Child as Listener and Speaker Part 1: Non-verbal Apects of Communication course for Paediatricians
This session is the first of two which describe the skills and knowledge that underpin the understanding and production of spoken language and the challenges facing the young child as listener and speaker. This session focuses on the different channels and levels of speech and language processing, the cognitive skills that underpin speech, language and communication, and non-verbal aspects of communication.
Learning objectives
By the end of this session you will be able to:
- Identify the different channels and levels of speech and language processing
- Describe how non-verbal communication skills support verbal comprehension
- Identify the cognitive skills that underpin the understanding, and production, of spoken language
- Describe the additional challenges faced by the young child developing their language processing system
This session provides an introduction to the psychological processes and different types of knowledge involved in understanding and producing spoken language.
It will also explain terminology used by speech and language therapists (SLTs) and other professionals who work with children with SLC needs.
Sally is a Senior Lecturer in clinical linguistics and phonetics on the BSc (Hons) programme in Speech and Language Therapy at the University of St Mark and St John.
She is a dual-trained phonetician and speech and language therapist (SLT). Sally’s PhD was in acoustic phonetics and she has subsequently developed a web-based self-study resource in phonetic transcription and co-authored two clinical assessments for disordered speech production.
Sally has practised as a paediatric community clinician and a specialist SLT in a language unit for children with developmental language disorder. She also worked for the North Prospect Sure Start Lark Project developing resources to promote good parent-child interaction and early language skills and as a freelance assessor on the Children’s Workforce Development Council award of Early Years Professional Status. Her research interests include speech sound disorder and the relationship between speech perception, phonological awareness and early literacy development.
Jocelynne Watson practiced clinically as a Speech and Language Therapist in community paediatrics with a special interest in literacy before joining the Speech and Hearing Sciences Division at Queen Margaret University, Edinburgh as Clinical Director. Jocelynne also has a background in Psychology and is currently Visiting Professor in Speech and Language Therapy at Marjon, Plymouth. Her research interests include the effectiveness of computers in intervention, clinical vowel systems, the relationship between speech perception and production and, as a founder member of the Specific Language Impairment Consortium (SLIC), the links between genetics and communication.
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