What a speech teacher does

Articulation

Articulation pertains to the way that speech sounds are made. Teaching a student how to articulate speech may involve:
teaching single sounds
teaching sound patterns (phonological patterns)
oral motor exercises to improve control and precision of speech musculature.

Major Objectives in teaching improved Articulation of Speech:

Discrimination of a targeted sound in words usually accompanies practice in producing targeted sounds and/or patterns. Imitation of the sounds in nonsense syllables, combinations and/or words typically follows. These objectives may continue over the course of the semester or year.
Additionally, the student will then practice using the improved/corrected sound or sound pattern in imitation in words. When a certain amount of accuracy and speed is achieved the student may practice at word level without an auditory model.
Practice using these new patterns proceeds to drill at the phrase and sentence level. Use of the corrected patterns in reading may also be included at this level.
Final objectives would be for the student to generalize the new improved sound/phonological pattern into his conversational speech both in the therapy room, classroom, and home situation.

Language

Language is a meaningful interaction between two or more people with the purpose of relaying a message. This is done through oral speech, signing, or some type of augmentative communication device or system. It is a dynamic process involving both understanding and expression.

Training in language may encompass several different areas: semantics/vocabulary(understanding of words and their appropriate use in conversation or discourse , syntax or the way that sentences are constructed, morphology or grammatical aspects of language, pragmatics (refers to the appropriateness of language in social settings).

Major Objectives addressed in Language Training

The student should be able to demonstrate understanding of targeted words by following directions involving those words or by pointing to appropriate pictures. Easy retrieval of vocabulary is also an objective. The student should be able to name targeted words with a certain amount of speed and accuracy. Then, a student should be able to use the vocabulary appropriately in sentences, The student should also be able generate sentences which are accurate in word order. The student should also understand formal versus informal language and be able to use the correct form in the correct social situation.

Fluency

Fluency is the flow of conversational speech. Stuttering is a disruption in the flow of conversational speech by excessive sound or syllable repetitions, sound prolongation, or by tension/blocking of voice. Difficulty in word retrieval/sentence formulation can also disrupt fluency in conversation.

Major Objectives for Training Fluency of Speech

One of the major objectives in working on fluency issues is for the student to be able to relax the facial/body muscles to reduce tension. Establishing and maintaining eye contact is important. The student needs to focus on the message rather than how it is being delivered. Understanding that everyone has disfluent speech at times is important. Being able to identify the normal kinds of fluency disrupters from the more noticeable fluency disrupters is also an objective. Practicing fluent speech in a hierarchy from least stressful to most stressful situations is also a targeted objective for this area.

Voice

Voice refers to the quality, resonance, volume or intensity, and pitch of voicing in speaking. When a voice is abused or overused, the quality can become affected, resulting in disturbances in quality , volume, and intensity. The voice may sound overly breathy, harsh, or strident. When there are allergies or structural deviations in the mouth, resonance can be affected, resulting in a voice that is either denasal (like a voice sounds when there is a bad cold) or hypernasal (talking through the nose). When a person speaks at a pitch level that is either too high or too low the voice quality can be affected along with disturbances in intensity.

Major Objectives for Training Voice

In the case of vocal misuse/abuse, the main objective is to identify the situations in which the voice is being abused. Then, identifying all the ways that the voice is incorrectly used is targeted. Working on a strategy to reduce the occurrence of voice misuse/abuse is also stressed. In the case of medical conditions which result in voice problems, voice therapy following medical intervention is required. Establishing correct pitch level , pattern, and intensity is then done. Generalization of improved vocal patterns into conversation is also addressed

Assistive/Augmentative Communication

For some students, oral communication may be extremely difficult or impossible to accomplish due to injury or interfering physical factors. For these populations, the use of an augmentative communication system or device is indicated. This may be as simple as a picture or object board or as sophisticated as a computerized voice output device. Following an assistive technology evaluation, a speech pathologist may become involved in selection and programming of the system or device.

Major objectives in the training of these systems/devices include:

establishing cause/effect

establishing ability to scan pictures/words/sentences

positioning for optimal use of device

selecting appropriate vocabulary/messages for system

independent use of system/device

training of parents/teachers/aides in proper use and maintenance of devices