The speech therapist monitors development in the areas of hearing, communication, play, language (language comprehension and expression), and speech. He evaluates the newborn's communicative and pre-linguistic abilities. In the event of developmental delay in these areas, the baby is given a therapeutic response accompanied by parental guidance. In addition, the speech therapist evaluates the newborn's eating and swallowing functions (sometimes while still in the neonatal unit), and suggests intervention and referral to other relevant agencies for treatment if necessary.<\/p>\n
Speech therapists have the diagnostic tools to assess the hearing and development of communication, play, language and speech of the premature infant at every stage from the moment of birth. Initial assessment and intervention by speech therapists will be carried out in the premature infant for the purpose of auditory screening and for the purpose of assessing eating and swallowing. Subsequently, as part of the follow-up at the Premature Infant Clinic at the Institute for Child Development and in accordance with the developmental need, observation and assessment of preverbal abilities will be carried out, including communication, interaction and play skills, as well as language abilities (understanding language, expression and speech). As part of the assessment and intervention, parent guidance will be provided. Referral to a speech therapist is provided by the developmental physician\/pediatric neurologist who monitors the premature infant. However, it is important to know the areas of specialization of speech therapists in order to seek diagnosis in cases where parents feel that there are difficulties that may indicate a developmental delay. Most often, a full diagnosis in a preterm infant clinic is performed starting at six months of age, with the development of interaction, gestures, communicative intentions, play, and the development of spoken language (this will be expanded on later).<\/p>\n
Difficulties in the development of communication, language, speech, eating, and swallowing may have consequences for the child in adulthood. The group of premature infants is known to be at risk of developing difficulties in eating and swallowing and delays in the development of communication, language, and speech. These may lead in the long term to difficulties in expressing and understanding language, difficulties in maintaining attention and concentration, various learning disabilities, and difficulty in developing quality mutual communication. Early therapeutic intervention has been found to contribute to reducing developmental gaps. Therefore, it is of great importance to seek diagnosis from a speech therapist as early as possible, especially in cases of prematurity, in order to receive an appropriate therapeutic response for the baby and his family and in order to promote and reduce gaps that may arise in relation to what is expected for his age. It is important to note that the group of premature infants is not uniform. Each premature newborn has personal characteristics that affect development differently, and it is not mandatory that a delay in various areas will develop. However, it is of immense importance to raise awareness about the warning signs of abnormal development in the first years of a baby's life, and to reach out for follow-ups at the Child Development Institute.<\/p>\n
Babies born prematurely are at risk of developing feeding and swallowing difficulties. Some babies have difficulty breastfeeding due to ineffective sucking. Difficulty sucking leads to long meal times and\/or eating insufficient amounts of food for growth. In cases of difficulty sucking and sucking, it is recommended to contact the team at the Premature Baby Clinic.\u00a0At the Institute for Child Development<\/a>, which will provide a diagnostic and therapeutic solution for dealing with difficulties\u00a0Nutrition in premature babies<\/a>Additional signs of eating difficulties include coughing during and\/or after eating\/drinking, bluish lips, repeated discharge from the nose or mouth, arching the back as a sign of pain, wheezing, and unexplained fever. The appearance of these symptoms increases the risk of developing lung infections, and therefore, in these situations, you should contact your doctor as soon as possible.<\/p>\n In the first year of a newborn's life, communicative and pre-verbal abilities develop. In this booklet, we will focus on the development of the newborn from birth to 6 months (revised), during which the newborn discovers and explores his environment, and it is the parent's interpretation that gives meaning to his behavior. In the first six months, one should expect to maintain quality eye contact (even while eating), smile in response to a familiar voice or face, and laugh in response to an entertaining activity, cry to get attention, imitate facial expressions (such as sticking out the tongue), and take turns with an adult in vocal production. In addition, we will expect to stop crying when talking to the baby, turn the head towards a voice, respond initially to being called by name, and distinguish between a friendly voice and an angry voice. In the area of vocal production, we will observe meowing sounds and vocal play with different and random sounds, and the beginning of repetitive and varied babbling (the repeating syllable ba-ba). In cases where the baby is quiet or in cases of failure to appear or delay in acquiring the milestones mentioned above, in the first six months, the Child Development Institute should be contacted for a developmental diagnosis.<\/p>\n Language is acquired naturally and through consistent exposure. A newborn's hearing develops during pregnancy, and from birth, he is exposed to and learns the mother tongue. In order to encourage quality communication and enrich the newborn's language, it is necessary to increase speech and transcribe daily situations, while treating the baby as an active partner in communication and conversation (even though he does not yet speak). The parent's language must be adapted to early childhood, i.e. using short and precise messages and intonation adapted to the baby. The parent's role is to convey the environment to his child through the use of words, and to provide an interpretation of the baby's behavior and the world around him. The interpretation should be given in as many and varied situations as possible with an emphasis on regular routines that are repeated throughout the day (during diaper changes, showers, feeding, outdoor trips, dressing, etc.). In addition, language develops in parallel with the ability to play. Play a lot with your children together with different toys that will interest them (rattles, handkerchiefs, throwing objects at each other, etc.) and with various singing games. It is recommended to limit television viewing (up to half an hour a day) and electronic games of all kinds.<\/p>","protected":false},"excerpt":{"rendered":" What are the roles of the speech therapist in diagnosing and treating premature babies? The speech therapist monitors development in the areas of hearing, communication, play, language (language comprehension and expression) and speech. He assesses the newborn's communicative and pre-linguistic abilities. In the event of developmental delay in these areas, the baby is given a therapeutic response accompanied by parental guidance. In addition, the speech therapist evaluates the baby's eating and swallowing functions [\u2026]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[72],"tags":[],"class_list":["post-3467","post","type-post","status-publish","format-standard","hentry","category-72"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/posts\/3467","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/comments?post=3467"}],"version-history":[{"count":0,"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/posts\/3467\/revisions"}],"wp:attachment":[{"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/media?parent=3467"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/categories?post=3467"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pagim.net\/en\/wp-json\/wp\/v2\/tags?post=3467"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}What are the milestones in the development of communication, language, and speech, and how can difficulties in the development of these areas be identified?<\/h2>\n
How can quality communication be encouraged and the premature newborn's language enriched from the day of birth?<\/h2>\n