Nida ŞANLI is physiotherapist and speech language therapist (M.Sc) and studying PhD. She is practicing privately as an SLP in Çocuk Dil ve Konuşma Merkezi/Mersin/Turkey. Nida is certified in Hanen More than Words, It Takes 2 to Talk, Neurodevelopmental Treatment (NDT), Profectum Academy Basic Certificate (DIR/Floortime). She has also attended sensory integration workshops, PALIN Parent Child Interaction therapy, solution focused brief therapy workshops. She attended national and international speech and language conferences with oral and poster presentations Nida has been PROMPT trained since 2012. She is delivering PROMPT with wide range of clients since then. Her scope of practice is children with speech sound disorders, motor speech disorders (apraxia, dysartria, cerebral palsy), developmental language disorders, autism, children with special needs and stuttering. She provides services for preschool and school aged children. She works with children on an individual basis and provides training, support and programming for caregivers, childcare workers and teachers. Nida is presenting PROMPT workshops in Turkey and European countries.
speech sound dısorders
Speech sound disorder (SSD) is a speech disorder in which the child produces speech sounds accurately below the level expected from their peers. While their peers produce those sounds accurate, the child cannot produce them, they change places, they can produce other sounds instead of them, omit or may add sounds. 'Articulation disorder' or ' Phonological disorder' terms can be used instead , but the term speech sound disorder, which is an umbrella term, is used in the current literature.
The underlying cause of SSD may be neurological (motor), structural (cleft palate lip), sensory/perceptual (hearing loss), or non-functional (no known cause).
Various measurements and evaluations are made in the SSB evaluation. In the CHILD Language and Speech Center, formal tests, intelligibility scales, communicative outcome scales, spontaneous speech analysis, oral motor assessment are performed and an intervention plan is determined by combining the methods needed by the individual in line with the findings.
Stuttering is a fluency disorder that consists of repetition, pause, prolongation or other different symptoms (such as hand, arm, body movements accompanying the moment of fluency) while speaking or reading. It is a disorder in which there are pauses and disruptions that affect the continuity, rhythm and speed of speech. Avoidance behaviors can be observed in individuals with this disorder. The individual may show behaviors such as avoiding words, expressing himself with price language instead of speaking, speaking shorter, changing words.
The cause of stuttering is explained by multi-factor models in the current literature. Multifactorial models state that it emerges as a result of the interaction of physiological, language-communication, motor speech, psychological and environmental factors. In the evaluation, these factors are evaluated in detail.
While expressing our intention with speech, we first code our intention based on the rules that we speak, then we tranfer language to the muscles that help speech. We convert it motorically and acoustically that can be heard by the listener.
Individuals with apraxia of speech have difficulties in transmitting this message to the speech muscles. The main problem is not in intention formation, in linguistic coding, the main problem is in the sequence of the movements of the muscles that help these codes to speak. Apraxia is a motor speech disorder.
Developmental apraxia is also referred as childhood apraxia of speech.
All the components mentioned above in the evaluation are evaluated in detail.
It shows signs such as producing words differently each time, deterioration in vowel sounds, increasing difficulties in long words, difficulties in stressing, intonation, and speech movement seeking behavior.
While speaking, we use 70-100 muscle group in consistent and accurate manner. Weakness in these muscles or deterioration in muscle contractions negatively affect speech production. In cerebral palsy, due to brain damage, disruptions in the contraction of muscles involved in speech occur. Cerebral palsy is a motor speech disorder, dysarthria. Cerebral palsy is the most common dysarthria in childhood.
Components of speech such as respiration, sound production, resonance, articulation, prosodic (intonation, stress, etc.) could be affected. During the assessment, these components are evaluated and added to the intervention plan according to the individual's needs.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communicative reciprocity, non-verbal language skills, difficulties in communicating and building relationship, stereotypical and repetitive motor movements, sensitivity to outines and rituals, and sensitivities to sensory stimuli from the environment.
Spectrum expression is an important expression. Individuals diagnosed with ASD are affected differently by the above-mentioned difficulties.
During the assessment, the individual's communicative competencies, language and speech characteristics are evaluated.
In the CHILD Language and Speech Center, parent observation forms, structured tests, interaction videos are evaluated in a holistic way and the intervention is planned.
Some children acquire language very quickly and easily without be realized by parents. However it is very complex process. Basically we can say that the child whose language skills are below his expected age has language disorder or delay.
Language delay is divided into 2 categories: primary and secondary language disorders. While the underlying cause is unknown is called as primary language disorder, if there are underlying causes (mental disability, specific language disorder, learning disability, and autism) is called as secondary language disorder.
In childhood language disorders, not only verbal language skills, but also pre-verbal and non-verbal language skills are evaluated. In addition to this, language components : word order, semantics, pragmatic, and phonetics are evaluated. Language evaluation is done by using formal tests and spontaneous language analyzes . Speech and language therapy intervention is planned in the light of all findings.
The PROMPT is a motor speech approach that aims to support the functional communication of the individual by systematically applying tactile, kinesthetic and proprioceptive input. In this method, the client is evaluated holistically: physical sensory, social emotional, cognitive linguistic. Based on those domains, therapist choose communication focus and functional activity. Words reflecting the individual's motor speech goals are sprinkled into the activity.
Since PROMPT interventions are completely individual, it is an approach that can be applied in many different communication, language and speech disorders.
SLP Nida ŞANLI is a PROMPT Instructor that presents PROMPT courses to speech and language therapists in Turkey.
Minimal pair approach
Traditional Speech and Language Therapy
Palin Parent Child Interaction Therapy (PALIN PCI)
Palin PCI is a dynamic approach which the physiological, psychological, motor speech, communication, language and environmental factors of the stuttering preschool child are evaluated in detail and the goals reflecting the needs of the child are planned individually in the light of the findings. This method consists of 3 phases. In the first 6 weeks, special interaction goals are determined for both parents with parent-child interaction videos. With these interaction goals, the parents support the child's communication, language and speech skills with the practices they make at home. The second phase of the Palin PCI is the consolidation period. In this period, the parent continue to apply the interaction strategies they have learned. During this whole process, they are in contact with the speech and language therapist.In 3rd phase parent and SLP decide if the client needs direct fluency approach.If the child has difficulties that require direct fluency support from a speech and language therapist, SLP starts working directly on fluency goals.
The advantage of this method is that it makes the parent the expert of their child and stuttering. Studies show that with this method, 10 out of 12 children reach the desired level of fluency without working directly with a speech and language therapist. Nida ŞANLI received her practitioner certificate from Michael Palin Center/ England.
Developmental apraxia is one of the motor speech disorders. It is characterized difficulties in the accuracy, speed, range, strength, timing, and sequence of movements that must be execute to produce speech.
PROMPT, which is a motor speech approach, is applied in developmental apraxia. With PROMPT, the therapist provides tactile, kinesthetic and proprietary stimuli for that speech movement, supporting correct production and enabling the individual to acquire motor speech coordination and motor response schema.
In cerebral palsy, due to brain damage, disruptions in the contraction of the muscles involved in speech occur. It is among the motor speech disorders. Components of speech such as respiration, sound production, resonance, pronunciation, prosodic (intonation, stress, etc.) are affected. In the light of the findings obtained during the evaluation, whichever component is impaired (respiration, phonation, resonance, articulation, prosody) is added.
With PROMPT, the therapist provides tactile, kinesthetic and proprietary stimuli for that speech movement, supporting correct production and enabling the individual to acquire motor speech coordination.
Neurodevelopmental Treatment (NDT)
Also known as the Bobath method, it is a widely used method in the therapy of children with cerebral palsy. It is a method that promotes the balance between posture, balance, nutrition, respiration and speech production. The body is evaluated as a whole and the cause of the deterioration affecting language, speech and nutrition is investigated and the intervention is planned accordingly. Nida ŞANLI has successfully completed the 8-week NDT course and is the only speech and language therapist who is a practitioner of NDT. Received Practitioner Certificate from Neurodevelopmental Treatment Association
It is a relationship-based method in which developmental and individual differences are taken into account. The child and family are approached hollistically. It is aimed to support the child's regulation capacity, joint attention, two-way purposeful communication, social problem solving, sense of self, emotional ideas, bridging between ideas, and abstract thinking skills during interaction.
Nida ŞANLI received her practitioner certificate from Profectum Academy.
PROMPT can be applied to support the connections between social communicative intent-language and speech in cases on the autism spectrum disorder.
HANEN: MORE THAN WORDS
It is a parent program created to support the social communicative skills of individuals with ASD. Nida ŞANLI received her certificate from Hanen Center/Canada.
Language skills, which many children acquire quickly and effortlessly, actually involve very complex processes. Disruptions in any of these processes lead to language disorders. Language delay is divided into primary and secondary language disorders. While the underlying cause is unknown is called primary language disorder, if there are underlying causes is called secondary language disorder (such as mental handicap, specific language disorder, learning disability, and autism.)
In childhood language disorders, not only verbal language skills, but also pre-verbal and non-verbal language skills are evaluated. In addition to this, additional acquisition, word order, semantics, usage information, and phonetic information are evaluated. Evaluations are added to the evaluation, both with formal tests and video language analyzes taken during the interaction. Speech and language therapy intervention is planned in the light of all findings.
The PROMPT method can be used to support linguistic components.
HANEN: IT TAKES 2 TO TALK
It is a parent program developed specifically for children with developmental language disorders. Nida ŞANLI received the certification from Hanen Center/Canada.