Childhood Speech, Language, and Listening Problems E-Book

Patricia McAleer Hamaguchi

• Herausgeber: John Wiley & Sons
• Kategorie: Ratgeber
• Sprache: Englisch

Seitenzahl: 622

Veröffentlichungsjahr: 2010

Beschreibung

The essential, up-to-date guide for helping children with language and listening problems Does your child have trouble getting the right words out, following directions, or being understood? In this revised new edition of Childhood Speech, Language, and Listening Problems, speech-language pathologist Patricia Hamaguchi-who has been helping children overcome problems like these for more than thirty years-answers your questions to help you determine what's best for your child. This newest edition: * Expands on speech and articulation issues affecting toddlers * Includes a new chapter on socially "quirky" children * Explains how to get the right help for your child, including when to wait before seeking help, how to find the right specialist, and how the problem may affect your child academically, socially, and at home * Covers major revisions in educational laws and programs and insurance coverage as well as current information on new interventions and cutting-edge research in the field * Updates information on autism spectrum disorders, neurobiological disorders, and auditory processing disorders * "Provides valuable information for parents of children with speech, language, and listening problems."-Sandra C. Holley, Ph.D., Former President, American Speech-Language-Hearing Association (on the Second Edition) More than 1.1 million children receive special education services each year to address speech and language problems, and many others struggle with language and listening to some degree. If your child is one of them, this book gives you the crucial and up-to-date guidance you need to help him or her both in school and at home.

Leseprobe

Table of Contents

Title Page

Dedication

Copyright Page

Acknowledgments

Introduction

A Note on Definitions

About This Third Edition: What’s New?

How to Use This Book

PART I - What You Should Know and How to Get Help

Chapter 1 - Speech, Language, and Listening

What Is Speech?

What Is Language?

What Is Listening?

How Do Children Learn to Communicate?

Speech, Language, and Listening Milestones

Chapter 2 - Does Your Child Need Help?

When to Get Help

Warning Signs to Look For

Chapter 3 - Having Your Child Evaluated

Whom to See

Where to Go

The Evaluation (aka the Assessment)

Special Considerations: Testing Infants and Preschoolers

Chapter 4 - After the Evaluation

The Numbers Used to Measure Performance

After the Evaluation: Using Public School Services in the United States

Options for Speech and Language Therapy

PART II - Speech, Language, and Listening Problems

Chapter 5 - Understanding Speech Problems

Stuttering

Common Pronunciation Problems

Common Voice Problems

Chapter 6 - Understanding Language Problems

Your Baby’s First Words

Toddlers and Preschoolers with Delayed Speech or Language

When Learning New Words Comes Slowly: Vocabulary Problems

The “Him Not Talkin’ Right” Child: Morphological and Syntax Problems

The “Whatchamacallit, Um, Thing Over There” Child: A Word Retrieval Problem

The “I Don’t Know How to Explain It” Child: Sequencing, Referential, and ...

Social Language and Playing: When Something’s Just Not Right

Chapter 7 - Understanding Listening (Auditory) Problems

The “What? Did You Say Something?” Child: An Auditory Processing Problem

The “I Forgot What You Said” Child: An Auditory Memory Problem

The “I Don’t Understand What I’m Supposed to Do” Child: A Language Processing ...

Chapter 8 - Causes and Associated Conditions

Common Causes of Speech, Language, and Listening Problems

Autism, Cerebral Palsy, Hearing Impairment, and Other Special Conditions

Chapter 9 - Answers to Your Questions

APPENDIX A - Resources

APPENDIX B - Suggested Reading

Index

To my husband, Norihito, for his unwavering support and patience throughout this project.

And to my father, Frank McAleer, who taught me the power of words, and my mother, Joan McAleer, who taught me the value of listening.

Copyright © 1995, 2001, 2010 by Patricia McAleer Hamaguchi. All rights reserved

Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada

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Limit of Liability/Disclaimer of Warranty:While the publisher and the author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor the author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

The information contained in this book is not intended to serve as a replacement for professional medical advice. Any use of the information in this book is at the reader’s discretion. The author and the publisher specifically disclaim any and all liability arising directly or indirectly from the use or application of any information contained in this book. A health care professional should be consulted regarding your specific situation.

Library of Congress Cataloging-in-Publication Data

Hamaguchi, Patricia McAleer, date.

Includes index.

ISBN 978-0-470-53216-4 (pbk.)

1. Communicative disorders in children—Popular works. I. Title. RJ496.C67H35 2010

618.92’855—dc22 2010006501

Acknowledgments

With this third edition, there have been many balls to juggle and keep in the air while writing. Without lots of support, it could never all have gotten done, so there are many people to thank! First, my husband, Norihito; children, Justin and Sara; and friends who have been there to give me moral support and pick up my kids when needed, Christina Gluhaich and Nasreen Ahmed.

I could not have managed to take the time off over the summer to get this together had it not been for the master multitasker who runs my front office at the practice, Michelle Talerico-Hurst. Michelle, a huge thank-you to you! You are the best! The rest of the “Hamaguchi Office Friends”keep me energized with their passion and love for the children we work with, with our collective experiences serving as a backdrop for many of the issues discussed in this edition: Gail Ballenger, Michelle Turkoglu, Jennifer Minton, and Kristen Moore. Another thank-you to Amie Reese, who is going to be the most amazing speech-language pathologist when she graduates.

A big thank-you to June McCullough, who is not only a fantastic audiologist and a professor at San Jose State University, but also a very dear friend who has been a great resource for all things related to audiology. Deb Ross-Swain has been another great resource and friend who has been very generous sharing her thoughts on auditory processing and autism spectrum disorders over the years, as well as collaborated on a number of writing and speaking projects. I have a very special group of online friends who have given me great professional support over the past few years and help keep me current with all the latest cutting-edge thinking in the field of speech pathology, but more than that, they are a great sounding board for everything related to private practice: the American Academy of Private Practice Speech-Language Pathologists & Audiologists (AAPPSPA). Thanks to Barbara Moore for letting me pick her brain on school issues; to Yvette Tazeau and Sharadha Raghavan, who have given me invaluable insight into neurobiological disorders; to Henriette Langdon on issues related to bilingual language learning; and to my “COA Friends,” who keep me on my toes with all things related to sensory-integration and OT issues: Teri Wiss, Barbara Fourt, Pam Joy, Patti Volpe, and Glenda Fuge. You guys are the best!

Lastly, thanks to John Wiley & Sons and my editor, Christel Winkler, and production editor, Rachel Meyers, as well as to my agent, Alison Picard, for helping to put this current edition together.

Introduction

Sometimes when I try to think of what I want to say, uh . . . the words get um ... jumbled up in my head. . . . When the teacher calls on me in class, I can’t think of it fast enough, so uh . . . I just say “I don’t know.” I wish I wasn’t so stupid.

—Jared, age 9

Sometimes I don’t understand what Miss Rodriguez is talking about. I’ve heard the words before, but I forget what they mean. When I have to write my spellingwords in sentences, I hate it! I kinda know what they mean, but not exactly.When I read stories, I don’t understand what’s going on. And when I take testsin class, I forget everything. All the names and places start to sound the same. Maybe my teacher is right: if I really tried, I could do better.

—Janet, age 10

“Little Red Riding Hood” is about a wolf and-and-and he putted on Grandma’s clothes and she’s pickin’ flowers and she doesn’t know it’s him so he’s—uh, she’s—in the closet, and boy is she scared! She thinks it’s her, but she gots tricked, so the wolf chases her. . . . Is that your game on the shelf?

—Michelle, age 7

Yesterday Mrs. Sauer was telling us what to do, and I couldn’t remember what she said, so I asked Jamaal ’cause he’s smart. When she caught me askin’ him, she got really mad because she said I should pay attention better, but the words just fly out of my head like a bird.

—Tamina, age 5

Jessica is a very bright child, so I know there can’t be anything wrong with her.Besides, we’ve given her so much stimulation from the time she was in the womb!Still, my sister keeps telling me that maybe she should be saying more than afew words at two and a half years old. My pediatrician doesn’t seem concerned,so I guess I’ll just wait a few years and see if she outgrows it.

—Mother of Jessica, age 2½

I know Tatiana is a bright girl. She gets straight A’s in math and is a whiz inart, music, and PE! I think that’s because she likes those classes better. Shejust sits and stares at the paper for half the period during language arts. If Iprod her, she’ll put a few words down every once in a while, but it’s like pullingteeth. If she had a learning disability, she wouldn’t be such a good reader, right?So she must just be lazy, I guess.

—F. G., teacher

Most of the time I can figure out what Ben wants from us. We’ve developed a “code,”if you will. For example, I know when he says,“Gogga”he wants me to take him somewhere in the car. I feel bad when other people don’t understand him, but we’ve learned to be good translators. It’s not a problem for us, so why bother subjecting him to speech therapy? I wouldn’t want him to feel like he’s different from the other kids. Besides, I heard that most kids outgrow this stuff. If he doesn’t, they can work with him when he gets to kindergarten.

—Father of Ben, age 4

Caleb is talking okay, after a little bit of a slow start. He’s amazingly bright!At age three, he is already starting to learn to read. He’s incredible on the computer and a whiz with puzzles. I just wish he had a little more interest in theother children. His eye contact is poor—I have to keep reminding him to lookat me. His preschool teacher tells me he just wanders around or goes in a cor-ner by himself. He doesn’t seem interested in the other children. Sometimeshe even talks to himself. His teachers are concerned, and so am I. Is he justshy or is it something more?

—Mother of Caleb, age 3 shy or is it something more?—Mother of Caleb, age 3

These are the voices of children with communication disorders—and the adults in their lives. If their words sound familiar, then you have found the right book. I wrote it for parents like you. Perhaps you suspect your son or daughter has a speech, language, or listening problem, but aren’t sure. Or maybe you are sure but would like to have more understanding and information. Armed with knowledge, you are in a better position to help make your child’s life more fulfilling and far less challenging. Despite all the other caregivers, teachers, and specialists who touch a child’s life, parents need to be the most educated about their children and what they need. You are your child’s best advocate!

If you suspect or have been told that your child has a speech, language, or listening problem, you are far from alone. The most recent estimates indicate that more than 1 million children (1,137,934) between the ages of 6 and 21 receive speech and language special education services in U.S. public schools. Another 641,713 children from birth through age 5 receive speech therapy services (according to the U.S. Department of Education’s latest figures from 2007). In addition to these children, there are undoubtedly more who could benefit from receiving therapy services or who choose to utilize private therapy in lieu of the available public services.

A Note on Definitions

About This Third Edition: What’s New?

It’s been nine years since the last edition of this book was written, and it’s amazing how much has changed! I listened to many of you and tried to include more in-depth information on the topics that are on your mind. Here are just a few highlights of the changes in this edition:

• Current research, philosophy, and terminology

• A new section on social language and pragmatic issues

• Expanded information on topics related to toddler and preschool speech and language development

• Additional information on the nature of speech (articulation), including terminology that is often used in reports and how parents can help at home

• Updated information about the Individuals with Disabilities Education Act (IDEA)

• A new chapter (chapter 9) called “Answers to Your Questions,” which highlights miscellaneous questions that parents ask me on a regular basis

• Information on neurobiological disorders that impact the communication process, including anxiety, selective mutism, obsessive-compulsive disorders, sleep apnea, and Tourette’s syndrome

• Updated resources and readings

How to Use This Book

Part I contains general information that any parent who has, or might have, a child with a communication problem needs to know. Chapter 1 introduces you to the field and expands on the definitions of speech, language, and listening. It explains how children learn to communicate—defining the parent’s role in that process—and identifies the skills and behaviors common to children of various ages. Chapter 2 tells you when to get help from trained professionals and details the warning signs of potential problems for your child. Chapter 3 helps you decide which professional to see and describes what services are available at the different institutions (schools, hospitals, private clinics, and so on). It also walks you through the often confusing evaluation process. An explanation of the data and jargon in the evaluation report is provided in chapter 4. This chapter also describes what happens after the evaluation; that is, what your responsibilities and options for therapy are. You’ll probably want to read all of Part I carefully.

Children with speech, language, or listening problems can look forward to less frustration, self-doubt, and misplaced blame for their limitations if they are properly diagnosed and treated and if their family is informed and supportive. No child should dread going to school or having a simple conversation! There is much that you can do to help your child be well adjusted and reach his or her full potential.

PART I

What You Should Know and How to Get Help

1

Speech, Language, and Listening

How They Develop

When you said “Good morning” today and someone answered in kind, the exchange didn’t strike you as particularly complicated. In fact, you were using your highly developed powers of speech, language, and listening—all part of your hard-won ability to communicate. As a parent, it is important to remember that communication is not always as easy for your child as it is now for you as an adult. After reading this chapter, you’ll have a deeper appreciation of just how complex a child’s path to effective communication really is.

Children start on the road to successful communication as soon as they are born. However, they progress at different rates. Some advance seemingly overnight from speaking single words to forming complete sentences that make sense. Other children take a slow, steady course with small steps, gradually adding words and building up to sentences. Often, both types of travelers reach their destination—learning to communicate equally well—in their own time, without any special attention. Members of a third group, however, need a little extra help along the way.

How is your child’s communication journey going? Is he or she traveling more or less in step with one of the first two groups; that is (the dreaded question), is he or she “progressing normally”?

When discussing childhood development, the word normal projects a powerful aura of good and right, perhaps because abnormal is not a label we want attached to our children. Please understand, however, that normal , as used by educators and therapists, is a nonthreatening statistical term, better defined as typical or average. Developmental standards for what the professionals call normal have been established after years of observation and study of children who are considered to be free of such handicapping conditions as deafness or cerebral palsy. Indeed, within the parameters of normal, you will find a wide range of proficiency.

How can two children who exhibit different language abilities both be considered normal? Because, even within each age group, each child has an individual developmental timetable. For example, Roberto may acquire the language behaviors of the 2-to-3 age group just before his second birthday, whereas Mark may only be beginning to display those behaviors as he approaches his third birthday. Both of these boys fall into the normal category. Just because two children of the same age have markedly different communication patterns does not mean that one of them has a problem, particularly in the younger age groups.

Later in this chapter, I explain how children learn to communicate. Then I detail the important communication milestones for the many age groupings, ranging from birth to adolescence. First, however, we need to share a common vocabulary. Just as we “pros” have our own sense of normal, so, too, do we have our own definition of communication. Actually, our communication is much like the everyday variety. It is best understood through the three central skill components: speech, language, and listening. Knowing what’s involved in these three areas is the first step in understanding what difficulties your child may be having, and thus is the beginning of being able to help.