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Benefits of Speech Therapy for Children with Autism

Speech therapy helps autistic children learn to talk and understand others, improving their communication skills. Communication involves speaking, understanding, and using language. Since some children with autism face communication challenges, speech therapy provides several benefits, such as improving speech clarity.

Some children with autism may not speak, while others may have limited vocabulary. Speech therapy helps them learn to express their needs and thoughts.

Children learn to pronounce words correctly, making it easier for others to understand them. Clear speech can help children feel more confident when talking to others.

Another benefit is expanding vocabulary. Speech therapists teach new words and how to use them in sentences, helping children express more complex ideas and emotions. An extensive vocabulary can open new ways to interact with people and the world.

Speech therapy also helps with understanding language. Autistic children may find it hard to follow conversations or instructions. Tailored exercises and activities help to improve listening and comprehension skills. Besides, a better understanding of language allows the child to respond appropriately in different situations.

Speech therapy also focuses on nonverbal communication. Many children with autism communicate using gestures, facial expressions, or pictures. Therapists teach them practical ways to use these tools, which can be especially helpful for children who are nonverbal or have limited speech.

In addition, speech therapy improves social skills. Children with autism may have problems starting or maintaining conversations. Therapy sessions include role-playing and practice with real-life scenarios. It helps children learn how to take turns in conversation, ask questions, and stay on topic.

Lastly, speech therapy gives autistic children the tools to connect with the world around them. It reduces frustration in communication. Such difficulties can lead to behavioral issues. When children learn to express themselves better, their confidence and composure grow. It can improve a child’s behavior and promote happiness.

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Common Signs of Communication Disorders

Speech therapy treats several communication problems. The earlier a speech or language disorder is identified and corrected, the better the outcome. Unfortunately, some speech or language problems go undetected until it's too late.

Although children develop at different paces, there are things a child should be able to do by a certain age. Take babbling, for example. A child should be able to make simple sounds like "ma" and "ba." If a child can't make such sounds by month seven, it may be time to have him or her checked for auditory problems.

Like walking, where children first fumble their way as they learn to walk, speech may not come out perfectly at first. It's called dysfluency, and it's normal. However, if a pre-schooler has been stuttering for longer than a month, it may be time to see a speech therapist, as it might be a case of fluency disorder.

Pointing or gesturing is one of those milestones children should achieve by age one. Limited gesturing can be a normal developmental delay, or it could be a sign of autism. If it's the latter, acting fast is crucial for stemming the impact of autism on speech and language skills.

By age two, children should have mastered 50 percent of communication. This means they understand and are understood by those around them. However, if a three-year-old can't ask for things by name or uses less than 200 words, it could be a sign of expressive disorder. It could also be a sign of hearing loss or head trauma, especially if they can't say previously learned words.

Hearing loss is one of the leading causes of communication disorders. Causes of hearing problems include developmental disorders, trauma, and ear infections. One telltale sign of hearing impairment in a child is the inability to name an object when its name is said but does when it's pointed at.

Neurological disorders, like autism spectrum disorder, Down syndrome, and cerebral palsy, can also impair a child's speech. Kids with developmental disorders may speak in a slow or slurred manner due to impaired development of muscles used for speech.

In addition to laboring through speech, children living with these issues may struggle to understand what others are saying. Take autism, for example. Children with autism struggle with repetitive phrases, impaired verbal and non-verbal communication, poor social interaction, and speech and language regression.

Sometimes, a delay is a result of a lack of stimulation. Children learn best by doing. Exposing children to situations where they use speech and language helps them better grasp speech and language. Being around other kids stimulates them and teaches them how to communicate with others.

A two-year-old may have no problem repeating themselves. But as they grow, frustration sets in. They become overly conscious of their stuttering, of their inability to self-express. This can harm a child's self-esteem, especially when interacting with strangers.

The implications of communication disorders extend beyond awkwardness in social settings. It can trigger a vicious cycle of developmental delay impacting reading, writing, and communication and leading to lifelong challenges. Speech therapy can help children overcome speech and language challenges and reach their full potential.

Sometimes, children will eventually overcome a delay without treatment. Other times, urgent medical attention is needed to uncover and address the underlying condition before it's too late. The only way to be sure is to see a speech-language pathologist. He or she should be able to ascertain whether a delay is normal or something to be concerned about.

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An Introduction to Articulation and Phonology Disorders in Children

American children can be diagnosed with numerous health problems that impact their ability to speak and communicate effectively. These conditions are referred to as articulation and phonology disorders in individuals from the ages of 3 to 21. Speech sound disorders are distinct from speech sound problems caused by motor or neurological disorders, structural defects, and sensory or perceptual disorders, such as hearing loss.

“Speech sound disorder” is a catch-all term used to describe many unique issues that impact a person’s perception, motor production, or mental representation of sounds and language. Certain speech sound disorders are organic, meaning they are caused by an underlying issue of the nervous system or some other structural or sensory cause. Functional speech sound disorders, meanwhile, are idiopathic, meaning there is no apparent cause.

Organic speech sound disorders may be related to a developmental disorder at birth or acquired later in life. Organic disorders can be divided into three categories. Examples of motor and neurological disorders range from childhood apraxia of speech to dysarthria, while structural abnormalities include cleft lip and palate, among other structural abnormalities. Hearing loss is an example of a sensory or perceptual disorder that can impact articulation and phonetic function.

Functional speech sound disorders pose a significant challenge, as medical professionals have no underlying cause to work from. They may involve a motor production disorder that impacts articulation or creates difficulty with linguistic production. While there is some overlap between the two, articulation disorders are typically characterized by errors while attempting to produce specific speech sounds, which are distorted or incorrectly substituted by the speaker. Phonological disorders, by comparison, are rooted in “rule-based” errors, such as stopping or repeatedly failing to pronounce certain consonant sounds. The two categories are so closely related that researchers and clinicians often prefer to use the umbrella term speech sound disorder.

Prevalence rates of functional speech sound disorders impacting American children are difficult to calculate, mainly due to the diverse age populations involved in studies and issues with consistent classifications. Multiple studies have determined the prevalence rate among school children to be somewhere between 2.3 percent in older children (8 years old) and 24.6 percent (5 years old). Prevalence rates are higher among children in the 3- to 10-year-old group compared to children ages 11 through 17. Rates fall to just 1 percent in older children and adults, in part because more than two out of three families seek out speech intervention services for treatment. Boys are slightly more at risk for functional speech sound disorders, as are African American children.

Certain speech sound disorders are more common than others. As many as 40 percent of children living with a speech sound disorder have been diagnosed with concomitant language impairment, more commonly referred to as stuttering.

An untreated articulation and phonology disorder can have a serious long-term impact on a child’s health and wellness. For example, kindergarten children struggling with speech sound production are more likely to develop subpar literacy skills and related reading disorders. The consequences of poor literacy skills are extensive and include increased rates of hospitalization, low self-esteem, financial and social problems, and the risk of passing literacy problems on to future generations.

Speech sound disorders are diagnosed by speech language pathologists following screening. Treatment involves one or more approaches to speech therapy, including distinctive feature therapy, metaphon therapy, and naturalistic speech intelligibility intervention.

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An Overview of Phonological Disorders

Phonological disorders constitute a subset of speech and language disorders characterized by difficulties organizing and producing speech sounds. Speech-language pathologists (SLPs) diagnose these disorders through a systematic assessment process. The Arizona Articulation and Phonology scale is an example of a standardized test that assesses an individual's capability to produce and use speech sounds correctly.

Furthermore, SLPs apply observational techniques to study spontaneous speech in various situations, observing the patterns and regularity of sound errors. The assessment also includes collecting a full case history, which includes the child's developmental milestones, family history of speech and language problems, and environmental factors that may affect language development. This way, SLPs can correctly identify phonological disorders and devise personalized treatment plans suitable for the individual's needs.

Unlike articulation disorders, which stem from physical impediments in sound production, phonological disorders delve deeper into the cognitive aspects of language development. Phonological disorders represent complex challenges in speech and language development. However, with early identification, targeted intervention, and supportive environments, individuals affected by these disorders can overcome obstacles and thrive in their communication journey.

The origins of phonological disorders are often multifaceted. Genetic predispositions may exert influence, suggesting a familial connection in some instances. Furthermore, environmental influences, such as limited exposure to linguistic stimuli during critical developmental stages, can exacerbate these challenges. Neurological factors, including brain abnormalities or delays in the development of language processing areas, may also contribute to the manifestation of phonological disorders.

The most typical sign of phonological disorders is the persistent presence of speech sound errors, such as substituting or omitting sounds. Individuals with phonological disorders have a limited number of speech sounds and difficulties with the rules of sound combinations within and across syllables.

Speech therapy sessions help individuals focus on sound errors, improve sound discrimination, and enhance general phonological awareness. Phonological awareness training includes several activities to improve the recognition and manipulation of language sounds. Additionally, environmental changes, like creating a language-rich environment, are important in people's communication of different linguistic experiences, promoting the development of phonological skills.

Early intervention helps individuals develop strong language skills, allowing them to communicate with confidence and competence. Phonological disorders have consequences that go beyond speech production. They can negatively affect a child's studies, social life, and well-being. Thus, a comprehensive approach that tackles the various dimensions of language development is crucial.

Individuals who undergo formal therapy sessions participate in phonological awareness activities that consist of daily routines that enable continuous improvement. Then, parents, caregivers, and educators can create supportive environments that highly influence language exploration and growth.

Awareness of phonological disorders can reduce their stigma and increase the understanding and acceptance of the people experiencing them. Individuals who receive support from their peers have a higher chance of reaching their full potential. Therefore, advocacy and support groups are important platforms for disseminating factual information, promoting understanding, and dispelling phonological disorder misconceptions.

Through various initiatives such as educational workshops, online forums, and support meetings, advocacy groups facilitate connections among individuals facing similar challenges, fostering cohesion and reducing feelings of isolation. Moreover, these groups advocate for policy changes to improve access to high-quality healthcare services and educational support for individuals affected by phonological disorders.

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An Overview of Pediatric Feeding and Swallowing Disorders

Pediatric feeding and swallowing disorders encompass a wide range of challenges that can affect a child's ability to consume food and liquids safely and effectively. These disorders can have significant implications for a child's growth, development, and overall well-being. Understanding the causes, symptoms, assessment, and treatment options for these disorders is crucial for healthcare professionals to provide appropriate care and support to affected children and their families.

Swallowing occurs in three main phases, the oral, pharyngeal, and esophageal stages, and children can develop disorders at each phase. The oral phase involves sucking and chewing, and directing food and liquids down the throat. Food is squeezed down the throat in the pharyngeal stage, when the body needs to close the air pipe to avoid coughing or choking. Esophageal is the last phase where the esophagus, the tube connecting the mouth and stomach, squeezes food down, and in some cases, food may get stuck in the esophagus.

Feeding and swallowing disorders in children arise from various factors, including medical conditions, neurological impairments, anatomical abnormalities, sensory sensitivities, and behavioral issues. Common medical conditions associated with feeding and swallowing difficulties include prematurity, cerebral palsy, Down syndrome, autism spectrum disorder, and genetic syndromes. Neurological impairments such as developmental delay, muscular weakness, and brain or nervous system damage can also affect a child's ability to eat and swallow effectively.

Symptoms of pediatric feeding and swallowing disorders vary depending on the underlying cause and severity of the condition. These symptoms include difficulty breastfeeding or bottle-feeding, poor weight gain or failure to thrive, coughing or choking during meals, and prolonged meal times. They may also include food refusal or aversion, excessive drooling, and recurrent respiratory infections due to aspiration of food or liquid into the lungs.

Assessing pediatric feeding and swallowing disorders is a multidisciplinary approach, relying on input from various healthcare professionals including pediatricians, speech-language pathologists, occupational therapists, lactation consultants, dietitians, and gastroenterologists. This evaluation involves reviewing a child’s medical history, conducting a physical examination, feeding observation, and administering standardized assessments. It may also include instrumental evaluations such as a videofluoroscopic swallow study or fiberoptic endoscopic evaluation of swallowing, and conducting feeding trials with different food textures and consistencies.

Treatment strategies for pediatric feeding and swallowing disorders aim to address the underlying causes and improve the child's ability to eat and swallow safely and effectively. Popular interventions include oral motor therapy to improve oral muscle strength and coordination, sensory integration therapy that addresses sensory sensitivities related to food textures and tastes, behavioral interventions to reduce mealtime stress and anxiety, dietary modifications to accommodate swallowing difficulties, and positioning techniques to facilitate safe swallowing.

In some cases, medical interventions such as gastrostomy tube placement may be necessary to ensure adequate nutrition and hydration for children who are unable to consume sufficient calories orally. Gastrostomy tubes allow for direct food delivery into the stomach and can be temporary or permanent, depending on the child's needs and prognosis.

Early intervention is crucial in managing pediatric feeding and swallowing disorders to prevent complications and promote the child’s optimal growth and development. Parents and caregivers play a vital role in supporting a child's feeding and swallowing skills by following recommendations from healthcare professionals, creating a supportive mealtime environment, and advocating for their child's needs within educational and community settings.

Collaboration among healthcare providers, educators, and families is essential to develop comprehensive care plans that address each child’s unique needs. Ongoing monitoring and reassessment are also important to track progress, adjust interventions as needed, and ensure the best possible outcomes for children with feeding and swallowing disorders.

Pediatric feeding and swallowing disorders present significant challenges for children, families, and healthcare providers. By understanding the underlying causes, recognizing the symptoms, conducting thorough assessments, and implementing appropriate treatment strategies, healthcare professionals can help children with feeding and swallowing difficulties achieve optimal feeding skills and improve their quality of life.

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A Look at Down Syndrome

Down syndrome, a chromosomal disorder caused by the presence of an extra copy of chromosome number 21 in body cells, is a common genetic condition affecting one in 700 newborns worldwide. It is named after British physician John Langdon Down, who first described its characteristics in 1866. The extra chromosome is associated with a range of physical, cognitive, and developmental limitations, as well as a heightened risk of developing health problems.

The most common form of Down syndrome is trisomy 21, where there is an extra copy of chromosome 21 in every cell in the body. Mosaic Down is another form of Down syndrome, where only a certain percentage of body cells have the extra copy of chromosome 21. Additionally, there is a rare form called translocation Down syndrome, where an extra copy of chromosome 21 attaches to another chromosome, instead of existing as a separate chromosome 21.

Children with Down syndrome often exhibit various physical symptoms that include eyes that slant up at the corner, a tongue that sticks out, a short neck, and a small nose and ears. They may also have low muscle tone, short stature, and a single deep crease across the palm, known as the simian crease. These physical traits, however, are not common in every child with Down syndrome, and manifestation depends on the degree of severity of the syndrome.

In addition to physical symptoms, children with Down syndrome often experience developmental delays and intellectual limitations. These delays can affect various aspects of development, including motor skills, speech and language development, cognitive abilities, and social-emotional development.

Diagnosing Down syndrome involves a combination of prenatal screening and diagnostic tests. Prenatal screening methods include non-invasive tests such as ultrasound and maternal serum screening, which estimate the chances that a fetus has Down syndrome. If screening results suggest a high risk, diagnostic tests such as chorionic villus sampling (CVS) or amniocentesis that require a sample of the fetus’ cells may be recommended to confirm the diagnosis.

While developmental milestones in children with Down syndrome may be reached at a slower pace compared to others, early intervention, special education, and family support can improve their health and well-being. Early intervention enables the introduction of childhood programs that provide specialized support and therapies, such as speech therapy, physical therapy, and occupational therapy, which can help children with Down syndrome develop essential skills and abilities. These interventions focus on improving muscle tone, motor skills, communication skills, social interactions, and overall independence in daily activities.

It is also important to provide special education services tailored to meet children’s individual needs and strengths. Educators should offer inclusive classrooms that promote peer interactions between children with Down syndrome and other children. Educators should collaborate with healthcare professionals and the child’s family to develop individualized education plans (IEPs) that outline specific goals and strategies to support the child's academic progress and address any challenges they may encounter in the learning environment.

Medical care is essential for children with Down syndrome to address any associated health issues and ensure optimal overall health and well-being. Common medical conditions that affect children with Down syndrome include congenital heart defects, hearing loss, vision problems, thyroid disorders, gastrointestinal issues, and an increased risk of developing leukemia and Alzheimer's disease later in life. Regular medical screenings, monitoring, and interventions are necessary to manage these health concerns and optimize outcomes for children with Down syndrome.

Finally, family support plays an important role in nurturing children with Down syndrome, since family members can provide the love, support, and encouragement they need. Support groups, parent education programs, and access to respite care services can provide valuable resources and networks for families raising a child with Down syndrome. Building a strong support network and collaborating with healthcare professionals and educators can help families address the unique needs of their children and promote their overall well-being.

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Articulation Disorders in Children

Speech impairments, including articulation disorders, impact about 8 to 9 percent of children. Articulation disorder arises when a child experiences difficulty accurately producing speech sounds appropriate for their age. Common indicators include mispronouncing sounds, substituting one sound for another, omitting sounds, or exhibiting unclear speech. This condition manifests differently in children than in adults.

A type of articulation disorder, childhood apraxia of speech (CAS), impacts the part of the brain controlling the lips, jaw, and tongue during speech, affecting the planning and coordination of precisely timed speech movements. Children with CAS struggle to produce individual speech sounds correctly and transition smoothly between them due to impaired neural control. CAS can be congenital (present at birth) or acquired through brain injury, infection, or genetic factors influencing motor coordination and speech processing. Treatment focuses on speech therapy to facilitate correct mouth muscle coordination for speech production.

Occasionally, articulation difficulties may occur due to weak muscles and nerves in the face, lips, tongue, throat, or chest involved in speech production, a condition called dysarthria. As a result, children may develop slurred speech or mumble or experience difficulty putting certain words and sounds together due to insufficient strength, speed, range of motion, or coordination of the muscles involved in speech production. Dysarthria treatment involves speech therapy to improve clarity, rate, and volume through exercises targeting speech muscles and coordination. Speech therapists may also offer patients strategies for effective communication. Augmentative devices like picture boards or computer programs may supplement therapy by further assisting communication.

Stuttering is a speech disorder entailing involuntary disruptions to speech flow, such as sound or syllable repetitions, prolongations, or blocks, often emerging from the ages of two to five, predominantly in boys. Kids who stutter may exhibit physical tension in the face, shoulders, and mouth, accompanied by behavioral mannerisms such as rapid blinking or head movements during speech disruptions. While many recover naturally over time, stuttering can impact psychosocial functioning. Speech therapy enhances fluency and communication skills by slowing speech rate, emphasizing syllables, and reducing tension. Coping and confidence-building strategies may also be helpful alongside treatment to address its physical and psychological implications.

Also common is sound omission issues, where children leave out specific sounds or syllables in their speech, which can sometimes make speech unclear. Examples include pronouncing "oo" instead of "shoes" or "dee" instead of "tree." Though the exact cause remains uncertain, experts hypothesize that it may be related to the child's developing motor skills or incorrect mouth, lips, tongue, or jaw positioning during speech. Articulation exercises, speech drills, and other techniques help correctly position oral muscles and strengthen motor skills and language development over time.

Lisps are a common childhood speech impediment where kids misarticulate the sounds associated with s, z, sh, ch, and j. Lisps are categorized into four types based on tongue positioning: frontal, lateral, palatal, and dental. One possible cause is tongue-ties, or tissue limiting tongue movement. Around 23 percent of children seen by speech therapists have a lisp. Speech pathologists correct lisps by coaching correct pronunciation, tongue exercises, and practicing in front of a mirror.

It's essential to distinguish between articulation disorders and phonological disorders. Both involve difficulties with speech sounds, but the root causes differ. A phonological disorder occurs when a child can articulate sounds correctly but faces challenges applying them appropriately in spoken language. Unlike articulation disorders resulting from physical production problems, phonological disorders stem from how a child cognitively organizes and employs sounds within their language. For instance, they might simplify blends like "clap" to "lap" or omit weak syllables, as in "tephone" instead of "telephone."

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The ASHA's Updated Developmental Checklist for Kids from Birth to 5

A professional organization with over 225,000 members, including audiologists and speech-language pathologists, the American Speech-Language-Hearing Association (ASHA) trains aspiring speech and language professionals, produces research materials, and hosts educational events. Recently, after examining the latest peer-reviewed studies, the ASHA updated its developmental checklist, which includes milestones for communication (speech, language, and hearing), feeding, and swallowing for children from birth to age 5. The revamped checklist, which includes feeding and swallowing milestones informed by international studies, is available on the ASHA website.

Some examples of communication milestones include smiling when another person talks (birth to 3 months), following simple directions (13 to 18 months), and saying their name when asked (2 to 3 years). Feeding and swallowing milestones include opening their mouth for a spoon (4 to 6 months) and drinking from a sippy cup without assistance (12 to 18 months).

About 11 percent of children between the ages of 3-6 have a speech, language, voice, or swallowing disorder, according to the National Institute on Deafness and Other Communication Disorders. The new ASHA checklists can help parents detect possible symptoms of developmental delay in their child and have them evaluated by a speech-language pathologist or audiologist.

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An experienced language pathologist from Illinois, Elizabeth Lowery is the former owner of Little You, Inc. Elizabeth "Betsy” Lowery specializes in speech and hearing sciences and helps children with pediatric feeding and swallowing problems.

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Interesting Facts About Legos

The Lego brand is a company that specializes in making toys for children. The company creates a blend of colorful, fun, and construction using plastic toys. These toys are used to educate and entertain kids, create beautiful interior designs, manufacture accessories of different kinds, and even build houses. Lego was founded in 1932 by Ole Kirk Christiansen in Billund, Denmark, but most of the manufacturing plants are in Hungary and Czech Republic. The company sells roughly four million lego pieces per hour and has over 50 pigments in output. There are 86 lego pieces for every human. If one stacks all the Lego pieces in the world, it towers above the moon 10 times over. Before Christiansen created Lego, the toys were first known as Automatic Binding Bricks. The word "Lego" is a derivative of the Danish words "Leg" and "Godt," which when put together means "play well." A single lego brick is incredibly durable, can take over 953 pounds above its weight, and bolster up to 375,000 other legos before bending. They have also not changed in shape and size, as a Lego brick from the previous century can still fit onto another Lego brick manufactured today. The bricks are non-degradable and will possibly outlast their holders. They are made from Acrylonitrile butadiene styrene (ABS), a traditional category of plastic polymer used in 3D printing. Because of its properties, you would need extreme temperatures or large quantities of ultraviolet light to begin the degradation process. Lego bricks sometimes have extra bricks because each brick is too small to be weighed, and so the company measures by the bag. Each brick has numbers written inside them that are significant. These numbers refer to the precise mold that created the brick in the assembly line and can be traced back in case of any defect. When Lego launched the Minifigure in 1975, it was a chunky, compact item without a face that could be molded into any role-play vision of the builder. The toys later evolved into having customized faces and gender roles, but they have been consistent with the yellow color. This is because Lego thought that yellow was the most racially-ambiguous color possible. The heads on the Lego miniature figures are also purposefully created empty with holes along the top to prevent choking if a child swallows one. The Lego company also refused to replicate military scenes or scenes that encouraged war and violence on their boxes and did not have guns in their sets till 1999, when the toy industry pivoted towards creating weapons in fictional settings. The company even rejected a licensing request from Star Wars because the concept violated their corporate anti-war principles. The company intended its toy products for children and did not always embrace the older demographic. However, this stance had changed as the Lego market has been tuned to older paying customers, encouraging them to pitch their ideas and popularizing their craft on social media, like when Lego enthusiasts built a house entirely with Lego in 2009.

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The owner of Little You, Inc, in La Grange, Illinois, Elizabeth “Betsy” Lowery owns the private practice which specializes in pediatric occupational and speech therapy and speech, language and communication disorders. Elizabeth Lowery’s practice also specializes in feeding and swallowing disorders in infants.