Articles from the Summer 2006 issue
Nunes, A. (2006)
Aubrey Nunes explains ‘feature prosodic therapy’ for children with speech disorders.
Linguist and one-time speech and language therapist Aubrey Nunes explains the background to his ‘feature prosodic therapy’ for children with speech disorders. This involves taking a word a child can’t say, changing it to something they can say – a nonsense but ‘possible’ word – and gradually moving closer to the target until the child can say it correctly. Dr Nunes argues this provides a basis for more efficient, effective and targeted therapy that has the goal of normal speech.
The children experience non-stop success and, in exploring the space between what they can say and what they can’t, discover how features and prosody interact. Dr Nunes considers the theoretical evidence for this approach and acknowledges the contribution of therapy pioneers William Holder, John Thelwall and Alexander Melville Bell.
Child, C. (2006)
Charlotte Child explains how her Communication Development Profile has led to a genuine and rewarding partnership with teachers and parents.
Charlotte Child identifies three barriers to working in partnership with teachers and parents: talking different languages; ‘he can do that at home’; and expectations of speech and language therapy provision. She explains how, over the last 12 years, through experience as a therapist and a mum, she has developed a framework that is enabling her to enjoy a genuine and rewarding partnership with teachers and parents.
The Communication Development Profile pulls together information from assessments and everyday observation and gives a visual representation that provides the basis for joint discussion and planning. Development stages are linked to P-Levels, the Qualification Curriculum Authority’s eight levels of early learning and attainment. The Profile also links clearly to the most appropriate style of intervention for the child at that stage, which may well be indirect therapy.
Nicoll, A. (2006)
Editor Avril Nicoll asks if we could improve therapy outcomes if we had a better understanding of why and how male communication can be different?
Speech and language therapists strive to offer an individualised service based on clinical need and to avoid limiting stereotyping. But, given that speech and language therapists are mainly female and their clients are mainly male, editor Avril Nicoll asks if understanding more about why and how male communication may be different could help us engage boys and men in more meaningful and effective therapy.
Community health worker Ed Garrett is interviewed and the author draws heavily on a conference presentation by Brid Featherstone and books by Adam Cox and Jon Pickering.
Middlemiss, J. (2006)
Life coach Jo Middlemiss explores the toughest challenge – the application of her ‘keys’ at a time of loss.
To encourage reflection and personal growth, life coach Jo Middlemiss has previously advocated keys of awareness, appreciation, abundance, affirmation and authenticity. Here, she faces the toughest challenge – applying them at a time of loss.
Matthews, A. & Samuels, R. (2006)
A multi-agency event that kick-started a north westof England forum for sharing good practice in accessible communication.
Demand for accessible information is growing from both person-centred and service-centred perspectives. Alison Matthews and Rachel Samuels report on a multi-agency event organised to kick-start a north west of England forum for sharing good practice. They examine the context for accessible information and the current state of play. They then list brief information from the variety of workshops at the event: Talking Mats; Visual impairment and Accessible Information; The myth of ‘Reasonable Adjustments’; Making things easier to understand project; Multimedia and Person Centred Planning; Inclusive Technology; Ethnic Minority Communities; Worth 1000 Words; The Rainbow Group at Change; Mencap; Widgit Software / Rebus Symbols.
Armstrong, L. & Dallas, J. (2006)
The benefits and limitations of introducing a client to Beeson’s Anagram and Copy Treatment and Copy and Recall Treatment protocols.
A speech and language therapist’s tool box should include a variety of approaches to suit a client’s clinical need and learning style. This is the first of two articles which focus on therapy programmes that are systematic and finely graded.
Client-centred goal negotiation, outcomes that really make a difference and effective use of limited therapy time are ideals that can be challenged we are working with clients with chronic severe aphasia. Linda Armstrong and Jaclyn Dallas discuss why they decided to use Beeson’s Anagram and Copy Treatment (ACT) and Copy and Recall Treatment (CART) protocols with one such client. They explain the timing of the decision and how this simple therapy paradigm effected significant improvement in their client’s written language and made the move towards discharge a more positive experience for the client, his family and the service.
Saunders, H. (2006)
Heather Saunders on why the Nuffield Dyspraxia Programme 3 was key to improvement made by a preschool child with autism and verbal dyspraxia.
A speech and language therapist’s tool box should include a variety of approaches to suit a client’s clinical need and learning style. This is the second of two articles which focus on therapy programmes that are systematic and finely graded.
Heather Saunders has worked with Caelen, a preschool child with autism and verbal dyspraxia, for over two years. She leads us through his therapy journey, focusing particularly on the benefits of using the third edition of the Nuffield Dyspraxia Programme, which she believes has ‘unlocked’ Caelan’s expressive language. Heather recommends the programme for children as young as two who have reasonable verbal comprehension and are actively trying to communicate.
Parkinson’s Disease Society (2006)
The resources people with Parkinson’s disease value most in a speech and language therapist.
Up to 70 per cent of people with Parkinson’s disease develop problems with their speech, communication or swallowing. The Parkinson’s Disease Society asked people with Parkinson’s to think about the resources they value most in a speech and language therapist. They chose: an open and flexible approach; an acceptance of good and bad days; an awareness of medication effects; an ability to see beyond the mask; a willingness to give extra time; knowledge of eating and swallowing difficulties; a desire to involve and help the family; a positive approach; access to communication aid support; a wish to find out more.