Fort Myers speech therapist
How many times a day are you admonishing your child to please use their “inside voice”? As a Fort Myers speech therapist, I love it when kids are engaged and excited to participate in a conversation! That said, I also recognize that sometimes our little friends can get a bit TOO lively – and loud – for the situation.
The reality is all kids frequently yell, stomp, shriek, use screechy or whiny tones – and for all kinds of reasons.
Teaching kids how to control their volume – and practice using “inside voices” – is important because there are many real-life situations that require it.
Learning how and when to adjust voice volume is a life skill – one that may be particularly tough to grasp for kids with social communication deficits.
As a Fort Myers speech therapist, the goal isn’t just to teach kids how to communicate, but how to do so pragmatically, or in a way that is socially accepted and beneficial. That means teaching the “inside voice” (quieter) versus the “outside voice” (louder) is key.
Understanding Reasons Behind Voice Volume
The first step in addressing voice volume issues is understanding WHY kids are speaking loudly. Sometimes, they may feel they need to do so to get attention. They often don’t realize how loud they are actually being. And they also probably don’t understand that in certain spaces, they’re required to use a lower volume, and that failing to do so can have a negative impact on others in that space. (And for kids who are not neurotypical, it may take them more than a few reminders to remember.)
The American Speech-Language Hearing Association (ASHA) reports that it’s only between ages 4 and 5 that kids start talking differently in different settings and with different people. As a Fort Myers speech therapist, I recognize it as a speech development milestone that ultimately paves the way for them to recognize almost instantly whether this a place is one where people are using “inside voices” or “outside voices.”
Talk About Voice Volume With Your Kids
The first step to helping your child know what noise level is expected in a given setting and/or with different people is to TALK about it. That means not only telling them what is expected, but also why.
From fables and fairytales to silly rhymes and serious plots, kids LOVE story time! At its core, storytelling is about connection and communication. Everyone has a story to tell, and stories help us to understand the world around us and empathize with the people in it. Being able to follow – and tell – a story helps to understand the actions and opinions of others, and allows others to understand us too. Stories can be poignant and meaningful, giving us insight into an important life lessons, or they can be simple, everyday conversations, such as what someone did that weekend. When children learn how to tell stories, they learn how to be better communicators. At our FOCUS Fort Myers speech therapy clinic, we love using creative stories in sessions. It not only teaches children important communication skills, it keeps them interested and engaged!
Teaching storytelling involves not just reading stories, but breaking them down into the most basic parts for kids to understand. In our experience with young children, it’s best to start with simple narrative stories and then help them to identify the beginning, middle, and end. We teach them the transition words (first, then, next, last…). Even if retelling the story is difficult, sparse, or choppy at first, the idea is to help ensure the retelling isn’t random – it’s an organized beginning-middle-end structure.
For instance, we’d tell the story of the Three Little Pigs like this:
- First, three little pigs built three houses.
- Then, a big, bad wolf said he would blow their houses down.
- Finally, the three pigs found safety in the house made of bricks.
Once they’ve mastered this basic Beginning, Middle, End, we can help them work on the more complicated story structures, such as orientation/setting (answering the who, where and when questions), the complication/plot (answering the what questions), the action (this answers the what and also how), the resolution (also the what and how questions) and the ending.
No doubt these are skills your child will need in school. The sooner we begin working on it when they’re younger, the better.
Kids’ recreational screen time more than doubled in the U.S. during the COVID-19 pandemic, according to a recent study by the Journal of the American Medical Association Pediatrics. This is concerning news because, as a Fort Myers speech therapist will tell you, excessive use of screen time can have numerous adverse impacts. In particular, these include:
- Unhealthy weight gain.
- Reduction in social skills.
- Delay in speech-language development (particularly for younger children).
The researchers looked at a group of more than 5,400 kids. Their average daily screen time prior to the pandemic was about 3.8 hours (still pretty high!). (The data was initially gleaned to study how cognitive development is impacted by screen time.) Then during the pandemic, kids’ use of electronic screens doubled to 7.7 hours daily. It should be noted that figure excluded school-related screen time, which many kids engaged in on-and-off, either in virtual school or some hybrid. Here in Southwest Florida, many schoolchildren are also assigned a set number of weekly minutes through a reading-math program called iReady. This too would have been excluded.
Analysts were solely looking at recreational screen time. That would include the use of electronic devices (phones, iPads, gaming systems, etc.) for things like:
- Multiple-player gaming.
- Single-player gaming.
- Social media.
- Video chatting.
- Browsing the internet.
- Watching streaming movies, videos, or television shows.
When your child is hard to understand, it can be stressful for you, your family, friends, educators – and perhaps most especially, your child. Of course, nobody enters this world speaking perfectly, and each child has their own timeline for proper pronunciation. However, it’s also important not to wait too long if you notice your child is more difficult to understand than his or her peers. The sooner a Fort Myers speech therapist can intervene, the faster your child can catch up to where they need to be. That can be critical to ensuring they don’t fall too behind socially and academically. Speaking skills mastered before pre-K and kindergarten can significantly impact the ease with which your child will be able to read and write.
Although every child develops at their own rate, knowing what key milestones to watch for is a good idea. In general, as noted in a recent Parents.com article, you should understand:
- At least 50 percent of what your child says by age 2.
- At least 75 percent of what your child says by age 3.
- About 100 percent of what your child says by age 4, even if all the sounds aren’t perfect.
By the time your child is about 6 or 7, he or she should produce all sounds correctly most of the time. If you can’t, it is well past time to reach out to a Fort Myers speech therapist. Ideally, we like to start treatment of children with speech and language delays and disorders as soon as possible – the earlier the better. At FOCUS, we are big proponents of “early intervention,” which starts between ages 2 and 5.
At FOCUS, we’re familiar with the process of searching for a Florida speech therapist for kids. When we’re looking to hire speech therapists, there are some key things that we look for – and it goes beyond the right education, certification or qualifications. All those things are important, but they won’t necessarily dictate whether a person is going to work well with kids.
Approximately 5 percent of kids ages 3-17 have a speech-sound disorder that lasts more than a year, often requiring some type of intervention. Sometimes, the cause is due to something like autism or down syndrome or childhood apraxia of speech. But sometimes, it’s for something like a stutter or just a general delay in speech-language skills. For many of the kids who receive speech-language therapy, you’d never be able to tell later in life. This is especially true the younger they are when they start. That’s our goal: To get kids to catch up to their peers and be able to communicate, socialize and function as normally as possible. But in order for children to reach their maximum potential, they need to be paired with therapists who are going to be effective!
Here, we’re offering some insight into the qualities we prize in our speech therapists (and therapists of other disciplines, for that matter). We hope this helps parents in their search to find the Florida speech therapist who will be right for your child.
It’s estimated that about one in a dozen kids in the U.S. between the ages of 3 and 17 has some type of disorder related to speech, voice, language or swallowing. Roughly 5 percent have a speech disorder specifically. When we look at even younger kids, it’s about 9 percent. Children who have speech sound disorders struggle to form speech sounds. They have trouble articulating individual sounds, being understood, modulating speech, they might stutter, have a lisp, etc. When it comes to speech sound disorders, working with a skilled, creative pediatric Fort Myers speech therapist can make all the difference.
About Speech Sound Disorders
Kids with speech sound disorders don’t have difficulty understanding language. What they struggle with is expressing language in the sounds of speech at a level that is age-appropriate.
As a Fort Myers speech therapist can explain, speech sound disorders are characterized by regular trouble producing speech sounds. That can mean several different things, including:
- Phonological problems. This is when one has a tough time producing certain sounds or sound blends.
- Vocal apparatus problems. This would be if someone has issues with their larynx or lungs that makes producing certain sounds difficult.
- Speech timing issues. This would be if a child has difficulty with their vowel onset time, vowel duration, consonant closure duration or voicing during consonant closure.
- Speech difficulty. This would be issues like stuttering or lisping.
Typically, we can classify a speech sound disorder either as a “phonological disorder” or an “articulation disorder.”
The ability to ask and answer “Wh” questions is an integral part of language development. Speech pathologists recognize that kids must first be able to understand questions before they can engage in an exchange of information. It’s the very foundation of conversation.
Most typically-developing kids will start to ask and answer “Wh” questions when they’re between 1- and 2-years-old. They’ll continue fine-tuning these receptive and expressive language skills into their school years. Children with delays, disabilities, injuries and other conditions may struggle with Wh questions. Our Fort Myers speech pathologists at FOCUS can help.
Staff Report, FOCUS Therapy
When a child with autism is first learning how to speak, it’s often delayed and it may not develop in the same way as typically functioning children. As your Fort Myers speech therapist can explain, many begin by copying words they hear, as opposed to trying out new words or phrases they generate on their own. This type of “echoing” is clinically referred to as “echolalia,” and it’s often a vital first step in verbal communication.
Echolalia is the exact repetition or echoing of sounds or words. A child with autism will often use words in the same order – and sometimes even in the same tone – as what they hear, be it from another person or in a book or television show.
Although it may not have any communicative meaning (there is a difference between functional and non-functional echolalia), it can be an excellent place for your speech therapist to begin work with your child on meaningful communication.