Mrs. Lindsay Combs, MS, CCC-SLP
Speech and Language Specialist
Email:
combsl@hamiltonschools.org
Phone: 609-476-6121
Parent/Teacher Conference Info:
I WILL BE AVAILABLE, ALONG WITH THE REST OF THE CHILD STUDY TEAM, FOR PARENT/TEACHER CONFERENCES ON WEDNESDAY, NOVEMBER 11TH FROM 6 PM UNTIL 8PM AND WEDNESDAY, NOVEMBER 18TH FROM 12:30-2:30.
IF YOU WOULD LIKE TO DISCUSS ANYTHING RELATED TO SPEECH, PLEASE JOIN OUR GOOGLE MEET. WE WILL BE ABLE TO BREAK OFF INTO A SEPARATE GOOGLE MEET DURING OUR DISCUSSION:
https://meet.google.com/ffd-eaxu-bvx
In attendance will be:
Jennifer Clisham, Lindsay Combs (Speech-Language Specialist), Danielle Pulli, Toni Riccelli, and Gabriella Spinella
Extra Speech and Language Activity Calendars
Speech Calendar
Language Calendar
Language Calendar 2a
Language Calendar 2b
Speech and Language in Reading
Please see below to help you determine which link to choose:
» If you work on speech sounds, please click on the "Speech Calendar" to see your instructions. Please email me if you do not remember your sounds.
» If you work on language skills (e.g., inferencing, problem solving, recalling details, etc.), please click on the "Language Calendar" to see your instructions.
» If you work on both speech sounds and language skills, feel free to select activities from both calendars!
» If I usually work with you in your Read 180 or System 44 class, please click the "Speech and Language in Reading" questions. You can also check out some of the activities in the "Language Calendar."
If you or your parents have any questions, or if you would like additional activities, please email me! Stay healthy and safe!!
What is a speech-language pathologist (SLP)?
A speech-language pathologist (in schools, often referred to a speech-language specialist or speech therapist) assesses, diagnoses, and treats people who are experiencing difficulties with speech, language, or swallowing. Speech-language pathologists can work in a wide range of settings (school, hospital, clinic, etc.) and with people of all ages demonstrating various communication difficulties. In the school setting, SLPs work with students whose speech and/or language disorders are not only affecting their ability to communicate, but also their academic success and social interactions.
How are speech and language different?
Although many people think of speech and language as the same thing, they have two very different meanings.
Speech
Speech is the verbal means of communicating and involves the coordination of the muscles and movements necessary to produce speech.
Speech includes:
If a person is unable to produce speech sounds correctly or fluently, or has problems with his or her voice, then he or she may have a speech disorder.
Language

Language is the socially shared rule system that governs communication. Receptive language is the ability to understand what is heard or read. Expressive language is the ability to express thoughts coherently and clearly to others (verbally or in writing).
The components of language are:
If a person has difficulty understanding others’ verbal or written messages, he or she may have a receptive language disorder.
If a person has difficulty expressing a message to others verbally or in writing, he or she may have an expressive language disorder.
If a person understands language adequately and uses language correctly but has difficulty using language appropriately in different social contexts, then he or she may have a pragmatic language disorder.
SLPs can provide augmentative and alternative communication (AAC) systems for individuals with severe language disorders, such as those sometimes seen in individuals with Autism Spectrum Disorders.
Along with the aforementioned speech and language disorders, SLPs may also assess, diagnose, and/or provide therapy for:
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Oral-motor disorders
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Weak speech muscles, which can decrease speech intelligibility
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Difficulty sequencing sounds and words to produce intelligible speech (known as ‘apraxia of speech.’)
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Hearing impairment and deafness
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Therapy provided is called ‘aural rehabilitation’ and can include training in auditory perception, using visual cues, improving speech, developing language, and managing communication.
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SLPs can also check hearing aids and assistive listening devices as well as work with classroom teachers to develop ways to maximize the child's academic success.
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Auditory processing
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Difficulty processing what the ear hears
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This occurs in the ABSENCE of a hearing impairment; the brain can hear sound but how the brain translates that sound is disrupted
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May result in difficulty with sound discrimination, auditory memory tasks, following auditory directions, phonics/learning to read, paying attention (especially in the presence of background noise), and auditory distractibility
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Orofacial Myofunctional Disorders
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Swallowing disorders (called ‘dysphagia’)
In addition to providing therapy, speech-language pathologists in schools evaluate newly referred students to determine the presence or absence of a communication disorder, develop and help implement Individualized Education Plans (IEPs), and work with classroom teachers and other members of the Child Study Team to review student progress and maintain appropriate speech, language, and academic goals.

Resources:
1) American Speech-Language-Hearing Association (ASHA)
2) National Stuttering Foundation
3) Autism Society
4) NJ Speech-Language-Hearing Association (NJSHA): Child Language Disorders
5) NJ Speech-Language-Hearing Association (NJSHA): Parent Resources