Speech and Language Therapy - case studies

Names in these case studies have been changed in order to protect patient confidentiality.

Case Study 1 Speech & language delay / disorder

Jamie came to see us at 2 y 6 m with no recognisable speech.  He was lively and inquisitive wandering around the room and flitted from toy to toy but showed little interest in playing.  By following his lead we were gradually able to gain his interest and attention.  This enabled us to engage his listening and attention for language and gradually he began to play and develop recognisable language. By adapting activities to suit Jamie's level of attention, and by working through play, Jamie made steady progress which really helped his social communication and confidence when he started nursery.  Once his language had developed we were then able to work on his speech sounds. Working with Jamie from an early age was key.

Case Study 2 Motor Speech Difficulty

George had weak muscle tone, poor posture and limited ability to use his lips and tongue along with weak abdominal muscles and therefore limited control of air flow for speech.

This caused quiet inaudible speech which was slow, effortful and slurred.  William followed the Talk Tools programme which initially worked on his posture.  From there we worked on lip strength, strengthening the tongue and developing retraction, along with accurate placement of the tongue for speech and training abdominal muscle strength via the horn hierarchy.

This was difficult, slow and steady work but George looked forward to his sessions and using his training tools which were motivating for him.  He enjoyed the success of achieving his goals and seeing his progress so that he could move on to the next task on the hierarchy which was fun for him.

With back up from parents at home and school his speech gradually became clearer and he grew in confidence contributing more in class discussions and initiating with his friends.

Case Study 3 Severe Phonological Delay/Disorder

Anna came to us at four years old because few people could understand her speech and she was becoming very frustrated.  It soon became clear that she had difficulty in discriminating between sounds and using several of the common speech sounds in her speech, for example: she couldn't use f, v, s, sh, ch, j, l in her speech and used t/d instead of c/g. 

Our work began with helping her to learn and tell the difference between the whole range of speech sounds so that we could then move on to helping her use the sounds in speech.

This was achieved by using a number of listening and speech sound games through which we were able to keep her interested and enjoying the sessions.

We worked regularly over a period of 6 months after which she was able to continue on a programme of targeted games and activities at home with her parents.

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