Re: DS Talking very LOUD!!

[Guest guest]

This is an issue with tonal processing.... not the actual physical ear which is

why he passes all of the hearing tests. In the end we ended up resolving this

issue using The Listening Program (TLP).... I've writen a lot on it in the past

but suffice it to say... our issue was EXACTLY the same and within 3 months of

TLP, the problem went away never to return. Also, if not already, you might

want to consider going milk free/casien free since casien in milk congests the

ears of our kids like 'craaaaazy'.

Janice

Mother of Mark, 14

[ ] DS Talking very LOUD!!

Hi Everyone!

DS has been doing wonderful with increased fish oils - talking a lot,

hard to understand but none the less talking a lot.

To an outsider it would just sound like jibberish all day - but I

know he is telling me things when he grabs something brings it to me

and starts talking about it.

Yesterday we were watching Mickey Mouse Club House and Mickey

sings " hot dog hot dog hot diggity dog.... " and DS sings along " hawk

og hawwwk og hawqk giggy gog " if the song wasn't playing no one but

me would have known what he was saying.

I am even hearing sporadic sentences here and there he yelled at the

dog the other night " maaaccci go away all done you get down " that

was very clear - but 75% of the time it is unclear.

My question...he is speaking VERY LOUD, not just when he is excited,

even though that is a lot, but in general it's almost like he yells

when he talks. Anyone else have experience with this? We are

constantly telling him to use his inside voice.

He has had several hearing tests - which all deem within " normal "

range - but I still feel like all those ear infections from 11

months - 26 months caused him to maybe not hear at certain

frequencies?

What do you think?

Thanks, Jill

[Guest guest]

My son, who is now 6, still does this. He is able to control it more, but there

are often times that he is Very loud without even knowing! We just tell him that

he is being too loud, and then he realizes.

From: Janice <jscott@...>

Subject: Re: [ ] DS Talking very LOUD!!

Date: Saturday, January 10, 2009, 3:51 PM

This is an issue with tonal processing.. .. not the actual physical ear which is

why he passes all of the hearing tests. In the end we ended up resolving this

issue using The Listening Program (TLP).... I've writen a lot on it in the past

but suffice it to say... our issue was EXACTLY the same and within 3 months of

TLP, the problem went away never to return. Also, if not already, you might want

to consider going milk free/casien free since casien in milk congests the ears

of our kids like 'craaaaazy'.

Janice

Mother of Mark, 14

[childrensapraxiane t] DS Talking very LOUD!!

Hi Everyone!

DS has been doing wonderful with increased fish oils - talking a lot,

hard to understand but none the less talking a lot.

To an outsider it would just sound like jibberish all day - but I

know he is telling me things when he grabs something brings it to me

and starts talking about it.

Yesterday we were watching Mickey Mouse Club House and Mickey

sings " hot dog hot dog hot diggity dog.... " and DS sings along " hawk

og hawwwk og hawqk giggy gog " if the song wasn't playing no one but

me would have known what he was saying.

I am even hearing sporadic sentences here and there he yelled at the

dog the other night " maaaccci go away all done you get down " that

was very clear - but 75% of the time it is unclear.

My question...he is speaking VERY LOUD, not just when he is excited,

even though that is a lot, but in general it's almost like he yells

when he talks. Anyone else have experience with this? We are

constantly telling him to use his inside voice.

He has had several hearing tests - which all deem within " normal "

range - but I still feel like all those ear infections from 11

months - 26 months caused him to maybe not hear at certain

frequencies?

What do you think?

Thanks, Jill

[Guest guest]

Jill first off CONGRATULATIONS on the increased speech with increased

fish oils -they have been a God send for the majority here.

http://www.cherab.org/information/indexinformation.html#diet

As far as the pitch problem that is not at all new here. I have a few

archives to help below -but in general this is something that your

child's SLP should address as part of therapy. Is it?

~~~~~~~~start of archives:

Re: at the level of the vocal folds

:

" At the level of the vocal folds " means in the larynx where your

voice is produced. This is also a motor task and I have seen some

apraxic chidren who had significant difficulty starting an

utterance/sentence because they had problems getting their voice

started. Once they started, their speech production was fairly

good. This can be confusing because in these children, there usually

aren't problems for involuntary tasks involving the larynx and voice

such as crying or laughing. In addition, because motor movements in

apraxia are inconsistent, sometimes a child like this will say a word

or sentence perfectly and then have difficulty repeating the task.

Often the problem is initially thought to be behavioral in nature.

Some apraxic children really have to strain to produce voicing, and

in some cases this seems to result in a higher pitch and louder voice

than other children of the same age, sex, and physical size would

use. I have even seen a few apraxic children who practically had to

shout to get their vocal folds moving.

Nicosia, Jr., CCC-SLP

Re: the way children with apraxia talk/Attn: Carol

Carol:

I'm glad my response helped. Here is some of the additional

information for which you asked:

1. As to the duration of therapy, every child is different, but some

apraxic children do require long term therapy that can go on for

years. This is certainly not always the case, but does happen

sometimes. In long term cases, I still feel that the prognosis is

normally good. Basically, therapy is completed when the child's

speech and the associated oral-motor skills are normal with respect

to age level peers.

2. Yes, I would expect the inconsistencies to stop as oral-motor

skills continue to improve and the ability to coordinate articulator

movement in connected speech and the ability to self-monitor speech

also improve.

3. It's really up to the speech therapist that your son sees to

determine the need for continued intervention. However, the

inconsistencies you describe are not usually observed in 6-year-old

children, so it does seem that speech therapy is still warranted.

4. While the pitch and loudness level that your son uses can be due

to apraxia, there is still validity to working on a more age-

appropriate pitch and loudness in speech therapy (I'm commenting on

goals, but not on reward/reinforcement techniques) because pitch and

loudness and other prosodic features can have a very significant

effect on speech intelligibilty in some children. I've seen several

patients for whom problems with pitch, loudness, etc. had a more

adverse effect on speech intelligibility than the articulation errors

did.

I hope this helps.

Nicosia, CCC-SLP

~~~~~~~~~~~

Dyspraxia and Therapy Techniques:

Dyspaxia, also known as Developmental Verbal Dyspraxia

(DVD), Developmental Apraxia of Speech (DAS), and

Development Articulatory Dyspraxia is a rare disorder.

Children with severe phonological impairment may sometimes

appear to be dyspraxic so if you suspect a child with this

condition, a differential diagnosis should be completed.

Recommended reading: Ozanne, A. (1995). The search for

developmental verbal dyspraxia in B.Dodd, Differential

diagnosis and treatment of children with speech disorders.

As with most other speech problems in children, no one

knows why some children have dyspraxia and others do not.

Research by Shriberg, Aram and Kwiatkowski (1997) suggests

that developmental verbal dyspraxia may be associated with

difficulties in managing the required variation of

connected speech (articulation,co-articulation, pitch,

prosody etc). Others believe that children with dyspraxia

have difficulty producing speech because of auditory

deficits.

Characteristics of Communication Problems

1. Correct use of consonants and vowels is limited, even

though the child may be able to produce a wide variety of

sounds. Child can make the sound by cannot use it when

needed. " Volitional " or deliberate production can be more

difficult than spontaneous production.

2. Correct pronunciation of multisyllabic or " difficult "

words is limited (ex., " dinosaurs " , " peanut butter

sandwich " , " choo choo train " ). Difficulty with fast

repeated speech sequence tasks like puhtuhkuh.

3.The child can produce some sounds (or combinations of

sounds) at certain times and not at other times. (ex., one

time the child correctly says " table " and the next time

incorrectly say " nable " ).

4.Vowel errors in conversational speech change (ex., one

time the child correctly says " bed " and the next time

incorrectly says " bad " ).

5. Difficulty with several of the suprasegmental

components of speech (pitch, vocal quality, rate, stress,

intonation, and loudness).

6. Speech errors are NOT typically immature ones.

7.Searching is noticed as the child tries to produce

some sounds or place articulators (the lips, tongue, soft

palate, teeth and cheeks) in some positions (also called

" trial-and-error " or " groping " behaviour).

Therapy Techniques:

1.The most common recommended therapy approach is a

motor skill training approach. This is like " oral

gymnastics " - training the mouth by practice to combine

speech movements and sounds more quickly and accurately.

Various sorts of sound, syllable and word drills can be

incorporated. Sometimes just the movements are trained at

first, without speech.

2.Low-pressure verbal activities such as singing Old

Mc, finger plays, and repetitive books can give the

child success to build onto.

3.Imitative drills are more difficult. It is recommended

to use a therapy technique that provides cues to the child

about how to produce the speech sounds (i.e. PROMPT or cued

speech).

4.Use augmentative communication if the child is

unintelligible.

5.After a CV combination is achieved /lah/, teach to

repeat the combination /lalalala/, then to alternate

/lalelalelale/, then to put into a word /lahlepop/.

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