be used only under the guidance of a qualified Speech-Language Therapist . Speech Prompts Loud and Clear Speech Therapy LSVT Global LOUD Speak Up for Parkinson’s Swallow Prompt “In conclusion, it is absolutely essential to consult a Speech-Language Therapist to avail appropriate guidance.” Need assistance in finding a Speech-Language Therapist? View this post on Instagram A post shared by 1SpecialPlace | Speech Therapy (@1specialplace)

Speech tips for Muscular Dystrophy A muscular dystrophy is a group of diseases that runs in families. This blog is on Speech tips for Muscular Dystrophy. This disease damages and weakens the muscles. These changes happen over time slowly.  This weakness is due to the lack of protein “dystrophin”. Muscle issues lead to difficulty in motor functions. For example, walking, speaking, swallowing, etc. There is no known cure for Muscular Dystrophy. Speech tips for Muscular Dystrophy is below. Symptoms of Muscular Dystrophy Firstly, let’s know the issues faced by a person with MD. The issues related to speech and swallowing abilities depend on the type of Muscular Dystrophy. There is weakness in the muscles of the lips, tongue, palate, cheeks, etc. Further, this affects the speech. Symptoms in Types of Muscular Dystrophy In Duchenne Muscular Dystrophy (DMD) speech issues are seen. Additionally, people have word-finding errors. Also, non-fluent speech. People with Facioscapulohumeral Muscular Dystrophy (FSHD). They have issues with resonance. Furthermore, their speech will be nasal. FSHD is present in the infantile period, the speech issues are more. People have oral muscle weakness, dysarthria, monotonous speech. Alos, pausing in words, and higher pitch. Further, hearing loss can also increase these issues. People with Limb-Girdle Muscular Dystrophy Type 1A (LGMD 1A). They have isolated bulbar symptoms. They have symptoms of dysarthria and dysphagia. Moreover, due of weak tongue and pharynx muscles. Oculopharyngeal Muscular Dystrophy (OPMD) in people. This causes weakness in the muscles of the tongue and pharynx. Further, causing dysarthria and dysphagia. Myotonic Dystrophy Type 1 (DM1) in children causes speech deficits. Further, issues with bilabial sounds and speech sounds. The speech is hypernasal. In addition to this, they also have a hoarse voice, slow rate of speech. Also, less loudness because of muscle weakness. However, irrespective of the type, all the people have speech deficits. Speech therapy results depend on the kind of Muscular Dystrophy. Further, its signs and the extent of the disease. Most treatments are for symptoms seen. The same is the case with speech therapy. For you to know, we have put speech therapy ideas into two groups. Speech Therapy for Muscular Dystrophy 1. Persons with mild issues in speech. In this group, some persons have speech deficits but can handle them well. In other words, this is to increase the strength and endurance of muscles. Some of the exercises are: a) Oro-motor exercises for speech muscles. This is for the strength and coordination of muscles. Furthermore, the throat, tongue, cheeks, mouth, diaphragm, soft palate, and lip muscles. b) Articulation training: It is for people with speech sound errors. Therefore, it includes: Phonetic placement Exaggerating the articulation Talk slowly and more clearly Take a breath in between Speak in shorter utterances c) Voice training: For people with voice issues. Some of the speech therapy ideas are: Training for breath support Pharyngeal strengthening Breath-holding Coordination for breathing and talking Good vocal hygiene Respiratory muscle training Focus on abdominal breathing Pausing and talking c) Vowel prolongation: It is for patients with less loud voice. Few things done are: Good breath support Quick inhalation and prolonged exhalation Prolong the vowel are the end of the word Emphasize the vowel in an utterance d) Further, a combination of the above along with good feedback. 2. People with unintelligible speech  The speech is affected in the last stages of the disease. There is weakness in the muscles of the body. Thus working on one sub-system will not give good results. An SLP will work on the persons needs. Alternative and Augmentative Communication is advised. This includes, Unaided modes such as manual signs, gestures, and fingerspelling In case the hand functions are limited/compromised, aided symbol systems are advised For persons who have issues like soft voice. Devices like Personal Voice Amplifiers, Artificial Phonation devices such as electrolarynx are given. Further, with the advance in science. Furthermore, tablet or app-based programs is advised.  Similar to,  Avaz, Jellow. Therefore, the choice of the AAC device depends on many things. Hence, the SLP will help you with the right approach to therapy. https://1specialplace.com/

Speech Therapy Tips for Teachers Speech Therapy Tips for Teachers, Children with language delay occasionally find it difficult to cope with classroom situations. When teachers know a few tips to help children with language delay to cope in classroom situations, their language and academic learning escalates. Therefore, it is important for teachers to know a few tips to help children with language delay. Make the children with language delay sit in front – where the teacher is clearly visible for the child, and it is easy for the teacher to monitor the child. Get their attention before giving instructions or important notes. Calling out their names, a gentle pat on a hand, etc. helps the child to pay attention to the speaker. Why one should be attending to child’s inattention? Please click here to read more. Repeat the important notes twice – so that if any words are missed in the first time, it can be noted/ understood in second time. Separate the child with language speech delay from other children who are extremely talkative or active such as a student who always speak with others, or a student who always does something else like scribbling, colouring, playing with fingers etc. while a teacher is teaching. When the child with language delay sits next to such children, it could be a huge source of distraction for them. Allow some extra time to complete their work – appreciate their effort in completing the task. Send a routine diary to parents to keep them informed about the activities that happened in classroom. t Click here to subscribe to our weekly articles. Know what Speech Language Pathologist is doing with the child – request for the tips based on the concepts that are being covered in Speech Language sessions. Speech Therapy Tips for Teachers If language comprehension is focused, what is the level of comprehension and how you need to alter your language structure to make the child understand instructions. If sentence length is focused, make sure you give chance to the child to use sentences in classroom. If vocabulary is focused, know which types of categories and/ or words are being taught. If articulation in focused, know which sound to focus on and how to help child with articulation needs. There are many areas of Speech and Language which may require intervention. Therefore, speak with the Speech Language Pathologist and get information about the intervention plan. About Online speech therapy Our personalized Online speech therapy in india works for people of all ages and ailments, and it’s also convenient and fun. In fact, our customers tell us that they don’t feel like they’re doing “therapy work” throughout their sessions. Speech is how you express yourself; it’s what we hear. Language is not only what you wish to convey; it is also what we believe. When you have excellent speech and language, you can fully express yourself and connect with people. We’ll collaborate with you to create your own specialized strategy and uncover your most effective communication. With our exclusive best Online Speech therapy exercises and best speech therapist in India, receive cutting-edge treatment from the comfort of your own home. At 1SpecialPlace you have the right to be confident in your communication and to learn from the finest. Are you looking forward to meet Speech Language Pathologists? Please click here  to get in touch with us. Speech Therapy Tips for Teachers If you wish to know more about Speech Therapy, kindly contact us at  info@1specialplace.com Book a session now For more ideas check out our other blogs

Speech Therapy, Then and Now #10 year challenge Speech Therapy 10 year challenge, Just like any other industry, Speech Language Therapy has evolved since its conception in 1925. Technological advancements have offered promising ways to enhance intervention and treatment of speech and language impairments. In the last decade, the world of Speech-Language Therapy has seen staggering changes. From improved and accessible resources to mobile apps and devices, there have been plenty of positive calibrations in the Speech Therapy scenario. Here’s a list of changes that have come about in the past 10 years ( 2009-2019) . This article has been inspired by the currently trending #10yearchallenge on social media. Speech Therapy 10 year challenge Traditional Speech Therapy vs Online Speech Therapy Traditional Face to Face therapy has worked beautifully since its conception. It involves a patient to travel to a Therapy clinic/Center to obtain assessment or treatment by a Speech Language Therapist. On the other hand, Online Speech Therapy aka Telepractice or Tele Speech Therapy can be taken from home. This has picked up great traction in the last decade. With the advent of improved internet access and engaging interactive platforms, Telepractice is becoming increasingly popular all over the world. Seeing its scope and promising future, different countries have come up with various health acts and policies to ensure ethical practices. Printed Resources vs Digital Material Age old Flashcards, printable worksheets and activities have been loved by all. Digital No print resources are the new buzz word in the Speech Therapy World. You can either use these on an iPad, a computer, or for Tele Speech therapy using platforms like TheraKonnect. AAC devices vs AAC apps Technological advancements have dramatically changed the face of AAC ( Augmentative Alternative Communication). Devices available these days are more sophisticated and user friendly. Many Mobile/iPad Apps which employ AAC methods have become popular over the last decade. Such apps have made AAC technology accessible to millions of patients all over the world. Some notable examples are Touchchat, DynaVox Compass, and Avaz App. Toys vs Fun Apps We all have engaged kids in or outside therapy using toys and games. From Mr Potato Head to a simple bubble wand, everything has been so special. Since the last decade many mobile apps have become extremely popular in Speech Therapy. Apps like Articulation Station, Smarty Ears, Speech Doctor, Speech Blubs, ArtikPix, Pocket SLP, Word Vault are all worthy! Snapchat and other fun filter apps are also being used to make therapy fun. Many new generation websites offer great resources. HearBuilder, Starfall, ABCmouse, PBSkids, Twinkl are wonderful. Books vs eBooks Books are used in many contexts in the Speech Language Therapy world. Be it text books for therapists or story books for children in therapy or even resource guides for parents, books are by far the best resources for knowledge and learning. The last decade has seen thousands of eBooks being created. Story eBooks are being widely used for children in therapy . Some portals like Epic, Free Kids Books, Kindle Library etc offer great value for everyone. CDs vs Youtube If you are someone who enchants your kids with your singing and videos you will agree that Youtube has made everything so accessible! I remember using video CDs in my speech therapy sessions to reward my students and also to teach language concepts. But with  internet alongside, everything is at your fingertips. In the last decade, therapists have been engaging and rewarding children with rhymes and songs from thousands of videos available on Youtube. Workshops vs Webinars Many years ago the best way to train parents or fellow professionals  was through workshops. The last decade saw the outbreak of webinars and online courses in the Speech Therapy world. It’s so easy now to access information and even gather certifications + professional points by attending webinars from your home/office. TV shows vs Podcast shows In the  2000s TV shows with master minds on a panel discussion became quite a hit. Expanding this idea, the last decade visualised the rise of some podcasts shows with experts conversing about key issues in Speech Language Pathology. Some noteworthy shows – Conversations in Speech Pathology, XceptionalEd, Talking with Tech, The Whimsical Word Podcast, Speech Therapy – Storm of the Brains. Stay tuned for our own podcast show which will be airing soon. Newsletters vs Instagram stories A decade ago, newsletters, pamphlets and Year Books were considered the best ways to spread your success stories! With social media becoming a part of our everyday, Facebook Lives and Instagram stories have become gigantic tools to share your work and ideas with the world. Instagram and Facebook are both flooded with posts by Speech Language Therapists. Some trending hashtags on Insta are – #slp #slpeeps #speechlanguagetherapy.  Even you can follow us on Instagram,  Facebook and Twitter ! Backpack vs Boom Cards & Google Classroom An effective Speech Therapy program entails homework that’s given to the students. Worksheets and Practice sheets have been used by most therapists. The last decade brought tech creativity in this arena as well. Programs like Boom Learning and Google Classroom have enabled therapists and educators to design customised home lessons which children enjoy to do themselves. Google Classroom also enables easy sharing of information between therapists/schools and parents.  Local vs Global It’s fascinating that at a click on your phone, you sitting in India are able to dial into your favourite USA based Speech Therapist’s Pinterest Board!  A decade ago our information was very local but thanks to technology, today the world is more integrated. Information and knowledge spread easily and faster and through multiple channels than they did a decade ago. Do share your ideas about the changes that you have come across in these 10 years while taking or doing speech therapy. Leave your comments, and subscribe to our blog here!

What is Tracheostomy? We breathe in from our nose. Air passes through the windpipe (trachea). It reaches the lungs. If there is a blockage, or trachea is damaged it will lead to breathing difficulties. In such cases, a hole is made called a stoma. it is just below the vocal cords. This surgical procedure of creating the stoma and inserting a tube is called a tracheostomy. This can be permanent or temporary. The patient breathes in and out through the stoma. Why do we get tracheostomy? Tracheostomy is done on adults and children. Given below are some reasons for the same. Cancer Birth defects Anaphylaxis Chronic lung disease Infection Diaphragm dysfunction Obstructive sleep apnea Tumors Vocal cord paralysis There are many reasons for a tracheostomy. Bottom line, there is a blockage in the airway. It is not removable. Why do we need Speech Therapy? The air which we breathe out. It passes through the vocal cord. It vibrates them. This is how we produce sound. Tracheostomy hampers in the natural way of producing voice. As we are breathing in and out from stoma. Young children and adults will not be able to produce sound and communicate. Vocal cords and epiglottis prevent food from entering the airway. They protect the airway. Tracheostomy affects this. There can be other indications of swallowing problems. Loss of taste and smell of food, coughing and excessive secretions during or after eating. There can be sign of food in secretions. Gurgly voice post-meal shows the presence of food in the tube. Because of communication, voice, and swallowing issues, speech therapy is a must in patients with tracheostomy. What does a speech therapist do? The speech therapist takes part in the assessment, management, and decision-making process of patients with tracheostomy. First is communicating basic needs. If the patient is unable to communicate, it makes them frustrated. In the case of children, tantrums can be seen. The SLP suggests communication boards, apps and pictures. Patients will point and communicate, or use written format (if they can write). Secondly, SLP helps in the decision-making process of fitting a speaking valve as well as aids you in speaking with it. The speaking valve will push the air through the vocal cord and help you produce sound. Voice produced through the speaking valve may be hoarse and will depend on whether or not there is underlying vocal cord pathology. In addition to this, SLP will also assist you in swallowing safely and in saliva management. They will be suggesting you to go for a formal swallow evaluation such as Video-fluoroscopy so as to evaluate whether you are ready for oral intake or not. SLP will provide you with safe swallow guidelines and suggest strengthening exercises for muscles involved in swallowing in the form of swallowing maneuvers. After that, we will also suggest alternatives which include eating different types of consistencies. In conclusion, to know more about tracheostomy and speaking valve please watch the following video: Speaking Valves – YouTube If you wish to know more about Speech-Language Therapy, kindly contact us at  info@1specialplace.com For more ideas check out our other blogs https://www.1specialplace.com/blogs

Speech Therapy Activities to Teach Questions A child’s brain is a bubble of curiosity. It is the why’s, what’s, and how’s that enable them to think. Each question is categorized based on confirmation, choice, hypotheticality and so on. It is the very nature and complexity of a question that a child must understand in order to provide an appropriate response. A typically developing child starts question-answering from the age of 3. By the age of 6, they can differentiate between significant question types. Types of questions: Wh- questions: “What”, “When”, “Where”, “Who.” Confirmation questions: Yes-No questions Hypothetical questions: “What would happen if….” Casual Question: “Why” Procedural/ quality/ quantity question: “How” The ability to answer questions is an essential skill. From the age of 2, children should be able to answer or point out nearby objects when asked, “what is this?”. They should be able to give responses to complex questions such as “what is this girl wearing on her neck?” and by the age of 4, they should be able to answer a “what” question about function, such as “what do you do with a pencil?” You can also practice generalization by looking through family photos, browsing through a toy catalog, or narrating a favorite book. Generalizing help A guide to answering “What” questions If you notice that your child is unable to understand these questions, you can try out these steps at home. Try to place a familiar picture in front of your child . Hold up the image and ask, “what’s this?” Immediately model the response by saying the name of the object Do it a few more times with the same picture, pause for a moment and wait for them to repeat If so, praise your child by saying, “yes! It’s a ball. Good job, you got it right.” You can try the same activity with pictures of familiar actions (smiling, dancing) This Speech therapy activity can help build a vast expressive vocabulary which a child requires to form sentences or ask questions. You can use some of the pictures available in the 1SpecialPlace worksheets, or you could make your own! A guide to answering “How” questions The first type of “how” question is related to quantity. Questions such as “how many horses are there?” or “how much sand is there in the bucket”. Responses can range from a numerical value to “little”, “A lot”, “not much.” Try to find objects that you have more than one of Place one object in front of your child and ask him, “how many are there.” Model the child’s answer or give him a clue by indicating the number 1 with your finger Place another one of the objects and repeat the same question You can help him count the number of objects and help him with the correct response Keep doing this until your child can tell the right number. But don’t forget to repeat the question every time. Some “how” questions are related to the procedure. The child can start answering this type of question by the age of To teach your child to answer this question, you can break down an activity into multiple steps and talk to him about each step. A guide to answering “why” questions This is a tricky one! Why indicates inferencing. This kind of question encourages the child to think about the reason behind ‘why’ we do what we do. Questions such as “why do we tie our shoelaces” or “why aren’t there any more dinosaurs” unlock their imagination. Engaging in pretend play or reading social stories can go a long way in teaching your child to search for the correct answer. For example, you can pretend to fall while having your shoes untied. This will demonstrate the reason behind why we tie our shoelaces. Through this method, you can demonstrate questions such as “why do we sleep at night?” and hypothetical questions such as “what will happen if you fall down”. A guide to answering wh-questions What, when, where, and who. These questions are essential to understanding the difference between time, place, gender, context, and function. If a child can understand the difference between the four of them, he can describe any situation or picture in its entirety. Picture description tasks and worksheets are one such way to teach these questions. For example, let’s take this picture of children playing in a park Questions such as, Who is standing on top of the slide? ANS: A girl What is the girl wearing? ANS: A pink dress Where are the children playing? ANS: In a Park When did the children go to the park? ANS: Morning I hope these activities are helpful for your child. Asking and answering questions is very important for a child’s school or classroom activities performance. These Speech therapy activities can accelerate your child’s speech and language development. If you still feel that your child faces difficulty with responding appropriately, take note of where your child faces difficulty and bring it to the notice of a speech-language pathologist.

Speech Activities for Father’s Day Father’s day is celebrated worldwide on the third Sunday in June. It is a great bonding moment for children as they are usually very excited to celebrate this day. We have seen many children planning this day well in advance. Children use their creativity and imagination so beautifully that we can even think of it. This special day can be taken as a great opportunity for speech and language stimulation. We Speech and Language Pathologists usually take the best use of such opportunities as it gives scope for more natural language usage. In addition, this is also something children can relate to and therefore they attend to it very well.  Below is the list of simple activities related to Father’s Day. It’s just an attempt to incorporate the activities for good speech stimulation. Parents and caregivers can use their imagination and creativity to give a personal touch to these activities and make them more interesting. Remember the goal is good speech stimulation and therefore you must talk through the activities. Use simple grammatically correct sentences when you are talking to the children.  1. Ask the child to draw the picture of their father and talk about it: Begin by giving the child a pencil and a piece of paper. This would give the child unlimited scope for using their creativity and imagination. Encourage them to draw whatever comes to their mind about their dad. If they are not able to do it, prompt them by using adjectives like “I think your dad is a strong man”, “Is he tall?” etc. Once the child starts drawing, ask them what they are drawing. Encourage them to talk about their picture and share it with the rest of the family members. Speech Activities for Father’s Day 2. Talking about their father Most of the children see their fathers as superheroes. Just ask the children which Superhero they see their father and why helps them to come up with loads of spontaneous utterance. With this activity, we can target various nouns and adjectives.  For example: Clinician: What superhero you see your dad as? Child: Superman Clinician: What superpower does he have? Child: He is strong, very brave…. Clinician: Can he fly? Child: No. But he can drive fast, run and jump. Please note: In the above example, the child is speaking fluently. But many a time when we are working with children with language delay, it a challenge to elicit single words. In such a situation language stimulation techniques like modeling, prompting and expansion can be used.   3. Playing word games Speech Activities for Father’s Day; Playing word games like what they call their fathers or what are the possible words used for fathers encourages them to come up with loads of similar meaning words.  You can just ask them to list possible words for father and ask them to say them aloud. Papa Baba Daddy Dad Nana Appa Acha Bapu During this, you can also expand on how people speaking different languages, call their fathers differently but all these words have the same meaning.  4. Sentence closure activity Children are never shy from expressing their love for their fathers. Many times, we hear these tiny tots expressing their love loudly and clearly. Giving them a sentence closure activity would boost their language comprehension and expression. For example: “I love my father because……”. They can be asked to give at least five reasons for this.  This would involve talking about celebrating Father’s day and making plans for the same. Children would be asked to think of as many things as possible to make this day special for their fathers. They can be asked to generate a list of the same. You can help the child to prepare this list. Prompts can be given when children find it difficult to express their ideas. Later children can be asked to pick one or two of their ideas and do the same for their father’s day celebration. 5. Making a list of Father’s Day activity This activity involves talking about celebrating Father’s day and making plans for the same. Children can be asked to think of as many things as possible to make this day special for their fathers. They can be asked to generate a list of the same. You can help the child to prepare this list. Prompts can be given when children find it difficult to express their ideas. Later children can be asked to pick one or two of their ideas and do the same for their father’s day celebration. 6. Executing a celebration plan- making a shopping list Based on the above activity, the children can be asked to think of what all they need to buy and where will they go to buy the same. For example: if the child thinks of making a greeting card for father’s day, they can  be encouraged to say or write a shopping list of what they would need. The list may include the following: Paper Crayons Scissors Ribbon Glitter pen. Etc. The children can also be encouraged also to think of possible places they need to go to buy the above things. The same activity can be followed for buying a gift, making a cake, decorating the house, etc.  7. Sequencing an activity Sequencing is a very important skill especially when it comes to narration. Through this activity, sequencing skills can be targeted which in turn would help the child with their narration ability. Any activity which the child chooses can be taken. The activity can be broken into the step of 4 or 6. For the child to understand, pictures/ written cards can be made. Explain each card to the child and keep it in front in correct order. The child can be encouraged not only to sequence the cards but also to narrate the step in each of the cards. For example: let’s take the activity of making a greeting card. The activity can be divided into the following steps: Take a paper and draw the picture on it Colour the picture Write your wish for father’s day Fold the paper and put it in an envelop Encourage the child to narrate the steps while arranging the pictures on the card. For older children, this activity can be taken up without picture/ written cards if the child has good attention and concentration abilities.  If you still feel that your child faces difficulty with responding appropriately, take note of where your child faces difficulty and bring it to the notice of a speech-language pathologist. If you wish to know more about Speech Therapy, kindly contact us at  info@1specialplace.com Book your appointment now For more ideas check out our other related blogs View this post on Instagram A post shared by 1SpecialPlace | Speech Therapy (@1specialplace)

Spectrum of Hope – The Special Mom Today, we are chatting with Ms. Kreeti Mitra Bhatia the founder of “The Special Mom” page. She is an awesome Auti-Mom as she aptly calls herself. She is a mother to two beautiful children. Her firstborn child was diagnosed with Autism Spectrum Disorder and this began her journey as one special mom. Here are a few excerpts from our conversation. Picture: Ms. Kreeti with her two children Q. Share with us your journey of creating “The Special Mom” page? I thought to myself that there must be many mothers just like me out there. This gave me the idea to launch a caregiver support group. I went on to create a platform for other mothers with special needs children to be there for each other. I realized that it is imperative to create a strong community of fellow mothers. This is not to educate each other but to lend that patient ear and crying shoulder. The Special Mom was born at midnight of March in 2019. Q. What motivated you to launch the page “The Special Mom”?  The idea to form a community came from the pain of another mother of a special child. “That mother poisoned her child, and then killed herself. The news disturbed me to no end. I have lived and felt that pain over the years and could relate to what that mother would have been through to have taken that drastic step. Q. What does the platform offer for Special Mothers? The Special Mom is a safe space where mothers of children with special needs vent out their thoughts & feelings without any hesitation. It is a place to have fun, cry, talk your heart out, let your hair down, and then walk ahead with renewed vigor. Before pandemic struck, these wonderful women met once a month and those few moments of zaniness energized and prepared them to face their daily struggles. It is also a source of drawing strength from each other and working towards their common goal of raising happy children with special needs. Adding that the best way to deal with stress and manage it is to talk about it. This platform does precisely that. This platform innovated completely the approach towards special need parenting and is constantly curating important programs to empower the parents, especially the mothers. Q. What are some of the programs that “The Special Mom” has conducted? In this pandemic, The Special Mom successfully rolled out online programs to tackle the daily challenges and saw close to 170 parents attending every program. We forayed into building “Samaavesh” meaning inclusion, to showcase the brilliance of their children. This platform is created especially to exhibit various talents of the children and help them find their niche, thus paving the way for their independence and invite collaborations. The platform has successfully launched a dad-only exclusive WhatsApp group as well. And along with this, it’s running specific interest groups across WhatsApp & Telegram for parents & caregivers. The community has grown to 5000+ members across all platforms and is one of the fastest-growing online parent support communities. Q. What is the plan for “The Special Mom” platform? I dream of a future where everyone is co-existing with happiness, understanding & acceptance. My next goal is inclusion & acceptance of all the children thus helping the future generation of people to live in a beautiful world where special needs children are understood and welcomed. I am grateful to my mentors, friends & family for their strength and support. The Special Mom is constantly striving to uplift and empower families and has lots of activities planned for 2021-22. Find us on Facebook: https://www.facebook.com/thespecialmom Instagram: https://www.instagram.com/thespecialmom2/ If you wish to feature someone on our blog page, please write to us at  info@1specialplace.com