Speech and language therapists have all but given up on him, encouraging me to just accept he is non-verbal with limited understanding.
School take him on ‘environmental excursions’ rather than reading and writing because…well he can’t hold a pencil despite having been in school for four and a half years so he is never going to read and write is he?
The learning difficulties mental health team wrote to us explaining his challenging behaviour and long spells of screaming are just part of his complex diagnosis and are unlikely to change. Click here to read the rest of the story
In providing services to those Adults diagnosed with a variety of Developmental Disabilities, the SLP’s role may become much more defined, focusing on what is most functional to an individual in the areas of speech, receptive and expressive language (verbal or non-verbal communication) and feeding/ swallowing. Very often we are attempting to assess and/or maintain an individual’s current level of functioning in the above areas and to train all those involved in the care of that individual in the strategies and implementation of them to achieve that goal. In our Agency, for example, we break the assessment down into the following areas in order to develop functional and measurable outcomes:
Does the individual use speech functionally to communicate wants/needs in a variety of settings?
If so, is their speech understood by all, some, few communicative partners? Are there any strategies a person might use to increase his/her intelligibility- modifying volume, rate, resonance, increasing fluency, etc.? Does the person use Augmentative Communication to supplement speech when he/she cannot be understood e.g. low/high tech communication device, writing, American Sign Language, Picture Language Board, etc.
Receptive language (Language comprehension) including attention to objects, using objects functionally, identification of objects and/or pictures, comprehending one, two or three-step oral directives, vocabulary, comprehension of attributes and spatial relationships, or auditory comprehension on the word, sentence and paragraph levels. Is comprehension on the literal or inferential levels?
Expressive language- (Language expression)- for those who are verbal, the MLU (mean length of utterance) is assessed. For non-verbal individuals, language expression can be in the form of pointing to one or two picture symbols consecutively on a picture language communication board or AAC device, writing or typing single words, phrases, sentences or paragraphs on paper, computer or AAC device.
-AAC device assessments for nonverbal individuals take into account the individual’s cognitive skills, physical abilities in order to access the device (direct selection with hand or finger, eye gaze, head pointer, switch/scanning, etc.), receptive and expressive language skills, communicative intent and pragmatic language abilities, and literacy. All those involved in the individual’s care play an extremely important role in whether or not someone may receive an AAC device since they will be the ones to set up/take down the device and provide basic maintenance for the device, including programming, charging, etc.
Feeding and Swallowing:
Many people wonder why an SLP would be the one to review an individual’s mealtime plan or protocol. ASHA guidelines state it best: “The speech-language pathologist is a primary professional involved in assessment and management of individuals with swallowing and feeding disorders. These areas include:
Performing clinical swallowing and feeding evaluation;
Performing instrumental assessment of swallowing function with medical professionals as appropriate;
Identifying normal and abnormal swallowing anatomy and physiology;
Identifying signs of possible or potential disorders in upper aerodigestive tract swallowing and making referrals to appropriate medical personnel;
Making decisions about management of swallowing and feeding disorders;
Developing treatment plans;
Providing treatment for swallowing and feeding disorders, documenting progress, and determining appropriate dismissal criteria;
Providing teaching and counseling to individuals and their families;
Educating other professionals on the needs of individuals with swallowing and feeding disorders and the speech-language pathologists’ role in the diagnosis and management of swallowing and feeding disorders;
Serving as an integral part of a team as appropriate;
Advocating for services for individuals with swallowing and feeding disorders;
Advancing the knowledge base through research activities.
In addition, Speech-language pathologists have extensive knowledge of anatomy, physiology, and functional aspects of the upper aerodigestive tract for swallowing and speech across the age spectrum including infants, children, and adults (including geriatrics). The upper aerodigestive tract includes oral, pharyngeal, and cervical esophageal anatomic regions. Speech-language pathologists also have extensive knowledge of the underlying medical and behavioral etiologies of swallowing and feeding disorders. In addition, they have expertise in all aspects of communication disorders that include cognition, language, and behavioral interactions, many of which may affect the diagnosis and management of swallowing and feeding disorders.”
The dysphagia and feeding disorders that are seen in adults with developmental disability include poorly developed and absent feeding and oral preparation skills and competencies, physiological and anatomical impairments that degrade oral-pharyngeal and esophageal bolus motility, and disruptive or maladaptive mealtime behaviors. Nutrition, hydration, saliva management, ingestion of medications, and management of the oral hygiene bolus may be involved. Upper airway obstruction (choking), aspiration, malnutrition, and dehydration may result from the disorder (Rogers et al., 1994, Sheppard et al., 1988). Source: http://www.asha.org/policy/TR2001-00150/#sec1.3
Therefore, in our Agency that serves Adults with Developmental Disabilities, the SLP works as one member of the Team, including the Occupational Therapist, Physical Therapist, Nurse, Residential Team and Family Members to create a mealtime protocol or plan which simply states the best way to maximize nutrition while at the same time attempting to decrease incidents of choking (partial or complete blockage of the airway) or aspiration (food or liquid making its way into the lungs which can lead to aspiration pneumonia). These plans are developed so that all involved in the individual’s care may be informed of the best feeding practices for that individual which include: adaptive mealtime equipment (any cup spoon, plate, straw, etc. used for an individual to improve ability to eat independently and to improve oral-motor control), positioning in chair or wheelchair, degrees of assistance needed for self-feeding, food and liquid consistencies, food allergies and intolerances, the presence of any mealtime behaviors, including rapid pace of eating which may increase risk of choking or aspiration, and any specific instructions the caregiver would find useful in feeding the individual or maximizing the individual’s ability to feed themselves.
I hope you find this information helpful in identifying the SLP’s role in providing services to adults with Developmental Disabilities.
This information is in no way intended to serve as a complete guide in this area, but is meant to simply assist in identifying ways the SLP works as part of the Interdisciplinary Team in serving adults with developmental disabilities in a day habilitation setting
Speech therapy is a key component in the life of a child with a disability. When it comes to speech therapy, there are so many blogs that provide an abundance of resources for other speech therapist, teachers and parents. Finding the right ones however can be a challenge.
The following blogs provide tons of information, resources and tips on speech language topics. Here are 10 speech therapy blogs worth checking out (in no particular order).
Beautiful Speech Life– Creates and develops therapy materials for fellow SLP’s and teachers. This website provides freebies, language materials and quick therapy tips.
Nicole Allison Speech Peeps– This website offers speech language resources on a variety of topics and an evidence-based intervention series.
PediaStaff– A resourceful blog providing informative news information and article blogs from speech language websites.
Simply Speech– A site with freebies and great blog ideas and activities
Speech 2 U- Provides resources, freebies and therapy topics on communication, social language, social language, organization, plus more!
Speechy Musing– Provides speech therapy resources on a variety of topics. Age range includes, birth to 3, elementary school and middle school on the subject of articulation, language and AAC; The site also includes a blog for fellow speech therapist.
Sublime Speech– Provides therapy to children with severe and profound disabilities. Website includes information on apps, articulation, language, materials and social skills
The Dabbling Speechie– A website for speech and language pathologist and parents offering a variety of resources on articulation, language and social skills.
The Speech Room News– Specializing in pediatric speech and language therapy, Jenna’s site provides resources for speech language pathologists and educators. The website includes free resources, and treatment topics on articulation, social language, preschool and more.