Λόγος & Επικοινωνία

Cerebral palsy in children

logosepikinonia — Sat, 20 Aug 2022 00:00:33 +0000

What is cerebral palsy?
Cerebral palsy is the most common motor disability of childhood. This term describes a group of disorders resulting from damage to the brain during development that affects a person’s ability to control their muscle function. This damage can occur during pregnancy, childbirth or the first years of the child’s life, which is, in short, during the period of maximum growth and maturation of the brain. Cerebral palsy only includes cases where the damage to the brain does not progress but remains stagnant, without getting better or worse. However, what changes is the clinical picture of the child as they grow up.
On the one hand, they may develop musculoskeletal problems as they grow, but on the other hand, therapeutic intervention can help them avoid deformities as much as possible and train them to improve their mobility and functionality.

Types of cerebral palsy
Cerebral palsy is classified into four main categories based on the quality of muscle tone and the nature of the movement disorder:

1. Spastic form: This is the most common type, characterized by increased muscle tone leading to spasticity. Muscles are often tight and constantly contracted, resulting in weakness and difficulty in movement.

2. Athetosis form: Athetosis refers to the inability to maintain a stable position or posture due to disruptions in muscle tone. Individuals with this form struggle to hold steady positions while sitting or standing, experiencing involuntary and sudden movements across a wide range that they cannot control.

3. Ataxic form: Ataxia entails difficulty in executing movements accurately, often accompanied by tremors when attempting to move. Movements may either overshoot the target, such as when trying to grasp an object, or fall short. Children with ataxia commonly face challenges with balance.

4. Hypotonic form: In this type, there is generalized hypotonia characterized by decreased muscle tone and loose joints. It is a relatively rare form of cerebral palsy.

5. Mixed forms: Combination of the types mentioned above.

Accompanying problems that may exist in children with cerebral palsy include:
• Hearing problems
• Vision problems
• Epilepsy
• Intellectual disability
• Gastroesophageal reflex
• Orthopedic problems
• Sensory- perceptual difficulties
• Nutritional challenges
• Constipation
• Frequent respiratory infections
• Speech difficulties
• Learning challenges

Treatment of cerebral palsy
In terms of treatment, individuals with cerebral palsy require therapeutic interventions from infancy and early childhood. Research indicates that early intervention and effective treatment improve the quality of life for the children and their families. It also helps prevent the accumulation of musculoskeletal deformities and serious complications that may necessitate prolonged hospitalizations or surgeries.
Cerebral palsy care places significant demands on health and social care systems due to the chronic and often severe nature of the condition.

Treatment approaches are tailored to each individual’s specific needs, considering the severity of the movement issues and any accompanying problems. Generally, the following treatments are necessary:
1. Physiotherapy, which should commence in the early years of life, ideally soon after diagnosis.

2. Occupational therapy, also beginning early in life.

3. Speech therapy to enhance both verbal and non-verbal communication abilities.

4. Interventions for feeding and saliva management issues, common among many patients.

5. Participation in physical education programs, sports activities, and creative endeavors to promote socialization among children.

Enhanced care for children with cerebral palsy not only improves their quality of life and that of their families but also fosters the realization of their potential for leading more fulfilling lives.

Sources: Cerebral Palsy: a guide for parents, PlusMED
What is cerebral palsy and how is it treated, IASO

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4 Behavioral Disorders in Children – Signs and Symptoms

logosepikinonia — Thu, 11 Nov 2021 10:35:45 +0000

It is typical for children to experience challenging phases as they grow up. Part of gaining dominance and asserting independence involves testing rules and boundaries.

However, behavioral disorders go beyond occasional outbursts of anger or defiant behavior. A child diagnosed with a behavioral disorder faces issues severe enough to impact their school performance or relationships with friends and family.

Without proper treatment, behavioral disorders can escalate over time. Therefore, it is crucial to have the child evaluated by a qualified mental health professional if a behavioral disorder is suspected.

Behavioral Disorders

When a child’s disruptive behaviors persist for six months or longer, affecting their school, home, and social life, seeking a specialist for diagnosis is advisable. Signs that may indicate a behavioral disorder include:

• Carelessness

• Hyperactivity

• Impulsivity

• Contempt

• Drug use

• Criminality

Diagnosis involves an evaluation to assess your child’s symptoms and medical history.

A child psychiatrist will gather information from both you and your child. They may also request to speak with your child’s teachers and other caregivers to gain a more comprehensive understanding of how your child behaves in various situations. It’s important to note that only a qualified professional can diagnose a behavioral disorder.

Attention Deficit Hyperactivity Disorder (ADHD)

Attention deficit hyperactivity disorder (ADHD) stands as one of the most common behavioral disorders. While often perceived as a childhood disorder, it is not something an individual can outgrow.

ADHD is a neurodevelopmental disorder that impacts 11% of children aged 3 to 17 years.

Remarkably, 75% of people with ADHD continue to experience symptoms into adulthood.

Symptoms can range from mild to severe.

Types of Attention Deficit Hyperactivity Disorder:

• Hyperactive – Impulsive

• Careless

• Combination of Hyperactive-Impulsive with Careless

Symptoms:

ADHD symptoms vary based on the severity and type of the disorder. Manifestations can differ at different ages. For instance, a toddler may struggle with following directions and exhibit restlessness, while a teenager might face challenges in setting priorities and display withdrawal tendencies.

Symptoms of Inattentive ADHD:

• Careless mistakes

• Difficulty concentrating

• Difficulty following directions

• Disruption

• Avoidance of tasks requiring mental effort

• Frequently loses things

• Easily detached

• Forgetfulness

Symptoms of Hyperactive-Impulsive ADHD:

• Non-stop talking

• Inability to sit still

• Difficulty participating in quiet activities

• Impatience

• Hesitation in answers or making inappropriate comments

• Impulsive actions without considering consequences

Diagnosis and Treatment

The diagnosis of ADHD is crucial. Without appropriate support and treatment, children may encounter difficulties in academic, social, and emotional domains. To diagnose ADHD, a child psychiatrist conducts a comprehensive evaluation, including a thorough medical history and a general history of your child’s behavior. Perspectives from parents, teachers, and the child are essential.

A child psychiatrist can provide a diagnosis for children as young as 4 years old. During the assessment, they will determine whether your child’s symptoms primarily involve inattention, impulsivity, hyperactivity, or a combination of these. This information guides the development of a treatment plan.

Treatment for ADHD is often comprehensive, involving a combination of medication, behavioral therapy, parent education, and academic modifications and supports.

Oppositional Defiant Disorder

Oppositional Defiant Disorder (ODD) is characterized by persistent contempt and disobedience toward authority figures. Oppositional behavior is a normal developmental stage in infancy and adolescence. However, when this behavior becomes hostile, frequent, and extreme compared to others of the same age, it may indicate ODD.

Symptoms:

The symptoms of Oppositional Defiant Disorder are often more pronounced at home and at school. Between 1% and 16% of school-age children and adolescents have ODD.

Symptoms of ODD include:

• Frequent outbursts of anger

• Frequent arguments with adults

• Deliberately disturbing other people

• Frequent questioning and denial of rules

• Blaming others for mistakes

• Easily getting angry

• Revengeful behavior

Diagnosis and treatment

ODD often coexists with other behavioral disorders. Without intervention, ODD can progress into a conduct disorder, making early diagnosis and treatment crucial. To diagnose ODD, a child psychiatrist conducts a comprehensive evaluation, during which they also look for co-occurring disorders. Parents and caregivers play a key role in treatment. Learning how to manage a child with ODD requires training. Additionally, family and individual therapy are often components of treatment. Medications can also be used to control symptoms.

Conduct Disorder

Conduct disorder involves a repeated pattern of violating other people’s rights or persistently breaching social rules. Children with conduct disorder are often perceived as “bad” or delinquent, but they are in fact leaving with a mental illness. Certain factors can elevate a child’s risk of developing conduct disorder. Abuse or neglect, school failure, and traumatic experiences are all contributors to conduct disorder.

Symptoms:

Conduct disorder manifests as a disregard for rules and engaging in socially unacceptable behaviors. Children with conduct disorder often exhibit a lack of respect and empathy for others.

Symptoms of conduct disorder include:

• Physical aggression towards people and animals

• Destruction of property and vandalism

• Deception and lies

• Theft

• Serious rule violations (such as running away, getting expelled from school)

Children with conduct disorder may require intensive interventions, including support at home. A child with conduct disorder may struggle to trust adults, complicating the treatment process. Behavioral therapy, psychotherapy, academic support, and medication are all tools used to treat this disorder. Early intervention and treatment yield the best results.

Intermittent Explosive Disorder

Intermittent Explosive Disorder (IED) is a relatively under-researched mental illness in young people. It is characterized by recurrent acts of violence and destruction that are disproportionate to the situation. It stands as the only clinical disorder distinguished by impulsive aggression.

Symptoms:

IED may resemble simple tantrums. Children with IED may throw objects, engage in physical fights, and exhibit abusive behavior.

Symptoms of IED include:

• Anger

• Irritability

• Impulsive thoughts

• High energy

• Palpitations of the heart, tightness in the chest

• Explosions of anger

• Arguments and shouting matches

• Physical altercations

• Threats of violence

• Assaults on individuals or animals

• Destruction of property

Diagnosis and Treatment:

A child psychiatrist can diagnose Intermittent Explosive Disorder through a thorough evaluation of the child’s medical and psychiatric history, along with the presence of persistent symptoms meeting specific criteria. To receive a diagnosis of IED, a person must demonstrate verbal or physical aggression twice a week for three months or exhibit three episodes of property damage within 12 months or engage in three episodes of assault resulting in physical injury over the past 12 months. Treatment for IED typically involves a combination of medication and cognitive-behavioral therapy. Coping techniques such as relaxation, stress management in challenging situations, and avoidance of drugs and alcohol can also be beneficial.

Reasons

The precise cause of behavioral disorders remains unknown, although several theories exist regarding their development. It’s plausible that developmental, environmental, and genetic factors may contribute. Children with a family history of substance use, personality disorders, or mood disorders face an elevated risk of developing conduct disorders.

Treatment

Early intervention is key in treating behavioral disorders. If you observe symptoms of behavioral disorders in your child, prompt evaluation is advisable. Treatment approaches vary based on your child diagnosis and the severity of the disorder. Collaborate with your child’s doctor to devise a plan that suits your needs.

Psychotherapy

Psychotherapy often forms an integral part of behavioral disorder treatment. It provides a space to process thoughts and emotions, while also teaching social and behavioral skills, and appropriate anger management techniques. Cognitive-behavioral therapy can be beneficial in assisting individuals in modifying their behavior. Family therapy offers an opportunity to resolve interpersonal conflicts and acquire healthy communication strategies.

Medication

Medication is a powerful tool for managing many behavioral disorders and is often used with psychotherapy.

Common medications include:
• Stimulants
• Non- stimulants
• Antidepressants
• Anticonvulsants
• Tranquilizers

Parent Education
Parental education is crucial for the success of treatment. When a child has a behavioral disorder, learning effective communication and strategies for managing your child’s outbursts can contribute to maintaining a calm and stable environment. Parental involvement and understanding play a significant role in the overall well-being and progress of the child undergoing treatment.

Source: Amy Morin, LCSW, Signs and Symptoms of the Most Common Behavior Disorders in
Children, Verywell Family.

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Simple techniques to help students with weak memory

gyuser — Mon, 21 Jun 2021 10:40:19 +0000

Simple techniques to help students with weak memory
Is your child struggling to grasp the content of his lessons? How can you support his studies and enhance his self-esteem?

Here’s a brief list of simple assistance techniques.

A child may encounter challenges with both short-term and long-term memory. These difficulties are likely more pronounced when processing information delivered through spoken words compared to visual stimulation. Numerous games and activities are designed to reinforce memory skills, both auditory and visual, and can be implemented in both the family and classroom settings. For instance, a simple exercise involves presenting the child with a set of objects, removing one or more items from the collection, and then asking the child to recall which object was taken away.

Short-term memory:
1. Keep verbal instructions short, and regularly check for the child’s comprehension. In addition to verbal cues, incorporate visual prompts. Children who tend to forget specific information can benefit from the introduction of a visual cue—a symbol that can be gradually phased out, like an “erase” sign. For those struggling with spelling, letter recognition, or sound names, a multi- sensory approach involving visual, verbal, and tactile methods is beneficial.

2. Facilitate the child’s engagement in activities by offering a reminder at the beginning of each lesson about the material to be covered (instructions can be in writing). Ensure a clear lesson overview, particularly beneficial for children with memory difficulties.

For instance:
Today, we will delve into the fascinating world of ancient Greeks. By the end of the day:
• You’ll grasp three key aspects of ancient Greek clothing.
• You’ll be able to write down the differences between our clothing and that of the ancient Greek.

At the lesson’s end, assess whether the child achieved these goals and document their knowledge.

3. Utilize checklist reminders to mark off each completed action, providing valuable support for
the child during the activity.

4. Encourage the child to elucidate the learned information to another child or an adult,
fostering internalization and facilitating easier recall in the future.

Long-term memory:
For a child facing challenges in long-term memory, using strategies tailored to their learning style can be beneficial. Here are some related ideas:

1. Create a straightforward visual record of the information learned, such as a spelling chart. This chart can document words the child sometimes recalls and sometimes forgets, highlighting the areas for focused improvement. It serves as a reliable database that the child can rely on.

2. Explore techniques like information maps, which involve diagrams illustrating information with connections and branches between sections. This method is particularly advantageous for unit-based work, allowing the child to document and expand upon their learning as thematic activities progress.

Caution! It’s important to recognize that there might be factors beyond memory difficulties affecting a child’s ability to retain information. The child could be experiencing anxiety about tasks or concerns about accuracy, or they may be hindered by other factors impacting their information retention, such as distractions or general emotional difficulties. All these factors must be considered by the individual assisting them in their studies!

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Teaching my toddler

gyuser — Fri, 04 Jun 2021 12:38:11 +0000

Parents play a crucial role in teaching their children about life and fostering a better living environment, especially when their child faces challenges in communication. Recognizing your child’s needs is essential and a speech therapist can provide valuable insight into their speech and language development, along with the suggestion of home-based activities.

Here are some fundamental guidelines to assist you in teaching your child:

1. Express love through touches, hugs, kisses, kind words and reassuring smiles to create asense of calm and confidence in your child. Using a happy tone in your voice reinforces
feelings of love and acceptance, making your child more receptive to learning.

2. Understand your child’s age-appropriate language skills to align your expectations accordingly. Consult with the speech therapist to set realistic demands that neither overwhelm nor underestimate your child.

3. Encourage and appreciate your child’s learning achievements. Compliments motivate continued learning, while criticism can lead to frustration. Accept your child’s mistakes and emphasize that every child is unique, embracing both strengths and weaknesses.

4. Spend time engaging in daily activities with your child, turning routine tasks into learning opportunities. Your child values your time and attention, contributing to a sense of importance and connection.

5. Make learning enjoyable by having fun activities together. Play and explore activities that interest both you and your child. The enjoyment you experience reflects on your child’s engagement, making learning a positive experience.

6. Demonstrate active listening by getting down to your child’s eye level, maintaining eye contact, and responding to their thoughts. This communicates genuine care for your child’s thoughts and feelings. Ensure your child has ample opportunities to express themselves.

7. Talk to your child, even if it seems that they don’t grasp it immediately. Frequently discuss your shared activities and allow your child sufficient time to respond.

Focus on the present moment: This aids children in comprehending when you discuss objects, people, and events that they can observe, hear and touch. Therefore, talk about ongoing events simultaneously. For instance, state, “I’m placing the ball in the box” as you perform the action. Identify visible objects for the child: “A puppy! Look at the little dog!” Discuss individuals in your vicinity: “Look at the policeman. He can help us.” Engage in discussions about what genially captures your child’s interest: assist your child in honing their listening skills by conversing about subjects that fascinate them. For example, if your child is playing with bricks on the floor, seize the opportunity to say “These are big bricks. This one is red.” Keep in mind that your child’s interests may differ from yours. Children explore and learn about the world, finding ordinary objects such as jugs, boxes, and stones fascinating.

Narrate your actions out loud: Anytime you’re with your child, consider it a language lesson. Transform your thoughts and activities into spoken words to teach your child language. Utilize simple sentences and expressions that are similar, yet slightly more complex than those your child uses to describe what you’re doing, seeing, or thinking. For instance, if your child is 3-4 years old, when baking a cake, say: “I am putting the eggs in. Now, I mix in the butter (I go around it). It needs more flour. I’ll add some more.” Speak at a slower pace: Children encountering language learning challenges often struggle with fast-paced speech. Slowing down your speech will enhance your child’s understanding. Of course, this doesn’t mean speaking like a broken record! Even a slight adjustment in your speech rate can aid your child’s language comprehension. Utilize repetition: When you repeat words, phrases and sentences, your child is more likely to learn and understand. Therefore, if your child is 2 or 2-6 years old, consider the following conversation:

Child: Doll.

Parent: Maria’s doll.

Parent: Your doll is beautiful.

Parent: I like your doll.

These interactions demonstrate the extent to which you can enhance your child’s language skills. In the conversation above, you have crafted various sentence structures, introducing new information and vocabulary with each iteration. Nevertheless, there is a consistent reinforcement and repetition of the fundamental message received by the child. Emphasize important words with your voice: Children learn to respond to variations in people’s voices. Your child will pay closer attention to the words you emphasize while speaking. Therefore, place more emphasis on the word or words you want your child to hear and remember.

For instance:

“Big dog!”

“The juice is out!”

“You are a good guy!”

You can also modify the tone or inflection of your voice to aid your child comprehend the message’s meaning. Voice modulation involves altering the volume and pitch of your voice, whether it’s high or low. These alterations can highlight a word and underscore the distinction between questions and statements. Incorporate facial expressions and gestures into your speech: Using expressions and gestures assists your child in grasping the meaning of the message you are expressing.

Natural expressions and gestures you can use include:

1. Facial expressions – expressions that convey surprise, excitement, joy, sadness, anger,
interest, etc.

2. Hand gestures – Come here. Give it to me. I want. You want. Stop it. Let’s start, etc.

3. Body postures – Arms open indicating embrace. Hands crossed on chest indicating
anger.

In some instances, speak for your child: Your child can think before expressing those thoughts. You can assist by occasionally verbalizing your child’s thoughts instead of waiting for them to do so. By doing this, you provide your child with words and sentences that they can recall and use in the future. At times, you may need to make educated guesses about what the child is thinking. For example, if your child is playing with a car, you can say: “This is a big car. Make it move. It’s going very fast. This is a small car. This one can go forward too.” Don’t ask the child to repeat what you say: What’s important is to demonstrate good language
patterns. Your child will learn without the need for repetition or correction of mistakes. Over time, your child will naturally acquire the ability to express themselves, mirroring your language patterns – free from pressure and in their own unique way. Your role as a parent serves as the initial catalyst for the development of language and communication skills, complementing your child’s inherent potential. Making language learning enjoyable can be achieved through simple everyday activities and play. Instead of being a strict judge, be a supportive guide for your child, fostering initiative in imaginative play, language expression, and generalization at home.

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10 instructions to help children develop self-control

gyuser — Fri, 04 Jun 2021 12:28:12 +0000

How often do we feel embarrassed when our children don’t understand when and where to stop a particular behavior? The development of self-control is a cultivated skill.

• Engage in step-by-step activities with your child, such as a board game or following a cooking recipe.

• Encourage children to practice patience. If you are occupied with a task and the child seeks your attention, it is beneficial for them to learn to wait patiently until you can give them your focus.

• Provide verbal or visual cues for the time duration the child needs to wait. Explain to the child that after you finish your task, you will be ready to start the game. Set a timer and clarify that when the time is up, they can play with the specific toy.

• Collaborate to solve a problem. If the child encounters difficulty with a challenging activity, help without taking over the task. Encourage the child to maintain control, even in moments of frustration. Introduce tragedies of self-control that facilitate calming down.

• Work on activities with an extended time frame. Attempt solving a large puzzle in several weeks, or baking bread from scratch, cultivating and nurture a plant, or make petrified candies.

• Demonstrate models of self-control. Acknowledge that adults can become upset and lose their temper but emphasize the importance of remaining calm and composed despite challenging emotions.

• Present alternative suggestions if your child struggles with maintaining proper self- control. For instance, propose playing a different game while waiting for their turn.

Exercise serves as an excellent method to alleviate upset and anger.

• Demonstrate models of self-control. Acknowledge that adults can get upset and lose their temper too. Illustrate to your children that even in moments of frustration or annoyance, you can remain calm and in control.

• Offer alternative suggestions if your child struggles with maintaining proper self-control.

For instance, propose playing a different game while waiting for their turn. Exercise serves as an excellent way to reduce upset and anger.

• Set realistic expectations and consider the child’s age. A young child may find it challenging to maintain self-control while waiting in a long line for candy. Older children might exhibit less self-control after a challenging day at school. Children required to sit for extended periods without the opportunity to relax are more likely to lose self-control. Crowded and noisy places can also pose challenges for children, increasing the risk of losing self-control. Some children may benefit from a sensory diet to aid in improving their self-control.

• Allocate downtime. Children often have packed schedules with school and after-school activities. However, children with overloaded schedules are more prone to experiencing burnout. Grant your children the luxury of time to explore their environments at home and with friends. This creates realistic situations that demand self-control, allowing them to learn and practice this skill.

• Recognize when to step back. It’s essential for children to develop self-control skills independently. When you observe that the child is gaining control, let them proceed on their own without your intervention.

Πηγή: yourtherapysource.com

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Parent-Teacher Partnership: A Short Guide

gyuser — Fri, 04 Jun 2021 12:24:52 +0000

What are some questions you could ask your child’s teacher? What else should you watch out for?
The family and the school share the same purpose: to help children learn and experience success. Research has shown that when parents and teachers collaborate, everyone benefits. Establishing a relationship of trust between teachers and parents requires continuous effort from both sides.

At times, as a parent, you may need to address any potential negative attitudes towards schools and teachers. For instance, if you faced challenges as a student, it’s likely you’ll need to manage negative emotions stemming from your childhood.

Here are some advises for your first meeting with the teacher:
1. A prepared list of questions addressing your concerns for the teacher will be useful.

For example:
• “How is he/ she performing in the school subjects and tests?”
• “Is he/she meeting the expected level of learning and behavior for his/her age?”
• “Does he/she follow the classroom rules?”
• “Is he/she attentive during class?”
• “If my child is struggling, for instance in math, how can I help him/her enhance his/her performance in that area?”
• “Which are his/her strengths?”
• “Are there any health or adjustment concerns?”
• “Could you recommend any learning activities or resources?”
• “How is he/ she interacting with his/her classmates?”

2. You should be familiar with the homework the teacher assigns and how your child is performing in them. Does he/she complete his/her assignments? Does he/she understand them? Do they appear easy or challenging to him/her?

3. If the teacher indicates that your child is experiencing learning difficulties, consider requesting in the school’s special unit, if available.

4. Be open to cooperation. It’s possible that the teachers share challenging news regarding your child’s academic performance or behavior, because they intend to help him/her in this area. However, sometimes the communication may not be delivered in the most effective manner, leading parents to become defensive or upset. Always assume that the teacher has a sincere interest in your child and respond calmly. Express that your primary concern is your child’s success. Offer to discuss the issue and collaborate on finding potential solutions. Remember that teachers may feel just as uneasy delivering unfavorable news about your child as you may feel hearing it.

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Voice Disorders: A Short Guide for Adults and Children

gyuser — Fri, 04 Jun 2021 10:31:42 +0000

Do you experience hoarseness and weakness in your voice? Are there times when you find yourself unable to speak? Does your child have a notably hoarse voice? If so, this article is of interest to you.

“Dysphonia” is the medical term that denotes the inability to produce normal speech. Dysphonia commonly affects voice professionals, such as singers, actors, salespeople, and
teachers, but it can also occur in individuals of any age, including children, teenagers, and adults.

In normal speech, the voice’s quality should be pleasant, the pitch suitable for the person’s age or background. The volume should be appropriate for the communication environment, and
the speaking strength should meet the individual’s professional needs. If one or more of these aspects do not align with the individual’s requirements for an extended period, they may be
experiencing a speech disorder. The voice may manifest as hoarse, rough, monotonous, very high-pitched, or excessively breathy.

Symptoms that may be observed include the following:

Hoarseness in the throat.

Continuous throat clearing.

Persistent, bothersome cough.

Pain while swallowing.

Neck pain.

Sensation of a foreign body in the throat.

Fatigue during speech.

Voice changes throughout the day.

The causes can be categorized as follows:

Organic/Structural: dysplasia – laryngeal cancer, nodules, polyps, Reinke’s edema, cysts on the vocal cords, scar formation on the vocal cords due to voice trauma from poor
voice management.

Neurological voice disorders: spasmodic dysphonia, unilateral or bilateral paralysis of the vocal cords, paralysis of the superior laryngeal nerve.

Viral and traumatic voice disorders: acute and chronic laryngitis, contact ulcers.

Functional and idiopathic voice disorders: muscle tone dysphonia, biphonia, glottic insufficiency.

Hormonal disorders: menopause, hormonal imbalances.

The assessment of dysphonia patients is conducted collaboratively between the speech therapist and the ENT specialist. Otorhinolaryngological examinations, including video-
stroboscopy and video-endoscopy, are crucial for understanding the root cause of the problem. Through auditory and perceptual analysis, the speech therapist gathers objective evidence and
proceeds with therapeutic intervention.
The therapeutic treatment of dysphonias through phonotherapy is administered by qualified therapists, involving education on vocal hygiene and the training of techniques to reduce and
prevent symptom recurrence. Other intervention methods may include medication and surgical removal.

Some tips to protect your voice:

Avoid shouting and whispering; maintain a steady, low tone.

Stay well-hydrated by drinking water frequently to moisturize the vocal cords.

If you cough incessantly, try swallowing, drinking water, or chewing a piece of gum.

Reduce consumption of caffeinated drinks (coffee, tea, cola) as they can dehydrate the vocal cords.

At Speech & Communication, we possess the training and expertise to work in speech therapy with both adults and children. Regarding the latter, we also emphasize counseling, as they
often sustain injuries to their vocal cords due to challenging behavior and poor communication patterns at home.

The content featured on the Speech & Communication website is meant for informational purposes only. It does not constitute personalized treatment recommendations and cannot
replace the expert advice of a qualified therapist tailored to specific cases. In instances where the content is republished from another source, this is explicitly mentioned. The authors of
Speech & Communication assume no responsibility for any outcomes linked in any manner to any published post.

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Stuttering – Immediate Treatment in Preschool Age

gyuser — Fri, 04 Jun 2021 10:09:42 +0000

How does a speech therapist engage with a young child experiencing speech flow difficulties?

Most preschool children encounter challenges with their speech, such as repeating sounds, syllables, words, or phrases. They often use filler words like “uh…” and “um…” and may exhibit
changes in what they say, speaking without a consistent rhythm or continuity. While these patterns are common, certain speech difficulties may deviate from the usual. If a child
demonstrates any of the following patterns persistently for six months or more, it is likely that they are developing a more persisting difficulty:

Making repeated repetitions of the initial sound or initial syllable of various words.

Lengthening the first sound of several words.

Exhibiting tension and effort in pronouncing words.

Noticeably changing the tone and volume of their voice during speech interruptions.

Stuttering is a challenge that frequently emerges during the preschool years. While many children experience temporary stuttering and eventually overcome it, others persist in their stuttering, and the related difficulties remain unchanged. In some cases, the stuttering pattern in children exhibits a progressive deterioration. Typically, those within this group perceive speaking as a challenging and frustrating ordeal, identifying themselves as children who stutter. To circumvent the stress associated with stuttering, they frequently opt to avoid speaking altogether.

What are the goals of stuttering treatment?

Speech therapists often do not directly engage with young children who stutter but instead collaborate with the child’s parents. Many speech therapists believe that a child’s challenges
may worsen when listeners criticize their typical difficulties or pay heightened attention during instances of speech difficulty. In any case, stuttering seems closely linked to the additional
attention resulting from the child’s conversation partners’ reactions to speech difficulties.

However, a child who stutters may display atypical speech flow patterns from a very early age, signaling a potential need for immediate intervention to foster fluency development. In the
initial assessment preceding this intervention, the child’s overall language proficiency must be examined to prioritize treatment goals. In other words, a child with evidence of persistent
speech flow issues may also present other challenges, such as specific language delay/disorder, articulatory and phonological problems, etc. Therefore, a comprehensive communication and
language profile must be documented, and speech therapy intervention should be meticulously structured to maximize benefits without exacerbating stuttering.

For younger children, most approaches aim to establish a foundation for effortless speech. In the case of elementary school-age children, the primary objective of speech therapy is to help
the child perceive speaking as something easy and enjoyable rather than intimidating and challenging.

How can parents and speech therapists assist a child who stutters?

Generate models of accurate speech pronunciation.

Have you observed your child speaking rapidly to you? Repetitions at the onset of words may occur more rapidly when your child exerts more effort. Certain words can pose challenges. Your
child might tense the muscles around the mouth or make facial expressions. It may seem like a natural response to advise your child to calm down and not try so hard. However, offering
“helpful hints” may bring more attention to the issue, leading to subsequent frustration for your child. They may not fully grasp the meaning of phrases like “slow down” or “don’t try so
hard.”

In both direct and indirect intervention, parents and the speech therapist employ the speech patterns they want the child to adopt. They speak slowly and comfortably, devoid of tension or
apprehension. In other words, they set a positive example and impart the lesson. The speech therapist’s objective is to encourage the child to begin speaking based on this model. Therefore,
the therapist creates models of deliberate, effortless speech with the aim of enhancing the child’s fluency.

Gradually increase the length and content of the sentences.

Developing the ability to construct new sentences, carefully selecting the appropriate words for those sentences, and swiftly manipulating our articulators to articulate words requires a
considerable amount of skill. You might observe that as your child attempts to employ longer and more intricate phrases or sentences, their articulation becomes less precise. The child may
introduce pauses in the flow of their speech as they concentrate on formulating the upcoming words.

Therapeutic programs play a vital role in helping children maintain fluency while expanding the length and complexity of their sentences. These programs systematically break down the entire
process into distinct stages. The child must achieve a specific level of proficiency before advancing to the program’s subsequent phase. Initially, the child might be tasked with uttering
a single word, naming a picture, or replicating the speech therapist’s utterances. As the program progresses, the child is encouraged to articulate longer, more intricate sentences that
demand thoughtful consideration and a heightened level of coordination in articulatory
movements. At each stage of the program, fluency is acknowledged and rewarded.

Introducing new ways to articulate words.

Typically, when individuals encounter difficulty with a word, they tend to repeat, elongate, or emphasize the initial sound or syllable. Children can be coached to make specific modifications
to the onset of words, enhancing the smoothness of their speech. When a child can initiate the pronunciation of a word without exerting excessive strain on their articulators, they often find
it easier to produce it. Additionally, some children benefit from learning to consciously insert pauses between their phrases or sentences. Other techniques fostering uninterrupted speech
flow include adopting a rhythmic pattern and gradually elongating the initial sound or syllable of words.

In direct therapy, the focus is on tailoring interventions to each child’s individual speech patterns. Simultaneously, parents and speech therapists can engage in discussions about
adjustments to the family’s communication patterns, reducing challenges in the child’s speech.

The overarching aim of therapy is to empower the child with self-confidence by employing techniques that enhance speech fluency. Initially introduced in therapy, these techniques are then practiced at home, ensuring a comprehensive approach to skill development.

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When does a 3–12 year old child need occupational therapy?

gyuser — Fri, 04 Jun 2021 09:16:28 +0000

Is your child a bit clumsy? Do they struggle to stay engaged in activities, making it challenging to
form friendships? Are tasks like self-care and certain hand routines difficult for them? If so, it
may be beneficial to consult with an occupational therapist.

According to the American Association of Occupational Therapists, consider seeking an
evaluation if your child exhibits a combination of the following difficulties:

There is an evident delay in speech and language development.

Their speech is slurred, and they struggle to articulate properly.

They avoid playing with toys appropriate for their age.

They frequently break their toys.

They have trouble making friends their own age and prefer interactions with younger or older children.

They display low self-confidence.

They are hyperactive.

They struggle with concentration or become overly fixated on one activity, making it challenging to switch to another.

They are too passive, excessively quiet, and withdrawn.

They have trouble sleeping.

They struggle with eating, either soiling themselves excessively or avoiding basic foods.

They have difficulty taking care of themselves.

They dislike activities such as baths, nail clipping, or hair cutting.

They resist hugs.

They are highly sensitive to smells, tastes, noises, or touch.

They exhibit decreased muscle tone, appearing weak.

They are clumsy in their body movements.

They easily fall, whether on others or furniture.

They may hit others easily due to challenges in gauging their body’s position in space.

They dislike activities such as jumping or swinging.

They avoid the playground.

They require more practice than other children to learn new things.

They struggle with activities like drawing within lines, completing puzzles, and cutting with scissors.

They reverse letters and numbers, leaving no space between letters and words when writing.

Their handwriting is notably poor.

They become easily fatigued during schoolwork.

They have difficulty following verbal instructions.

Source: American Occupational Therapy Association

The content featured on the Speech & Communication website is meant for informational
purposes only. It does not constitute personalized treatment recommendations and cannot
replace the expert advice of a qualified therapist tailored to specific cases. In instances where
the content is republished from another source, this is explicitly mentioned. The authors of
Speech & Communication assume no responsibility for any outcomes linked in any manner to
any published post.

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The Role of Occupational Therapy in Autism

gyuser — Fri, 04 Jun 2021 09:04:33 +0000

What is the purpose of occupational therapy for individuals with autism, and how do occupational therapists assist them?

Autism, a developmental disorder typically diagnosed around age 3, impacts brain functions,
particularly those governing social behavior and communication skills. The US National Institute
of Child Health and Human Development employs the term “autism spectrum disorders” to
encompass a range of conditions, including autistic disorder (commonly referred to as “classic
autism”), Asperger’s syndrome, and non-pervasive developmental disorders, otherwise
specified (also known as “atypical autism”). However, the term “autism” is commonly used in
literature to denote all autism spectrum disorders.

What is the purpose of occupational therapy for individuals with autism?

Occupational therapy services are centered on enhancing an individual’s engagement in daily
activities, spanning routine tasks like feeding and dressing, instrumental activities such as
community navigation and adhering to safety rules, participation in education, work, leisure,
play, and social interactions. Tailored to the specific needs and goals of the individual with
autism spectrum disorder, these services encompass assessment, intervention, and outcome
measurement.

Occupational therapy for those with autism involves collaboration with the individual, their
family or caregivers, teachers, and other supporters. This collaborative effort aims to gain
insight into the person’s daily experiences and interactions. Occupational therapy services
prioritize personal development, quality of life, and family needs.

The assessment process in occupational therapy seeks to comprehend everyone’s abilities,identifying strengths and weaknesses in their daily activities. The intervention process, derived
from assessment results, is personalized to incorporate diverse strategies and techniques.These interventions aim to empower clients, enabling increased participation in daily activities
across home, school, work, and community settings. Successful outcomes in occupational therapy are evidenced by enhanced performance or adjustment, heightened participation in meaningful daily activities, personal satisfaction, improved health and well-being, and successful transitions to new situations and roles. Regular measurements assist the individual, their family, and the broader team in acknowledging success and refining intervention priorities as needed.

Occupational therapists aid individuals with autism in adapting tasks and situations to align with
their needs and abilities. This support may involve environmental adjustments to reduce
external distractions, identification of specially designed computer software for communication
facilitation, or recognition of the skills necessary to complete specific projects.

How do occupational therapists specifically assist?

Assessment of Developmental Skills: Occupational therapists conduct assessments to evaluate whether individuals have acquired essential developmental skills in areas such as self-
care, play, and leisure.

Sensory Intervention: They provide targeted intervention to help individuals process and respond to sensory information effectively. This intervention may encompass developmental
activities, sensory integration, sensory processing techniques, and play activities.

Facilitation of Play Activities: Occupational therapists actively facilitate play activities that aid children in interacting and communicating with others.

Movement Strategies: Occupational therapists work on developing strategies to assist individuals and their families in identifying safe methods of movement within the community.

Identification, Development, or Adaptation of Daily Activities: They identify, develop, or adapt work and other daily activities that hold personal meaning for the individual.

The content featured on the Speech & Communication website is meant for informational
purposes only. It does not constitute personalized treatment recommendations and cannot
replace the expert advice of a qualified therapist tailored to specific cases. In instances where
the content is republished from another source, this is explicitly mentioned. The authors of
Speech & Communication assume no responsibility for any outcomes linked in any manner to
any published post.

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