The effects of speech disorder on high school students
Common Questions and Answers about The effects of speech disorder on high school students
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The African-American students who immediately saw it really exercised heroic restraint and fortunately a teacher immediately confiscated the flag and took the students out of the gym,” Cregan said.
The two seniors were initially suspended for 10 days, but Cregan decided Tuesday they won’t be allowed back, the station reported.
Anyway, he in now 24, in elementary school, jr high, and high school we moved to Utah, which did not have as much support for the IEP. He still needed speech and still runs his words together if he is excited. He gets good grades - A. and has one semeseter left in college. He is an accounting major which really fits him because he can be anal about some things. The problem is he is socially backward.
It's probably the medication he is currently on. Singulair can cause anxiety and depression. His doctor needs to know about his behavior and take a good look at the medication he is currently taking.
Look, I can understand that a high school student may not know the exact number of justices on the Supreme Court. But high school students not knowing who is in charge of the executive branch of government, the Bill of Rights, or the two major political parties, is hard to fathom. And most disturbing, is the realization that at age eighteen these people are eligible to vote
Are these results unique to Oklahoma? Probably not.
Sadly, that result does not come as complete surprise.
I ended up dropping out and getting my GED because of it. The social pressure in high school is really bad. I understand what you are going through. It may be a good idea for you to see a psychologist or therapist to help you work through this. Did you feel this way when you were in private school? Alot of schools now offer online courses you may want to see if this is an option with your school. I think part of it is just the age you are at and the social pressure.
It was so bad, that ny doctor reduced my dose but later on he decided to increase it back up as I was having a lot of struggles. On the 108 mg, my speech problems are actually better than when I was on the 90 mg dosage.
Anyway, the problems I am having is rapid speech, sometimes I will slur words/say things with a lisp, I will repeat words or phrases numerous times (like a stutter but instead of repeat a syllable, I repeat a whole word(s)).
I'm Still in High school and I'm pregnant and I get made fun of because I'm pregnant and sometimes it make me regret not wanting to keep my baby what should I do!!!!!
Processing is what is involved (in fact it is also called sensory processing disorder) and that is the messaging that goes on between the brain, nervous system, and motor groups. Motor planning is another area and that is organization in the brain. You meniton speech-------- my son's speech was involved.
and I am learning more about this aspect of autism and siezures and behavior... Temple Grandin... author of several books on autism is an autistic adult who is an Animal scientist and engineer. She is very smart but is also very autistic.... I would say she has a fantastic imagination.... one of her most popular books is "Thinking in Pictures" All I can say is that you both sound like ducks to me!!! Temple is very smart..... and Math ability is quite common....
I have a 4 1/2 year old boy whom I keep in Childcare. He can follow 2 directions at a time when we are doing it for learning. Has trouble w/ 3 directions--have to repeat or tell him again. Also has trouble w/ comprehension. I will ask him a question:i.e....did you wash your hands...and he will give me a look like he doesnt' understand the question and say, "uh...".
There are also other disorders that are common with those on the spectrum such as Executive Function Disorder, Semantic Pragmatic Speech Disorder, Irlen Syndrome, Auditory Processing Disorder to name a few. Every child is different with different aspects of the disorder being more dominant and with aspects of other disorders as well. So, it isn't as easy as completing a questionnaire, although it is a starting point.
Speech - difficult to understand, not clear, no eye contact and easily distracted.
He is frustrated extremily easily and acts almost violently when:
a routine is change
he cannot play in the area he wants to
getting a time out
when people look at him when getting spoken to or having a "quiet time"
He will be six years old in September and cannot identify more than the letter A-D. He cannot cound past 18 without mixing up numbers and gets distracted, frustrated or loses interest.
My son hardly ever hand flaps, infact I only see it about once a week. But he did use to spin as a toddler. Apart from hand flapping your daughter could be showing signs of echolalia. This is when questions/phrases said to the child are repeated back by the child. Delayed echolalia is when a child repeats DVD/TV dialogue either to themselves or uses it as a form of communication.
My son also gave answers to questions 'off topic'.
Thus the reason we are asking for a transfer to a new location, larger city, with more support. Thanks for the heads up on Theory of the Mind. I had not heard of that and it looks like i'll be doing some reading. I feel the school is trying to be as helpful as possible I just don't think they have the experience needed. I do think the sensory issue have come in to play for one reason.
I am not a specialist but parent of a child with mild ASD in question - possibility of a mood disorder/ADHD combination. My son makes good eye-contact, communicates failry well, follows instructions very well, friendly with everybody in general, akward with peers, lot better with older and younger children. Most think he is "shy".
I went through some major hell and I also went through to graduate top 10% of my high school class. Success depends on how well the school system handles special needs and the “culture” of the student body. If they are more tolerant that will make a big difference.
As far as developmental delay: in some ways people perceived/perceive me to be way beyond my years with some aspects, but way behind in others... Intellectual wise I am average iq.
His behavior in school is absolutely horrible, and the teacher brought it to my attention that he acts out even worse when there a large number of students in the class. That on top of other ackward behaviors led the Pediatrician to think he had anxiety issues as well as Autism. He was prescribed Zoloft 10mg once daily and he was only on it a week and his behavior was totally worse. He became even more aggressive and violent.
Well - if he wants attention, stop giving him attention.It includes negative attention. That is what ABA people would tell you anyway:) Probably, he sees teachers/you getting all worked up about his behavior and it is reinforcing enough. Trust me, this happens with neuro-typical children as well. Of course, teachers have to remove him from the "scene" in order to prevent anyone from getting hurt....
my 8 yr old son has been in school since the age of 3 for his speech. his articulation was behind. he is in 2nd grade now and still goes to speech theripy 3 times a week. he is xtremely hyper, cant stay focused on work, extremely figity, cant sit still. easily distracted by others. cries easily, calls brothes names, always meddlin with things, picks up anything out of yard and wants to keep it, says its his treasure. loves to spin round in circles all the time.
To understand a question and respond---------- a child must be able to organize what is said to them and then organize a response and then send the message to the oral muscles to articulate it. That is the three parts of speech that all must be there for effective communication. Receptive speech, expressive speech and articulation. Even a slight problem will cause a child to be slow at responding or not respond at all.
My son has issues with motor planning. His hearing is perfect~!
The program assigned will vary depending on the severity of the apraxia and the age of the child. The Kaufman Speech Praxis Treatment for developmental verbal apraxia is a highly effective program currently being used by Dr. Grossman and her staff of speech-language pathologists. The tool has proven to be a successful instrument in the evaluation of apraxia, determining treatment goals, and providing effective therapy.
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