From the Clinic (May, 2015)

posted May 31, 2015, 1:56 PM by San Jose Scottish Rite   [ updated Jun 4, 2015, 2:15 PM ]
A. is an adorable seven year old boy who has been seen at our clinic since June 2014 secondary to a mild articulation delay. A.’s mother heard about the clinic through a friend. When she first brought him to our clinic she reported that A. got “frustrated a lot because people [didn’t] understand what he [said]. It also discouraged him from talking to people due to requests of him repeating himself.” 
A. has a history of speech and language delay and was seen for speech and language treatment through Early Start, a government based program that services children ages 0-3 for speech and language services as well as many other areas of need like occupational therapy and physical therapy. A. also had a history of sucking, feeding and drooling issues. Given A.’s history of speech and language delay, a full evaluation was conducted to determine if there were needs in his receptive and expressive language and oral motor skills. His mother also reported concern with A.’s memory and retention of information. Speech and language pathologists can assess a child’s ability to process auditory information as it relates to the cognitive and communicative aspects of language. Areas such as auditory memory, auditory cohesion and auditory reasoning relate to memory skills. Memory is an important underlying process because if a person cannot retain what has been heard and maintain it in the correct sequence then they may have difficulties academically. Children use working memory to maintain and manipulate information in order to determine answers for spelling and math problems.  Other areas of memory that were tested for A. included higher-order linguistic skills such as inferences, deductions and abstractions. While you may not realize it, we use many of these skills in our daily lives to help us problem solve, make inferences, understand implied meanings and make logical conclusions. When a child has difficulty in any of these areas it impacts how they interact with other children in peer relationships as well as in academics. 
Fortunately, A. was well within normal limits in all areas of memory and auditory processing skills, as well as in his expressive and receptive language skills. His primary need was that of articulation. A. has made tremendous progress toward his goals. He has worked very hard on his sounds, which have included “sh”, “th” and all of the lip sounds “m, b, p”. A. met his goal for producing the “sh” sound in conversation. He has nearly met his goal for producing “m, b, p” in conversation. This past week, he achieved 86% accuracy in conversation for “m, p, b”, the highest accuracy level yet for this goal! He is also making excellent gains with his “th” sounds in loaded sentences, which is a fancy way of saying that there are at least two target “th” sounds that A. needs to say in a given sentence. 
A.’s parents are so grateful for the services he has received at our clinic: “We definitely will tell other parents about this clinic. We are so thankful for the previous parent who shared this information. We were not sure where to turn after our son [had] been discharged from the school district program and there was no way for us to pay for this kind of service ourselves. And the teacher here is so phenomenal. I see a big improvement in my son’s speech in just a few months as we were struggling with the same things for the previous two years. Thank you for blessing us with this service.”