Elaina Esperon, M.S. CCC-SLP

Hi! I’m Mrs. Esperon and I am so excited to be the Speech-Language Pathologist at Bayshore Elementary. I graduated with my Masters of Science degree in Speech-Language Pathology from Florida State University. I have 5 years of experience working in both school and private clinic settings.  I’m looking forward to a great 2016-2017 school year! 

Please don't hesitate to call or stop in if you have any questions or concerns regarding your child's speech and language development.  I would be very happy to talk to you and together we can work out how we can best help your child.

Contact information:

Email address: [email protected]

Phone number: 239-543-3663

What is a Speech-Language Pathologist?

What is a Speech-Language Pathologist?

 A speech-language pathologist (SLP) is a highly-trained professional who evaluates and treats children and adults who have difficulty with speech or language. Although people often think of speech and language as the same thing, the terms actually have very different meanings. If your child has trouble with speech, he/ she struggles with the “how-to” of talking—the coordination of the muscles and movements necessary to produce speech. If your child has trouble with language, he/she struggles with understanding what he/she hears or sees. Your child may struggle to find the right words and/or organize those words in a meaningful way to communicate a message or hold a conversation. 

What Do SLPs Treat?

Speech Disorders

• Articulation - the way we say our speech sounds

• Phonology - the speech patterns we use

• Apraxia - difficulty planning and coordinating the movements needed to make speech sounds

• Fluency – stuttering

• Voice - problems with the way the voice sounds, such as hoarseness

Language Disorders

• Receptive Language - difficulty understanding language

• Expressive Language - difficulty using language

• Pragmatic Language - social communication; the way we speak to each other Other Disorders

• Deafness/Hearing Loss - loss of hearing; therapy includes developing lip-reading, speech, and/or alternative communication systems

• Oral-Motor Disorders - weak tongue and/or lip muscles

Articulation/Speech Milestones

 

The Iowa-Nebraska Articulation Norms are the recommended ages of acquisition for phonemes and clusters based generally on the age at which 90% of children correctly produce that sound.  Vowels should have been acquired by the age of 3.  

 

AGE

3

3 1/2

4

4 1/2

5

5 1/2

6

7


8


9

MALES

m, n, h, w, p, b, d

t, d, k, initial f

g

-

initial y

tw, kw, v, final f

initial L, pl, bl, kl, gl, fl

voiced th, z, s, spl, sp, sm, st, sn, sk, skw, sw, sl, sh, ch, j, final L, ng

voiceless th, initial r, pr, br, tr, 
dr, kr, fr, gr, final er


thr, str, spr, sk

FEMALES

m, h, w, p, b, d

k, g, n, initial f

t, y, tw, kw

voiced th

initial L

v, final f, pl, kl, gl, fl

sh, ch, j, final L, voiceless th

z, s, sp, st, sk, sm, sn, sl, 
skw, spl, sp, ng


initial r, pr, br, kr, fr, tr, 
dr, gr, final er


thr, spr, str, skr

Speech/Language Impact on Academic Performance

ARTICULATION (speech): the production of speech 

  • Good articulation skills are required for verbal expression in all curricular areas.
  • Multiple articulation errors can indicate a disordered phonological system which could impact the students’ ability to spell and read.
  • Noticeable difference in speech production can have a negative impact on self-confidence, peer relationships, and vocational/career opportunities.


VOICE (speech): pitch, quality, and volume

  • Noticeable differences in vocal pitch (too high or too low), quality (harsh, rough), and volume can affect self-confidence and peer relationships.
  • Poor vocal hygiene can lead to lasting physical changes of the vocal folds.
  • Voice differences can be a symptom of medical concerns (i.e., nodules, paralysis, laryngeal cancer).


FLUENCY (speech): sound/syllable repetitions, blocking, use of conversational “fillers”

  • Dysfluency can inhibit participation in classroom and extracurricular activities and affect relationships.
  • Vocationa/career choices may be limited, despite the individual’s competency levels in non-speech areas.


AUDITORY PROCESSING (language): attention, memory, auditory discrimination, sound blending, sequencing

  • Deficits in these skills can affect performance in all academic areas that involve auditory reception (i.e. note taking) and processing of curricular material and following oral directions.
  • Spelling and reading may be affected by difficulty analyzing and applying the phonemic code.

SEMANTICS (language): word knowledge vocabulary, definitions, multiple meanings, concepts, categorization, comparisons, synonyms, antonyms, analogies (meaning) 

  • All areas of communication (listening, speaking, reading, writing) are affected by weakness in semantic skills, therefore impacting all areas of the curriculum.


MORPHOLOGY (language): work knowledge including prefixes, suffixes, regular and irregular change to a root word to express quantity, tense, comparative relationships, and function of a word (subject, object, possessive, modifier, etc.)

  • All areas of communication (listening, speaking, reading, writing) are affected by weakness in morphology, therefore impacting all areas of the curriculum.


SYNTAX (language): rules related to part of speech, word order, and sentences construction (grammar)

  • The knowledge of grammatical rules is essential for receptive and expressive language.
  • Deficits in syntax impacted on the ability to comprehend, analyze, and produce language effectively in verbal and written form.


PRAGMATICS (language): social appropriateness of interactions, nonverbal communication, making inferences, executive functioning skills, critical thinking

  • Deficits in these skills affect listening, problem solving, reading comprehension, study skills, decision making, oral and written language, and social relationships.


Taken from Speaking of Speech.com, Inc. 2002