Question
I am returning to full time employment after staying home with my children. I am currently an SLP for the early intervention program in Auglaize County, Ohio. We have had an increase in the number of children with Down Syndrome - currently 6/60, referred
Answer
The Jane and Richard Thomas Center for Down Syndrom at Cincinnati Children's Hospital Medical Center is an excellent resource for families and professionals taking care of youngsters with Down syndrome. You can communicate directly with one of their speech-language pathologists, Jennifer Bekins (Jennifer.bekins@cchmc.org) or Shelley Mauk (Shelley.mauk@cchmc.org). They would happy to network with you, answer questions, or provide additional resources as necessary. The professionals in the Thomas Center routinely work on early language development using a variety of therapy tools including a total communication approach. They also provide parent training via a variety of methods including the Hanen approach.
When addressing oral-motor development, and in keeping with the standards recommended by ASHA all oral-motor activities are immersed in activities that include speech because the "vast majority of the legitimate research shows no changes in speech sound productions because of non-speech oral motor exercises" (See Gregory L. Lof, Ph.D., CCC-SLP at www.apraxia-kids.org/site/)
Melinda Chalfonte-Evans, PhD, CCC-SLP, is the Coordinator of Speech Pathology services at Cincinnati Children's Hospital Medical Center's main campus. She has worked as a diagnostician, clinician, and researcher in the fields of communication disorders and developmental disabilities since 1979. Prior to joining the Division of Speech Pathology, Dr. Chalfonte-Evans served as the Director of Treatment for the Jane and Richard Thomas Center for Down Syndrome at Cincinnati Children's.
Carole Zangari, PhD, CCC-SLP
Dr. Zangari is a faculty member in the SLP Department at Nova Southeastern University (NSU) and Executive Director of the NSU Center for Autism and Related Disabilities Satellite. She is co-author of TELL ME: AAC in the Preschool Classroom and co-edited Practically Speaking Language, Literacy, and Academic Development for Students with AAC Needs. Dr. Zangari teaches AAC courses to students at the master’s and doctoral levels, supervises in the AAC clinic, and coordinates the AAC Lab. She blogs at www.PrAACticalAAC.org.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/supporting-literacy-development-through-robust-9789Supporting Literacy Development through Robust Language Intervention for Students who Use AACThis is Part 4 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. Improving the linguistic foundation of students who use AAC supports the development of strong literacy skills. Key intervention strategies and guidelines for robust language intervention for AAC users are discussed along with examples demonstrating their application to various language skills.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comSupporting Literacy Development through Robust Language Intervention for Students who Use AACThis is Part 4 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. Improving the linguistic foundation of students who use AAC supports the development of strong literacy skills. Key intervention strategies and guidelines for robust language intervention for AAC users are discussed along with examples demonstrating their application to various language skills.9789OnlinePT60M
This is Part 4 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. Improving the linguistic foundation of students who use AAC supports the development of strong literacy skills. Key intervention strategies and guidelines for robust language intervention for AAC users are discussed along with examples demonstrating their application to various language skills.
2https://www.speechpathology.com/slp-ceus/course/emergency-preparedness-aac-essential-roles-10065Emergency Preparedness & AAC: Essential Roles & Resources for SLPsUsers of augmentative/alternative communication (AAC) are highly vulnerable in emergency situations and may lose access to their AAC supports and devices during the process of rescue, relief, and recovery from disasters such as floods, wildfires, earthquakes, and hurricanes. This course discusses key roles for SLPs and provides information about free and low-cost resources that clinicians can use to support their clients with AAC needs as they prepare for and recover from disasters.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comEmergency Preparedness & AAC: Essential Roles & Resources for SLPsUsers of augmentative/alternative communication (AAC) are highly vulnerable in emergency situations and may lose access to their AAC supports and devices during the process of rescue, relief, and recovery from disasters such as floods, wildfires, earthquakes, and hurricanes. This course discusses key roles for SLPs and provides information about free and low-cost resources that clinicians can use to support their clients with AAC needs as they prepare for and recover from disasters.10065OnlinePT60M
Users of augmentative/alternative communication (AAC) are highly vulnerable in emergency situations and may lose access to their AAC supports and devices during the process of rescue, relief, and recovery from disasters such as floods, wildfires, earthquakes, and hurricanes. This course discusses key roles for SLPs and provides information about free and low-cost resources that clinicians can use to support their clients with AAC needs as they prepare for and recover from disasters.
3https://www.speechpathology.com/slp-ceus/course/20q-dynamics-school-based-speech-1000220Q: Dynamics of School-Based Speech and Language Therapy VariablesThis course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.com20Q: Dynamics of School-Based Speech and Language Therapy VariablesThis course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.10002OnlinePT60M
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.
4https://www.speechpathology.com/slp-ceus/course/sleuthing-for-s-and-r-9237Sleuthing for /s/ and /r/: Facilitating Strategies for Residual Sound ErrorsThis course will discuss the rationale and strategies for teaching production of /s/ and /r/ for upper elementary school-age children and older. Errors on these two sounds are considered residual when production continues to be inaccurate beyond the developmental age of acquisition.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comSleuthing for /s/ and /r/: Facilitating Strategies for Residual Sound ErrorsThis course will discuss the rationale and strategies for teaching production of /s/ and /r/ for upper elementary school-age children and older. Errors on these two sounds are considered residual when production continues to be inaccurate beyond the developmental age of acquisition.9237OnlinePT120M
This course will discuss the rationale and strategies for teaching production of /s/ and /r/ for upper elementary school-age children and older. Errors on these two sounds are considered residual when production continues to be inaccurate beyond the developmental age of acquisition.
5https://www.speechpathology.com/slp-ceus/course/20q-continuum-approach-for-sorting-1000820Q: A Continuum Approach for Sorting Out Processing DisordersThere is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.com20Q: A Continuum Approach for Sorting Out Processing DisordersThere is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.10008OnlinePT60M
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.
