Summary: The Efficacy Of The Cycles Approach

Based on the outcome assessments the speech therapist may find alternatives to increase treatment outcomes.

This is standard in schools, and should have already been triggered in Miguel’s case. The first tier is best practices in the classroom. Clearly, Miguel has not shown adequate progress in response to the classroom practices. The second Tier is for those who have failed to meet appropriate benchmarks and are at risk of failing. This tier usually utilizes smaller groups than whole class and utilizes an evidence based program for instruction based on foundational skills. Tier 3 is the most intense level of intervention, designed for those who have not responded successfully to Tier 1 or 2 intervention, and often are at high risk of failing. Tier 3 uses small groups (3-5 students) or one-on-one intervention. It is this author’s belief that, from reading the case study, Miguel should already be in a Tier 3 intervention. The authors believe that Miguel should be in the Tier 3, because he is still struggling with phonemic awareness under interventions 1 and 2. According Algozzine, Obiakor, Nelson, and Bakken (n.d.) “phonemic awareness is the sill of using the individual sounds in spoken language” (p.3). However, if students fail to respond to Tier 3, they are referred for SPED

The participants consisted of 43 preschoolers with verbalization and sound disorders between the ages of four and five. The participants were selected through clinical recommendations in upstate New York from May 2007 to April 2008. Children were primarily from middle

The second article, A Methodology for Assessing the Functions of Emerging Speech in Children with Developmental Disabilities by Lerman, Parten, Addison, Vorndran, Volkert, & Kodak, 2005 (2005), is about an experimental study aimed to develop and evaluate

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. Answer the questions below.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

Within CAS, behavioral symptoms are most consistent and include elevated consonant and vowel errors, inconsistency in the mistakes, problems with sequencing speech units and prosody. Though, children with CAS demonstrate to have language impairment with other characteristics of developmental speech. Research has proven that there are different types of speech and language disorders collectively related to a family member of children identified with CAS (Lewis et al., 2004, 2006). Lewis also indicates that there is a similar pattern occurring for speech-disordered children without CAS as

Dr. Francoise Brosseau-Lapre is a licensed CCC-SLP. After getting her masters in Speech-Language Pathology, she worked as a clinician for a few years in a hospital setting in Montreal. While working as a clinician she became concerned that they were not properly identifying and providing the most effective interventions for children. Using evidence based practice with science at the forefront is important to Brosseau-Lapre. She went back to school and got her PhD. She joined the department of Speech, Language, and Hearing Sciences at Purdue University in 2013.

A Speech pathologist provides remediations for varieties of disorders including articulation disorders, cognitive delays, swallowing problems, oral motor and oral feeding problems, auditory processing disorder, voice disorders, stuttering and fluency, receptive language delays and impairments, pragmatic disorders, expressive language delays, and social language use (Pritchard). Speech pathologists share the love of changing people’s lives and forming relationships with their different clients, along with their client’s families (Jennings). Speech pathology, an essential aspect out of all the different communication difficulties, comes with problems with literacy that relate to speech pathologists who specialize in this issue (Mercury). Speech

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

The first study deals with the age at which each participant started, the degree of their hearing loss and children’s speech production, language development, and auditory skills that were evaluated when they finished the program. Also, during this study information from the family was taken regarding their view on the time they started early intervention for their child. The first set of results found that the pretest scores of Group one, the youngest children scored the lowest on expressive and receptive language while the oldest group, Group three, scored the highest. On the other hand, when given the posttest, Group one scored higher than Group three. For speech production and auditory discrimination, all groups were at a basic level. At the