Introduction to speech language

pathology
Rabia Ashiq
Demonstrator Kmu

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 Speech & Language Therapy
In speech and language therapy we work on
speech and language which consist of
receptive and expressive language
Receptive language:
Understanding ability of language
Expressive Language:
Ability to speak words

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 Speech

Speech is an ability to produce speech

sounds and put them together in words
to convey meaning

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• Therapy
T h e r a py
mea n s “ T O SERVE”
• It is an act of compassion and
a form of objective conduct
a dynamic process and a
structured task, and offer of
assistance and a lesson in
independence.
• an adventure and a business
an art and a science.

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 Therapy
• It is rolling up your sleeves and
doing whatever your principles, your
training, your skills , your sensitivity
• finally your patients themselves tell you
needs to be done to make the
communicative world a little more
natural for them.

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 Objectives of Therapy

• The mastery of specific components of

normal communication process .
• Achievement of compensation for
irremediable impairments.
• Changing attitudinal barriers to better
communication.

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 Strategies for Therapy
Operant Strategies
• Obtaining the base line measure
of behaviour prior to treatment
• Applying conditioning procedure.
• Carrying over of the newly learned
behaviour from control to more natural
situation.

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 Social Modelling
• Learning theories proves that human
behaviour is acquired through
observation of modeled events (Fey
1986)
• Select a model , Have the model
procedure the target behaviour
• Reward the model , Encourage
the client
• Reinforce for correct performance
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Perceptual and cognitive process
approaches
• Holland 1983 enrichment of
auditory and visual perception
• Enhancement of verbal memory
• Engage the right hemisphere

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 Compensatory Training

• Making the client aware of his problem.

• Teaching the strategy
• Generalization and maintenance
• Counselling

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 Common speech defects
•Speech : Articulation , voice , fluency
Developmental milestones
• Speech and language milestones provide
information about the normalcy of a
child's development. Milestones can
also provide a window of opportunity
for parents and educators to optimize
the development of language and
cognition.
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 Common speech defects in deaf
children
• Most importantly to parents of children
who are at risk for speech or language
disorders.
• familiarity with developmental speech
and language milestones can help
you determine whether it is time to
seek professional guidance as in case
of hearing impairment.
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 Hearing impaired child

• Hearing impaired children learn speech

in a specific way and under much
different Circumstances than hearing
children.
• The difference between the way hearing
impaired and Hearing children form
their first notions can be seen at an early
stage of development.
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 Common speech defects in deaf
children
• To help hearing impaired child in the
class room the teacher of deaf needs to
be very familiar with:
• The terms of referral for each sound i.e.,
vowel, consonant etc.
• The position and names of speech
organs
• The production process linking a and b.
• Pre speech skills & Auditory Training
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• The teacher would need to evaluate the
child’s ability in:
• Air flow (breathing)
• Voice (pitch, intensity, loudness)
• Resonance
• Fluency
• Intonation patterns/ prosody.

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 Voice
• An audible turbulence caused by the
vibration of vocal fold when exhaled air
passes through laryngeal area.
Characteristics of voice
• Intensity
• Pitch
• Quality
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 Articulation deficits
– It refers to the movements of
articulators in production of speech
sounds that make up word of our
language.
– Substitution ,Omission ,Distortion
– Addition
• PMV Features
• Place, manner and voicing
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Common Speech Defects in Deaf
Children

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 Resonance

• Hyper nasality
• When non nasal sounds come
out through nose making speech
un intelligible.
• Hypo nasality
• When nasal sounds are not produced
through nasal cavity

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Patterns of language development
Children develop language according to an
invariant sequence of steps or stages.
• Paralinguistic vocalizations
• (Birth to 6 months)
• Crying: - The infant first communicates
by crying, which involves breath, muscles
and vocal cords.
• Unlearned form of verbal expression.

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 Language Development
• It is a simple form of vocalizing that is
accomplished by blowing air through the
vocal tract.
• Crying is a signal indicating hunger,
fatigue or other source of distress.
• It appears to foster cardiovascular
development and increase the capacity
of lungs.

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Cooing: - Paralinguistic, articulated
vowel like sounds that appear to
reflect feelings of positive excitement.

Babbling: - The child’s first vocalizations

that have the sounds of speech.
Babies frequently combine
consonants and vowels, as in‘ba’ ‘ga’
‘da’ etc.

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 Language Development

• “Vocabulary development refers to the

child’s learning of the meanings of
words”
• Children’s receptive vocabulary
development outpaces their expressive
vocabulary development this means that
at any given time, they can understand
more words than they can use.
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 Language Development

• Vocabulary acquisition is slow at first.

According to Katherine Nelson
(1973)
• it generally takes children three to four
months to achieve a ten word
vocabulary after their first word is
spoken. Children at 18 months may be
able to utter only three to 50 words.
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 Physically Handicapped
Cerebral Palsy and
Dysarthria A group of
neuromuscular disorder
resulting from brain injury “pre-
peri and post”Spastic (stiff muscles)
Athetosis (writhing movements)
Ataxia (poor balance and
coordination) Mix (combination of
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 Management of C P
Speech and language therapy
About 20% of children with CP are unable
to produce intelligible speech, others
use gestures and facial expressions etc
Respiration
Phonation
Resonance
Articulation &
Prosody

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 Management of C P
• Physician
• Orthopedist
• Dentist
• Physio therapist

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 Management of C P
• Psychologist
• Occupational Therapist
• Social Worker
• Educator

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 References

• DANIEL P.HALLAHAN AND JAMES M.

KAUFFMAN: Exceptional Children,
Introduction to special education,(6th ed)
University of Virginia.
• NOMA B.ANDERSON GEORGE H.
SHAMES.Human Communication
Disorders,(7th ed) University of Pittsburgh,
Emeritus.
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