Voice Disorders, And Improve Vocal Hygiene In Teachers : An Analysis

Today’s speech pathologists are faced with many challenges. However, the field of speech therapy is unique in that when the speech pathologist overcomes a challenges is more often that not a significant triumph in the patients life. It is of massive importance for speech therapist have the following traits good interpersonal skills, the ability to take another’s perspective and problem solving skills.

On Friday, March 31st I observed Northside Elementary School in the Brookville school district. I watched in a separate speech therapy classroom for students who also require special education. There was only one student who attended each session and the only professional in the classroom was the speech language pathologist, Miss. Haag.

Keaunna Knox has been a Speech-Language Pathologist (SLP) since 2007, and has worked ever since 2000 with children with special needs who had speech and language disorders. She began as an “Instructional/Speech Aide” at Pasadena Unified School District working with children with moderate and severe intellectual disabilities. All the students she worked with had speech and language disorders, and, since the Districts therapy was overloaded Keaunna implemented the communication goals she wrote. Based on that experience and many others, Keaunna decided to enroll at Cal State Los Angeles to pursue her professional career in teaching. She received her Master’s in Mild-Moderate Disabilities in Special Education from Cal State Los Angeles and a second

According to the American Speech and Hearing Association (ASHA) 2016 School Survey, Speech Pathologists rated the amount of paperwork, high workload/caseload size, and limited time for collaboration and budget constraints among their greatest challenges. Immense pressure is placed on the SLPs in a school setting. Children with learning disabilities have a multitude of different needs, and for many, thirty-minute therapy sessions are not enough time to adequately address their problems. Furthermore, in many schools, Speech-Language Pathologists have had to make up some or all of missed student sessions themselves without any substitute coverage. This in turn has increased group therapy sizes which compromises the quality

This study includes the results from the three participants, Mathew, Mark and Luke. The figures will be represented by the X- axis, which will show the sessions, and the Y-axis, which will display the number of times the participant engaged in the vocal stereotypy during the sessions. All data from the IOA agreement was calculated for 25% of each participant and will be included within the recoding. The ESE teacher was the second observer and was trained in all aspects of the study to assist with procedural fidelity. Social validity was taken into consideration by the results rendered from the parent’s observation and recordings.

At first I could barely project my voice for the entire hornline to hear, I was always self conscious and afraid of messing up. My public speaking skills were questionable at best and my fear of messing up in front of everyone made them even worse. Dealing with my eight person section(including myself) wasn’t as taxing but relaying instructions effectively was my biggest problem. Teaching new material as well as

As an eight year old student, I entered the annual science fair at school. The subject I chose to observe and research for my project was the human vocal chords. Collectively, my mom, a speech pathologist, and I sat down and watched videos that she had of her own vocal chords being activated and used for communication through speech and language. I was intrigued by the way that they worked and the way they were used to enable communication. My mom taught me about her work as a speech pathologist and how she had studied the vocal chords specifically to help her with the ability to train others who had speech and language impairments and communication disabilities. It was through my research and careful observation of the way that the vocal

The scope of practice of speech-language pathology describes the ethical and clinical responsibility of clinicians to implement therapy techniques, which contains efficacy that is supported by evidence. Non-speech oral-motor exercises (NSOMEs), in particular have raised controversy among speech-language pathologists (SLPs) and researchers when treating children with articulation and phonological disorders. The use of NSOMEs is a debated issue in the profession due to the lack of evidence based practice (EBP), poor clinical assumptions, and the avoidance of meeting the client’s needs.

Through videoing myself at the beginning of week one and then at the end of week two I compared the reflection I made watching these videos (Appendix E). In week one when answering questions, I felt I had to answer immediately in week one (Appendix E), compared to week two where I felt I could pause construct the answer then speak with confidence. This has enable me to speak at a comfortable volume without having to strain my voice. I also noticed that with an increase in confidence in what I was saying, students were more likely to engage in class which eliminated a lot of chatter that occurred in week one. I understand that voice is something I must continually work on. My voice will improve once I become more confident in my own ability to assist students when they have questions. Speaking at a lower volume could be less effective in larger classes. I tried this with my year thirteen class which only has fifteen students. As class size increases I will need to implement other strategies which engage all students and reduces the behavioural

While speech-sound errors may occur in a typically developing child, if these errors persist beyond the expected age, it becomes indicative of a speech disorder and requires treatment (Peña-Brooks & Hedge, 2015). Speech-sound disorders in children will not only affect intelligibility of the individual, but can also have pervasive effects on communication skills, social involvement, and future employment, leading to an overall reduced quality of life (Johnson, Beitchman, and Brownlie, 2010). However, if individuals with speech-sound disorders receive speech-language services in childhood, evidence supports these children are likely to become effective communicators (Johnson, Beitchman, and Brownlie, 2010). Speech-language pathologists

The clients that received the DAT training, 11 of them met their goal. One client did drop out of the DAT training because she felt it was not helping her. All of the clients in the MSI, ATC, and psychoeducational trainings all met their goals. The final percentage was that 83% of the clients met their goals. It was shown that each case should be reviewed and individualized for the client. Collaboration with the school, administrators and teachers would be very helpful in deciding which treatment would benefit each of the client's. Clinicians did collaborate with school staff making recommendations for the student’s accommodations if needed. Overall, this study showed positive outcomes as a speech-language pathologist delivers individualized treatments to the

A speech language pathologist, otherwise known as an SLP, deals with many people throughout their career, which includes patients who do and do not want to receive assistance for their disorders. Sometimes a patient might refuse because they are too young to understand why they need therapy, and adults might refuse the aid of an SLP because they do not find it necessary to receive treatment for the speech, language, or hearing disorder. To address these problems SLP’s will have to give the proper help to the patient as needed. For a child, the SLP might use toys or activities to get the child involved in a talking atmosphere. In a adult’s case, it would be ideal to give the patient as much information as possible in order to let them fully

There are more than 100,000 Speech-Language Pathologists in the Unites States, 70% of which find themselves employed in elementary or secondary schools. Since the 1950’s, speech teachers have worked with children to improve their speaking or hearing disabilities as well as struggled with the size of their caseload and workload. Groups and organizations have made efforts to solve this problem; none have been fruitful. This is caused by a lack of adequate backing or support. Speech-Language Pathologists employed in schools face many difficulties concerning caseload and workload, including general issues, caseload stress, student placement, and even job shortages.

In Intensive Voice Treatment (LSVT LOUD) for Children With Spastic Cerebral Palsy and Dysarthria by Fox, Cynthia Marie, Boliek and Carol Ann, the participants were five children between the ages of 5 and 7 years with a medical diagnosis of predominantly spastic Cerebral Palsy. A telephone screening questionnaire was first given to the parents and then the children went through a face-to-face screening process to be considered for the study. To be selected for this study participants had to have Dysarthria, hearing that was within normal limits or close enough to normal limits, no vocal fold pathology as determined by an otolaryngologist, the ability to follow directions for the study tasks, and on stable medications if needed.

One of teacher trainees I have observed got only mark just around the border line score. The reason is that her voice is too soft. Last but not least, pronunciation, it is very important for us as the language teacher especially when teaching vocabulary and we have to pronounce words correctly. I could see that almost all associate teachers and supervisors always focus on and tell every teacher trainee before and after he or she teaches. I myself have been given comments related to this problem from both my associate teacher and supervisor during my teaching. Actually, I am also aware of this issue and it is clear I could not get full mark for this from my lectures. However, I will to improve my pronunciation so I will be better my teaching in the future.