Speak Out December low res draft 2017

Conte n ts

December 2017

National Office Level 1/114 William Street Melbourne VIC 3000 T 1300 368 835 F 03 9642 4922 E office@speechpathologyaustralia.org.au Chief Executive Officer Gail Mulcair T 03 9642 4899 E execassist@speechpathologyaustralia.org.au Speech Pathology Australia Board Gaenor Dixon – President Belinda Hill – Vice President Operations Tim Kittel – Vice President Communications Chyrisse Heine – Director Brooke Sanderson – Director Lee McGovern – Director Marleen Westerveld – Director Follow Speech Pathology Australia via: Copyright © 2017 The Speech Pathology Association of Australia Speak Out is the official bi-monthly magazine of The Speech Pathology Association of Australia Ltd. Speech Pathology Australia (SPA) owns the copyright to Speak Out and no part of this magazine may be reproduced without the explicit permission of SPA. Write to us Letters can be sent to pubs@speechpathologyaustralia.org.au Letters may or may not be published in future issues of Speak Out magazine at SPA’s discretion. Advertisements Please refer to the “Publications” menu at www.speechpathology australia.org.au to view the 2017 Speak Out ad kit. Any queries may be directed to SPA's Publications Officer T 1300 368 835 E pubs@speechpathologyaustralia.org.au Advertising booking dates for February 2018 Speak Out. The official booking form must be received at National Office by COB 15 Jan 2018 . Speak Out Branch Editors ACT – via pubs@speechpathologyaustralia.org.au New South Wales – Edward Johnson and Arabella Ludemann Northern Territory – Christina Spinella Queensland – Leanne Sorbello, Catherine Hicks, Erika Campbell and Rebecca Sexton South Australia – Barbara Lyndon Tasmania – Rachael Zeeman Victoria – Shane Erickson Western Australia – Jade Sumner Please see the website for Branch Editor contact details. Disclaimer To the best of The Speech Pathology Association of Australia Limited’s (‘the Association”) knowledge, this information is valid at the time of publication. The Association makes no warranty or representation in relation to the content or accuracy of the material in this publication. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of the information provided. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this publication. Print Post Approved PP349181/01711 ISSN 1446-053X SpeechPathologyAustralia @SpeechPathAus speechpathaus SpeechPathAus

in focus... Communication milestone poster

Communication milestones

Understanding and speaking “between the flags”

At 2 years children can usually...

At 12 months children can usually... • understand about 10words • respond to their name • recognise greetings and gestures, such as ‘hi’ and ‘bye-bye’ • recognise a few familiar people and objects (e.g.,mummy,blankie, teddy) • make eye contact. • start to use sounds,gestures,and say a fewwords • continue to babble • copy different sounds and noises.

At 18 months children can usually... • understand up to 50words and some short phrases • follow simple instructions (e.g., ‘throw the ball’) • point to familiar objectswhen named • point to some pictures in familiar books. • say 6 to 20 singlewords – some easier to understand than others,but becoming more consistent • copy lots ofwords and noises • name a few body parts • use objects in pretend play (e.g.,hold toy phone to their ear and say ‘hello?’). At 4 years children can usually... • answermost questions about daily tasks • understandmostwh-questions, including those about a story they have recently heard • understand some numbers • show an awareness that some words start or finishwith the same sounds. • usewords,such as ‘and’,‘but’ and ‘because’, tomake longer sentences • describe recent events,such as morning routines • ask lots of questions • use personal pronouns (e.g., he/she,me/you) and negations (e.g.,don’t/can’t) • count to five and name a few colours.

Children learn to communicate by interactingwith early childhood educators, family,and friends. This poster showswhen,and how children develop communication skills.Early childhood educators and speech pathologists can support children to build their communication and keep them developing“between the flags”. We can work together to: • find outwhich children are understanding and speaking “between the flags” • create communication-supporting learning spaces • help childrenwith a range of communication needs. Speech pathologists can also provide therapy to help children with: • understanding and using pictures,symbols,signs,gestures, Please speak to parents about their child’s communication as soon as you have any concerns.Get advice from Speech PathologyAustralia by phoning 1300 368 835. Work togetherwith a speech pathologist in your area. You can contact speech pathologists: • through local community health centres and not-for-profit organisations • by calling or emailing private practices. Try searching for speech pathology services online,or at www.speechpathologyaustralia.org.au (click on ‘Find a Speech Pathologist’). Language and cultural differences Children from different backgrounds, includingAboriginal and Torres Strait Islander backgrounds,may usewords differently when learning English.Thismay not be a problem. Always encourage families to use the language(s) at home that they are comfortable speaking. Childrenwho are learning English needmeaningful language experiences through stories,music,nursery rhymes,play and LOTS of repetition. If you’re unsure about their progress, checkwith a speech pathologist. speech sounds,words and sentences • taking turns andmaking eye contact • building skills for later reading and spelling • stuttering,voice and feeding difficulties. Don’t “wait and see”

• follow simple two part instructions (e.g.,‘giveme the ball and the car’) • respond to simplewh-questions,such as ‘what’ and ‘where’ • point to several body parts and pictures in bookswhen named • understandwhen an object is ‘in’ and ‘on’ something. • saymore than 50 singlewords • put twowords together (e.g.,‘bye teddy’, ‘no ball’) • use their tone of voice to ask a question (e.g.,‘teddy go?’) • say ‘no’when they do notwant something • usemost vowel sounds and a variety of consonants (m,n,p,b,k,g,h,w, t,d) • start to use ‘mine’ and ‘my’.

Get face-to-face withme whenwe communicate.

When you talk tome,WAIT forme to respond before you saymore.

understanding

understanding

understanding

..

speaking

speaking

speaking

At 3 years children can usually... • followmore complex two part instructions (e.g.,giveme the teddy and throw the ball) • understand simplewh-questions,such as ‘what’,‘where’ and ‘who’ • understand the conceptsof ‘same’ and ‘different’ • sort items into groupswhen asked (e.g., toys vs food) • recognise some basic colours. • say four to fivewords in a sentence • use a variety ofwords for names, actions, locations and descriptions • ask questions using ‘what’,‘where’ and ‘who’ • talk about something in the past, butmay use ‘-ed’ a lot (e.g.,‘he goed there’) • have a conversation,butmay not take turns or stay on topic.

At 5 years children can usually...

No need to always read the whole book. Talk about pictures that interestme.

• follow three part instructions (e.g.,put on your shoes,get your backpack and line up outside) • understand time relatedwords (e.g., ‘before’,‘after’,‘now’ and ‘later’) • start thinking about themeaning ofwords when learning • understand instructionswithout stopping to listen • begin to recognise some letters,sounds and numbers. • usewell formed sentences to be understood bymost people • take turns in increasingly longer conversations • tell simple,short storieswith a beginning, middle and end • use past and future verbs correctly (e.g., ‘went’,‘will go’) • usemost speech sounds,but stillmay have difficultieswith ‘s’,‘r’,‘l’ and ‘th’.

Figure out what Iwant to say,and put it intowords for me.

understanding

understanding

understanding

speaking

speaking

speaking

www.speechpathologyaustralia.org.au

To download this poster as handy information sheets visit www.speechpathologyaustralia.org.au/milestones

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From the President

6

Membership renewals open

10

ASHA Congress report

12

Speech pathology in schools

14

Aged care update

16

Vale – Joyce Alley

18

Feature story – SPs in Ghana

22

Policy and advocacy

24

In practice – What is in your contract?

26

DLD update

28

National Conference – Adelaide

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Branch news

Cover image - Bron Davidson with Masters of Speech and Language Therapy Students and faculty at the University of Ghana. Read their story on page 18.

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December 2017 www.speechpathologyaustralia.org.au

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