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Most Speech-Language Pathologists will likely think of stuttering when they hear the term “fluency problem.” While stuttering is the fluency condition that affects people the most frequently, cluttering is a different disorder that physicians should be aware of. Cluttering or clutter speech is a fluency disorder in which an individual speaks with a very rapid and irregular rate of speech. Cluttering is characterized by excessive dysfluencies in speech such as prolongations, blocks, repetitions, revisions and interjections, along with increased or irregular speaking rate. In addition, individuals may also exhibit additional language and phonological errors and deficits in attention. In spite of the fact that endeavors to change handedness don’t cause stuttering, the pressure that came about when a youngster had to switch hands may have resulted in an increase in the severity of stuttering for certain people. Stuttering is a speech issue. Other than the “disfluencies,” in a person’s speech. People who stutter are ordinary.  Stuttering may be impeding your speech but it never hinders your thoughts and intelligence. You can speak up your thoughts, you are no different than anyone without stuttering. But yes, you will be different if you have the drive to overcome stuttering.  What causes cluttering? There is very little evidence for the causes of cluttering.  Many people around the world are living with Stuttering. Further, both children and adults can have stuttering. Stuttering starts very early in life for most people. In other words, it starts during childhood.  Furthermore, stuttering that would have started out as mild may have progressed to severe as time passes. Hence, it is very crucial to treat it as early as possible. People who stutter experience various other problems such as fear, anxiety, depression, shame, etc., which can in turn affect the quality of life (QOL). You might stutter some of the time or in certain situations and some people stutter when they are young and then grow out of it but some continue.  A few other probable causes include: Neurological factors: Cluttering may be associated with some neurological condition such as Tourette’s syndrome, learning disorder etc. cluttering is said to occur due to dysregulation of the anterior cingulate cortex and supplementary motor area. Self-regulation factors: Cluttering is also reported to occur when the speaker’s regulation of thoughts and speech are not synchronized. The speaker is proposed to be talking at a rate that is too fast for his or her system to handle, resulting in breakdowns in fluency and/or intelligibility. Signs and Symptoms of Cluttering Common Characteristics Rapid Speaking Rate- Talking too fast Over-articulation of words- Abnormal emphasis on speech sounds while speaking Jerky Speech- Inappropriate pauses or breaks in speaking pattern Monotonous speech- Flat speech with no or very little intonation patterns Dysfluencies- Prolongations/ Pauses/ Blocks/ Repetitions etc. Additional Characteristics (may or may not be observed) Phonological errors in speech Disorganized language and conversational skills Misarticulations Poor speech intelligibility Poor or disorganized handwriting Hyperactivity and distractibility Auditory perceptual difficulties Learning disorders Apraxia Treatment for Cluttering During speech therapy sessions, it should be used to improve cluttering using treatment methods that have been shown effective. Increase awareness and encourage self-monitoring: Individuals with cluttering often do not have insight of their problem. Drawing their attention to their symptoms and increasing awareness, helps to a great extent in regulating their speech pattern and rate. Encouraging self-monitoring of their own speech, also draws their attention to their symptoms, which in turn will help regulate their speech, in a more effective way. Focus on reducing speech rate One of the most common ways is by constantly reminding the individual to speak slowly. Another way is by using a speedometer as an analogy. Using a speedometer works very well with clutterers. A ‘speed limit’ of speaking is set and the speaker must consciously try to stay within the limits. Deliberate pausing is another effective way of reducing the speaking rate. The speaker is taught to deliberately pause between words, without rushing through them. Focus on articulation and language errors It is recommended to start practicing with highly structured sentences (e.g., the speaker's name and where he lives etc.) and gradually proceeding to normal conversational skills (e.g., open ended and abstract topics) In longer words which contain stressed and unstressed sounds, exaggerating the stressed syllables, along with consciously trying to pronounce all the unstressed syllables will increase the overall intelligibility and articulation of words (e.g., par-tic-u-lar, cro-ss-ed) Focus on easing dysfluencies Fluency shaping techniques can be used to reduce dysfluencies. For tips and strategies for stutter-free speech, read ahead here . Stuttering vs. Cluttering- How similar or how different? SymptomClutterersStutterersAwareness of their problemUsually absentUsually presentMessage or contentUsually not clear on what content is to be conveyed, often get derailed or confusedUsually clear on content to be conveyedSpeaking rateMandatorily abnormal. May be either very rapid or irregular and jerkyIt can be normal or at times fast, when used as a secondary strategy to avoid stutteringCommon dysfluencies observedBlocks, Prolongations, Repetitions, PausesInterjections, fillers, revisions, phrase repetitions, pausesArticulation errorsPhonological errors present, often unstressed syllables are omittedUsually no errors observedSpeech intelligibilityPoor speech intelligibility, speech often sounds slurred or mushyUsually speech intelligibility is normalProsodyOften monotonousUsually normalStressPerforms better, as they are more conscious of the way they speakPerforms poorer, as being conscious of their speech increases their fluencySpeaking in a foreign languagePerform better due to heightened awarenessPerforms poorer due to increased awareness of own speech. Reduce excess of disfluencies Reducing the excessive amount of disfluencies should be another main objective of cluttering treatment in addition to decreasing the client’s speaking tempo, specialists say. It’s not always advisable to teach certain fluency shaping strategies, such as easy onset, in order to reduce cluttering. People with cluttering often have anxiety, depression, and personality changes due to their Stuttering. A speech therapy program along with a structured counseling session can help promote better mental health. If you think your child is anxious or feels shy to speak, this is your chance. A good Speech Therapy program will surely promote better mental health. We would love to hear your comments/ reviews on the article, and other suggestions that you feel fit on cluttering. Kindly register and please leave us a reply. View this post on Instagram A post shared by 1SpecialPlace | Speech Therapy (@1specialplace) #TreatmentforCluttering #Stuttering #Cluttering #ClutterSpeechinIndividuals #SpeechTherapyprogram #speechtherapy

Most people have the ambition of becoming independent, especially as they approach maturity. Like their parents and caregivers, people with intellectual disabilities and other disorders like autism spectrum disorder  frequently wish to live as independently as possible. Parents frequently hope their children can learn as much as possible about everyday life skills in Autism like taking care of their bodies, doing simple household chores, preparing their own meals or snacks, and cleaning up after themselves, even though some autistic children may never be able to live entirely on their own. What are life skills? Life skills are the basic daily living skills. These include self-care activities, cooking, shopping, budgeting, organizing, and transportation. Life skills are learned over time. When we introduce life skills at a very young age, it helps children become more independent as they transition into adolescence and adulthood. It is important to remember at this stage that learning life skills does not happen overnight, but it takes time & practice. So how do we teach life skills? Life skills  can be taught and practiced at home, in schools, and also within the community. Autistics learn these skills with instructions, schedules checklists, and more which help them to become more independent. Following are some activities that can be done at home to promote independence in Autism. 1. Customize Your Teaching Strategy / Checklists Every person is different, and people on the autism spectrum are no exception. The kinds of skills that you should concentrate on to help your child become independent will rely on their own requirements and abilities as well as your own and their own ambitions. Make sure to tailor your teaching strategy to the needs of each unique student. When working with life skills in Autism, it’s not one or two skills but there are a lot of these skills that a child may be required to use on a daily basis. You can simplify these skills by organizing them in a ‘To do list’. So how does this help? Many children with Autism find it easy to perform a task when it is simplified and organized. This is exactly what a ‘To do list’ does. You can make a ‘Morning To-do list’, ‘School To-do list’ etc. All these lists depend on what skills you are trying to achieve independence in. So, as the child finishes a task, they can check off that task and move on to the next one. It is important to note that some children will need these lists until they gain independence in those tasks while others may require it to be independent. 2. The Natural vs. Structured Method You can use a more natural and flexible method, a more organized and formal approach, or a combination of both to teach independent living skills to a kid with autism. Having your child practice vocally describing to you how to make a snack (such a peanut butter and jelly sandwich) or sequencing the processes when you give him pictures or phrases that reflect the steps is an example of teaching a skill to them in an organized manner. During snack time, have your youngster make the sandwich as part of a natural teaching method. 3. Use Visual Supports Teaching new abilities to children with autism can be greatly aided by the use of visual aides. They can offer the youngster visual cues or support to help them complete particular tasks more successfully and independently. These consist of items such as image schedules, checklists, calendars, color-coding schemes, charts, lists, and token boards.  4. Evaluating the Present Skills of Your Child It is beneficial to evaluate your child's present proficiency in particular areas. Keep an eye on your child and record the things they succeed at and the things they find difficult. Alternatively, consider a certain talent and determine which aspect of it your child needs more assistance with. Additionally, you can think about having your child undergo a formal evaluation by a Board-Certified Behavior Analyst (BCBA), who can determine what areas your child needs to improve on and assess their present functional level. 5. Additional Resources to Assist Your Child Technology use can also assist your youngster in developing their ability to live independently. If they have a smartphone, for instance, you could teach them how to use the calendar feature or help them set alarms to remind them to accomplish specific activities. 6. Forming Schedules/ Routines Routines or schedules are a set of activities that you do on a regular basis. And this is very important as practicing these skills will help in achieving independence. When you include these Life skills in Autism as a part of a routine such as ‘Brushing’ as a part of a daily morning routine. Your child then understands that it needs to be done before the next task. Initially, you will have to make, monitor & help your child transition from one activity to the next. As you keep helping your child with these activities, they will get better and better at it. 7. Always practice, always practice Gaining independence is a difficult goal for everyone to pursue. For most people, even those without disabilities, self-care, daily living, and other critical skills that allow independent life are highly practice-dependent. Recognize that it will take time for your child to become independent and offer encouragement and support. It's also advised that you provide your youngster with multiple opportunities to practice the skills you're concentrating on. If your child is learning how to count and handle money, for example, you can practice this skill with pretend money during playtime or you may set up a "store" at home where your child can earn money to spend on products. Don't forget to provide your kids with genuine chances to practice this in the community. 8. Giving clear & precise Instructions As you go about these skills, you will realize that there are a lot of them. It can be overwhelming for children to follow these in Autism or even complete an entire activity. In this instance, what you can do is, you can give them clear & precise instruction. For example, if the activity is ‘Brushing’. You can give the instruction as “Take the toothbrush”. “Hold it in your hand”. “Take the toothpaste”. “Open the cap”, “Squeeze the toothpaste” etc. So these are examples of sequential instructions that you can give one by one as your child completes them. These instructions can be verbal or even accompanied by visuals (depending on your child’s preferences). 9. Reading Social Stories Often, you would have experienced that it is not an easy task to implement a routine or complete the complete instructions. Every autistic child has different requirements and even different ways in which they learn. Reading social stories to them regarding the tasks that they have to complete may help. When you read a social story, the child also understands why this targeted skill is important for him to do.  For example, a child does not want to brush his teeth in the morning. In this situation, it can become a bit tricky to use only a routine or a to-do list. Try reading a social story on brushing and then you can tell the child. “You will receive a reward at the end of the day for completing the activities” Then give the clear instruction to your child one by one and complete the task. All done!!! Some social stories  that you can use at home 10. Generalization of the learned Skill Your child has finally learned how to wash his hands with minimal instruction at home. Now what? Kudos to you!! Your child is now achieving independence with their life skills in Autism. But would your child be able to use that learned skill elsewhere? Such as a school, museum, or public place? Maybe or maybe not. What you can do is, try to use these skills in different situations. Especially those that your child frequently visits. For some it’s the school, for some it’s the daycare, etc. You can also notify other people around your child such as family members, caretakers and get them involved in your child’s journey to independence. Developing these life skills is not a one-day task. It may not always be easy, but it can be achievable. As mentioned earlier, it is an ongoing process. You will require the help of highly trained specialists along your child’s journey. To know more, consult with us today!!

Epilepsy is a long-term condition characterized by recurrent seizures brought on by aberrant electrical signals generated by damaged brain cells. Seizures are brought on by an uncontrollably high spike in electrical activity within brain cells. A seizure may cause modifications to your consciousness, sensations, emotions, behavior, and motor control (your muscles may twitch or jerk). Another name for epilepsy is a seizure disorder. A brain condition called epilepsy results in spontaneous seizures that happen repeatedly. If you experience two unprovoked seizures or one unprovoked seizure with a high probability of more, your doctor may diagnose you with epilepsy. Epilepsy is not always the cause of seizures. Although a brain damage or a genetic predisposition may be linked to seizures, the exact reason is frequently not recognized. Read a blog on rehabilitation of ASD What is the brain’s reaction to Epilepsy? All parts of your body send and receive messages to and from the brain’s cells. A constant electrical impulse that moves from cell to cell transmits these messages. This periodic electrical impulse pattern is disturbed by epilepsy. Rather, in one or more regions of your brain, there are electrical energy bursts between cells that resemble an erratic lightning storm. Your awareness (including loss of consciousness), sensations, emotions, and muscle actions are all altered by this electrical disruption. Is Epilepsy preventable?   While there are many uncontrollable and unavoidable causes of epilepsy, you can lower your risk of having some disorders that may precede epilepsy, such as: It is estimated that 25% of occurrences of epilepsy may be avoided. The best strategy for preventing post-traumatic epilepsy is to prevent head traumas, such as those caused by falls, auto accidents, and sports injuries. Proper prenatal care can lower the number of new instances of birth injury-related epilepsy. The likelihood of febrile seizures can be decreased by using medications and other techniques to bring down a sick child’s body temperature. Reduced cardiovascular risk factors, such as high blood pressure, diabetes, and obesity, as well as abstaining from tobacco and excessive alcohol consumption, are key to preventing epilepsy linked to stroke. In tropical regions, which are home to a large number of low- and middle-income nations, central nervous system infections are frequently the cause of epilepsy. Worldwide reductions in epilepsy cases, such as those resulting from neurocysticercosis, can be achieved through the removal of parasites from these habitats and the provision of infection prevention education. Symptoms Of Epilepsy Symptoms of seizures might vary greatly. During a seizure, some persons with epilepsy just stare blankly for a few seconds, while others move their limbs or legs frequently. A single seizure does not necessarily indicate epilepsy. An epilepsy diagnosis usually requires at least two unprovoked seizures that occurred at least 24 hours apart. The electrical cycles of the brain become unbalanced in epilepsy, resulting in recurring seizures. In nearly half of those who suffer from epilepsy, there is no known aetiology. The indications and symptoms of a seizure are: Temporary perplexity A bout of staring Muscle spasms Jerking movements of the arms and legs that are uncontrollable Consciousness or awareness loss Fear, anxiety, or a sense of déjà vu are all psychological symptoms. The severity of the symptoms varies depending on the type of seizure. A person with epilepsy will, in most situations, experience the same sort of seizure every time, therefore the symptoms will be consistent from episode to episode. Doctors divide seizures into two types: focal and generalised, depending on how and where the aberrant brain activity occurs. Below are some common challenge of epilepsy myths that still exist today: Myth 1: Everyone who has epilepsy experiences convulsions and loses consciousness A "tonic-clonic seizure" is the most common type of seizure that we witness on TV. Here, the individual collapses to the ground and begins to tremble (they frequently foam at the mouth in TV shows and movies, although this isn't always the case!). Tonic-clonic seizures are actually only one of approximately forty distinct types of seizures; others include rapid twitching of the muscles, a momentary loss of consciousness, bewilderment, or disorientation. Before, a convulsive seizure was referred to as a fit. Myth 2: Living with epilepsy is a lifelong condition It's not necessary for epilepsy to last a lifetime. Although there is presently no treatment for epilepsy , 70% of those who have the condition will stop having seizures when taking anti-seizure medication, and many pediatric epilepsy syndromes are "outgrown." For some people, epilepsy is deemed "resolved" if they have not experienced a seizure in ten years and have been able to stop taking their medication for the past five of those years. Myth 3: A mental illness, epilepsy Epilepsy and seizures can occasionally be confused with mental health conditions. During a seizure, for instance, a person could make bizarre noises, say strange things, or act strangely. But just like everyone else, some epileptics experience mental health issues like anxiety and/or sadness. To learn more about mental health and wellness, click this link. Myth 4: You cannot drive if you have epilepsy. If their seizures are adequately managed with medication or if they meet the requirements outlined by the state's appropriate driving authority, people with epilepsy are eligible to apply for a driver's license. Myth 5: Someone experiencing a seizure needs to be restrained. It's more likely that restraining someone during a seizure may aggravate or injure them (or you). The progress of a seizure cannot be stopped or slowed down by restraint. The type of seizure will determine the first aid needed. Myth 6: If someone is having a seizure, you should place something in their mouth to prevent them from swallowing their tongue. You cannot physically swallow your tongue. When someone is having a seizure, they are unable to control their muscles. If you place anything in their mouth, they could bite down on it and break their teeth or hurt their jaw, which could potentially cause harm to you. Myth 7: A person must visit a hospital if they are having a seizure. Not every seizure calls for hospitalization. After a seizure, the person will typically only need some time to relax and recuperate, which they may be able to accomplish at home, at work, or at school. It is preferable to dial for help if you see someone experiencing a seizure and you don't know them. When should you see a doctor? If any of the following occurs, get medical attention right away: More than five minutes had passed since the seizure began. After the seizure stops, neither breathing nor consciousness return. A second seizure occurs almost instantly. Your temperature is quite high. You’re expecting. You’re diabetic. During the seizure, you hurt yourself. Even if you’ve been taking anti-seizure medication, you’re still having seizures. Is Epilepsy contagious? Just like any neurological disorders of Cerebral palsy , autism spectrum, etc, Epilepsy also does not spread by sharing food or touch. So, please do not run away or fear from the person during or without a seizure. Take the first step to assist such person when in need, because they are “normal” just like you and me. Is Epilepsy a curse? It is purely a medical condition. Is Epilepsy a mental illness? NO. Majority of people with seizures are mentally sound, unless secondary to conditions affecting the psyche and/or intellect. It is not a barrier to success in life. Can women with Epilepsy bear children? YES. They can safely have children without any adverse effects on the womb or baby. Can I help by putting a key in hands of person during a seizure? Non- medical measures such as the above or smelling a shoe or onions, are not of any use. What care should be taken regarding medications for seizure control? Do not discontinued rugs, until advised and supervised by a neurologist. Never miss a dose. But it’s human timer or forget. In such a case, don’t panic, take the dose immediately as you realise and delay the next dose by the same time. Withdrawal process and risk should be explained by the doctor, before prescribing a medicine. A doctor’s drug selection may take some time, but it’s important to remember that in 80% of cases, the drugs effectively manage seizures. Is neurosurgery a feasible option? With advanced techniques of investigations and medical care, surgery as a means of treatment from seizures is a feasible solution. There are investigations which rule out the possibility of a brain area controlling important body function or skill being removed or damaged during surgery. There are chances that drugs would have to be continued post- surgery, but the decrease in intensity and frequency of seizures remarkably improve the Quality of Life. What about the social stigma related to Epilepsy? The lack of complete and proper information about the safety standards, treatment techniques, including drugs and surgery, create a hollow giving rise to self pity, lowered self esteem and confidence, dependence in the individual. Social awareness and education regarding the normalcy of an individual with seizures, and the care to be taken during a seizure should be highlighted. Epilepsy, by itself is not a disability, unless accompanied by a condition associated with mental retardation. Let us spread awareness about this fakely dreaded condition and be supportive in helping these individuals lead a much deserved normal life. This article was written by  Dr Neha Didolkar, Paediatric Physiotherapist. View this post on Instagram A post shared by 1SpecialPlace | Speech Therapy (@1specialplace)

A lisp is a speech impediment caused by misalignment of the teeth and tongue when making a particular consonant. One type of functional speech impairment is a lisp (FSD). An difficulty learning how to produce a particular sound or set of sounds when speaking is known as a functional speech problem. ‘Functional’ denotes an underlying reason unknown for the condition. Adolescence and adulthood may see the persistence of functional  speech difficulties . A speech-language pathologist can effectively treat FSDs (SLP). Your tongue tip should rest on the roof of your mouth, directly behind your front teeth, when you pronounce the sounds /s/ or /z/. But occasionally, the tongue peeks out from between the front teeth when someone lisps. What causes Lisps? Lisps have no recognized causes. Some believe that after a certain age, pacifier use may be a factor in lisping. Long-term pacifier use, according to them, may strengthen the lips’ and tongue’s muscles, increasing the likelihood of lisps. Nevertheless, not every youngster with a lisp uses a pacifier. Furthermore, no youngster who uses a pacifier develops a lisp. Additional potential reasons for lisps include: The disorder known as “tongue-tie” causes the tongue to get attached to the floor of the mouth. Its mobility is thereby limited. Ankyloglossia is an additional term for tongue knot. Issues with the alignment of the jaw. Only having picked up the wrong pronunciation of the sound. Different lisps types Lisping can be broken down into four types: Lateral in nature:  Because of the airflow surrounding the tongue, this results in a lisp that sounds moist. Dentized:  The tongue’s pressure on the front teeth causes this. Frontal” or interdental:  Making “s” and “z” sounds becomes challenging as a result of the tongue pressing in between the spaces in the front teeth. When young toddlers lose both of their front teeth, they frequently develop this kind of lisp. Palatal:  This also results in trouble pronouncing “s,” but the cause is the tongue’s contact with the roof of the mouth. A speech therapist uses articulation exercises to help patients pronounce sounds correctly in order to treat lisps. How much time Does it takes to get rid of Lisp? The majority of the time, speech-language pathology intervention for lisps is successful and brief. Speech therapists differ in their opinions about how long it takes to help someone overcome a lisp or  how to fix a lisp ? The degree of the lisp and the amount of practice done outside of therapy can sometimes indicate the likelihood of improvement. Your progress will happen more quickly the more you practice. For best results, speech therapists usually advise setting up frequent appointments over a few months.  Typically, speech therapy entails a sequence of individual sessions. Meetings for lisps speech therapy usually take place once a week and run between thirty and forty-five minutes. Regular attendance at meetings is essential for progress. The treatment plan that your speech therapist creates will target the particular sounds that are giving you trouble. To assist you with your practice, your speech-language pathologist will provide you with useful advice and demonstrate how to make the desired sounds. You will also need to practice at home in order to eliminate your lisp. This entails repeating the exercises that your speech therapist prescribes and listening to their instructions. If you want to see improvements from lisps speech therapy, you must practice with patience and diligence. Individual differences exist when it comes to improvement, so don’t give up easily if you don’t see results immediately away. Your lisp can be fixed with work and time. Home Remedies for Lisps There are things you can do at home to help your child’s lisp, regardless of whether they attend a speech-language pathologist: Address sinus issues and allergies that could cause lisping. Stop sucking your thumb. To help your child gain strength, have them sip with a straw. Use playthings like horns or bubbles to encourage playtime. How a Lisp Can Be Helped by Speech-Language Pathologists? See a speech-language pathologist if you think your kid may develop a lisp or if, as an adult, you have been having long-term difficulties producing your /s/ and /z/ sounds. Finding the appropriate speech therapist is essential to helping you improve your lisp, since there are many trained ones who can assist with it. After doing an assessment, a lisping speech therapist with lisp experience could suggest therapy. You may improve your communication skills by connecting with the top  Online speech therapists  in India with 1specialplace. We have a solution if you’re looking for online speech therapy for adults, kids, schools, or corporations. Through the use of telehealth for lisp evaluation and treatment, we are able to get close to the mouth with the cameras in order to model the sounds and give feedback to the client.

Ganesh Chaturthi, a festival that celebrates the birth of Lord Ganesha, brings with it an air of joy, culture, and tradition. It’s the perfect opportunity to not only teach children about these rich traditions but also to help them develop essential skills like speech and communication . Storytelling, a powerful tool in speech therapy, can be made even more engaging by weaving in stories about Lord Ganesha. Let’s explore how you can turn this festive season into a fun and educational experience with storytelling to boost speech development! Why Storytelling Works in Speech Therapy   Storytelling is an interactive and creative activity that nurtures multiple aspects of speech and language development. When children listen to or narrate stories, they practice: Vocabulary building: Learning new words and phrases. Sentence structure: Understanding how to form grammatically correct sentences. Pronunciation and articulation: Improving the clarity of speech. Comprehension: Understanding the sequence and meaning of events in a story. Expressive language: Using words to convey thoughts, ideas, and emotions. By incorporating storytelling into speech therapy, especially with a cultural twist like Ganesh Chaturthi, children can practice communication while staying engaged and connected to tradition. Fun Ganesh Chaturthi-Themed Storytelling Activities for Speech Development   1. Retelling the Birth of Lord Ganesha Start by narrating the story of how Lord Ganesha was created by Goddess Parvati and how he came to have an elephant’s head. This story is full of simple yet vivid details, making it an excellent starting point for children. After telling the story, ask the child to retell it in their own words, encouraging them to use complete sentences. Speech goal: Retelling stories helps children practice sequencing, memory recall, and articulation. 2. Role-Playing Ganesha’s Adventures: Choose a few well-known stories about Lord Ganesha’s adventures, such as his encounter with the moon on Ganesh Chaturthi or his race with Kartikeya around the world. After narrating the story, encourage the child to act out different characters and dialogues from the story. Speech goal: Role-playing enhances expressive language skills and helps children articulate speech with emotion and clarity. 3. Interactive Ganesha Stories with Visuals Visual aids such as pictures, puppets, or illustrations of Lord Ganesha and other characters can make storytelling more interactive. Show the child a series of images while narrating the story and ask them to describe what they see or predict what happens next. Speech goal: This activity promotes descriptive language and encourages children to use new vocabulary words. 4. Create Your Own Ganesh Story Take the creativity up a notch by asking children to create their own stories about Lord Ganesha. They can mix in elements of their daily life, making Ganesha the hero who helps them solve problems at school or home. Let their imagination run wild while gently guiding them to use correct sentence structures and articulate words clearly. Speech goal: Creating stories enhances imagination, creativity, and complex sentence formation. 5. Ganesha-Themed Story Cards Prepare flashcards with different pictures related to Lord Ganesha, such as his mouse, laddoos, or his elephant head. Let the child pick a card and create a mini-story around it. This can be done with multiple cards to form a full-length story. Speech goal: Story cards help children develop their narrative skills, expanding their ability to create coherent and structured speech. 6. Ganesha’s Blessings: A Gratitude Storytelling Activity Encourage children to narrate a story in which Lord Ganesha blesses someone who is facing a challenge. They can talk about the person’s struggle, how Ganesha helps them overcome it, and the positive outcome. This activity not only helps with speech development but also teaches values of gratitude and perseverance. Speech goal: Practicing gratitude storytelling can help children articulate complex ideas and emotions clearly. 7. Ganesh Chaturthi Rhymes and Songs Ganesha-themed rhymes or songs can be a fun way to work on rhythm, pronunciation, and fluency. For example, songs that celebrate Lord Ganesha can be used to help children practice the rhythm and flow of speech. Singing or chanting in tune with beats can help improve speech fluency, articulation, and breath control. Speech goal: Singing promotes fluency and breath control, improving speech rhythm and pronunciation. Tips for Parents and Therapists   Keep it engaging: Use props, visuals, and puppets to make storytelling more dynamic and engaging. Encourage participation: Let children take the lead in narrating, acting, or predicting parts of the story. Adapt to skill level: Tailor the story complexity based on the child’s age and speech abilities. For younger children, focus on simple stories and vocabulary; for older ones, delve into more complex narratives. Provide positive feedback: Praise children for their effort, even if their pronunciation or sentence structure isn’t perfect. Encourage them to try again and gently correct them where needed. Practice consistently: The more children engage in storytelling, the more confident they’ll become in expressing themselves. Conclusion Ganesh Chaturthi offers the perfect backdrop for incorporating storytelling into speech therapy. Through these fun and engaging speech therapy activities , children can enhance their speech and language skills while learning more about the culture and traditions surrounding Lord Ganesha. By blending tradition with therapy, parents and therapists can ensure that speech development remains an enjoyable and culturally enriching experience for children. Let the blessings of Lord Ganesha guide your child’s speech journey toward success!

Here is the sum-up disability news of the Jan 2024. Catch up the interesting and informative news from India. Finolex Pipes, Fittings, and Mukul Madhav Foundation Partner for Inclusion The Mukul Madhav Foundation, a CSR partner of Finolex Industries Limited, a prominent leader in the Indian PVC pipes and fittings market, is pleased to announce Title Sponsorship for the upcoming physical disability cricket T20i Trophy 2024. From January 28, 2024, to February 6, 2024, England’s Physically Disabled Cricket Association (EPDCA) will make history in the history of the sport by starting its inaugural tour of India. DCCI and EPDCA are driving this strategic relationship with a common goal of promoting diversity. The two organisations want to eradicate the stigma associated with disabilities and promote an environment of equity in society by utilising the power of sports. In light of this, team India will proudly don the jersey kit supported by MMF and Finolex Industries, two organisations who have joined forces to fully support these initiatives. Read this news by businesswire SC report exposes severe gaps in accessibility for people with disabilities at courts across India According to a Centre for Research and Planning research, India’s court facilities lack accessible wheelchairs, have inadequate ramps, and inadequate infrastructure for individuals with disabilities. According to a new report by the Supreme Court’s Center for Research and Planning, more than half of the nation’s District Court complexes lack ramps, only 25.2% have wheelchair accessibility, and 5.1% have tactile paving to help people with vision impairments navigate the courtroom. Read this news by thehindu Ludhiana’s para-athlete is honored for transforming their disability into strength Tarun Sharma is preparing for the North American Para Karate Championship after winning the state para karate medal. Tarun Sharma was financially devastated following a paralytic attack when he was six years old, but it also taught him karate and helped him win the state award. He is a 32-year-old vegetable vendor in Khanna, relies on loans to pay for the costs associated with competing globally. Read this news by hindustantimes Centre launches disability info line to bolster inclusion The Rights of Persons with Disabilities Act, 2016 designated 21 disabilities, and for those who qualify, the central government on Monday introduced the first cloud-based IVRS toll-free disability information line (DIL) services in India. Individuals with disabilities can now get information on topics impacting their daily lives by calling a single toll-free number (1800-222-014). Read this news by timesofindia CADRRE is accepting short film submissions about experiences and narratives relating to autism. Films of one to five minutes in length, in any language, that positively examine a variety of narratives and experiences associated to autism are invited to be submitted to the Centre for Autism and other Disabilities Rehabilitation Research and Education (CADRRE) in Thiruvananthapuram. Since the institution’s goal is to create an inclusive society, inclusiveness should be the main focus. The CADRRE International Filmlet Festival on Autism (CIFA) will feature screenings of the top submissions. The top film will take home ₹1,00,000, the second-best film ₹50,000, and the audience-voted most popular film ₹50,000. Read this news by thehindu Autism aggression prediction biosensors Matthew Goodwin, a professor at Northeastern University, recently published a study in JAMA Network Open showing that biosensor data and machine learning can be used to predict aggressive behavior in youth with profound autism with 80% accuracy and three minutes’ notice. On February 29, 2024, Goodwin, an interdisciplinary professor with Northeastern’s Bouve College of Health Sciences and Khoury College of Computer Sciences, declares, “Three minutes is enough time to do something.” Read this news by northeastern IDCA announces maiden T10 Women’s Deaf Premier League in Mumbai The inaugural T-10 Women’s Deaf Premier League will take place in Mumbai, Maharashtra, from January 8–11 of this year, according to the Indian Deaf Cricket Association (IDCA). In its first iteration, six specially-abled women’s teams from around the nation will square off on the field to win the prestigious Premier League trophy, according to a statement released on Thursday. Read this news by hindustantimes Classical dancer Methil Devika | Music for the deaf In Thiruvananthapuram, Indian classical dance experienced a revolutionary moment last month. Exponent of Mohiniyattam Methil Devika began her performance at the Ammaveedu, a traditional center of music and dance, to an enthusiastic audience of people with hearing and speech impairments engrossed in the show in front of them. However, how did they watch the show? For her “Crossover” performance, Devika combined classical dance’s hasta mudras (hand gestures) with Indian sign language. This was part of her innovative “Dance Philanthropy and Social Inclusion” project. Throughout her remarkable thirty-year career, the dancer has prospered as a performer, scholar, and curator, enthralling art enthusiasts worldwide. However, her current project is particularly important. Read this news by indiatoday Barbie movie adds unique accessibility option The highly anticipated “Barbie” film will provide a new degree of accessibility for those with impairments when it launches on streaming services in the near future. Next week, the movie will make its premiere on Max, and viewers will have the opportunity to watch it with interpretation in American Sign Language. According to Max, the move is an attempt to elaborate on the movie’s concept. As many people’s first language is ASL, Casey Bloys, chairman and CEO of HBO and Max, said, “By providing sign language interpretation, we will build upon the film’s empowering message of inclusivity and offer a unique viewing experience for the deaf community to enjoy with family and friends.” Read this news by disability scoop LEGO introduces Braille Bricks for visually impaired children promoting interactive learning Lego is about to introduce Braille bricks that are specifically made for visually impaired youngsters in an innovative step that aims to promote inclusive and engaging learning. The “Lego Braille Bricks — Play with Braille” set will be available in Italian, French, and English starting on September 1st, with German and Spanish versions to follow in early 2024. The set, which retails for $89.99 USD (about Rs 7,436), includes 287 pieces that fit together perfectly with other Lego goods. Read this news by economictimes To read some more news click here

In a world that is constantly evolving, the importance of fostering inclusion cannot be overstated. One significant aspect of this endeavor is addressing communication barriers that individuals with visual impairments face. Among the various tools and techniques developed to enhance inclusivity, it stands out as a powerful means of communication, offering independence and empowerment to those who are visually impaired. This blog explores the pivotal role of Braille in breaking communication barriers and its contribution to fostering a more inclusive society. The Power of Language: Language is a fundamental aspect of human connection, allowing individuals to express thoughts, emotions, and ideas. For people with visual impairments, accessing information and communicating effectively can be challenging. Traditional written language relies heavily on visual symbols, making it inaccessible to those who cannot see. This limitation, however, is where Braille steps in, revolutionizing the way individuals with visual impairments engage with written information. Braille: A Revolutionary Tactile Language: Developed by Louis Braille in the 19th century, Braille is a tactile writing system that uses raised dots to represent letters and numbers. By translating the visual alphabet into a tactile form, Braille empowers individuals with visual impairments to read, write, and communicate independently. The simplicity and versatility of its system make it a valuable tool for breaking communication barriers. Education and Independence: One of the primary benefits of Braille is its role in facilitating education for individuals with visual impairments. Access to written material is crucial for learning, and it opens the doors to literacy for the visually impaired. By providing tactile access to textbooks, documents, and other written materials, Braille empowers individuals to pursue education at all levels, from primary school to higher education. Moreover, proficiency in Braille enhances independence. It allows individuals with visual impairments to take notes, label personal items, and engage in written communication without relying on sighted assistance. This independence is transformative, promoting self-confidence and a sense of autonomy. Breaking Professional Barriers: In the professional sphere, it plays a key role in breaking down barriers that may hinder career advancement for individuals with visual impairments. Access to information is crucial in the workplace, and Braille provides a reliable and efficient means of obtaining and disseminating information independently. Braille signage in public spaces and workplaces ensures that individuals with visual impairments can navigate their surroundings with confidence. Additionally, Braille-enabled technology, such as it displays and note-taking devices, has become integral to the workplace, fostering a more inclusive environment for employees with visual impairments. Promoting Social Inclusion: Beyond the educational and professional realms, it contributes to social inclusion by facilitating communication in various aspects of daily life. From menus in restaurants to information on public transportation, Braille makes essential information accessible to individuals with visual impairments, allowing them to participate fully in social activities. Furthermore, the promotion of Braille in public spaces raises awareness about the needs and capabilities of individuals with visual impairments. This awareness is a crucial step toward creating a more inclusive society that values and accommodates the diverse needs of its members. Unveiling the Power of Braille Braille, named after its creator Louis Braille, is a tactile writing system that utilizes raised dots to represent letters and numbers. Developed in the 19th century, this ingenious system has transformed the lives of millions, offering a unique and effective way for individuals with visual impairments to access and comprehend written information. Education as a Foundation Education is the cornerstone of personal and professional development. However, for individuals with visual impairments, traditional printed materials present a formidable obstacle. Braille serves as a bridge to knowledge, providing a tactile representation of textbooks, notes, and educational materials. By offering an alternative means of literacy, it empowers individuals to pursue education at all levels, fostering a sense of independence and competence. Conclusion: In the journey towards a more inclusive society, addressing communication barriers is a paramount concern. Braille, with its revolutionary tactile language, plays a pivotal role in breaking down these barriers for individuals with visual impairments. By empowering them with literacy, independence, and access to information, it contributes significantly to fostering inclusivity in education, the workplace, and social interactions. As we continue to strive for a more equitable world, recognizing and supporting the importance of Braille is a crucial step towards building a society where everyone can communicate, connect, and thrive. #RoleofBraille #writtencommunication

Online Speech Therapy on Autism with Apraxia of Speech – Case study The Case Study: Effect of Online Speech Therapy on a Child with Autism & Apraxia of Speech . Autism Spectrum Disorder (ASD) is a multifaceted condition. It becomes evident around the age of three, encompassing various challenges related to communication skills. The poor social skills, sensory integration difficulties, and speech and language problems encompass the typical behavioral signs (Dimitrova.M 2019). Apraxia of speech is a neurological disorder. It’s affecting the brain’s pathways involved in planning the sequential movements required for speech production. This condition leads to distorted sounds and inconsistent errors in speech, including variations in tone, stress, and rhythm. Apraxia of Speech and Autism A recent study conducted at Penn State Milton and Hershey Medical Center frequently observes apraxia in individuals with Autism Spectrum Disorder (ASD). The findings published in the Journal of Developmental and Behavioral Pediatrics indicated that around 63.6 percent (almost two-thirds) of children are diagnosed with autism. It also exhibited signs of apraxia. Several conceptual and empirical perspectives provide support for the notion that apraxia might play a role in the lack of speech development observed in individuals with ASD. The Journal of Developmental and Behavioral Pediatrics reported that approximately 63.6 percent (nearly two-thirds) of children diagnosed with autism also displayed symptoms of apraxia. Various conceptual and empirical perspectives support the hypothesis that apraxia may contribute to the absence of speech development in individuals with ASD. Children with ASD often exhibit deficits in praxis, particularly in imitative processes, which can affect their ability to acquire and perform motor commands. These findings suggest that a deficit in praxis, specifically in speech, could be a potential factor contributing to speech difficulties in individuals with ASD. The neurobehavioral substrates of apraxia could explain the speech and prosody-related challenges observed in ASD. Speech-Language Pathologists (SLPs) estimate that approximately one in six children with ASD on their caseloads may have Childhood Apraxia of Speech (CAS) (Dawson, 2010). The aim of this study was to document and analyze the intervention of tele-speech therapy for a child diagnosed with both Autism Spectrum Disorder and apraxia of speech. This report provides a clinical overview of the client’s rehabilitation journey through tele-practice. Clinical overview of our client’s rehabilitation journey Participant For this study, we considered a 5-year-old female child diagnosed with autism spectrum disorder with apraxia of speech. The parents of the child provided written consent for this study. The parents reported speech and language development delays and attended speech therapy in their hometown in the past. Method We assessed the participant using the Childhood Apraxia of Speech (CAS) clinical assessment worksheet and the Receptive Expressive Emergent Language Test (REELS). The test result of the childhood apraxia of speech (CAS) clinical assessment worksheet reveals child has vowel distortions, the distorted substitution of speech sounds, stress errors, groping moments, voicing errors, Increased difficulty with multi-syllabic words, and Inconsistency on repeated trials of words/utterances. Receptive Expressive Emergent Language Test (REELS) Results reveal Receptive language age-3.5 to 4yrs Expressive language age- 12 to 14 months We diagnosed the individual with autism spectrum disorder accompanied by apraxia of speech. We observed significant difficulties in speech and language across various tasks, including speaking, reading, monologue, and conversation. After completing the evaluation and testing process, we recommended the participant receive speech therapy. The participant opted to engage in speech and language therapy sessions five days a week, with each session lasting 45 minutes. The therapy spanned a period of five months, from January 2023 to May 2023. We conducted assessments and treatment sessions remotely through tele-practice, utilizing the Zoom video-conferencing software. The clinician used a Dell intel core i5 laptop with 300mbps and an in-built camera with an external microphone and speaker. The participant used an Acer laptop with 300mbps internet speed with an in-built camera and microphone. During the treatment session, we followed speech and language facilitating techniques. We incorporated strategies such as speech drills, sound and movement exercises, speaking practices, vowel practice, and paced learning. Recorded video and audio during the first assessment session and on the last day of the post-evaluation therapy session to note progress. We regularly evaluated the participant’s speech and language skills every two months and documented the progress. Results A pre-therapy and post-therapy score assessment was done to determine progress. The Childhood apraxia of speech(CAS) clinical assessment worksheet and Receptive Expressive Emergent Language Test (REELS) were re-assessed at the end of five months of intensive speech and language therapy. Graph 1 shows the pre-therapy and post-therapy scores on the Childhood apraxia of speech(CAS) clinical assessment worksheet Graph 1: Pre and Post Therapy test results of vowel distortions, the distorted substitution of speech sounds, stress errors, groping moments, voicing errors, Increased difficulty with multi-syllabic words and Inconsistency on repeated trials of words/utterances. Receptive Expressive Emergent Language Test (REELS) Results reveal Receptive language age-3.5 to 4yrs Expressive language age- 16 to 18 months Results showed a significant improvement in the participant’s overall speech and language skills. Discussion and Conclusion Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and social interaction and restricted repetitive behaviors. Childhood Apraxia of speech is a type of SSD that impacts the ability to effectively plan and program speech movements (ASHA, 2007) Autism Spectrum Disorder (ASD) and Childhood Apraxia of Speech (CAS) are developmental disorders with distinct diagnostic criteria and different epidemiology. However, a common genetic background as well as overlapping clinical features between ASD and CAS have been recently reported. Speech and language features include Inconsistent errors with consonants and vowels when pronouncing syllables and words. Difficulty moving from sound to sound and syllable to syllable. This tends to result in rather long pauses between sounds and syllables. Unusual emphasis on parts of speech. For example, a child may pronounce all the syllables in a word or sentence with equal stress. The purpose of the current study was to describe the effect of teletherapy/online speech therapy on a child with Autism Spectrum disorder with apraxia of speech. The results of the present study indicate positive progress in the overall speech and language development of the participant conducted via tele practice. Read more on: Click here #apraxiaofspeech #CaseStudy #OnlineSpeechTherapy #OnlineSpeechTherapyonAutism

This article helps you to understand the clinical insights of a child with Autism and stuttering. Autism also called Autism Spectrum Disorder is a neurological condition with deficits in social interaction, communication, and repetitive behaviors. Stuttering is a fluency disorder characterized by repetition of sounds, syllables/ words, prolongation of sounds, and interruptions in speech. There is less data reported about the frequency of stuttering among individuals with ASD. There is a steadily expanding amount of research on stuttering in children with ASD. A dual diagnosis of Autism and stuttering has been reported earlier. Here are a few studies that help us to know the connection between these two. Recently, children with ASD were identified to have stuttering, cluttering, excessive non-stuttering -like disfluencies, and atypical disfluencies. These include final word repetitions and prolongations. According to studies published by Kathleen Scaler Scott (2013), stuttering-like disfluencies are common in children with Asperger’s Syndrome. Shriberg et.al, (2001) states that 67 out of 100 males with Asperger’s syndrome exhibit dis-fluent speech compared to 40 out of 100 with high-functioning ASD. The purpose of the present study was to document and discuss the tele-speech treatment of a child with Autism and stuttering Case study of the child’s Assessment and Treatment of Autism and Stuttering- Participant A 9-year-old boy diagnosed with “Spoken language disorder secondary to ASD and mild stuttering” was considered for this case study. Background information Initially, the child has been diagnosed to have ASD at 18 months of age, as reported by the parents. Since then, he is receiving ABA, Occupational therapy, and speech therapy services. The child is studying 4th grade in regular school. He performs well in academics. However, his social skills with peer kids are not age appropriate. A family history of stuttering is reported, the child’s father has had mild stuttering since childhood. Method Participant underwent a detailed speech and language assessment on 16th August 2022. The tests administered were Clinical Evaluation of Language Fundamentals-5 to assess his social skills, Reynell Scale of Attention to assess his attention skills, and Stuttering Severity Index SSI-4 to assess his fluency skills. The results after the assessment of Autism and Stuttering were as follows 1. CELF-5 Pragmatic profile: The child has difficulty participating in conversations, responding to information, and nonverbal communication skills. His pragmatic profile score was 111 out of 200 points. 2. Reynell scale of Attention: The child scored four on a six-point rating scale in attention. This indicates that the child is gradually beginning to control his own focus of attention but can still focus on one thing at a time. However, he can now shift his focus of attention from one to the other. 3. SSI- Stuttering Severity Index-4 Including spontaneous speech and reading samples. The scores were – Frequency: 12, Duration: 6, Physical Concomitants score: 3, and Naturalness of Speech: 3. A diagnosis of Autism Spectrum Disorder with mild Stuttering has been made upon detailed evaluation and testing. Speech and language therapy of Autism spectrum disorder and stuttering. After the detailed evaluation, the participant was advised to undergo speech therapy sessions for overall speech and language improvement. The participant enrolled to receive online speech therapy once a week for ten months from August 2022 to May 2022. The participant also enrolled in group therapy from February 2023 to May 2023 to generalize the goals with a peer group. Firstly, the treatment focused on improving his attention and listening using active listening strategies and a whole-body listening approach. Secondly, to improve his social and communication skills like problem-solving behavior, inference skills, turn-taking, topic initiating, and topic maintenance skills, we used a pragmatic approach and compensatory strategies. Thirdly, breathing exercises and Stuttering analogies were used to reduce the stuttered speech. Results A pre-therapy and post-therapy assessment was done to determine the progress. The child showed steady improvement in all three target areas. Graph 1 shows pre and post-therapy scores of the child’s attention level. The child’s attention level was scored 4 on a 6-point rating scale in August 2022 and post-therapy his attention improved and rated as 5, i.e. the child can do a task and understand an instruction at the same time. His concentration span is still short but he can attend a small group and instructions. Graph 2 shows the pre and post-therapy scores of social and communication skills- Pragmatic profile. At first, the child’s social communication skills on the pragmatic profile were rated as 111/200. Then post-therapy the child showed a significant improvement in conversation skills and responding to information. Later, his score improved to 150/200. Graph 3 Pre and Post therapy scores of frequency, duration, physical concomitant, and naturalness rating. The child’s results showed a significant improvement besides his stuttering score reduced. The post-therapy scores are within very mild severity on Stuttering Severity Index-4. Stuttering disruptions such as repetitions, hesitations, and prolongations were reduced post-therapy. Discussion and Conclusion: To conclude, it is important to screen for fluency disorders in ASD children as stuttering impacts their communication and social skills.  Hence, speech therapy is crucial for children with ASD to improve their speech and communication skills. The results of the present study indicate positive progress in the overall speech fluency and social skills of the child.  Research articles related to stuttering and autism. Stuttering and Autism Spectrum Disorders: Assessment and Treatment.   John A Tetnowski 1 ,  Joseph Donaher 2 https://pubmed.ncbi.nlm.nih.gov/35697034/   Click here to read more case studies #autismspectrumdisorder #CaseStudy #ChildrenwithASD #languagedisorder

Participant A 6-year-old male child with a diagnosis of mild childhood stuttering was considered for this study. The child was studying in grade 1. The parents’ reported that the stuttering was present mainly when the child was excited or anxious. Written consent was obtained from the parents for this study. Method The child was assessed on Stuttering Severity Instrument (SSI-4) including spontaneous speech and reading samples. The scores were as follows: Frequency: 8, Duration: 4; and Physical concomitance: 0. A diagnosis of mild childhood stuttering was made upon detailed evaluation and testing. Stuttering behavior was noted to be mild across all tasks including speaking, reading, monologue, and conversation. The clinician counted the total stuttered words per standard protocol to arrive at the overall scores for SSI-4. The stuttering behaviors comprised whole word repetition at the beginning of the sentence, unfilled pauses accompanied by a fast speech rate. In addition, the child had a coping mechanism. The child did not exhibit any secondary behaviors like jaw jerks, frequent eye blinks, movement of upper extremities, and articulatory fixations during moments of stuttering. After evaluation Once the evaluation and testing were completed, the child was advised to undergo speech therapy for Stuttering. The participant enrolled for Fluency Shaping Therapy thrice a week (45 minutes/ session) for one month and twice a week for the next six months from January 2022. The second evaluation was done in February 2023 after the child had discontinued the speech therapy sessions from August 2022. The parents reported a relapse in the dysfluency and the child was feeling difficult to communicate when he was anxious and excited. The child was again enrolled in Fluency Shaping Therapy thrice a week (45 minutes/session) for four months till May 2023. Assessment and treatment sessions were conducted via tele practice using the Zoom video-conferencing software. The clinician and participant used a Dell intel core i5 laptop with 300mbps and an in-built camera with an external microphone and speaker. During the First treatment session. The parents insisted that the child is unaware of his dysfluency and should not know that his speech is dysfluent. So, the clinician involved more of games and interactive activities during the session. Strategies such as easy onset phonation, continuous phonation, modified finger against thumb technique, and passive airflow technique were incorporated during the treatment sessions. The child attended 2 generalization sessions on Zoom video-conferencing platform. During the Second treatment session This time the child was thought the same fluency-shaping strategies but with more of how the strategy would help him improve his speech. He was also made to listen to his speech to understand better. Analogies such as lily pad analogy, and smooth verses bumpy speech were demonstrated to make the child understand the quality of his speech. Strategies such as easy onset phonation, continuous phonation, stretched syllable technique, light articulatory contacts, modified finger against thumb technique, and passive airflow technique were incorporated during the treatment sessions. The child attended 2 generalization sessions and two group therapy sessions on the Zoom video-conferencing platform monitored by a monitored by Speech Language Pathologist. Results Post the First treatment session A pre-therapy and a mid-therapy score assessment was done to determine progress. The stuttering severity instrument (SSI-4) was re-assessed by the end of five months of inconsistent stuttering therapy. The results showed there was significant progress even though the therapy sessions were inconsistent. Results showed a significant improvement in the overall severity of stuttering in the participant. Post therapy the scores were as follows: Frequency: 4, Duration: 2, and Physical concomitance: 0. The post-therapy score was within the mild stuttering severity on SSI-4. The child showed positive progress in the overall fluency of speech. Stuttering disruptions such as word repetitions, unfilled pauses, and fast speech rate were significantly reduced post-therapy. Results Post Second Treatment Session A pre-therapy and a post-therapy score assessment was done to determine progress. The stuttering severity instrument (SSI-4) was re-assessed by the end of four months of intense stuttering therapy. The results showed there was significant progress in reducing the severity of speech dysfluency. Results showed a significant improvement in the overall severity of stuttering in the participant. Post therapy the scores were as follows: Frequency: 2, Duration: 1, and Physical concomitance: 0. The post-therapy score was within the mild stuttering severity on SSI-4. The child showed positive progress in the overall fluency of speech. Stuttering disruptions such as word repetitions, unfilled pauses and fast rate of speech were significantly reduced post-therapy. #speechlanguagepathologist #childhoodstuttering #CaseStudy #disfluentspeech #fluencyofspeech

Dysarthria is a neurologic motor speech impairment that causes the speech musculature to be slow, weak, and/ or imprecise( Duffy 2013). Therefore, the major attribute of dysarthria is reduced speech clarity and it can be managed through different tele-speech therapy techniques. The affected individual can retain the content of the spoken language. Hence, the individual can write and comprehend spoken and written language. Dysarthria is caused by damage to the brain or conditions that affect the nervous system. Some of these conditions e.g. include Huntington’s disease, multiple sclerosis, traumatic brain injury, etc. It can occur at any age. It is evaluated that 22% – 58% of individuals with acute stroke present with dysarthria (De Cock et al., 2021; Safaz et al., 2016; Stipancic et al., 2019) which is why tele-speech therapy for the management of dysarthria is an important topic of discussion. A stroke is a medical emergency that significantly cuts down the flow of blood to the brain. When an adequate amount of oxygen is not supplied to the brain, degeneration of brain cells begins shortly. Numerous people who suffer a stroke exhibit similar symptoms, i.e. slurred speech, challenges with swallowing, visual deficits, and weakness or paralysis in various parts of the body. The consequences of stroke on different parts of the body generally depend on the site of the brain lesion. Speech and language therapy establishes functional communication between the speaker and their listeners, making it the cornerstone of dysarthria treatment. The objective of Tele-Speech Therapy for the Management of Dysarthria : A Case Study was to document and discuss the tele-speech remediation of a person with dysarthria via tele-practice. Clinical evaluation and therapy strategies of client with dysarthria. Participant The participant in the Tele-Speech Therapy for the Management of Dysarthria: A Case Study was a 48-year old adult male diagnosed with spastic dysarthria, post-stroke. He had a stroke on 03.12.21. Medical reports indicated cortical lesions in the brain. After medical management, he enrolled for Speech and Language intervention at SpecialPlace on 30.12.21. Method: 1. Phase I: Speech and Language Evaluation and Oro-motor Examination Firstly, the therapist administered a detailed case history to explore the communication profile and oro-motor skills. The participant had slurred speech with reduced rate and intelligibility. Earlier, the speech was monotonous. He reported exhaustion after conversing for more than 20 minutes evidently. Spontaneous and non-spontaneous speech contained intact language content, syntax, and semantics. There was a delay in the processing of complex sentences. At times, he mixed up numbers and alphabets in reading tasks. The therapist conducted an oral peripheral mechanism examination to assess the structure and function of the oral cavity. Lips and tongue were slightly deviated to the right side. Lip and tongue movements were slow and restricted. Cheek muscles on the right side of the face were weak. Intra-oral breath pressure was achieved and sustained for up to 12 seconds. He reported occasional pocketing of saliva and mild drooling. He could take fluids slowly through the straw. Intake of fluids directly from the cup was difficult. He could take semi-solid food items. Previously, his maximum phonation time was less than 5 seconds, which indicated reduced breath support for speech. His diadochokinetic rates were 4.3, 4.2, and 3.4 for /p/, /t/, and /k/, respectively. The therapist administered Frenchay Dysarthria Assessment (FDA) to understand the severity of impairment of oro-motor structures. 2. Phase II: Speech Therapy After the detailed evaluation for Tele-Speech Therapy for the Management of Dysarthria: A Case Study through tele-mode, the participant enrolled in speech therapy thrice a week. The therapist implemented restorative therapy strategies (Clark, 2014) to restore the function of the speech subsystems. The major areas of focus were respiration, phonation, resonance, articulation, and prosody. We conducted regular tele-speech therapy sessions via Zoom Video Communications from January 2022 to May 2022. We trained the participant to follow slow and controlled inhalation and exhalation in order to improve respiratory control for speech. Phrase grouping and usage of maximum vowel prolongation tasks helped him improve the duration and loudness of speech. We implemented speech pattern modification to improve resonance and applied phonetic placement strategies to optimize the positioning of oral structures during speech. Pacing strategies using a metronome, application of lexical stress, and matching breaths to natural pauses in speech helped to improve prosody. The spouse regularly assisted in carrying out oromotor exercises. These exercises improved the speed, strength, and function of the oro-motor musculature. After completing all the sessions, we shared detailed home training tips and necessary videos with the participant via email. The participant successfully followed up the home training with the support of his spouse. Apart from speech and language, the participant attended occupational therapy and physiotherapy. Results The therapist administered FDA after five months of intense speech therapy and home training. Graph- 1 represents the functioning of oro-motor structures of the participant- pre and post-therapy. The performance is portrayed on a 4 point rating scale, with ‘0’ indicating performance within the normal range and ‘4’ indicating impairment in performance. The graph illustrates that before therapy, the participant exhibited poor respiratory control and experienced affected reflexes. Oro-motor structures like lips and tongue had fair symmetry. Functions of lips, tongue, and palate were moderately to severely affected; severe effect on speech intelligibility. After therapy, reflexes were back to normal range. The movements of the jaw, lips, tongue, and palate improved significantly. The function of these structures showed reduced impairment, with only minimal impairment remaining at the end of the fifth month of speech therapy. The strength of his cheek muscles improved, which resulted in normal intra-oral breath pressure and blowing skills. Speech intelligibility was poor, that is, the pre-therapy score showed severe impairment in speech intelligibility. Post-therapy, the speech was intelligible to familiar as well as unfamiliar communication partners. The rate of speech was back to normal. Discussion and Conclusion Difficulty controlling or weakness of the muscles required for speech execution results in dysarthria. Medical intervention and multi-disciplinary rehabilitation are the management options for individuals with dysarthria. The main symptom of dysarthria is unclear speech, due to the abnormal functioning of oro-motor structures. However, the condition also involves issues related to feeding. Speech therapy focuses on strengthening the oro-motor structures and improving speech clarity. In the present study, the participant enrolled in tele-speech therapy after 15 days of stroke. This early intervention is a major factor that helped the participant to achieve drastic progress in his oro-motor and communication skills. Unquestionably, research and practical evidence have proven that during the first three months after a stroke, a patient might experience a phenomenon called spontaneous recovery. Spontaneous recovery is the process of a skill or ability that seemed lost due to the stroke returning suddenly as the brain finds new ways to perform tasks. In the present study, the process of spontaneous recovery complemented regular tele-speech therapy and oro-motor strengthening exercises. Because of this, the participant could exhibit drastic progress in oro-motor skills and speech intelligibility. Additionally, this study revealed that tele-speech therapy for dysarthria resulted in positive progress in the speech fluency of the participant. Read more about Dysarthria here. #dysarthria #speechtherapy #speechtherapyfordysarthria #telespeechtherapy

Stuttering, commonly known as stammering is a speech disorder affecting the natural fluency of speech. Stutters or stammers are characterized by disruptions or interruptions in production of speech sounds. These interruptions are termed as ‘dysfluencies’. They often arise due to built-up tension in speech muscles, anxiety and fear of stressful situations. Stammering can at times impact the communication performance of an individual, thereby impacting their daily activities and social life. There are several ways to alleviate these dysfluencies and improve the natural flow of speech. Let’s look at a few tips to gain control over our speech. Do not rush. Take all the time you need to say what you want to say. Rushing ideas will increase anxiety and in turn lead to interrupted speech. Take easy and natural breaths before starting a sentence. Natural breaths relax the articulatory muscles and calm the body, enabling you to articulate words fluently. Take a calculated pause before difficult words. When you feel you are going to stammer on a particular word, pause for a short while. Make sure to move your mouth as much as possible while uttering the word. This makes you better prepared, relaxes your muscles and allows smooth release of words. Prolong the sound that you feel you will stammer on. Prolonging the initial sound or syllable of the word that you anticipate stammering will give you ample time to eliminate any stress that builds up and release the block. Plan what you want to say. Framing your content and sentences before starting to speak will reduce the stress on mind while speaking. Use a rhythmic intonation (sing-song pattern) while speaking. This gives the mind time to process words and reduces rate of speech, leading to easy flowing speech. Use delayed auditory feedback techniques. Listening to your own voice, a fraction of second later than when you uttered it provides an excellent mechanism of reducing the fear and anticipation associated with it. This thereby leads to easy flow of words. Approach feared speaking situations. Identify stressful situations in which stammering increases, and work on releasing stress. Start with least stressful situations and move on to enter the most stressful situations. Do not fear stammering. Assure yourself that it’s going to be fine. Maintain eye-contact with the audience and hold confidence. Overcome your fear associated with stuttering and face the speaking situation bravely. A tension-free and fear-free mind better facilitates accurate processing of words and phrases that you want to utter. Practice voluntary stammer. At times producing a voluntary stammer provides a sense of control over your stammering. This sense of control enables you to reduce the occurrence of actual stammering instances. Seek Professional Help Speech Therapy and Psychological Counselling can help those who stutter be more fluent and confident while speaking! One can begin with the identification of stuttering events, speaking slowly and more fluently using certain techniques and analogies to be used during the stuttering events during the course of speech therapy. Therapists help achieve fluent speech in children and adults with stuttering.  Speech-Language Pathologists also help in speaking in social situations, building confidence for public speaking, getting rid of negative emotions associated with speaking situations, tension or fears are dealt with for bringing about better communication skills in the child or adult with stuttering. Psychological counseling and/or Cognitive Behaviour Therapy helps to identify the underlying causes such as anxiety, embarrassment, low confidence, negative feelings, and attitudes associated with stuttering and overcoming them. We would love to hear your comments/ reviews on the article and other suggestions that you feel fit on tips for stammering. Please leave us a reply. #cognitivebehaviourtherapy #SpeechDisorder #Stuttering #Stammering #speechtherapy