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Stamper - Speech

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                           Speech-Language
                                   
Welcome to the Speech and Language Department of Greysbranch Elementary School.  I am Julie Stamper, the Speech-Language Pathologist.  My role is to provide speech-language and hearing screenings, evaluate, identify, and provide services to qualifying students.  Students may qualify for services in the areas of articulation, receptive and expressive language, voice, and fluency.

I am a graduate of Marshall University, graduating with a Bachelor's and Master's degree in Speech-Language Pathology and Audiology.
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Articulation

Articulation is the production of speech sounds.  This includes the access to oral motor skills required to produce individual sounds used in speech.  To qualify for articulation therapy in the schools, a student must be showing a significant deficit in articulation skills that impacts their access to general education. 

Language

Receptive Language - The understanding of language. This includes areas of understanding such as semantic (vocabulary), syntax (grammatic structure), and morphology (markers to denote meaning such as pronouns, -ed endings, plural endings, etc.).  Receptive language skills are evidenced in understanding directions, negatives, passive voice, descriptions, functions of objects, inferences, categorization, comparatives, etc.

Expressive Language - The use of language.  This includes the verbal use of the skills listed above. Examples of these skills are to ask and answer questions, name objects, give definitions, describe, use adequate grammar skills to express meaning, produce sentences, complete analogies, name categories, etc.

Voice

The adequate structures and functions to produce vocalized communications.
One vocal issue that may prevent adequate vocalizations may be the presence of vocal nodules which result in breathy, hoarse, or intermittant voice.

Fluency

The rate and pattern of connected speech.  A fluency disorder is when prolongations of sounds, repetitions, blocks, etc. occur and disrupt the fluidity of speech, interfering with communication.  Fluency disorders occur when the disfluent speech is beyond the norm (in excess).  It can often be accompanied by facial and body movements.

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