Podcasts about language disorder

In this episode, I talk with Dorothy Bishop, Emeritus Professor of Developmental Neuropsychology at the University of Oxford, about her work on developmental langauge disorder and its neural basis.Bishop websiteBishop DVM. Comprehension in developmental language disorders. Dev Med Child Neurol. 1979;21:225-38. [doi]Bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T, CATALISE consortium. CATALISE: A multinational and multidisciplinary Delphi consensus study: Identifying language impairments in children. PLoS One. 2016;11:e0158753. [doi]Bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T, CATALISE‐2 consortium. Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. J Child Psychol Psychiatry. 2017;58:1068-80. [doi]Wilson AC, Bishop DVM. Resounding failure to replicate links between developmental language disorder and cerebral lateralisation. PeerJ. 2018;6:e4217. [doi]Bishop D. Rein in the four horsemen of irreproducibility. Nature. 2019;568:435. [doi]

Shannon and Mary chat with speech therapist Dr. Karen Dudek Brannan about the overlaps between speech, reading, and language.   Dr. Karen helps us understand the challenges facing students with language impairments.    From this episode, teachers can understand the perspective of a speech therapist to better understand speech and language challenges.    After listening, you should walk away with ideas about conversations to have with the speech therapist in your building and an awareness of language challenges your students may face within your curriculum.RECOMMENDED RESOURCES AND ONES MENTIONED DURING THE EPISODEDr. Karen's websiteDe Facto Leaders PodcastUltimate Guide to Sentence Structurefree Executive Functioning Implementation Guide for School Teams from Dr. KarenFree Training from Dr. Karen about the 5-component Framework for Language Intervention Free training from Dr. Karen about support that is evidence-based and neurodiversity-affirming (by building executive functioning skills) Contact Dr. Karen on LinkedInDr. Karen on IGDr. Karen on FacebookSuper Sentences graphic organizer (Bookworms) Super Sentences rubric grade 5 (Bookworms)Get a free Green Chef box using our link.Support the showGet Literacy Support through our Patreon

Send us a Text Message.Is dyslexia more common in boys? Can public speaking help someone with dyslexia? How are they tackling dyslexia in state schools?These and many more questions were put to Maggie Snowling for episode 7 of our new series!This podcast followed her lecture ‘Dyslexia and Language - Disorder or Difference?' which was given on 8th February 2024.You can find information about her lecture here:https://www.gresham.ac.uk/watch-now/dyslexia-languageSupport the Show.

Difficulties with reading and writing have wide-ranging effects beyond academic achievement, including on career opportunities and personal well-being. However, the concept of dyslexia continues to be debated: is the term useful? How does it relate to spoken language?This lecture describes what is known of the causes and consequences of reading difficulties and how they relate to other common conditions that affect learning. It will look at the importance of early intervention and how best to support children with dyslexia.This lecture was recorded by Maggie Snowling CBE on 8th February 2024 at Barnard's Inn Hall, LondonThe transcript and downloadable versions of the lecture are available from the Gresham College website:https://www.gresham.ac.uk/watch-now/dyslexia-languageGresham College has offered free public lectures for over 400 years, thanks to the generosity of our supporters. There are currently over 2,500 lectures free to access. We believe that everyone should have the opportunity to learn from some of the greatest minds. To support Gresham's mission, please consider making a donation: https://gresham.ac.uk/support/Website:  https://gresham.ac.ukTwitter:  https://twitter.com/greshamcollegeFacebook: https://facebook.com/greshamcollegeInstagram: https://instagram.com/greshamcollegeSupport the show

When a child is significantly quieter than their peers, we say the child is shy or a wallflower. When a child stumbles over their words when telling you about something that happened in the playground, we smile indulgently, and simply help the child finish their story. In these two scenarios, we could be missing out on important signs that the child has a developmental language disorder. Consultant Developmental Paediatrician Dr Rajini Sarvananthan, and Speech and Language Therapist Iffah Rashida Mazlan, join us to explain how DLD affects children in their communication and literacy, schooling, as well as social interactions. Image credit: Shutterstock Inc

What is Developmental Language Disorder, or DLD? Developmental Language Disorder is a brain-based neurodevelopmental diversity - such as autism or dyslexia or dysgraphia. Students with DLD are six times more likely to have reading difficulties. DLD is a brain variation that makes it difficult to learn language from the environment.  ResourcesNew IDEA Guidance Includes Developmental Language Disorder as a Qualifying Category by Tiffany P. Hogan, Kelly Farquharson, Karla McGregorDLD and Me Educator Fact Sheet Connect with us Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

Developmental Language Disorder (DLD) Affects one in 14 kids. Does your late talker have it? Tune in to learn everything parents need to know about this common COMMUNICATION disorder that is easy to confuse with Autism Spectrum Disorder (ASD). --- Send in a voice message: https://podcasters.spotify.com/pod/show/wavesofcommunication/message

What some SLPs have considered a “hidden disorder” is receiving attention. Earlier this year, the Department of Education clarified that Developmental Language Disorder (DLD) could be recognized under the Individuals With Disabilities Education Act, or IDEA.To reflect and expand on this update, DLD advocates Kelly Farquharson, Tiffany Hogan, and Karla McGregor join the podcast to detail the work they are doing to bring attention to the neurodevelopmental condition. They discuss what this recent IDEA development means for students with DLD and the SLPs who work with them. It's part of a conversation covering advocacy, masking, and the ways SLPS can address DLD while working with families and teachers.

For Developmental Language Disorder Awareness Day 2023 we pulled together a panel of two people living with DLD and a professor who is an expert in this field and one of the founders of the awareness day. We cover:- What is DLD?- Why is it important to get a diagnosis?- What is tricky about living with DLD?- Is there anything good about it?- What can help?- What needs to change?- What is the focus of DLD Awareness Day 2023?Interviewees:Ioan Berry,  a young man with Developmental Language DisorderSophie Franks, dedicated RADLD Ambassador and adult with DLDProfessor Courtenay Norbury, Professor of Developmental Disorders of Language and Cognition Psychology and Language Sciences, UCLResources:RADLD - Raising Awareness of DLD DayRCSLT DLD factsheetRCSLT DLD clinical informationMe and DLD: Living with a hidden disabilityGiving Voice Twitter takeover by Ioan Berry, 2021DLD DAY 15th October 2021 (Developmental language disorder) Sophie's DLD in Adulthood Speaking up for developmental language disorder: the top 10 priorities for researchThe interview was produced by Jacques Strauss, freelance digital producer.

“What we know about [Developmental Language Disorder (DLD)] is it affects about one in 14 children. That's about two children per classroom statistically speaking,” Dr. Tiffany Hogan says in Episode 8 of the All for Literacy Podcast.  Immersed in the needs of readers with speech, language, and literacy disorders, Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. Her studies focus on genetic, neurologic, and behavioral links between oral and written language development.  In this episode, podcast host Dr. Liz Brooke works with Hogan to unravel DLD—a condition characterized by a person having difficulty using or understanding language. You will walk away with an understanding of this complex diagnosis, including hallmark indications, best practices for screenings and interventions, and available resources.  An experienced researcher herself, Hogan also guides listeners through the importance of multidirectional information flow between teachers, administrators, researchers, and practitioners. She and Brooke dissect how implementation science can close the gap between what we know and what we do. Tune in to Episode 8 for an in-depth look at the assessment and implications of Developmental Language Disorder and how to translate research to hands-on district or classroom-level change.   Episode Breakdown (01:23) - Hogan's start in education (04:37) - Developmental Language Disorder (DLD) history and definition (08:49) - Hallmark indicators of DLD (12:37) - DLD screenings and support (21:51) - Translating evidence-based approaches into the classroom (24:43) - Barriers to language across all grade levels (28:46) - DLD resources (33:31) - Importance of information flow between researchers, practitioners, teachers, and administrators (38:09) - Implementation science (44:38) - Key takeaways from Research Institute for Implementation Science and Education (47:35) - The promising future of the science of reading (53:21) - Listening over problem-solving About Dr. Tiffany Hogan Dr. Tiffany Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. She studies genetic, neurologic, and behavioral links between oral and written language development, focusing on co-morbid speech, language, and literacy disorders.   Visit the All for Literacy website for links to each of the resources mentioned in this episode!

In Season 3 | Episode 23 | We will be unpacking and discussing: How do we effectively support the needs of students with Developmental Language Disorder? In this episode, we are joined by Shaun Ziegenfusz. If you would like more information about Shaun and the work he does, please visit: https://thedldproject.com/about-the-dld-project/ View the show notes here: https://teachertakeawaypodcast.weebly.com/shownotes

Episode 54: Executive Functioning in Children with Developmental Language Disorder with Leah Kapa. https://scholar.google.com/citations?user=ubCHsjoAAAAJ&hl=en

In this episode, I interview speech and language pathologist, Lenora Edwards, M.S. CCC-SLP, to address the concerns that many of you have regarding your child's delayed speech and communication skills. Here are some interesting facts about speech delays in children. In an analysis of nearly 2.5 million children younger than 5 years old, researchers at health-analytics company, Truveta, found that for each year of age, first-time speech delay diagnosis increased by an average of 1.6 times between 2018-19 and 2021-22. The highest increase was among 1-year-olds, the researchers said. But why are we seeing this trend? Is it due to the pandemic? Is it due to the increase of screen time as a society? Our special guest helps us have this important conversation as well as provide insights if you suspect your child needs help.About This Episode's Special Guest:Website: https://www.betterspeech.com/Start Now: https://www.betterspeech.com/start-nowBetter Speech Resources: https://www.betterspeech.com/blogFacebook: https://www.facebook.com/yourbetterspeech/TikTok: https://www.tiktok.com/@better.speechInstagram: https://www.instagram.com/betterspeech/Linked In: https://www.linkedin.com/company/better-speech/mycompany/YouTube: https://www.youtube.com/c/BetterSpeechVideoFinancial Assistance: www.betterspeech.com/consult-financial-aid*EMAIL LIST*Click here to join my email list for more free content to help you on your parenting journey!or go to strongermindsstrongeryouth.com/jointhelist*REACH OUT & SHARE*Email me your stories to share with others parents just like you @ jessika@strongermindsstrongeryouth.com *CONNECT WITH ME ON SOCIAL MEDIA!!!* & *TAG ME IN YOUR STORIES!!!*#jessikashields or @strongermindsstrongeryouthGet Social to Stay Connected!!!FB: @StrongerMindsStrongerYouthInstagram: @StrongerMindsStrongerYouthLinkedIn: http://www.linkedin.com/in/jessikashieldsTo access more Podcast resources, visit strongermindsstrongeryouth.comThank you for listening!

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.13.548894v1?rss=1 Authors: Bahar, N., Cler, G. J., Krishnan, S., Asaridou, S. S., Smith, H. J., Willis, H. E., Healy, M. P., Watkins, K. E. Abstract: Approximately seven per cent of children have developmental language disorder (DLD), a neurodevelopmental condition associated with persistent language learning difficulties without a known cause. Our understanding of the neurobiological basis of DLD is limited. Here, we used FreeSurfer to investigate cortical surface area and thickness in 54 children and adolescents with DLD and 74 age-matched controls aged 10-16 years. We also examined cortical asymmetries in DLD using an automated surface-based technique. Those with DLD showed smaller surface area bilaterally in the inferior frontal gyrus extending to the anterior insula, in the posterior temporal and ventral occipito-temporal cortex, and in portions of the anterior cingulate and superior frontal cortex. There were no differences in cortical thickness, nor in asymmetry of these cortical metrics. Post-hoc exploratory analyses revealed that surface area in the left fusiform and inferior frontal cortex related to children's reading and non-word repetition scores, respectively. This study highlights the importance of distinguishing between surface area and cortical thickness in investigating the brain basis of neurodevelopmental disorders and suggests the development of cortical surface area to be of importance to DLD. Future longitudinal studies are required to understand the developmental trajectory of these cortical differences in DLD and how they relate to language maturation. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.13.548858v1?rss=1 Authors: Asaridou, S. S., Cler, G. J., Wiedemann, A., Krishnan, S., Smith, H. J., Willis, H. E., Healy, M. P., Watkins, K. E. Abstract: Children with developmental language disorder (DLD) struggle to learn their native language for no apparent reason. While research on the neurobiological underpinnings of the disorder has focused on the role of cortico-striatal systems, little is known about the role of the cerebellum in DLD. Cortico-cerebellar circuits might be involved in the disorder as they contribute to complex sensorimotor skill learning, including the acquisition of spoken language. Here, we used diffusion-weighted imaging data from 77 typically developing and 54 children with DLD and performed probabilistic tractography to identify the cerebellum's white matter tracts: the inferior, middle, and superior cerebellar peduncles. Children with DLD showed lower fractional anisotropy (FA) in the inferior cerebellar peduncles (ICP), fiber tracts that carry motor and sensory input via the inferior olive to the cerebellum. Lower FA in DLD was driven by lower axial diffusivity. Probing this further with more sophisticated modeling of diffusion data, we found higher orientation dispersion but no difference in neurite density in the ICP of DLD. Reduced FA is therefore unlikely to be reflecting microstructural differences in myelination in this tract, rather the organization of axons in these pathways is disrupted. ICP microstructure was not associated with language or motor coordination performance in our sample. We also found no differences in the middle and superior peduncles, the main pathways connecting the cerebellum with the cortex. To conclude, it is not cortico-cerebellar but atypical olivocerebellar white matter connections that characterize DLD and suggest the involvement of the olivocerebellar system in speech acquisition and development. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

In this interview, Professor Courtenay Norbury talks with us about developmental language disorder (DLD), which she describes as a 'chronically understudied' topic. Find out about early signs and what impact it might have on children and young people's development. Professor Norbury provides numerous practical strategies for both parents to use at home and teachers to try in the classroom to help children with DLD have as good outcomes as possible.

Have you ever wondered why children with Developmental Language Disorder (DLD) struggle to read? Children with DLD are at a higher risk of finding learning to read and spell more challenging than their peers who don't have DLD. This is because reading comprehension relies on listening comprehension, which is essentially understanding spoken language, an area we know people with DLD need support. In this episode we're joined by Alison Perry, Founder of Soundality Pty Ltd and a Certified Practising Speech Pathologist (CPSP, Speech Pathology Australia). Together, we explore strategies to support people with DLD to learn to read using evidence-based approaches.  You can find the resources for this episode at our website HERE. Grow your skills with us & support people with DLD Module 1: Diagnosing DLD with Confidence. Learn more. Module 2: Evidence Based Interventions & Strategies for Children with DLD. Learn more. Module 3: Planning Therapy & Measuring Outcomes for people with DLD. Learn more. Module 4: DLD + Co-Occurring Conditions. Learn more. International DLD Research Conference Keynote Series. Learn more. 

Intervention aimed at improving verbal working memory has been dismal. Then along came oral narrative intervention, which has demonstrated efficacy in improving language comprehension and expression at the preschool to school age level. Leave this episode with a little-known, powerful strategy that improves outcomes for children with developmental language delays. To know better, check out "Speech Sound Disorders: Comprehensive Evaluation and Treatment" To do better, join the "Sparkle in School Membership" today.

Have you ever wondered how a paediatrician can support a person with Developmental Language Disorder (DLD)? In this episode of The Talking DLD Podcast we 're talking with Dr Tommy Tran, paediatrician and Co-Founder of Paeds in a Pod. Throughout the episode we discuss the level of awareness of DLD amongst paediatricians, how to find a suitable paediatrician and how a paediatrician can support a person with DLD to access Medicare and NDIS support.   Access the resources discussed in this episode and learn more about Dr Tran at our website HERE.

Saloni Krishnan is a developmental cognitive neuroscientist at Royal Holloway who specialises in the neural basis of developmental language disorder. During this podcast she talks to Lou about her new finding of reduced myelin in children with developmental language disorder (DLD). You can follow Saloni on Twitter @salonikrishnan, check out her lab website, or read about the project to find out more about her research.---The paper discussed in this podcast is:Krishnan, K., Cler, G. J., Smith, H. J., Willis, H. E., Asaridou, S. S., Healy, M. P., Papp, D., & Watkins, K. E. (2022). Quantitative MRI reveals differences in striatal myelin in children with DLD. eLife 11:e74242

Episode 47: The diagnosis of developmental language disorder with Dr. Jeanne Tighe Resources:  DLD for families book: https://bcpractice.com/developmental-language-disorder-guide-for-parents-and-families/ SPICES article: https://pubs.asha.org/doi/10.1044/2022_AJSLP-21-00295 radld.org dldandme.org JT's favorite book was: The Housekeeper and the Professor by Yoko Ogawa

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2022.10.26.513864v1?rss=1 Authors: Araujo, J., Simons, B. D., Peter, V., Mandke, K., Kalashnikova, M., Macfarlane, A., Gabrielczyk, F., Wilson, A., Di Liberto, G. M., Burnham, D., Goswami, U. Abstract: Slow cortical oscillations play a crucial role in processing the speech envelope, which is perceived atypically by children with Developmental Language Disorder (DLD) and developmental dyslexia. Here we use electroencephalography (EEG) and natural speech listening paradigms to identify neural processing patterns that characterize dyslexic versus DLD children. Using a story listening paradigm, we show that atypical power dynamics and phase-amplitude coupling between delta and theta oscillations characterize dyslexic and DLD children groups, respectively. We further identify EEG common spatial patterns (CSP) during speech listening across delta, theta and beta oscillations describing dyslexic versus DLD children. A linear classifier using four delta-band CSP variables predicted dyslexia status (0.77 AUC). Crucially, these spatial patterns also identified children with dyslexia in a rhythmic syllable task EEG, suggesting a core developmental deficit in neural processing of speech rhythm. These findings suggest that there are distinct atypical neurocognitive mechanisms underlying dyslexia and DLD. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Karl Reddy, Ballyboden GAA Senior Hurler

Karl Reddy, Ballyboden GAA Senior Hurler

Kathryn discusses developmental language disorder with speech and language therapist Christian Wright. He says in every primary school classroom there will be around two children affected by the condition.

Kathryn discusses developmental language disorder with speech and language therapist Christian Wright. He says in every primary school classroom there will be around two children affected by the condition.

We are pleased to have Dr Danielle Bronk join us on Arc Waves for a deep dive into two topics in neurodevelopment: language disorder and executive function. While each of these topics is unique, they also often overlap with other diagnoses such as ADHD or autism spectrum. Helping parents, teachers and the adolescent understand these challenges is key in developing compensatory strategies for success in the teen years and beyond. As an added benefit, Dr Bronk has provided a reference list that will be very beneficial to our listeners.ARC references.pdfhttps://cnyneuro.org/www.thearcolc.org

There is a language disorder that affects two in every thirty children in a class called Developmental language Disorder. Listen as Di Wilcox interviews speech pathologist, Di Van Der Walt on understanding and recognising this disorder in children. This interview is a valuable tool for parents and teachers to learn more about what they can do to support a child with DLD.

Guest: Shannon Werbeckes, MS, CCC-SLP - This course features Shannon Werbeckes discussing all things morphology. She will dive into why we need to think about morphology and how to treat morphology as it relates to language disorders for school-aged children. She will share 2 resources and 1 actionable strategy for tomorrow's speech sessions.

Voicemail King: Jordan Maddison with the perfect timing as he drops another BANGER with Voicemail King.Bruce Willis: Big NEWS on Bruce Willis has now been CONFIRMED. That which could only be speculated is now verified. Also, we need to be in the business of creating fake Twitter stories for clout.Palette Cleansers: We cleanse the palette with a pedo freaking out for being busted in public, find a BK employee murdered for food taking too long, roller blade tailgating and more!LET'S JUST TALK!, BOOGIE NIGHTS!, IDIOTEQUE!, RADIOHEAD!, GALACTIC WRIST CHECK!, GALACTIC STARCRUISER!, CLOWN PRINCE OF RACISM!, PROFESSOR X OF RACISM!, BLACK ESKIMO!, IRONIC!, TALLER THAN YOU!, CHANGE A LETTER!, NFC CHIP!, SHORTCUTS!, VOICEMAILS IN PART 2 JIM!, CATCHING UP!, LISTENERS!, GREAT FRIDAY!, DISABLED BAR!, DON'T PLAY THIS!, LOW ENERGY!, SLAP!, DON'T PLAY THIS!, HOUSING MARKET!, JORDAN!, VOICEMAIL KING!, FUNKY BOY!, THE BIG BANG THEORY!, BRUCE WILLIS IS RETARDED!, CONFIRMED!, SPIT TAKE!, MIKE!, PROBLEMATIC BITS!, ASIAN GUYS!, APHASIA!, LANGUAGE DISORDER!, EXPRESSION!, COMPREHENSION!, STROKE!, COMMUNICATE WITH OTHERS!, DIRECT TO VIDEO!, DEVON SAWA!, BAD BOY!, COVER!, CHUCKY!, THE FANATIC!, DIE HARD COMMERCIAL!, ASSHOLE!, PIECE OF SHIT!, EARPIECE!, FEED LINES!, SHOW UP!, RED LETTER MEDIA!, LUKE WILSON!, PRECKOUS CARGO!, TWITTER THREAD!, FAKE STORIES!, CLOUT!, RETWEETS!, DEVASTATED!, PHONE!, ELEVATOR!, NECKTIE!, CHEWING GUM!, BRUCE WILLIS!, CAR STALLED IN TRAFFIC!, BOSTON!, BUSY!, STEERING WHEEL LOCK!, STICK!, TAYLOR HAWKINS!, FOO FIGHTERS!, DRUM STICK!, NERVOUS!, REAL STORIES!, THINK IT'S A THAT HAPPENED!, LAUGHING!, POINTING!, TURNING RED!, BIG!, ZOLTAR!, PEDO BUSTED!, CONSTIPATED!, FIBER!, PEDOS IN PULIC!, GEEKING!, DRIVING!, CRASH!, WHIPS HIS CAR!, VONS!, TACKLED!, PANIC!, COPS!, STABBED!, HORROR MOVIE!, NECK!, CAROTID ARTERY!, SCARY GIRL!, BURGER KING SHOOTING!, MURDER!, KELVIS!, WEIRD NAME!, ROLLERBLADE!, TAILGATING!, NERVOUS!, BABY WITH A BIRD!, MAGICIAN!, TOW TRUCK!, FIGHTING!, AIRBAG!, STORM DRAIN CRASH!, CLASSIC!You can find the videos from this episode at our Discord RIGHT HERE!

Bruce Willis announced his retirement this week after being diagnosed with Aphasia. Aphasia affects a person's ability to express and understand written and spoken language. The actor is only 67 years old. Rush University Communication Disorders Professor Manaswita Dutta joins John Howell to explain the disorder and how it can affect someone.

Dr Gill Althia Francis is a Research Fellow in Cognitive Psychology and Children's Play at the University of York, who specialises in researching how play impacts development for both neurodiverse and neurotypical children. She is a holder of a Leverhulme Early Career Fellowship Award. During this podcast Gill chats to Louisa about a piece of work looking at the impact of play-based interventions on the mental health of autistic children and children with developmental language disorder.---You can find Gill on Twitter @gillalthia, and you can find out more about her work by visiting her staff page at York.---Gill has also been featured in a children's book as a 'Play Researcher', and you can find the book here.---The paper discussed in this podcast is:Francis, G., Deniz, E., Torgerson, C., & Toseeb, U. (2022). Play-based interventions for mental health: A systematic review and meta-analysis focused on children and adolescents with autism spectrum disorder and developmental language disorder. Autism & Developmental Language Impairments.

Robert is in first year and has DLD which is a developmental language disorder. He chats to Karl Reddy a carpenter, Ballyboden hurler, and fellow DLD ambassador.

Audrey Dennehy talks of helping her lad Micheál while Dr Pauline Frizelle, UCC, talks about raising awareness and TECS-E, a new iPad app See acast.com/privacy for privacy and opt-out information.

In this episode, I am joined by Nazia Rizwan,Principal Speech & Language Therapist for Developmental Language Disorder, based in London. Nazia explores this topic in-depth covering common questions such as: What is Developmental Language Disorder? What signs may a child/young person with DLD show? What is the role of Speech and Language Therapy? Join us for this really insightful and informative discussion for parents.

It's more common than autism, but is developmental language disorder being overlooked? Our guest today says so, and in her award-winning research, she explains why. Researcher and advocate Karla McGregor joins this episode to discuss identification, intervention, and advocacy.

Today’s we’ll be speaking with Dr. Robin Edge, PhD, CCC-SLPDr. Robin Edge is a Licensed and Certified Speech-Language Pathologist and Tenured Professor of Communication Sciences and Disorders at Jacksonville University where she teaches fluency disorders, healthcare ethics, counseling, professional issues, and international rehabilitation policy/cultural competence. She received her Ph.D. from the University of Georgia with a specialization in fluency disorders and treatment outcomes. She specializes in business practice and management, consulting with companies to open therapeutic and educational centers using skills she acquired owning a speech and occupational therapy private practice for many years. Dr. Edge has many national and international publications and presentations and is a strong advocate for patients with communication disorders and their families. She currently serves as the Florida Speech-Language Pathology Representative to the American Speech-Language and Hearing Association's Committee of Ambassador's, a group that advocates with federal legislators to increase funding and access to services for people with speech, language, literacy, and hearing needs. She also serves as the Florida Speech-Language Hearing Association's Vice President of Speech-Language Pathology and conducts continuing education courses for speech-language pathologists nationwide. This show is sponsored in part by: Learning Ally: www.learningally.org 3 Dudes Design: https://3dudesdesign.com/Learning Ally Demohttps://learningally.org/Solutions-for-School/Schedule-DemoTexas Education Association Partnershiphttps://learningally.org/Solutions-for-School/school-grants/TexasSupport the show (https://www.patreon.com/Empowerdyslexia)

Stephen talks with Saloni Krishnan, Lecturer in Psychology at Royal Holloway, University of London, about her work, in particular her recent paper 'Functional organization for verb generation in children with developmental language disorder'.

Does your child struggle to share their thoughts and needs? Is it hard to follow your child in a conversation? Learn tips for supporting your child with a language disorder or delay at home. Our guest is speech-language pathologist and Board Certified Language Specialist, Melissa Jakubowitz of elivenow.com. Melissa JakubowitzMelissa Jakubowitz is the CEO/Founder of əLiveNow which is developing a platform for SLPs to provide telepractice services. She also consults with schools and private practices regarding teletherapy. She is a Board Certified Specialist in Child Language, spending most of her career working with preschool through high school age students. Melissa has extensive administrative experience running a multi-office practice and leading the clinical department at a large telepractice company prior to starting her current company, əLiveNow.Melissa has served on many committees and boards at ASHA and was president of CSHA after serving on the CSHA Board for many years. She is the mother of two grown children. In her spare time she enjoys reading, traveling and meeting up with friends.Crystal Sanford, M.Ed., M.A. CCC-SLPCrystal is the president and director of Sanford Autism Consulting, a consulting practice offering IEP advocacy and parent empowerment classes for fellow special needs families throughout the U.S. Crystal specializes in supporting families impacted by Autism, as well as other unique challenges such as learning disabilities and ADHD. To learn more about assistance in advocating for the special education your child deserves, contact Crystal at info@sdautismhelp.com. Support the show (https://www.buymeacoffee.com/thrivingsf)

There are multiple avenues to receive speech-language therapy for your child, some that are free to you.   Hi, my name is Carol Edgel, and I'm a certified speech-language pathologist.  I hope you've already had a chance to watch my video, How to Tell If My Child Has a Speech-Language Disorder.  In this video, I'll tell you how to get help for your child.  There are multiple avenues to receive speech-language therapy, some that are free to you.   PUBLIC SCHOOL DISTRICT:  First, check with your community's public school district.    Preschool-Age Children -- If your child is a toddler or preschooler, you will want to search the school district's website for a department called ‘Early Intervention Resources' or something similar. That is where you can take your young child to be tested for speech-language disorders, as well as any other conditions that might affect your child's learning.   School-Age Children -- If your child is attending public school already, check with your child's teacher and express your concerns. Chances are the teacher may have noticed some issues as well.  The teacher can contact the school's speech-language pathologist (SLP) to set up a screening.   Keep in mind that the child must have a communication disability that affects his/her education in order to qualify for free services through the school district.  Typically, a child must receive in-class intervention measures by the teacher or SLP for a few weeks or months before any formal testing can be done.  However, if your child qualifies, he will eventually receive an IEP and speech-language services through the school SLP.   CHARITABLE ORGANIZATIONS: Some states or communities have charitable organizations that will pay for speech-language therapy for qualifying children.  It is worth your time to do an internet search, ask your local pediatrician or children's hospital, or the local school district to see if they have resources to recommend.  Sometimes children can receive therapy from a charitable organization as well as school-provided therapy, which is double the help for your child.   PRIVATE THERAPY – If you are able to pay for private therapy, your child may receive more individual attention than what he receives through the school district. Individual sessions allow the SLP to focus solely on your child's goals and needs, and can often speed up the improvement process.  Also, sometimes a child may not qualify for services through the school district if the evaluation team determines that the speech errors are still age-appropriate or that the speech disorder does not affect his education.  Even if your child is young and only has one error, you may still wish to treat it.  Private therapy is a good way to accomplish this.   PARENT PRACTICE – Even if your child is receiving therapy at school or elsewhere, parent involvement is crucial! Research shows that parent involvement can benefit a child's speech and language progress.  If you haven't already, watch my video, Benefits of Parents Practicing Speech and Language With Their Children.  Also, I have a list of research articles on parent involvement on my website, clarityspeechandlanguage.com.  You can make a difference!   Online Courses for Parents -- To help parents teach their children speech skills and practice them more effectively at home, I've created courses with instructions and practice materials.  The courses will walk you through the entire process, step by step and sound by sound, making it easy and painless.  Please check out these courses at clarityspeechandlanguage.com.   Thanks for watching and good luck!  

Parents often can see that their child is struggling with communication, but they don't know exactly what to call it, or how to help.  I'm going to walk you through the different types of speech-language disorders and how to recognize them.   Hi, my name is Carol Edgel, and I'm a certified speech-language pathologist.  In my years of teaching, I've noticed that parents often can see that their child is struggling with communication, but they don't know exactly what to call it, or how to help.  Even the child's teachers might not know how to label it.  In this video, I'm going to walk you through the different types of speech-language disorders and how to recognize them.   SPEECH SOUND DISORDERS:  First there are Speech-Sound disorders.  These involve the child mispronouncing sounds.  We can divide speech-sound disorders into 2 general types:   Articulation Disorder – this is when the child has only a few errors. For example, the child may say, “free” instead of “three”.  F/TH is a fairly common error among young children.  Depending on the child's age and how hard he is to understand, the child might need to be evaluated by a speech-language pathologist.  It is always better to begin treatment while the child is young, before he has had time to build up incorrect speech habits.   Phonological Disorder – this is when the child has many errors and is very hard to understand. The child is unable to understand the rules of sounds (phonology).  Here is an example of how a child with a phonological disorder would speak.  If the teacher says, “Tell me what you did last summer,” the child might respond, “We went to Talifonnia an wen to Ditneywan, an we wen to da beats an went surpin. Den we wen to Wedo Wan an Sea Wood an I saw sarts an pendins.  Den we tame home adin an dat's all.” The child exhibited many substitution errors, as well as deletion and distortion of other sounds.  Rare condition -- Childhood Apraxia of Speech (CAS) -- this is when the child cannot coordinate signals between his brain and his speech articulators in order to form words correctly.  His errors will be inconsistent, and he may exhibit groping behaviors.  The cause of CAS is usually unknown, and it is different than apraxia in adults.   Because a child with CAS or a phonological disorder will probably have many errors that make the child hard to understand, he should be evaluated by a speech-language pathologist.   LANGUAGE DISORDERS:  There are many facets of a language disorder.  A child may have difficulties in one area or several.   Syntax/Grammar – this is when the child struggles with the rules of language and can't put together a complete sentence correctly. He may struggle to use the right verb form or pronoun when he speaks or writes. Using the same vacation story above, a child with a grammar problem might say it this way:  “I go California, go see Disneyland, go at beach and do surfing. Then us see Lego Land and Sea World, I see sharks and penguins.  Then us go home, go home again and that's all.” Notice how the child is pronouncing his sounds correctly, but is using the wrong verb tenses and pronouns, among other things.   Language Processing – this is when children are slower to interpret and respond to the language signals they receive.  It can take them longer to answer questions, follow directions, write a paper, or do anything involving language. It's not that they don't want to listen, or respond, or follow directions, it's just that they can't keep up with the rest of the class.  This is different than an attention disorder like ADD/ADDHD, although they can occur together.   An example would be a child who struggles to follow multi-step directions at home or at school.  Imagine if a first grade teachers is telling the class, “Take out your math book and turn to chapter 2, exercise 1.  That should be on page 54.”  Already the child will be struggling to follow the directions but the teacher will continue, “Now get out a piece of paper and write your name on the top right corner and number the paper from 1-10 down the left-hand side.”  By now the child will probably be asking the teacher, “What?  What do we do again?”  or turning to his neighbor and saying, “What page?  What do I put on the paper?”    Language Comprehension – this is where the child just doesn't understand the language input. Even if they understand the meaning of words, they may not understand the subtleties of how changing the order of words in a sentence can change the meaning.  Or they may hear the words of a story but not understand the underlying message or theme of the story. For example, you may read your child the story of The 3 Little Pigs, and ask her, “What was the main idea of this story?”  She may answer, “Pigs!”  If you push her by saying, “Yes, there were pigs in the story, but what was the problem?” she may give up and say, “Umm… I don't know.”   Language – Vocabulary – this is when children do not know the amount of words that they should know by their age. It interferes with their ability to understand others and to communicate what they want to say.  It may take them longer than average to learn and store the meaning of words, and so they might need help catching up.  This can be a particular problem if they don't know ‘academic' language, or language that is used in the classroom frequently, such as: title, author, absent, conclusion, community, arrive, exit, and many more.   If you suspect your child has a language disorder, she might need to be evaluated by a speech-language pathologist, depending on your child's age and performance at school. As with speech-sound disorders, it is best to catch language disorders early and begin treatment when the child is young.  The child's problems with language can become more evident as they get older and try to keep up with the increased demands of the upper elementary grades and beyond.   FLUENCY DISORDERS – this is when the child stutters or clutters. It is not related to what your child's teacher might call fluency of reading, or how fast and accurately they can read.  Here we are talking about how smoothly your child can speak without multiple repetitions of sounds and words.   Stuttering – this is when the child is repeating sounds and words so frequently that it interferes with communication.  It may often cause stress and tension behaviors while the child is trying to get his words out – blinking, licking lips, fidgeting, groping mouth movements – anything to ease stress or postpone having to get the words out.   Most of us are familiar with what stuttering sounds like.  And most of us repeat our words or sounds on occasion.  When the amount of stuttering reaches a certain point, it becomes an issue.   For example, using the vacation story from earlier, the child who stutters might respond this way, “I–I-I - I went to Ca-Ca-Ca-Ca- California………….. We-We-, you know, we- went to D- d- d- Disneyland.  To Disneyland. ……And and and we went to Sssssss Sea World.”   Cluttering – this is when the child speaks unusually fast and in a somewhat disorganized way. It may sound as though they are speaking in rapid spurts, and the syllables in a word may blend together. We see cluttering less commonly, but it is worth mentioning here.  It can co-occur with stuttering.   It is not uncommon for children 3-4 years old to exhibit some  stuttering behaviors.  Often, they will grow out of it, but it's hard to know who will and who won't.  If your child has fluency symptoms that make it hard for family, friends and teachers to understand him, it may be time to have him evaluated by a speech-language pathologist.     OTHER DISORDERS – You may not be aware that there are other disorders that speech-language pathologists work with that may first occur in children or adults.   Voice Disorders – this is when there is an issue with the vocal cords.  Symptoms may include a very hoarse voice for an extended period with no known illness, or a voice having an unusual pitch or sound. Swallowing Disorders (dysphagia) – this may be a problem for newborns, or older patients who may have suffered a stroke. The patient is unable to use their tongue and other swallowing mechanisms correctly. TBI-related (traumatic brain injury) cognitive or speech disorders: A stroke, injury or illness might cause memory, executive functioning, or speech/language disorders in children or adults.  Aphasia, Apraxia, and Dysarthria are some speech conditions that might result.   I hope this mini-course was helpful to you.  Please check out our other courses at clarityspeechandlanguage.com.  Thanks and have a great day!

Parents often can see that their child is struggling with communication, but they don’t know exactly what to call it, or how to help.  I’m going to walk you through the different types of speech-language disorders and how to recognize them.   Hi, my name is Carol Edgel, and I’m a certified speech-language pathologist.  In my years of teaching, I’ve noticed that parents often can see that their child is struggling with communication, but they don’t know exactly what to call it, or how to help.  Even the child’s teachers might not know how to label it.  In this video, I’m going to walk you through the different types of speech-language disorders and how to recognize them.   SPEECH SOUND DISORDERS:  First there are Speech-Sound disorders.  These involve the child mispronouncing sounds.  We can divide speech-sound disorders into 2 general types:   Articulation Disorder – this is when the child has only a few errors. For example, the child may say, “free” instead of “three”.  F/TH is a fairly common error among young children.  Depending on the child’s age and how hard he is to understand, the child might need to be evaluated by a speech-language pathologist.  It is always better to begin treatment while the child is young, before he has had time to build up incorrect speech habits.   Phonological Disorder – this is when the child has many errors and is very hard to understand. The child is unable to understand the rules of sounds (phonology).  Here is an example of how a child with a phonological disorder would speak.  If the teacher says, “Tell me what you did last summer,” the child might respond, “We went to Talifonnia an wen to Ditneywan, an we wen to da beats an went surpin. Den we wen to Wedo Wan an Sea Wood an I saw sarts an pendins.  Den we tame home adin an dat’s all.” The child exhibited many substitution errors, as well as deletion and distortion of other sounds.  Rare condition -- Childhood Apraxia of Speech (CAS) -- this is when the child cannot coordinate signals between his brain and his speech articulators in order to form words correctly.  His errors will be inconsistent, and he may exhibit groping behaviors.  The cause of CAS is usually unknown, and it is different than apraxia in adults.   Because a child with CAS or a phonological disorder will probably have many errors that make the child hard to understand, he should be evaluated by a speech-language pathologist.   LANGUAGE DISORDERS:  There are many facets of a language disorder.  A child may have difficulties in one area or several.   Syntax/Grammar – this is when the child struggles with the rules of language and can’t put together a complete sentence correctly. He may struggle to use the right verb form or pronoun when he speaks or writes. Using the same vacation story above, a child with a grammar problem might say it this way:  “I go California, go see Disneyland, go at beach and do surfing. Then us see Lego Land and Sea World, I see sharks and penguins.  Then us go home, go home again and that’s all.” Notice how the child is pronouncing his sounds correctly, but is using the wrong verb tenses and pronouns, among other things.   Language Processing – this is when children are slower to interpret and respond to the language signals they receive.  It can take them longer to answer questions, follow directions, write a paper, or do anything involving language. It’s not that they don’t want to listen, or respond, or follow directions, it’s just that they can’t keep up with the rest of the class.  This is different than an attention disorder like ADD/ADDHD, although they can occur together.   An example would be a child who struggles to follow multi-step directions at home or at school.  Imagine if a first grade teachers is telling the class, “Take out your math book and turn to chapter 2, exercise 1.  That should be on page 54.”  Already the child will be struggling to follow the directions but the teacher will continue, “Now get out a piece of paper and write your name on the top right corner and number the paper from 1-10 down the left-hand side.”  By now the child will probably be asking the teacher, “What?  What do we do again?”  or turning to his neighbor and saying, “What page?  What do I put on the paper?”    Language Comprehension – this is where the child just doesn’t understand the language input. Even if they understand the meaning of words, they may not understand the subtleties of how changing the order of words in a sentence can change the meaning.  Or they may hear the words of a story but not understand the underlying message or theme of the story. For example, you may read your child the story of The 3 Little Pigs, and ask her, “What was the main idea of this story?”  She may answer, “Pigs!”  If you push her by saying, “Yes, there were pigs in the story, but what was the problem?” she may give up and say, “Umm… I don’t know.”   Language – Vocabulary – this is when children do not know the amount of words that they should know by their age. It interferes with their ability to understand others and to communicate what they want to say.  It may take them longer than average to learn and store the meaning of words, and so they might need help catching up.  This can be a particular problem if they don’t know ‘academic’ language, or language that is used in the classroom frequently, such as: title, author, absent, conclusion, community, arrive, exit, and many more.   If you suspect your child has a language disorder, she might need to be evaluated by a speech-language pathologist, depending on your child’s age and performance at school. As with speech-sound disorders, it is best to catch language disorders early and begin treatment when the child is young.  The child’s problems with language can become more evident as they get older and try to keep up with the increased demands of the upper elementary grades and beyond.   FLUENCY DISORDERS – this is when the child stutters or clutters. It is not related to what your child’s teacher might call fluency of reading, or how fast and accurately they can read.  Here we are talking about how smoothly your child can speak without multiple repetitions of sounds and words.   Stuttering – this is when the child is repeating sounds and words so frequently that it interferes with communication.  It may often cause stress and tension behaviors while the child is trying to get his words out – blinking, licking lips, fidgeting, groping mouth movements – anything to ease stress or postpone having to get the words out.   Most of us are familiar with what stuttering sounds like.  And most of us repeat our words or sounds on occasion.  When the amount of stuttering reaches a certain point, it becomes an issue.   For example, using the vacation story from earlier, the child who stutters might respond this way, “I–I-I - I went to Ca-Ca-Ca-Ca- California………….. We-We-, you know, we- went to D- d- d- Disneyland.  To Disneyland. ……And and and we went to Sssssss Sea World.”   Cluttering – this is when the child speaks unusually fast and in a somewhat disorganized way. It may sound as though they are speaking in rapid spurts, and the syllables in a word may blend together. We see cluttering less commonly, but it is worth mentioning here.  It can co-occur with stuttering.   It is not uncommon for children 3-4 years old to exhibit some  stuttering behaviors.  Often, they will grow out of it, but it’s hard to know who will and who won’t.  If your child has fluency symptoms that make it hard for family, friends and teachers to understand him, it may be time to have him evaluated by a speech-language pathologist.     OTHER DISORDERS – You may not be aware that there are other disorders that speech-language pathologists work with that may first occur in children or adults.   Voice Disorders – this is when there is an issue with the vocal cords.  Symptoms may include a very hoarse voice for an extended period with no known illness, or a voice having an unusual pitch or sound. Swallowing Disorders (dysphagia) – this may be a problem for newborns, or older patients who may have suffered a stroke. The patient is unable to use their tongue and other swallowing mechanisms correctly. TBI-related (traumatic brain injury) cognitive or speech disorders: A stroke, injury or illness might cause memory, executive functioning, or speech/language disorders in children or adults.  Aphasia, Apraxia, and Dysarthria are some speech conditions that might result.   I hope this mini-course was helpful to you.  Please check out our other courses at clarityspeechandlanguage.com.  Thanks and have a great day!

There are multiple avenues to receive speech-language therapy for your child, some that are free to you.   Hi, my name is Carol Edgel, and I’m a certified speech-language pathologist.  I hope you’ve already had a chance to watch my video, How to Tell If My Child Has a Speech-Language Disorder.  In this video, I’ll tell you how to get help for your child.  There are multiple avenues to receive speech-language therapy, some that are free to you.   PUBLIC SCHOOL DISTRICT:  First, check with your community’s public school district.    Preschool-Age Children -- If your child is a toddler or preschooler, you will want to search the school district’s website for a department called ‘Early Intervention Resources’ or something similar. That is where you can take your young child to be tested for speech-language disorders, as well as any other conditions that might affect your child’s learning.   School-Age Children -- If your child is attending public school already, check with your child’s teacher and express your concerns. Chances are the teacher may have noticed some issues as well.  The teacher can contact the school’s speech-language pathologist (SLP) to set up a screening.   Keep in mind that the child must have a communication disability that affects his/her education in order to qualify for free services through the school district.  Typically, a child must receive in-class intervention measures by the teacher or SLP for a few weeks or months before any formal testing can be done.  However, if your child qualifies, he will eventually receive an IEP and speech-language services through the school SLP.   CHARITABLE ORGANIZATIONS: Some states or communities have charitable organizations that will pay for speech-language therapy for qualifying children.  It is worth your time to do an internet search, ask your local pediatrician or children’s hospital, or the local school district to see if they have resources to recommend.  Sometimes children can receive therapy from a charitable organization as well as school-provided therapy, which is double the help for your child.   PRIVATE THERAPY – If you are able to pay for private therapy, your child may receive more individual attention than what he receives through the school district. Individual sessions allow the SLP to focus solely on your child’s goals and needs, and can often speed up the improvement process.  Also, sometimes a child may not qualify for services through the school district if the evaluation team determines that the speech errors are still age-appropriate or that the speech disorder does not affect his education.  Even if your child is young and only has one error, you may still wish to treat it.  Private therapy is a good way to accomplish this.   PARENT PRACTICE – Even if your child is receiving therapy at school or elsewhere, parent involvement is crucial! Research shows that parent involvement can benefit a child’s speech and language progress.  If you haven’t already, watch my video, Benefits of Parents Practicing Speech and Language With Their Children.  Also, I have a list of research articles on parent involvement on my website, clarityspeechandlanguage.com.  You can make a difference!   Online Courses for Parents -- To help parents teach their children speech skills and practice them more effectively at home, I’ve created courses with instructions and practice materials.  The courses will walk you through the entire process, step by step and sound by sound, making it easy and painless.  Please check out these courses at clarityspeechandlanguage.com.   Thanks for watching and good luck!  

In this episode I talk with Shaun Zeigenfusz, co-founder of the DLD project, about everything parents and educators need to know about Developmental Language Disorder.

In this week's episode I discuss what specific speech and language disorder is and how it is diagnosed. Plus I give your 14 tips on how to help your child. The original blog, videos and podcasts named can be found here: https://deborahbyrnepsychologyservices.com/specific-speech-and-language-difficulties-what-are-they-how-can-you-help-your-child/

In this episode, Cherina will provide all the signs, symptoms and characteristics of preschool language disorder. By the end of this episode you will know how to distinguish between speech sound disorder and preschool language disorders. And...you will also find out the best way to deliver a birthday gift! You don’t want to miss this! Download my free e-book “Maintaining a Healthy You” at:www.Iheartspeechtherapy.com/shop Find a local Speech Therapisthttps://www.asha.org/stuttering/ SocialsJoin our Facebook group for weekly tips and tools:Cherina WilliamsInstagram@IveGotThisKid_Podcast@CherinaWilliamSLPTwitterCherinaWilliam1 LinkedInCherina Williams YoutubeCherina Williams CCC SLP

#23: One in 14 people have a hidden condition called Developmental Language Disorder, which causes significant issues with speaking and understanding. What is DLD and what impact does it have on those diagnosed? Dr Aoife Gallagher from the School of Allied Health in University Limerick and Brenda Mockler from The Echo Newspaper join host Hayden Moore to talk all things DLD ahead of DLD Awareness Day. #DLDSeeMe

Episode 32: Developmental language disorder within different dialects with Janna Oetting

In this week's podcast Dale Pickles from B Squared is joined by Wendy Lee to discuss the language and literacy link, the impact a pupil's language difficulties has on their literacy. Wendy is a speech and language therapist for over 30 years, with a wealth of experience. Wendy was a professional director of the Communications Trust until 2015, being involved in a range of projects as well as inputting on national policy and research. Wendy is currently the director of LINGO which provides consultancy, professional development, resources and speech and language therapy. The Language and Literacy link is the link between a pupil's language difficulties and their literacy difficulties. It seems obvious when you think about it, if a pupils struggles with speaking an listening, they will probably be lacking skills when it comes to reading and writing. Many children with SEN have poor spoken language skills. It is estimated that at least 10% of all children have some difficulties with speech, language and communication, will have SLCN; this may be a primary need, as with Developmental Language Disorder or it may be a Language Disorder linked to another condition, such as cognition and learning or autism. Limited language impacts on literacy. Sometimes, it is language that is the foundation of literacy difficulties, though rarely is this the focus of literacy teaching or support. The podcast will explore how a focus on language could support those children with limited literacy skills.   Useful Links Who are poor comprehenders? - https://readoxford.org/who-are-poor-comprehenders Improving literacy in key stage 1 - https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-1/ Improving literacy in key stage 2 - https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-2/ IPEELL: Using self-regulation to improve writing https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/ipeell/  Westerveld and Gillon Oral Narrative Program 2007 -  https://www.researchgate.net/publication/275017556_Westerveld-and-Gillon-Oral-Narrative-Program-2007  Lingo - www.lingospeech.co.uk How to contact Wendy Lee Twitter - @Lingo_speech Email - wendy@lingospeech.co.uk

DLD is one of the most prevalent childhood conditions, but is still little known and understood, especially in comparison to conditions such as autism, dyslexia, etc. It continues to be misinterpreted and misunderstood, despite affecting a significant number of children and young people In this episode our guest is Wendy Lee, is a speech and language therapist with over 30 years experience in a wide range of settings. Research tells us that around 7.6% of all children have DLD, impacting on learning, social interaction and mental health. This podcast will help in understanding and awareness of the condition, explore how it impacts on children's wider development as well as giving some ideas on what children say work for them in the classroom.   Useful Links   NAPLIC https://www.naplic.org.uk/ Royal College of speech and language therapists https://www.rcslt.org/speech-and-language-therapy/clinical-information/developmental-language-disorder RADLD – awareness raising campaign https://radld.org/ DLD and Me - https://www.dldandme.org/ The Way We Talk – video of children with DLD talking about their lives https://www.youtube.com/watch?v=Onqn_7xzp2Q

Amit Kulkarni and Katie Chadd of the RCSLT Research Team tell us about the process RCSLT uses to establish the research priorities for the profession, this time with a spotlight on Developmental Language Disorder (DLD). To find out more about the work, visit the RCSLT website www.rcslt.org/members/research/r…iorities#section-4 or get in touch with info@rcslt.org to share your story.

Although more children have developmental language disorder (DLD) than autism -- most people have never heard of it. Dr. Tiffany Hogan, the director of the Speech and Language Literacy Lab at MGH Institute, wants greater awareness of this language disorder, especially among educators and parents. In this episode of the Harvard EdCast, she discusses what DLD is and how it can affect children's learning ability.

My 18-month-old isn’t walking... My 2-year-old only says a few words... My gut tells me something’s wrong, but my pediatrician says we can wait and see. My Mom told me, “your cousin didn’t talk until 3 and she’s fine.” My friend says, “he’ll talk when he’s ready.” Who do I listen to and where do I go for help?? If any of this sounds familiar, this episode is for you!In this episode, Anne Powers, a speech-language pathologist and Director of Early Childhood at The Parish School discusses the importance of early intervention. During our chat, Anne touches on the importance of receiving services early, what age range is considered early intervention, and how parents can get an evaluation and find services. Additionally, she gives parents and educators a few simple methods for supporting their child’s early language development. We also asked our listeners on social media to submit their questions for Anne and received several fantastic responses that added to the conversation.Anne Powers, MA, CCC-SLP, Director of Early Childhood at The Parish School, is passionate about helping children find their voices and believes that all children have the right to learn to communicate. Anne is a Hanen-certified trainer for Learning Language and Loving It™, a program designed to provide early childhood educators with practical strategies for helping children in the classroom to build language, literacy and social skills. She also has experience partnering with public and private schools, daycares and community centers in Pennsylvania and Texas to detect early signs of communication disorders and provide treatment for young children who have language delays.ResourcesHow to Spot a Language/Learning Disorder EarlyAmerican Speech-Language-Hearing Association:Identifying Signs of Communication DisorderFind a Licensed Speech-Language PathologistEarly Intervention Services in Texas:Texas Early Childhood Intervention Birth to 3 ServicesHouston Independent School District Child Find (3-21 years)Support the show (https://donatenow.networkforgood.org/supportTPS?code=New%20Website)

Developmental Language Disorder with Dorothy Bishop: History, Advocacy, Terminology, Co-morbidities and so much more! 

Hear from the clinical director of the Speech-Language Institute at Salus University to learn what apraxia is and how it affects childhood speech development.To learn more about our podcast series, visit salus.edu/podcasts

In this podcast, learn more about Developmental Language Disorder. A student, parent, teacher and an expert discuss adjustments that can be made to support students in the classroom.

Professor Courtenay Norbury defines Developmental Language Disorder (DLD), expands on its impact and discusses how and when to identify it. Together with Jo Carlowe, psychology journalist, she explores the critical nature of effective interventions and what current thinking says about the causes. The next steps for raising awareness are identified along with ways to improve outcomes for DLD.

“Roughly two children in every classroom will have significant language needs,” explains Courtenay Norbury, professor of developmental language disorders at UCL. “[But] a teacher may not always recognise it as a language problem first, it may be spotted as a difficulty with learning, or with peers, with reading or behaviour. But very often it is a language difficulty.”Norbury is on a mission to find better ways of diagnosing language problems and more comprehensive interventions for teachers and specialists to support these children. In this week's Tes Podagogy podcast, she explains that the first step was to give these language issues a name. “Developmental Language Disorder (DLD) is now used as the term when children are not developing language as you would expect them to be - they will use shorter utterances, they may struggle to understand what you have said or asked them to do, they have difficulties with communicating with people. They say less and what they say is less complex. They tend to not understand context.” Currently, children with DLD tend to be seen as “lower ability” or wilfully naughty. Neither, she says, is true. “The assumption is often that they are naughty, but it is actually that they do not understand what you have asked them to do,” she explains. “Behaviour is communication - if you can't express your need, or they have misunderstood you, then children try and express that in another way. It is perceived as naughty behaviour but the child may simply not have the language skills to negotiate what they want. “[But] if you were to speak to a young person with DLD, they will say the hardest thing is that people think they are ‘stupid', and they are not, they just cannot explain themselves easily.” Interventions for children with DLD tend to be “variable”, Norbury says. And the evidence suggests there is no cure for DLD, rather that it is persistent throughout school. “Language disorder is persistent, you can make a lot of progress in primary school but it is likely these children will still go into secondary school with a gap to their peers and in secondary the challenges will become greater because the language you need to access the curriculum becomes more complex,” she explains. As for what might work to help, the research is ongoing, but teaching of specific skills seems to be the most effective strategy - which is why Norbury is wary of the rush to see vocabulary teaching as some sort of catch-all treatmen. “Vocabulary is hugely important, it is the building block of language, but while we can teach children vocabulary, there is no real evidence this cascades down into reading comprehension,” she explains. “For example, you can teach children the word they need to understand an inference, but unless you teach them how to inference specifically, it may not come naturally to them. “What we are learning is that kids are very good at learning the things you teach them, but that does not necessarily transfer to these other things we would like them to, and that is particularly true of children with language disorders. You should not assume that just by teaching high quality vocabulary, which is very important, that that will have transfer.” In the podcast, Norbury goes onto discuss the pros and cons of diagnosis labels, the fact the causes of DLD remain largely a mystery and also the fact that a screening programme to spot DLD early may prove counter-productive in that it diverts cash away from much-needed interventions for older children with DLD, who tend to be more likely to experience SEMH challenges.

“Roughly two children in every classroom will have significant language needs,” explains Courtenay Norbury, professor of developmental language disorders at UCL. “[But] a teacher may not always recognise it as a language problem first, it may be spotted as a difficulty with learning, or with peers, with reading or behaviour. But very often it is a language difficulty.”Norbury is on a mission to find better ways of diagnosing language problems and more comprehensive interventions for teachers and specialists to support these children. In this week’s Tes Podagogy podcast, she explains that the first step was to give these language issues a name. “Developmental Language Disorder (DLD) is now used as the term when children are not developing language as you would expect them to be - they will use shorter utterances, they may struggle to understand what you have said or asked them to do, they have difficulties with communicating with people. They say less and what they say is less complex. They tend to not understand context.” Currently, children with DLD tend to be seen as “lower ability” or wilfully naughty. Neither, she says, is true. “The assumption is often that they are naughty, but it is actually that they do not understand what you have asked them to do,” she explains. “Behaviour is communication - if you can’t express your need, or they have misunderstood you, then children try and express that in another way. It is perceived as naughty behaviour but the child may simply not have the language skills to negotiate what they want. “[But] if you were to speak to a young person with DLD, they will say the hardest thing is that people think they are ‘stupid’, and they are not, they just cannot explain themselves easily.” Interventions for children with DLD tend to be “variable”, Norbury says. And the evidence suggests there is no cure for DLD, rather that it is persistent throughout school. “Language disorder is persistent, you can make a lot of progress in primary school but it is likely these children will still go into secondary school with a gap to their peers and in secondary the challenges will become greater because the language you need to access the curriculum becomes more complex,” she explains. As for what might work to help, the research is ongoing, but teaching of specific skills seems to be the most effective strategy - which is why Norbury is wary of the rush to see vocabulary teaching as some sort of catch-all treatmen. “Vocabulary is hugely important, it is the building block of language, but while we can teach children vocabulary, there is no real evidence this cascades down into reading comprehension,” she explains. “For example, you can teach children the word they need to understand an inference, but unless you teach them how to inference specifically, it may not come naturally to them. “What we are learning is that kids are very good at learning the things you teach them, but that does not necessarily transfer to these other things we would like them to, and that is particularly true of children with language disorders. You should not assume that just by teaching high quality vocabulary, which is very important, that that will have transfer.” In the podcast, Norbury goes onto discuss the pros and cons of diagnosis labels, the fact the causes of DLD remain largely a mystery and also the fact that a screening programme to spot DLD early may prove counter-productive in that it diverts cash away from much-needed interventions for older children with DLD, who tend to be more likely to experience SEMH challenges.   See acast.com/privacy for privacy and opt-out information.

Join the Tes team as we talk about some of the biggest topics of the week. We discuss the paradox that despite real-terms per-pupil school funding increasing massively since 1997, schools are currently in deep financial difficulties. We also hear about developmental langauge disorder - a special education need more common than autism, but little known by teachers. Tune in and enjoy.  See acast.com/privacy for privacy and opt-out information.

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's episode is all about ideas to try when a child is sick of you and all of your standard therapy toys and routines. What should you do then???? Join us for new therapy ideas!

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. We'll be discussing a 2006 study that links 3 specific motor & cognitive skills to stronger language development in toddlers. Join us to find out what those skills are!  

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's episode will discuss a 2006 study that found links between early language skills and motor skills such as blowing bubbles and licking lips as well as pretending a block is a car.  

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's questions are from a mom who wants some new ideas for engaging her son during bath time and outside play. Because of his sensory issues, she seems to "lose" him during those times. Join us as we give her some new ideas!   

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. In tonight's show we're finishing up the series on Laura's new book Building Verbal Imitation in Toddlers. We're discussing tips to make it easier for a child to learn to imitate words and short phrases.  

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's show is about using Verbal Routines to develop language with toddlers with developmental language delays. This is the 7th show in this series and is based on information from Laura's new book to be released on May 1. For details, visit www.teachmetotalk.com.

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's podcast picks up where we left of with a discussion of the step necessary to move a nonverbal child through the process of learning to imitate. Tonight we'll begin with Level 5: Imitation of Exclamatory Words. This information is from Laura's new book Building Verbal Imitation in Toddlers set to be released in May 2012. See www.teachmetotalk.com for more details!   

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss strategies or "In between" steps for helping nonverbal toddlers learn to imitate words and ultimately learn to talk. Part 3 in this series. Information is from Laura's new book Building Verbal Imitation in Toddlers.

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Today's topic is a continuation of the discussion of teaching toddlers how to imitate. In last week's show, Laura and Kate discussed the first two levels. Join us for this invaluable information for parents and professionals who work with late talkers.

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss the 8 stages for building verbal imitation skills in late talkers. This information is from Laura's book set to be released later this month. For more information see www.teachmetotalk.com.  

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's show is a continuation of last week's podcast #145 with ways to plan and implement speech and developmental therapy sessions for toddlers with developmental delays.

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's question is from an SLP who asked Kate and me how a typical session looks for our very young clients. We'll be discussing how we plan and implement therapy sessions for very young children with communication and developmental delays.

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. On tonight's show we're discussing several different topics and articles I've posted on my website at www.teachmetotalk.com related to eye contact in young children on the spectrum, the dangers of the wrong kind of screen time for ALL young children but especially those with family histories of ADD/ADHD, and CUTE therapy recommendations for Valentine's Day from my recent Therapy Tip of the Week Videos - not necessarily in that order :)  

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. This was last week's intended topic, but we had a caller (which was wonderful!), and we didn't get to discuss this idea. This is #5 in my article for New Years Resolutions for therapists. Read the whole article here: http://teachmetotalk.com/2012/01/03/resolutions-for-therapists-who-work-with-young-children/

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight we're discussing #5 in my article for New Years Resolutions for therapists. Read the whole article here: http://teachmetotalk.com/2012/01/03/resolutions-for-therapists-who-work-with-young-children/

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. In today's show, Laura and Kate review a list of Resolutions for pediatric therapists who work with very young children. Use these strategies and eliminate (or at least minimize) some of your day-to-day challenges! We're discussing the next 2 resolutions which are: I will not blame parents for developmental issues. I will not blame behavior for developmental issues. Join us for the show and read the full article here: http://teachmetotalk.com/2012/01/03/resolutions-for-therapists-who-work-with-young-children/       Join us for the show and read the full article here: http://teachmetotalk.com/2012/01/03/resolutions-for-therapists-who-work-with-young-children/

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. In today's show, Laura and Kate review a list of Resolutions for pediatric therapists who work with very young children. Use these strategies and eliminate (or at least minimize) some of your day-to-day challenges! Join us for the show and read the full article here: http://teachmetotalk.com/2012/01/03/resolutions-for-therapists-who-work-with-young-children/   

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's questions are from an SLP whose clients have some complicated case histories and aren't making the progress she'd like to see. What do you do when you've tried EVERYTHING? Join us for our spin on that!

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. During this show we'll discuss our favorite therapy activities for the holidays. We'll also preview Laura's new Christmas DVD from teachmetotalk.com!  

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss the final 4 key social skills needed for development of communication skills in toddlers. Tonight's show is Part 5 and the final episode in this series!

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss the key social skills necessary so that toddlers develop language skills. This is the 4th show in this series. Listen as we discuss how we work on these skills in therapy sessions. 

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss social skill issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's show is part 3 in a series. We'll begin the show discussing how to use a child's sensory preferences (or even stereotypic behaviors) as an initial way to engage a child during therapy. We'll also continue to discuss the key social skills a child needs as a prerequisite to develop language.   

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight we'll be discussing the scheduled topic for show #132. We'll review the key social skills which are the foundation for language development and discuss ways to facilitate those skills during play.  

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's episode will be devoted to new therapy ideas related to fall to spice up your sessions over the next few weeks.    

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's question is from a grad student SLP who is observing a particular methodology with a 4 year old client with autism. Since the therapists she mentions are co-treating, we'll also tackle when that's appropriate, when it's not, and how to maximize the effectiveness of working with another discipline in sessions.   

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. We'll begin by discussing how important it is to be warm, affectionate, and fun when establishing an initial connection (and ongoing!) with toddlers. Today's question is  from an SLP who believes that several children on her caseload can talk but revert to gestures rather than using words and needs ideas to help move a child to words. If we have time, another therapist has requested that we discuss the stages of play. I hope you'll join us!

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's questions are from SLPs whose client cries when she withholds and an SLP who has several children who are "stuck" pointing and grunting when she knows the child can say the word. What to do??? Tune in for our ideas!    

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Therapy ideas to target functional auditory processing in play and daily routines.   

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's show is a continuation of last week's topic of our new favorite toys we use in therapy and several observations of the full range of parenting skills this past week at Disney World!

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's show topic is TOYS! Listen as we talk about our latest finds and how we're using these toys in therapy with toddlers with communication delays.

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's questions are from a Developmental Therapist who is in a state making drastic budget cuts (Aren't they all?) and now finds herself as the often the only professional on a child's team. What's a therapist to do in these situations? Ideas for addressing fine and gross motor skills in play activities IF/WHEN this is appropriate.   

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. In this episode we'll continue our discussion of using verbal praise effectively with toddlers and preschoolers. We'll also talk about an observation Kate's made with one of her clients with apraxia/motor planning difficulties and get an update about a little girl who was "stuck" at the single word level and find out how she's doing expanding her vocabulary based on ideas we discussed during a recent show (#109 I think!).

Join Laura Mize, pediatric speech-language pathologist, and Kate Hensler, developmental interventionist, as they discuss issues related to communication and developmental delays in babies, toddlers, and young preschoolers. Tonight's questions are from an SLP whose clients don't like to repeat activities and from a mom with questions about her own son's speech-language development. We also began to discuss using "treats" in therapy and will continue this discussion next week in show #115 when we talk about new recommendations for how to use verbal praise with young children.