Answers to Frequently Asked Questions
Here are some answers to questions frequently asked by parents before or during their first speech pathology session:-
1) How many sessions will my child need to attend?
This is the question asked most frequently by prospective parents and is probably the hardest question to answer. Some children require no intervention sessions as a few recommendations can be provided for parents to target at home. Some children with a mild and specific difficulty e.g. unable to say 1 or 2 sounds correctly only require 2-6 sessions. Other children may require months, years or many years of regular intervention.
Level of progress made depends on a variety of factors including some of the following:-
Level of progress made depends on a variety of factors including some of the following:-
- Severity of the speech, language and/ or literacy disorder -the more severe the initial diagnosis, the more likely longer term intervention is to be required.
- Complexity/number of other processing difficulties:- the greater the range of processing difficulties that your child experiences the more likely longer term intervention will be required e.g. speech and language difficulties, severe fine or gross motor difficulties; attentional/executive difficulties;,working and long term memory difficulties; processing speed and visual processing difficulties; affective impairment/social communication impairment etc
- The intensity of the intervention provided:- the more intensive the intervention provided i.e. more times per week the therapy sessions are completed, the better the prognosis. The majority of parents cannot afford the daily speech therapy sessions that would be required to make a significant change in the way a child processes and produces spoken and written language. As such, regular home practice is critical for progress to occur.
- The age of the child when intervention begins:- with speech, language and literacy difficulties, the earlier the processing difficulties are identified and appropriate treatment provided -the better the prognosis.
- The quality and type of intervention provided:- A quality assessment is required to ensure that all processing difficulties are identified and that intervention is pitched at the correct level. If the intervention provided is too easy or too difficult little progress will be made. Intervention needs to specifically build the processing skills that are underlying the presenting difficulty and provide opportunities for massed practice of the skills until automaticity of learning is achieved. These newly learned skills then need to be applied in other settings - school,home etc, for intervention to be considered successful.
2) I don't think my child has any speech, language or literacy difficulties - do I need to come?
Many parents feel that their children are not experiencing any difficulties and are surprised when another health professional or teacher suggests that their child see a speech pathologist.
This can occur for a variety of reasons and is often because in the home setting, these processing difficulties are not apparent - as a parent you understand what your child is saying and focus on what they are saying rather than how they say it. In the home environment, the routines and language used are often familiar and you, as a good parent, automatically adjust what you say so your child understands your questions, directions and instructions and, as such, no comprehension difficulties are apparent. However, all this support and familiarity is not available in the classroom or other unfamiliar settings and speech and language processing difficulties become apparent.
Some children with reading and spelling difficulties can consistently get high scores in their regular spelling tests, so parents think that they are doing well. However, some children seem to 'forget' the spelling rules/patterns taught as soon as a new list is to be learned, and so their written work completed in class displays theirs written language processing difficulties.
If your child does not have a speech, language or literacy difficulty, a speech pathologist will not provide unnecessary intervention. However, if a speech,language or literacy impairment goes untreated, it can result in long term learning, emotional and/or social difficulties.
This can occur for a variety of reasons and is often because in the home setting, these processing difficulties are not apparent - as a parent you understand what your child is saying and focus on what they are saying rather than how they say it. In the home environment, the routines and language used are often familiar and you, as a good parent, automatically adjust what you say so your child understands your questions, directions and instructions and, as such, no comprehension difficulties are apparent. However, all this support and familiarity is not available in the classroom or other unfamiliar settings and speech and language processing difficulties become apparent.
Some children with reading and spelling difficulties can consistently get high scores in their regular spelling tests, so parents think that they are doing well. However, some children seem to 'forget' the spelling rules/patterns taught as soon as a new list is to be learned, and so their written work completed in class displays theirs written language processing difficulties.
If your child does not have a speech, language or literacy difficulty, a speech pathologist will not provide unnecessary intervention. However, if a speech,language or literacy impairment goes untreated, it can result in long term learning, emotional and/or social difficulties.
3) Why does my child have a speech, language or literacy difficulty?
Again this is not an easy question to answer. A child may present with speech. language or literacy difficulties for a variety of possible reasons. Some children have a specific difficulty, i.e only present with speech, language and or literacy difficulties. However, other children have other difficulties and may be diagnosed with other impairments/disabilities such as learning disabled, autism spectrum disorder, attention disorder, dyslexia,, specifc learning, disorder, developmental co-ordination disorder, central auditory processing disorder, etc. A speech pathologist can diagnose a speech, language, fluency or literacy impairment. However, many children may need to see a variety of health or medical professionals to identify other possible causes or co-occurring conditions. For example they may need to see:
These specialists, amongst others, may help explain why your child is experiencing difficulties.
Sometimes, there is a family history of speech, language or learning etc difficulties that may indicate a possible genetic cause to the impairment. Other times there is just a delay in the development of skills, with the skills developing typically but just at a slower rate.
Unfortunately, often no definitive explanation is able to be provided but health professionals will explain likely causes based on current research and their experience. They will also explain the likely outcomes/risk if no treatment is provided and will recommend treatment options and possible outcomes.
- General Practitioner - all general health and developmental issues, refers to other health professionals, approves relevant Medicare funding.
- Audiologist - assesses hearing status and ability to process auditory information.
- Paediatrician- assesses all health and developmental issues , refers to other specialists.
- Psychologist/Educational Psychologist/Clinical Psychologist - assesses learning potential, range of cognitive processing abilities including attentional and memory skills and examines emotional/affective and behavioural issues
- Occupational Therapist - assesses gross, fine and co-ordination skills and sensory processing and integration issues and range of other related skills.
- Optometrist or Behavioural/Developmental Optometrist - assesses eye sight and visual processing skills.
- Ear Nose and Throat Surgeon (E.N.T.) - assesses and treats all ear, nose and throat issues such as grommets; adenoid and tonsil removal, sinus issues, voice issues.
- Dentist/Orthodontist - dental oral/ cavity issues.
These specialists, amongst others, may help explain why your child is experiencing difficulties.
Sometimes, there is a family history of speech, language or learning etc difficulties that may indicate a possible genetic cause to the impairment. Other times there is just a delay in the development of skills, with the skills developing typically but just at a slower rate.
Unfortunately, often no definitive explanation is able to be provided but health professionals will explain likely causes based on current research and their experience. They will also explain the likely outcomes/risk if no treatment is provided and will recommend treatment options and possible outcomes.