Apraxia of Speech

Chris Kamara, TV presenter and football pundit, has opened up about his diagnosis of apraxia of speech. He bravely discusses the struggles he first experienced in 2020 here: https://www.youtube.com/watch?v=5e7Thrjmabc

Apraxia of speech is a motor speech disorder, which is caused by damage to parts of the brain that control the muscles needed for speech. This can make it difficult to coordinate the tongue and lips correctly to be able to say the right sounds and words.

Other terms sometimes used for apraxia of speech are: acquired apraxia of speech, verbal apraxia or dyspraxia of speech. Follow these links for more information about apraxia of speech:

https://www.ninds.nih.gov/health-information/disorders/apraxia

https://www.rcslt.org/speech-and-language-therapy/clinical-information/acquired-motor-speech-disorders/

The Down Syndrome Act statutory guidance

This month, the UK government asked people with Down’s syndrome, their families and carers, and professionals to give their views on what they believe will improve the lives of people with Down’s Syndrome in England. Some of the key actions proposed by the RCSLT that the government must take are:

  • Improve accessibility of services, so that everyone with a communication and swallowing need is able to access speech and language therapy

  • Improve workforce planning, so that people with Down’s syndrome are supported by speech and language therapists with the right level of specialism

  • Better support for people with Down’s syndrome, so that they are involved in their care (e.g. expressing their preferences and wishes)

  • Sufficient resources for people with Down’s syndrome.

It is an important step in the right direction that the role of speech and language therapy has been recognised to provide evidence for this guidance. Follow these links for more information about the Down Syndrome Act statutory guidance:

The importance of teenagers’ self-esteem

As last month marked national awareness of teen self-esteem, our therapists have been working hard to highlight the importance of helping young people value and perceive themselves in a healthy way.

Within the social, emotional and mental health (SEMH) settings, our therapists have been delivering small group interventions, which have focused on developing self-awareness and self-esteem by looking at personal appearance, qualities and what makes us feel good and bad. Our therapists have also been completing Emotional Literacy Assessments with students, which help identify areas for intervention across the five sub-scales of emotional literacy: self-awareness, self-regulation, motivation, empathy and social skills.

A particular highlight for one therapist has been observing a student compose their own song about their experiences as a teenager, from the demands of social media to the challenges of maintaining friendships and relationships.

Follow these links for more information about teen self-esteem: https://www.iamworthmore.org/national-teen-self-esteem-month/

https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-esteem/about-self-esteem/

Catch-up strategies to support children’s communication and emotional development in the early years

Two key priorities for the curriculum during the Covid-19 pandemic have been to support children’s:

·         Communication and language skills

·         Personal, social and emotional development

 

Here are some top tips to support your child’s communication and language:

1.      Talk slowly and use simple words. Introduce a new word every day.

2.      Encourage your child to talk about what they are doing, what they can see and feel.

3.      Include singing in your everyday activities.

4.      Read stories and comment on the pictures on the page.

5.      Use a school-home communication diary. Take photos of your child doing different activities at home for them to share with school.

 

Here are some top tips to support your child’s personal, social and emotional development:

1.      Encourage your child to express how they are feeling. Use emotion cards showing different facial expressions with the word describing the emotion next to the picture.

2.      Use puppets and books to talk about feelings.

3.      Provide opportunities for your child to mix with other children as much as possible, e.g., after school clubs, at the park.

4.      Play games that encourage turn-taking, sharing and listening.

 

Follow this link for more information about education recovery and catch-up strategies: https://www.gov.uk/government/publications/education-recovery-in-early-years-providers-spring-2022/education-recovery-in-early-years-providers-spring-2022#catch-up-strategies

World Mental Health Day

October 2021

81% of children and young people with social, emotional and mental health needs (SEMH) have significant speech, language and communication needs (SLCN).

The COVID-19 pandemic has contributed to increased mental health needs for many people, such as feelings of anxiety related to returning to school/work. Now, more than ever, we all need to work together to better understand mental health, how to support the communication and mental health of children and young people and to promote better outcomes for them.

The Royal College of Speech and Language Therapists (RCSLT) offer a free e-learning course to support professionals working with children and young people, who have both SEMH and SLCN. The course is called ‘Mind Your Words - Children and Young People’s Mental Health’ – you do not have to be a member to access the course which can be found at: https://www.rcsltcpd.org.uk/

You can also find more information about World Mental Health Day, which took place on 10th October and a range of free resources at:

https://www.who.int/campaigns/world-mental-health-day

https://campaignresources.phe.gov.uk/resources/campaigns/111-better-health---every-mind-matters/resources

https://www.nhs.uk/every-mind-matters/mental-wellbeing-tips/your-mind-plan-quiz/

International Disability Awareness Day

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Disability Awareness Day (DAD) is an international affair, which celebrated its 30th anniversary this year. It took place on September 12th 2021 at Walton Hall Gardens in Warrington.

The aim of the free event is to support people with disabilities, including their carers, to find out more information about the services and products available to facilitate independent living.

Speech and Language Therapists help people with disabilities in a range of ways, such as using communication aids, symbols or signing; supporting understanding and decision-making; and offering communication strategies to support communication with others.

It is important for us all to continue to raise awareness of disabilities and promote inclusive environments.

Be sure to look out for next year’s DAD at Walton Hall Gardens on July 17th 2022. You can find more information about DAD at:

https://www.disabilityawarenessday.org.uk

Visit to Sky College – Learn@ Multi Academy Trust

Sky College recently joined the Learn@ Multi Academy Trust. It is a specialist educational provision catering for boys aged 10 to 17, with complex social, emotional, behavioural and mental health difficulties.

ChildSpeech were asked to carry out a review of Sky College in relation to speech, language and communication needs (SLCN), to help the school prepare for the 2021-2022 academic year.

Lexi-Jo, one of our Speech and Language Therapists, had a successful visit to the school last term. Lexi-Jo spent some time observing and assessing children in the classrooms and offering advice to staff. She also got to meet the school’s onsite Alpacas – Spangle, Kirsty and Sapphire, who are used within therapeutic interventions to support students’ emotions, behaviour and mental health.

A key part of our role is to help settings support children and young people with SLCN. You can find more information about the services we offer to schools here

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Early Language Identification Measure and Intervention

Early language development and communication skills are the precursor for good social, emotional and learning outcomes for a child.

However, as many as 81% of children with emotional and behavioural difficulties have speech, language and communication needs (SLCN) that have not been identified.

1 in 4 children who have language difficulties at the age of 5, do not reach the language levels expected by the end of primary school.

The Best Start in Speech, Language and Communication Programme is a new initiative to support health visitors in England in identifying SLCN early.

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The programme, which has been commissioned by Public Health England (PHE) and the Department for Education (DfE), aims to increase the number of children who are ‘school ready’ by the time they are 5 years old.

A collection of resources, such as case studies and an early language identification measure (ELIM) and intervention tool, have been published to support local commissioners and service leads.

ChildSpeech are always keen to support new initiatives and research within the speech and language therapy field. A key part of our role is to increase awareness of SLCN and the importance of early identification and intervention. You can find more information at:

https://www.rcslt.org/news/new-tool-for-health-visitors-in-england-to-identify-slcn/

https://www.gov.uk/government/publications/best-start-in-speech-language-and-communication

Are you aware of Developmental Language Disorder (DLD)?

DLD is a hidden, yet, common disability affecting 2 children in every class of 30. It was previously known as Specific Language Impairment (SLI).

DLD means that children have severe, persistent difficulties understanding and/or using spoken language.

It is a long-term condition, which significantly impacts on a child’s education, employment, and social, emotional and behavioural development.

Awareness of DLD across 18 European countries is 60%, compared to awareness of Autism which is 90% or above.

This is very interesting, considering DLD is 5 times more prevalent than Autism.

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ChildSpeech are always keen to support DLD awareness day, which took place on October 16th this year.

A key part of our role is to provide strategies for children with DLD. These strategies are vital in helping children to develop their language skills and reducing the impact of difficulties that arise as a result of DLD.

You can find more information and resources at:

https://radld.org/

https://www.afasic.org.uk/about-talking/types-of-slcn/what-is-sli/