Generalization for Speech Therapy | Help Clients Self-Monitor and Carry-Over Skills
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What is the main topic discussed in this episode?
Hello, hello, and welcome to episode number 25 of the Speech and Language Kids podcast. I am Carrie Clark from speechandlanguage kids.com, and today we are going to be talking about English. Increasing self-awareness and carryover skills, something that's very important for children with speech and language delays. Um, this is a speech spotlight on this topic, which means we're going to be just whizzing through this. It's gonna be a short episode, just get to the point and uh send you on your way. So let's get started.
What is self‑awareness in speech therapy and why does it matter?
So what is self awareness? Well self awareness refers to a child's ability to monitor himself and determine if he is doing something correctly. So in terms of speech and language skills, we look for self awareness with the speech and language errors that the child's producing. So let's say that the child doesn't say the S sound correctly in conversational speech. Well we want to know does that child know that he's not saying it correctly? Is he aware that he's saying it incorrectly? Most of the time with speech errors, the child is not aware at all. They have no clue that they're not producing that sound correctly. In contrast, children who have like a significant stutter, they are often painfully aware that they are stuttering and become very embarrassed by it and um
that emotional aspect of it plays into stuttering quite a bit. So that kind of gives you an idea of what self-awareness is and how that affects different uh speech and language systems. Okay, so let's talk about what is carryover. The term carryover refers to a child's ability to take a skill that he or she has learned in an isolated setting, so like sitting in speech therapy or practicing that speech skill at home, and then begin to use that in other settings such as in the classroom. and at home, at school, on the playground, anywhere else that the child is. So once we teach that child to do a skill on command, then we have to teach that child to carry over that skill to the rest of their life. Okay.
So we have self-awareness and we have carryover. So how are those two related? Well if a child is not aware that he's doing something incorrectly, it's very, very difficult for him to fix it. So children must develop A level of self-awareness before they're able to monitor and change their behavior. If you're working on changing a behavior, and speech is just another behavior, language is just a behavior, if you're working on changing those behaviors, then you're going to need to increase self-awareness. So let's say you have a kid who's working on a skill, let's say they're working on saying a certain sound, they do it brilliantly in speech therapy or the practice sessions, they're doing great in sound.
Sentences, but they just can't remember to use it during everyday activities, that child may be wa lacking some self-awareness skills.
How does a child’s lack of self‑awareness affect speech error correction?
Now it could be other things too. There could be other reasons that the child is not uh generalizing and caring over that skill, but self-awareness is a good one to start with and look at this and make sure that they have that self-awareness because this can help them self-awareness can help them throughout their entire life. You know, they're you are constantly uh self-aware of what's going on with you and your behavior and you're constantly monitoring your own behavior so we want our children to be able to do that as well and if a child is lacking self-awareness in speech they're probably lacking it in other areas too and making sure their body is safe in the classroom all kinds of other things so let's work on some self-awareness how do we improve self-awareness
and children. Well I have three tips for you here. The first one would be to record the child doing the skill as well as several times when she is not doing the skill. So get some good examples of yes, did it good, get some examples of mm not quite. Then you're going to play those recordings back to the child, mix them up, and have her tell you whether it was correct or incorrect. Okay? So she is monitoring her behavior, but after the fact.
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Chapters
5 chapters
1
What is the main topic discussed in this episode?
0:00–0:28
2
What is self‑awareness in speech therapy and why does it matter?
0:28–2:33
3
How does a child’s lack of self‑awareness affect speech error correction?
2:33–6:07
4
What is carry‑over and how is it different from practicing in therapy?
6:07–8:50
5
Why are self‑awareness and carry‑over linked for successful generalization?
8:50–12:04