John W. Oller, Jr., Ph.D. University of Louisiana at Lafayette
Stephen D. Oller, Ph.D. Texas A&M University at Kingsville
Linda C. Badon, CCC-SLP, Ph.D. University of Louisiana at Lafayette
Milestones is an introduction to normal speech and language development across the lifespan. It is a story told from beginning to end more as an unfolding mystery novel than in the dry style of most introductory textbooks. The narrative begins at conception and progresses through birth, early childhood, and on to maturity. The story is motivated by things that commonly go wrong and that inevitably end in the complete dissolution of communication abilities at death. One of the points of the book is to show users how to enhance communication skills and to postpone the inevitable. Milestones introduces new findings from on-going research. Students learn about advances in understanding the social and behavioral aspects of fetal development, early infancy, literacy, and senescence. User-friendly tools include state-of-the-art videos and searchable materials in a DVD-ROM format that puts demonstrations of milestones, procedures, and critical findings from research and practice at the students' and teachers' fingertips. In this article we briefly preview these and other features that distinguish the Milestones book.
When does the baby first produce a social smile? Begin to hear conversations distinctly? First recognize mother's voice? Dad's voice? Mother's face? Its own native language/dialect? Take its first steps? Do turn-taking vocalizations in a conversational way? Begin to produce syllabic babble? When can the normal infant understand names or commands? When does the normal child achieve sufficient knowledge of spoken words and printed letters to be able to start learning to read? Why do some children fail to achieve key milestones on schedule, and how can we help them? Why are children of minority languages/dialects disproportionately represented in classes for special education, mental retardation, and the like? What causes the seemingly inevitable dissolution of communication abilities? What can we do to enhance the achievement of normal milestones and to prevent or avoid premature dissolution of abilities? These and related questions are addressed in the Milestones book available from Plural Publishing, Inc., in April 2006. This paper previews that book.
Most experts of the past would have said that the baby does not really smile socially until sometime after birth, but Milestones shows video footage clearly pushing the first smile back to the first trimester of fetal development. Most psychologists have supposed that a baby cannot take its first steps until around the first year of life. However, Milestones not only shows a tiny newborn boy taking steps with assistance of a doctor (Bower, 1974) but shows moving video of a baby at 12 weeks of gestational age standing up and making step-like movements in the womb. The baby can leap, smile, yawn, and walk around the wall of the uterus when it is still too small for its mother to distinguish these movements from the normal processes of digestion. Users of Milestones are amazed that babies can do things so much earlier than previously supposed.
Milestones breaks new ground in theory and research pertaining to:
prebirth abilities and behaviors now seen in the womb,
the distinct sign systems that infants develop with respect to
(a) their senses,
(b) their intentional movements gestures, and expressions, and
(c) their progress in developing speech and language;
the processes of acquiring language and becoming literate;
the role of distinct languages and dialects as the child matures to negotiate educational and economic challenges of the global community; and
the role of injuries, toxins, and diseases in producing the dissolution of communication abilities owed to mortality.
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Dr. Nancye Roussel is an associate professor and Head of the Department of Communicative Disorders. She has over twenty years of experience teaching in the areas of voice, swallowing and motor speech disorders as well as the neurophysiology of the speech mechanism. Her research interests include the use of instrumental analysis in the description of voice and speech disorders.
During this one-hour on-line course, Dr. Nancy Helm-Estabrooks will discuss clinical uses of the Cognitive Linguistic Quick Test (CLQT). The lecture will be divided into two major areas for discussion of CLQT applications: the CLQT as an assessment/diagnostic instrument, and the CLQT as a tool for forming treatment decisions. Among the clinical populations addressed will be those with right and left hemisphere strokes, traumatic brain injury, Alzheimer's and Parkinson's disease, and mild cognitive impairment. Both research and clinical evidence that support the utility of the CLQT will be reviewed.
The old speech and language procedure code (CPT 92506) is gone! Now what? Learn how to appropriately use the four new SLP evaluation CPT codes that replaced 92506. Learn which codes may be combined and which ones may not. All evaluated SLP procedure codes will be reviewed so that SLPs may see the choices of CPT codes that are available. Active audience participation is encouraged.
Speech pathologists are faced with a varied caseload. When treating children with autism and severe cognitive disorders it can be very difficult knowing where to start and what goals to set. This course will address the specific needs of these very early learners.
Aspiration pneumonia is an important and dangerous consequence of dysphagia but every patient with swallowing impairment does not necessarily develop pneumonia. Dysphagia clinicians must consider a number of factors that potentially increase the risk of pneumonia in our patients with swallowing disorders. This course will review the evidence base in the areas of aspiration and aspiration pneumonia and assist in answering the question “Who Gets Sick?”
This course will briefly review the salient features of acquired apraxia of speech and the principles of motor learning as they apply to best practice. Treatment approaches will be reviewed with current research findings applied to efficacy. The VAST (Video Assisted Speech Technology) approach will be demonstrated as a therapeutic and a compensatory technique.