Speech and Language Intervention
The most common mode for us to communicate with each other is through speech and language. Delay in the development of speech and language is one of the most common symptoms (sometimes even the first noticeable) in children with intellectual disabilities, with the result that the children lack the communication skills that come so easily to their chronological peers. The speech and language difficulties present in various forms in various individuals, depending on the severity of retardation, age of intervention, environmental language stimulation, etc. Also, depending on the severity of communication impairment, they may manifest as various maladaptive behaviors.
Speech-Language Pathologist (SLP) is a professional who is trained in communication intervention. The first step in the intervention process is the assessment of the communication abilities, which gives the SLP and the special educators an inventory of the current abilities of the child. It also helps in identifying the areas of weaknesses that can then become the focus of the intervention plan.
At SSS, we see several of the varieties of speech and language issues that are prevalent in individuals with intellectual disabilities, ranging from a mild articulation disorder to severe mutism. Each student receives a full communication assessment from the SLP and a communication profile is created. A team of professionals (SLP, special educator, physical therapist, psychologist and a social worker) along with the parents then come up with most pressing priorities in the child’s communication needs to decide on the intervention plan.
The intervention begins with the SLP demonstrating the therapy techniques and activities to the special educators who then follow up through the therapy activities. A weekly report is provided to the SLP who then suggests changes/modifications to the intervention plan depending on the students’ performance. Most intervention procedures include breaking down information, providing multiple opportunities to learn a single concept, creating opportunities for communicative exchange and making use of the students’ individual interests in creating the intent to communicate.
Prognosis varies with the severity retardation, age of intervention, other concomitant disabilities (physical impairments, epilepsy, etc).
TIPS FOR AN EFFECTIVE COMMUNICATION EXPERIENCE:
DO’S
- SPEAK SLOWLY
- USE SIMPLE SENTENCES
- ALLOW PLENTY OF TIME FOR A RESPONSE
- MAKE USE OF DAILY JOINT ACTION ROUTINES
DON’T’S
- DO NOT ASK TOO MANY QUESTIONS
- DO NOT JUST REPEAT; REPHRASE
- DO NOT INTERRUPT
