presented by Kathy J. Jakielski
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.
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 for 18 years. Dr. Jakielski has over 30 years of clinical experience working with children, adolescents, and young adults with severe speech sound disorder (SSD), including childhood apraxia of speech (CAS). Her research focuses on genetic bases, differential diagnosis, and intervention efficacy of children with SSD-CAS. She enjoys the challenge of thinking phonetically about severe SSD, and recently published a phonetics-based intervention for children with CAS and is co-authoring a textbook on phonetic science for clinical use. After dreaming most nights about phonetic symbols, teaching the next generation of speech-language pathologists and thinking about CAS is what gets her out of bed in the morning.
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.
In this chapter, we will discuss reflexive phonations and cooing-gooing. We will outline when these behaviors emerge and how to characterize these productions.
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.
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.
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.