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Foundations for Clinical Practice: Vocal-to-Verbal Development

presented by Kathy J. Jakielski

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Disclosure Statement:

Financial: Kathy J. Jakielski receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.


Non-Financial: Kathy J. Jakielski has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
This is the third course in a three-course series designed to increase your clinical knowledge and skills in evaluating and treating individuals with speech sound disorders. Unlike the first two courses, this course is specifically geared towards speech-language pathologists working with children. As speech-language pathologists, we can find ourselves having to make a difficult differential diagnosis and/or developing goals for a child with a severe speech sound disorder. Having early vocal and verbal histories on the child can help significantly in the decision-making process. In this course, you will learn how to identify early vocalizations and verbalizations by following a young child in the first year of her life. You will learn how to use this early information for diagnostic and intervention purposes when working with high-risk infants, as well as with older children.

Meet Your Instructor

Kathy J. Jakielski, Ph.D., CCC-SLP

Kathy J. Jakielski, Ph.D., CCC-SLP is the Florence C. and Dr. John E. Wertz Professor in Liberal Arts and Sciences at Augustana College in Rock Island, Illinois. She serves as Chair of the Department of Communication Sciences and Disorders where she has taught, mentored, and supervised undergraduate students in the classroom, research lab, and clinic…

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Chapters & Learning Objectives

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1. Why Study Baby Talk?

In this chapter, we will discuss the rationale for understanding the vocal-to-verbal continuum as it relates to diagnosis and intervention of children referred to us with suspected speech sound disorder. We will discuss the early symptoms exhibited by children who are later diagnosed with speech sound disorders.

2. The Earliest Vocalizations

In this chapter, we will discuss reflexive phonations and cooing-gooing. We will outline when these behaviors emerge and how to characterize these productions.

3. Vocal Exploration

In this chapter, we will discuss how the infant uses the speech system to produce sounds for play and communication. We will watch videotaped segments of an infant demonstrating vocal play over several months.

4. Moving Ever So Closer to Words

In this chapter, we will watch our infant move into the speech-like productions of reduplicated and variegated babbling. We will discuss the importance of these productions to later verbalizations.

5. Now You’re Talking!

In this chapter, we will analyze the phonetic, phonemic, and suprasegmental characteristics of early word productions. We will follow our infant as she produces a variety of early words.

More Courses in this Series

Foundations for Clinical Practice: Analyzing the Speech System

Presented by Kathy J. Jakielski, Ph.D., CCC-SLP

Foundations for Clinical Practice: Analyzing the Speech System

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
This is the second course in a three-course series designed to increase your clinical knowledge and skills in evaluating and treating individuals with speech sound disorders. In this course, you will learn how to analyze a phonetically transcribed speech sample to evaluate the individual’s segmental and suprasegmental skills. Speech-language pathologists frequently complete a thorough analysis of an individual’s speech errors and error patterns, while paying little attention, if any at all, to the individual’s phonetic and suprasegmental inventories—information that often is needed for differential diagnosis and goal setting. We will phonetically transcribe a brief speech sample from a teen with severe speech sound disorder characterized as childhood apraxia of speech, and then analyze his speech to derive his phonetic, error, and suprasegmental inventories. We then will use this information to develop goals for this young man that address all three components of the speech system. We also will apply our knowledge of the three components of the speech system to develop additional goals that we could use with other individuals with speech sound disorders.

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Foundations for Clinical Practice: Phonetic Transcription

Presented by Kathy J. Jakielski, Ph.D., CCC-SLP

Foundations for Clinical Practice: Phonetic Transcription

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Speech-language pathologists often find themselves needing to complete a careful phonetic transcription for a particular client with a speech sound disorder; however, SLPs are not always confident in their phonetic skills and knowledge. This is the first course in a three-course series developed to increase your knowledge and skills in areas of clinical practice that are the foundation of effective diagnosis and treatment of individuals with speech sound disorders. In this first course, we will review and apply the basic skills of phonetics, including practicing precursory skills, classifying consonants and vowels, marking suprasegmentals and diacritics, and transcribing typical speech. We also will view a videotape of a teen with childhood apraxia of speech and phonetically transcribe his speech using phonetic symbols and diacritics. If your skills are rusty, then this course will serve to refresh transcription skills, as well as build new knowledge so that you can think phonetically.

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