Oral Motor Archives - Page 10 of 23 - Marshalla Speech & Language

Category: Oral Motor

Prespeech and Cleft Palate

By Pam Marshalla

Q: I work with infants and often reference the developmental material you present in Apraxia Uncovered. I have a little fellow with an unrepaired cleft palate. He is doing all the skills prior to raspberries and none after. Should I stimulate the raspberries with him? Are raspberries possible with an unrepaired cleft? How much intraoral pressure is needed for them? I have not worked with babies like this, so I don’t really know the answer to any of your questions. I would…

A Crooked Tongue on R

By Pam Marshalla

Q: I have been teaching R using your L-to-R sliding and tapping methods. However the further back my client tries to pull his tongue-tip the more it pulls to his left. He cannot keep it at midline past the middle of his palate, and he is not able to get a good R. I have not encountered this, but these are the methods I would use to address it– Have him use his finger, or another tool, and trace down…

Blowing the Nose

By Pam Marshalla

Q: How do you teach a child to blow his nose? This has worked for me a few times- Teach them to pant in-and-out though the mouth. Then teach them how to sniff in and out through the nose. Once they can get the air moving in and out through the nose, teach them to push breathe more deeply with each sniff in and out. Gradually put more emphasis on the outgoing air. Gradually make the outward sniff a blow…

Putty Bite Blocks

By Pam Marshalla

Q: I recently read an article that indicated bite blocks could be made from dental impression compound. Have you heard of this or tried doing it? Do you have any suggestions on how this could be accomplished, the efficacy of doing it, and the material that would suit the job best? I have not used this method myself, but James Dworkin wrote about it in 1991. Dworkin came out of the Darley, Aaronson, and Brown school of thought on motor…

Therapy is On-Going Diagnosis

By Pam Marshalla

Q: Many SLPs write to me with questions about sibilants that are distorted––inter-dental, frontal, whistled, palatal, lateral, and so forth. I have given lots of advice about these errors, but sometimes I can’t. Why? Sometimes I can give no advice for fixing errors on the sibilants because the errors are distorted in such refined ways that there is no way to determine what exactly is going on without seeing and hearing the error myself. If you have taken classes of…

“It hurts”: Helping Clients Handle Oral Input

By Pam Marshalla

Q: When I try to use a tongue depressor or any other tool in my client’s mouth, he backs off right away and says, “It hurts.” He does this even before I use the tool to touch his mouth or do anything. I don’t think he’s hypersensitive. I think he’s refusing just to refuse. He is four-years-old and I am trying to elicit a K and a G. I think you are right. A little guy like that may use…

Low Tone and Mild Artic

By Pam Marshalla

Q: My teen client has low tone, mild articulation problems, problems with intelligibility, and imprecision of articulation (interdental lingua-alveolars, F/Th, and distorted R). He has a slack jaw and forward tongue posture at rest. His tongue appears flaccid. Cognitive skills are okay. I went to your class called 21st Century Articulation Therapy and am trying to figure out which methods to use to address low tone in speech. Also what should I do about the tongue thrust? In terms of…

Differentiating “Articulation,” “Oral Motor,” and “Phonology”

By Pam Marshalla

Q: I still cannot seem to explain to colleagues the difference between articulation, oral motor, and phonology. Can you help me one more time? This is the line of thinking I use. It may help you explain these ideas to others–– Movements are used to make phonemes. Phonemes are used to make syllables. Syllables are used to make words. Words are used to make phrases. Phrases are used to make sentences. Sentences are used to make paragraphs. Words, phrases, sentences,…

Exposed Upper Teeth

By Pam Marshalla

Q: One of my high school students has a tense upper lip, which interferes with correct productions of P, B, and M, although she can produce labials in structured tasks. She also chews with her mouth open and makes smacking sounds. The resting position of her mouth often reveals her teeth, and her tense upper lip is noticeable. How can I improve her articulation as well as her looks and eating habits? Your client needs a program of orofacial myology…

What does blowing have to do with speech?

By Pam Marshalla

Q: At what age should a child be able to blow bubbles or a horn? My two-year-old client, who I suspect has apraxia, cannot blow and he is very hard to understand. We have no data on when children should be able to blow bubbles or a horn. However, I have been observing the blowing skills of young children for 40 years. I have observed scores of children trying to blow out their birthday candles and my experiences can be summarized…