Core Skills for an #slp2b

A WONDERFUL and helpful book for the growing SLP is entitled “Here’s How to Do Therapy: Hands-On Core Skills in Speech-Language Pathology”  Not only is her book encouraging and practical, the accompanying CD is wonderful.

While topics below are covered in many textbooks and SLP grad courses, this is my attempt to share those gems of knowledge and further explanation, which have stuck with me along the way:

Articulation vs. Phonology:

  • Articulation – production of sounds (i.e. do the lips/teeth/tongue/velum do what they are supposed to do)
  • Phonology – putting meaning with sounds, language based meanings of sounds, how the sounds interact to produce verbal language and overall communication
  • Phonological Processes: patterns of errors (knowing when the processes should stop and when it is an error)
Phonemic Awareness – ability to hear a sound; ability to look at a letter and associate the symbol with a corresponding sound; grapheme with an auditory representation

Morophophonemics – overlapping relationship between morphological units (of present progressive, plurals, 3rd person,  past tense, and possessive) and the phonemes used to exemplify those units.

  • 5 phonemes that have morphological productions – /s/ /z/ /t/ /d/ /ng/
  • If they can make these sounds in non-morphological positions, then you are working with a morphological problem – NOT an articulation problem
  • Example: say “office” “bus” “house”  – there is no morphological value
Developmental Milestones to look at when evaluating a child: 
  • Motor
    • Gross motor – arms, legs, torso – were they ok with running, jumping, skipping, hopping, balance, torso skills , how old was child when they first walked (typical walking is 1 year)
      • Motor delays can impact communication
    • Fine motor – grasp and reach, speech is a fine motor skill…if they can’t grasp or point, then speech will probably not be on target either
  • Adaptive
    • Self-help skills
      • Eating
      • Feeding
      • Dressing
      • Safety awareness
      • Potty
  • Social-Emotional – orienting to others
  • Cognitive skills
    • Best looked at through testing
    • Cognitive indicators – how they perform on tests (ex. PPVT – Peabody Picture Vocabulary Test
  • Communication
    • First words – age
    • How easily they make themselves clear to others
    • Interest in communicating with others
The Peabody Picture Vocabulary Test (PPVT) standard scores are a good indicator of IQ without having to do a formal IQ test. BUT, nothing can replace a full-battery assessment by a Psychologist.

Successive approximations/shaping – getting a sound closer to where it should be in a word

  • For example: if your target sound is /k/ and you are working on one-syllable words… “c” + “ape” = cape…slowly have them sound each part and put closer together, having them pause for shorter and shorter times between each piece.
Literacy – awareness of and ability to meaningfully involve self in printed material
Echolalia is a sensory-integration issue
I enjoy what each of my professors brings to the table. While my ‘book-knowledge’ will carry me into my internships, NOTHING is better than hands-on, clinical experience.
She needs an SLP
Oh…and check-out my new photos on the SLPecho Photo Page!

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