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Straightforward Publishing - Sam Walker

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86 pages

English

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Verbal Dyspraxia is a widespread, specific, severe speech disorder found in children, which prevents the brain from getting the correct messages to the muscles in and around the mouth, which in turn affects the ability to make intelligible speech. The outcome can be traumatic for all and involves trying to get effective support from the NHS, establishing what therapy the child needs and implementing coping strategies to ensure that the child can have as normal a childhood as possible. Waiting for a Voice is a guide for families coping with verbal dyspraxia.

Informations

Publié par	Straightforward Publishing
Date de parution	25 janvier 2015
Nombre de lectures	0
EAN13	9781847165435
Langue	English

Informations légales : prix de location à la page 0,0300€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Waiting for a Voice
The Parent s Guide to Coping
with Verbal Dyspraxia
by
Sam Walker
www.emeraldpublishing.co.uk
Emerald Guides
Sam Walker 2015
All rights reserved. No part of this book may be reproduced in a retrieval system or transmitted by any means, electronic or mechanical, photocopying or otherwise, without the prior permission of the copyright holder.
British Library Cataloguing in Publication Data. A catalogue record for this book is available from the British Library.
ISBN: 978-1-84716-482-7
ISBN ePub: 978-1-84716-543-5
ISBN Kindle: 978-1-84716-542-8
Information in the nutrition chapter kindly provided by Katharine Tate.
Printed by Grosvenor Press London
Cover design by Bookworks Islington
This book reflects the ideas and opinions of the author, with the purpose of highlighting information on the topics covered in the book. It is not meant to provide health or medical evaluation, consultation or advice, and the reader is advised to consult appropriate health, nutritional and medical professionals for these services. The author and publisher therefore take no responsibility for any personal risk or loss.
This book is dedicated to the following people:
To Sue, a brilliant speech and language therapist, for being by our family s side every step of the way, and for helping Monty to find his voice.
To Katharine, my good friend, excellent nutritionist, and fish-oil provider. Thank you for everything, including the chickpea pasta.
Contents
Foreword-Katharine Tate
Introduction
Chapter 1. What is Verbal Dyspraxia?
Is it a common condition?
How do I explain that my child has verbal dyspraxia to other people?
Some common characteristics of verbal dyspraxia
How is a diagnosis made?
A delay or disorder
Similar conditions
Dysarthria
Aphasia
Expressive language delay/disorder
Selective mutism
Stuttering (Dysfluency)
Phonological speech disorder
A note on dyspraxia (Developmental Co-ordination Disorder)
So what causes verbal dyspraxia exactly?
A parent s perspective
How do we learn to speak?
Prognosis
Chapter 2. From Diagnosis to Action
And so to research
Key professionals involved in caring for your child
Doctor
Health visitor
Audiologist
Paediatrician
Ear Nose and Throat specialist
Speech and language therapist
Nuffield Centre for Verbal Dyspraxia
Occupational therapist
Educational psychologist
A parent s perspective
How to prepare for appointments
What to ask for before and during appointments
During an appointment
Treatment
Action plans relating to speech and language therapy
Alternative methods of communication
A parent s perspective
Makaton
British Sign Language
Chapter 3. What to expect in speech therapy
A parent s perspective
What may be covered in the early sessions of speech therapy?
Points to consider when looking for a speech and language therapist
Membership of applicable bodies
Qualifications
Experience of verbal dyspraxia
Experience with children with speech disorders
Cost-if looking for a private therapist
Method of providing therapy
A parent s perspective
NHS provision for SLT
Independent speech and language therapists
Independent speech and language therapy-how much does it cost?
Should there be a preference for either an NHS or independent SaLT?
An explanation for some key terms you might hear used in speech therapy
Things to think about doing at home
Organisations that can help
Courses for parents
Financial help that might be available
Speech therapy aids to consider obtaining
Getting organised
Positive re-enforcement
Take every opportunity
Two steps forward, one step back
And finally
Chapter 4. A Day in the Life
A parent s perspective
If only you knew
Frustration station
Disability and other labels
New people and people pleasing
That s my friend he doesn t talk
Safety
We can t come, we ve got speech therapy
Eating and drinking
Other people s perceptions
Chapter 5. Education
The Children and Families Act 2014
The Special Educational Needs and Disabilities Regulations 2014
The Special Educational Needs (Personal Budgets and Direct Payments) Regulations 2014
Equality Act 2010
Statements and EHC Plans
A parent s perspective
Common Assessment for Families (CAF)
IEP (Individual Education Plan)
Exceptional Needs Funding (ENF)
The role of the SENCO
Educational psychologist
What a school might do in relation to needs of a child with verbal dyspraxia
What you can do in preparation for starting school
What type of school
Chapter 6. A Difference in opinion?
RCSLT policy statement: Developmental Verbal Dyspraxia
Chapter 7. The Family Unit
A parent s perspective
Siblings
Grandparents
Friends
Chapter 8. Diet and nutrition
A parent s perspective
Gluten
Malabsorption
Casein
Brain food
About Nutritional therapy-Katharine Tate
Background to introducing a new diet
Key brain foods
Daily ideas that Katharine suggests
So, ultimately what did we decide?
A note on functional tests
Nutritional and toxin status assessment
Fatty acids profile
Gastrointestinal tests
Immunology tests
Individual strategy
What happened?
Books to read
Chapter 9. Looking to the Future
A parent s perspective
Chapter 10. Further reading and Information
Groups, organisations and professional bodies
Useful books
Websites and blogs
Speech therapy aids
Learning whilst playing
Index
***************
Foreword
Working with Monty has been an amazing journey, which has involved many giant leaps forward and some small steps back along the way. His family have moved mountains to identify and implement a whole host of interventions that are collectively impacting on Monty s development. Sharing their experiences, understanding and awareness with other parents may prove hugely effective at making a real difference for so many others in similar situations.
This book is an honest, easy-to-read guide for those who are coping with verbal dyspraxia, including an up-to-date understanding of the disorder and identification of support strategies. Sam is a parent who is dealing with the disorder day-by-day and is working with a range of healthcare professionals and teachers to ensure all interventions that are deemed suitable are in place. This is a must-read for all parents who are also Waiting for a Voice .
Katharine Tate
Nutritionist and Owner of The Food Teacher
(BEd (Hons), FAETC, Dip ION (Distinction), BANT, CNHC)
Katharine Tate is a qualified teacher, nutritional therapist, mum, and entrepreneur who has over 20 years experience working with children in both primary and secondary schools in the UK, New Zealand, and Hong Kong. She has founded The Food Teacher brand to combine her passion for education and nutrition to deliver a healthy childhood, focusing on promoting family health through food and lifestyle.
INTRODUCTION
Imagine this, if you will.
About eighteen months ago I found myself sitting in an NHS speech therapy clinic room. It was a baking hot August day outside, there was only one window partially open in the room and everyone was fanning themselves with paper to create some breeze. My son, Monty, had just turned three and was there because he wasn t talking, and after various battles in actually getting him seen at the clinic, here we finally were. There were two Speech and Language Therapists (SaLTs) in the room, one asking Monty to do things ( Give the crocodile some dinner, Monty - does he want sausages or pizza? ), and the other therapist helping him to do as he was being asked. They were both nice and smiley, and Monty was quite happy and relaxed; there were lots of new and interesting toys to play with, and he did his best at imitating the animal noises that they wanted him to do ( Can you say ahhhh , Monty? What does the crocodile say when he opens his mouth? ) I, on the other hand, was a bundle of nerves - there s nothing like wanting your child to perform as expected when faced with a room of professionals and scribbling pens writing on clipboards.
Even though my husband and I knew that things weren t quite right with Monty s speech - we already had an older son and were therefore aware of the general milestones and what might be deemed to be normal speech production in children - we still wanted someone to put our minds at ease and to tell us that there was nothing to worry about. I d taken Monty to the doctors twice in the previous six months, and both times was told that he was a) a boy, and boys were often later to talk than girls, b), that he had an older sibling which had a tendency to make younger siblings late talkers due to having another small person to communicate their needs for them, and c), that the doctor s own son had been a late talker and hadn t spoken his first words until three years old. It also didn t help that Monty had made an attempt to say the word spider , completely randomly, in front of her on the second visit. Look - he s said a word! Nothing wrong with him, then! Case closed, and so out the door we went.
A self-referral a few months later to the health visitor resulted in a hearing test at the Audiology clinic, which showed that Monty had excellent hearing and therefore ruled out any hearing problems or ear complications like glue ear. The Audiologist, however, noted that Monty s speech was not very clear - I think she was being polite - and from then on, after several months on a waiting list, we found ourselves in this hot and stuffy room in the Speech and Language Unit.
After about forty-five minutes, and after many pages of notes had been taken, the lead therapist turned to me and said that it was clear that Monty had a speech disorder, most probably something called developmental verbal dyspraxia. She asked if I d ever heard of it - I said I hadn t. She then asked if I had any questions. Many thoughts were rac