SLP's work with children and people of all ages – from infants to the elderly, who have difficulties with speech, language, voice, fluency or swallowing.

They help people with different types of disorders: – speech disorders: difficulties in producing speech sounds correctly/fluently, such as stuttering or problems with articulation;

Language disorders: difficulties in understanding or expressing the (native) language, including vocabulary, grammar and sentence structure;

Voice disorders: abnormalities in the pitch, volume, or quality of the voice, such as hoarseness or vocal nodules;

Speech fluency disorders: difficulties in the fluidity of speech, such as stuttering;

Swallowing disorders (dysphagia): difficulty swallowing or taking food and liquids safely.

0-2 months

The child vocalizes, plays with the speech organs, swallows well, pulls well when sucking, opens and closes the public well. Unsuccessful development of the motor system, reactions to sudden and sounds are unstable and immature, but they can be distinguished from those sounds that the child is afraid of, that are interesting and fun, at the most general level, that are pleasant and that are unpleasant.

 

2-4 months

Кај детето може да се забележи звук на гукање, како детето да пее самогласки. Детето произведува слогови како „ба“, „га“ кои се слични по времетраење и интензитет. Се појавуваат безгласни плозиви, „П“, „Т“. Поврзани се 3 различни самогласки („e, а, у“…). Детето со очите го бара изворот на звуците, односно се обидува да ги локализира звуците во просторот.

 

4-6 months

Vowels are connected into syllables and sounds that resemble "L", "X", "F", "V" appear spontaneously. "Babbling" with the combinations "ap", "apa", "ba", "da", "ta", "ga" is typical for this period. By vocalizing, the child sometimes confirms that it recognizes the mother. Recognizes the voices of household members and frequent visitors. To sounds such as the barking of a dog, the meowing of a cat, a bell, a telephone, calling by name, he reacts with increased attention and turning his head in the direction of the source of the sound.

 

6-8 months

The child begins to double the same syllables ("ba-ba", "pa-pa", "ta-ta"), and then different syllables ("ma-ba", "ta-ba"). He understands his name and answers when called. When he cries he says "m…m…m." The child begins to distinguish sounds and attach meaning to them. An indicator that hearing is not developing properly can be the absence of head movement in the direction of the sound or the absence of "babbling".

 

8-12 months

The child pronounces a certain number of sounds with combinations of sounds. There are several words that were formed by doubling the same syllables and to which meaning is attached (grandmother, grandfather, papa, dad). In this stage of speech-language, the word is associated with a person or object and thus acquires its meaning. The child can show "where the bunny drinks water", "where the smart head is", knows how to fart, imitate sounds (mow-mow, aw-ab). He understands the meaning of some words even though he does not say them, such as "Give", "Here", "no-no". The child can listen focused and occasionally tries to imitate the sounds he hears and tries to repeat the words when prompted by the speech.

 

12-18 months

The child understands commands such as "Come", "Bring", "Let's go". Named objects can be recognized and shown by the child (on request). Has an active vocabulary of 6-8 words (mom, grandma, dad, papa), knows how to use two-word phrases (give, give, come on mom) and spontaneously names familiar objects. Pay attention to these speech activities because if they are partially or completely missing, hearing impairment may be suspected.

 

18 months to 2 years

The child responds to requests to show various objects (house, hat), characters (bat, knife), understands commands and shows his and other people's body parts (the doll's eye, his hand, mother's eye). Makes simple extended sentences of 3 words, knows how to name objects such as key, watch, doll, etc. The speech is at the level of simple sentences: "Mary is crying." From prepositions, he knows how to distinguish "in" (inside) and "I" (below). He answers the question "Who are you?", "What is your name?", What does the kitten say?" He talks while playing and can say what he wants. He listens to songs and stories with pleasure and attention. If speech activities are absent, it is NECESSARY to check the child's hearing.

 

2-3 years

Calls himself by name (doesn't say "I"). Recognizes object function based on image (something I'm wearing, something I'm eating). He shows his years with his fingers. It imitates some sounds. The vocabulary is from about 500 to 1000 words. Can recite a poem.

 

3-4 years

He knows how to describe the actions of the pictures ("bata is laughing", "seka is playing"), he understands the differences at the most basic level (big-small, bata-seka). He can recognize the rules of the game (Don't get mad man). Gives answers, understands questions: "What do you do when you're hungry?", "What do you do when you're cold?" Counts to 5. Names and recognizes 2-3 colors. It has a vocabulary of about 1500 words. Speaks in complete sentences intelligibly, about himself and others, about the events of the day. Plays imaginary games (makes up roles). It distinguishes between the left and right sides. Can recite a poem of three stanzas. He follows the content of the stories with curiosity and asks questions.

 

4-5 years

Speech is grammatically correct. The child can define simple words (what is the sun, what is an apple). He tells the stories he heard. Executes three consecutive commands. Can count in sequence to 10. Can recognize basic differences and similarities (what makes a cow and a sheep alike, what makes a fish and a bird different). He knows which animal gives milk, how many legs a dog has.

 

5-6 years

He can name the days of the week, define simple words, retell stories he has heard, execute three consecutive commands ("Go to the living room, take a notebook from the table and bring it to me"). Can count in sequence up to 10. Can repeat 4 or 5 nonsense syllables. He has a vocabulary of about 2000 words and uses all the elements of speech correctly.

 

6-7 years

They can retell a story that has been told. It can tell with which letter a certain word begins. Analyzes and synthesizes words of 4-5 sounds. He can count to 20 forwards and backwards. He knows how to name the seasons, explain the difference between them. Describes pictures and notices cause and effect relationships.

When to seek help from a speech therapist? Seek advice and help from a speech therapist if:

– the child does not make or maintain eye contact

– the child does not understand simple commands and is older than 18 months

– the child does not react to sounds from the environment

– the child does not respond to their name

– does not establish communication even with a gesture (pointing the finger to the desired object)

– prolongations, repetitions or pauses in speech lasting longer than 4 months

– speech is agrammatic after 4 years of age

– a 3-year-old child has unintelligible speech for the wider social environment

– the child did not master all the voices until he was 5 years old

– has difficulties in mastering reading and writing as well as difficulties in mastering school material

If you suspect that your child has a speech disorder, it is important to seek help from a speech therapist as soon as possible. Early intervention may be more effective in addressing speech and language disorders.

The SLP determines the speech therapy, according to the needs of the problem and the individual specifics of the difficulties of the individual. The best age depends on the individual and their specific needs.

For infants and small children, early intervention is generally considered the most effective way to deal with speech and language disorders, and early age is understood to be the best age for speech therapy treatment. For infants and toddlers, speech therapy can begin as early as 6 months of age if a parent or health care provider detects a speech delay or speech disorder. Early intervention can help prevent or reduce the severity of the disorder and can help children develop the skills they need to succeed in school and in social interactions.

For children of school age, speech therapy can begin as soon as a verbal communication disorder is detected, whether through screening at school or by a health care provider. Children with speech disorders may face personal "battles" in the field of education but also on a social and emotional level, and early intervention can help them overcome these difficulties.

For adults, speech therapy can be helpful at any age, but the earlier the better. Adults who have had a stroke, traumatic brain injury or other medical conditions that affect speech and language can benefit from speech therapy, if it is started as soon as possible after the injury, that is, after the diagnosis.

Speech and language:
The first few years of a child's life are crucial for the development of speech, language and cognitive skills. It is therefore important that we introduce activities and strategies that support the development of speech and language skills and provide children with the stimulation, positive modeling and human contact they need. For a typically developing child, learning is easy, and creating learning opportunities is not complicated either. Through play, simple daily interactions and experiences, we can help a child master new language skills. Adults do not need special training to give a child a positive start in life. There are a few simple ingredients that help your child grow and parents just need to take the time to communicate with their children. By playing and giving your child time and space to explore and interact in their own way, you allow them to develop and learn in a fun and safe environment. Spoken language skills do not develop on their own. They are part of a bigger picture that includes social interaction, play, observation, manipulation of objects, listening and attention. All these things work together and often, without one, it is difficult to develop the other. Below are some simple ideas that are easy and fun to make at home. Remember, always praise your child when he tries to communicate.

Breastfeeding is the most natural way of nutrition, and breast milk certainly has the most favorable composition of nutrients necessary for the growth, development and protection of the child. In addition to the nutritional importance, breastfeeding also significantly affects the future development of speech.

Successful oral feeding requires mature and functional oral sensorimotor and swallowing skills, optimal lung and digestive system function, an integrated central nervous system, and good muscle tone.

Breastfeeding enables the sucking reflex, which requires coordination of breathing, sucking and swallowing. The sucking mechanism determines the child's feeding rhythm, which, in addition to the child's age and hunger level, also depends on external factors such as the child's position, feeding method and milk flow. Bottle-fed infants have a different feeding pattern than exclusively breastfed infants. When breastfed, babies have been shown to suckle more often with shorter pauses, which favors the development of oral musculature.

Common reasons for seeking speech therapy:

Speech disorders – difficulty producing speech sounds correctly or fluently, such as stuttering or difficulty in articulation.

Language disorders – difficulties in understanding or expressing the native language, including vocabulary, grammar and sentence structure.

Voice disorders – abnormalities in the pitch, volume or quality of the voice, such as hoarseness or vocal nodules.

Fluency disorders – difficulties in the fluidity of speech, such as stuttering.

Swallowing disorders (dysphagia) - difficulties in swallowing or receiving food and liquids.

Development delays – children who have delayed development of their speech and language skills may benefit from therapy to help them catch up with their peers.
Trauma or injury – individuals who have had a stroke, traumatic brain injury or other pathological health conditions that affect speech and language may need therapy to help them regain their speech abilities.

Social and emotional needs - some individuals may need speech therapy to improve their speaking skills in order to achieve higher academic and social success, and above all in the emotional field.

Neurological conditions: Some speech disorders are caused by damage or dysfunction of the brain or nervous system, such as: stroke, traumatic brain injury, or developmental or metabolic disorders (such as autism).

Physical abnormalities: Some speech disorders can be caused by physical abnormalities of the speech apparatus, such as: cleft palate, vocal cord nodules, large tongue, or irregularities in the interjaw ratio (orthodontic anomalies), and more.

Hearing loss: Individuals with hearing loss may have difficulty producing speech sounds correctly because they have difficulty hearing and distinguishing between speech sounds.

Cognitive impairment: Some speech disorders can be caused by cognitive or intellectual impairments, such as dementia or developmental disabilities.

Psychological or emotional factors: Some speech disorders can be caused by psychological or emotional factors, such as anxiety or a history of emotional abuse.

Genetics: Some speech disorders can be inherited or caused by genetic factors. Environmental factors: Some speech disorders can be caused by the living environment. Environmental factors are numerous, and some of them are excessive exposure to toxins or lack of exposure to the mother tongue during critical periods of development.

Articulation exercises: Parents can work with their child on specific speech sounds that they have difficulty producing, can have their child repeat words or phrases containing the targeted sound and provide feedback on sound production, exercises that help strengthen the muscles used for speech, such as blowing bubbles, blowing balloons or blowing feathers, expanding their vocabulary by introducing new words and concepts and encouraging them to use the new words in sentences, reading aloud with their child and encourage them to read together, which can improve fluency and pronunciation, sing songs with their child, which can help them learn new words and practice the rhythm and melody of speech.

Be patient and supportive. 

Children can get frustrated or discouraged, so it's important to be patient and support your child. Encourage them to practice their speech and remind them of their progress. Children can feel self-conscious about their speech, so it's important to encourage and praise your child when they make progress. It is important to remember that each child is unique and that the course of treatment may vary, it is important to be patient and cooperate with the speech therapist.

After a stroke, speech can often be restored through speech therapy and rehabilitation.

The SLP develops a treatment plan tailored to the specific needs of the individual.

Some common techniques used to restore speech after a stroke:

Speech exercises: The SLP works with the individual on exercises to improve the ability to produce speech sounds, such as repeating words and phrases; practicing oral motor exercises; focusing on certain sounds or syllables.