Frequently Asked Questions

Frequently Asked Questions

"Speech, sweet banquet of intellect"
Homer

If you don't find a response to your interrogations in the chapters below, tell us about your questions. We will answer it by updating this heading.

Profession

Speech and language therapy is the health profession whose aim is the prevention, assessment and diagnosis, therapy and rehabilitation of speech and language deficits in the child and the adult.

Speech and language therapists - Speech pathologists are the specialists dealing with individuals presenting with language disturbances and generally with communication breakdown.

The role and responsibilities of the speech and language therapist include:

Assessment and diagnosis of the disorder.

  • Formulation of a therapy program that is suggested and carried out by the Speech Therapist in order to help restore or reduce the communication deficit.
  • Cooperation with other specialists (e.g. the doctor in charge, psychologist, teacher, physiotherapist, occupational therapist etc) as well as the family.
  • Counseling the parents or the family and anyone in the immediate surroundings of the individual.
  • Providing information regarding the definition of communication deficits so that they can be detected promptly.

It is a fact that the best way to deal with all problems in general is to prevent them and intervene in time.

The sooner a problem is assessed by specialists, the higher and better the chances are for successful therapy wherever this is possible.


 

To call on a speech and language therapist

Question: "I am thinking of taking my child to a Speech Therapist but I do not want to inflict any Psychological Problems".

The method usually used during assessment and therapy involves mainly play therapy. The speech and language therapist, as a specialised professional with knowledge of children's psychology, approaches the child accordingly.


 

Language development

Question: "We were told that our child will talk when he/she starts attending school".

On the basis of scientific findings, it is expected that a three year old child should start using complete sentences and narrating parts of a story.

Delayed development of speech and language can lead to learning and/or emotional difficulties upon entry into school. Early intervention by a Speech Therapist can prevent these problems.

Question: "… When he/she grows up his/her speech will be more intelligible."

It is expected that by the age of 3-4 years old, children can produce most speech sounds accurately, with the possible exception of sounds s and r. These may still develop until the ages 5-6 years. Upon entry into elementary school, the child should produce all speech sounds correctly.


 

Speech and language disorders

These deficits affect the individual's communication with their surroundings.

Communication involves the exchange of information, ideas and emotions amongst humans. It requires abilities of comprehension and expression in the oral and written medium. There also exist types of non-verbal communication.

Communication is necessary for a normal and fulfilling life. Communication disorders can affect individuals of every age.

When there are communication deficits, these can affect:

  • Learning, since this becomes difficult and stressful and as a result the child's achievement and progress in school is negatively affected.
  • Relationships between the individual and others in the environment.
  • The independence of the individual in terms of expressing their needs as well as in terms of making decisions leading to a fulfilling life.
  • The serenity of the individual.

 
  • Language Deficits

The Speech Therapist can deal with language deficits in both children and adults.

  1. Language deficits in Children
  1. Delayed Language Development

The child with a language delay progresses through the basic developmental stages of syntax, grammar and vocabulary, use and comprehension of language but with a certain delay in comparison to other children of the same age.

  1. Language Disorders

The child presenting with language disorders does not progress through the basic developmental stages of syntax, grammar and vocabulary and generally the use and comprehension of language. On the contrary, the child uses "his own" independent rules and as a result is unintelligible within his environment.

  1. Learning Difficulties

The difficulties observed in the learning process of school age children.

  1. Language deficits in Adults:
  1. Aphasia

Aphasia in adults is characterised by loss (partial or total) or disorganisation of language after a stroke or injury.

Difficulties manifest in expression and comprehension of oral and written language.

  1. Cognitive-Linguistic Disorders

Cognitive-linguistic disorders present in individuals who have suffered a head injury (e.g. car accident) or other brain insults. The most common difficulties involve memory, attention, lexicon, orientation, adaptation to the environment and processing and analysis of information (written or oral).


 
  • Speech Deficits
  1. Articulation Disorders

Articulation disorders involve the disturbance of speech where the organs, responsible for speech (lips, tongue and soft palate), are systematically used incorrectly for the production of sounds.

These deficits include substitutions, omissions and distortions of sounds, as well as simplifications of clusters.

  1. Dysarthria

Dysarthria is the speech disorder where there is partial lack of coordination of breathing, articulation, voicing and prosody due to neuromuscular disorders.

  1. Apraxia

Apraxia is the difficulty in performing the movements responsible for speech production intentionally and/or following instruction.

Difficulty in the programming of movements of speech organs is observed, despite the fact that muscle tone is normal.

  1. Stuttering

Stuttering is the speech disorder which affects the rhythm, speed and prosody/melody of speech. It presents as a difficulty in the initiation of sound (blocking), repetitions of sounds, syllables or words, prolongation of sounds and avoidances.

  1. Dysphonia (Voice Disorders)

Dysphonia is the disturbance regarding the pitch, intensity and quality of voice. Depending on the cause (e.g. nodules, polyps etc) dysphonia in adults and/or the child is characterised by total voice loss (aphonia), roughness, diplophonia, very low or very high pitch and voice breaks.

Causes attributed to Disorders of Speech and Language:

These include:

    • Hearing Problems (hearing impairment, otitis)
    • Brain Paralysis
    • Cognitive Impairment
    • Neurological Disorders
    • Brain Injury
    • Cerebral Vascular Accidents (stroke)
    • Memory Deficits
    • Attention Deficits
    • Anatomical Abnormalities of Speech Organs
    • Incorrect Use of Voice
    • Emotional Disturbances
    • Environmental Factors

 

Aphasia

Question: "My son was injured in a car accident and is in a coma. I was told that when he wakes up he will be all right."

A head injury can have a range of effects on human beings. These could involve personality, general motor abilities, movement of speech organs and psycholinguistic skills. The period of time during which a person is in coma is one of the factors affecting recovery after head injury.

Question: "My father had a stroke but the doctor suggested we waited a few months before starting speech and language therapy."

Research findings indicate that early intervention during the first six months following a stroke leads to better results in terms of language, speech and communication improvement. The prognosis and duration of therapy varies from one individual to the other.


 

Voice

Question: "My voice is hoarse but my throat does not hurt."

The presence of hoarseness for more than two weeks without any specific reason (e.g. allergies, flu), is one of the first symptoms of voice disturbances. A medical examination by an ENT specialist is required who, in collaboration with the speech and language therapist, will decide on the type of therapy if it is indicated.


 

Deafness

Question: "… My child can hear but will not reply."

The mere fact that a child can respond to some environmental sounds (e.g. telephone, bell, car), does not mean that the child has the necessary hearing ability required for the development of speech. Various conditions such as chronic otitis media and excessive secretion of wax, cause periodic hearing loss possibly resulting in delayed speech development.


 

Stuttering

Question: "… My child rushes when he/she speaks and repeats words but I stop him/her and I ask him/her to take a deep breath and say it again."

A high percentage of children, mainly boys between the ages of 2.5 - 4 years old present with dysfluencies such as repetitions of words or phrases. These types of dysfluencies do not always develop into chronic stuttering. A speech and language therapy assessment will establish whether the dysfluencies are within the normal range or not. If your child presents with the above then:

  • Do not disrupt and do not finish phrases for him/her.
  • Do not ask him/her to take a deep breath and repeat.
  • Listen to what he/she is saying and not how it is being said.

 

Dyslexia

Question: "My child attends the first grade of elementary school and transposes some letters. I was told he/she is dyslexic."

At the age of 6 years old many children transpose some letters. This does not mean that they are dyslexic. During the first year of elementary school this is a common phenomenon. Transpositions on their own do not constitute the only diagnostic element of dyslexia. Children presenting with learning difficulties are not always dyslexic.