Understanding IEP Goals for Addressing a Lateral Lisp: A Comprehensive Guide
Welcome to my blog! In this post, we will explore the importance of addressing speech and language difficulties in Social Emotional Learning (SEL) and specifically focus on understanding Individualized Education Program (IEP) goals for addressing a lateral lisp. If you are a parent, teacher, or professional working with individuals who have a lateral lisp, this guide will provide you with valuable insights and strategies to support their social and emotional development.
What is a lateral lisp?
A lateral lisp is a speech sound disorder characterized by the mispronunciation of the /s/ and /z/ sounds. Instead of producing these sounds with the tongue tip against the alveolar ridge (the bumpy area behind the upper front teeth), individuals with a lateral lisp produce them with air escaping over the sides of the tongue. This results in a slushy or “slushy” sound.
Common causes of a lateral lisp include tongue thrust, structural abnormalities, or incorrect tongue placement during speech production. Regardless of the cause, a lateral lisp can have a significant impact on an individual’s social and emotional development.
The role of IEP goals in addressing a lateral lisp
An Individualized Education Program (IEP) is a legal document that outlines the specific educational goals and services for students with disabilities. When it comes to addressing a lateral lisp, setting clear and specific IEP goals is crucial. These goals not only target the improvement of speech sounds but also support social and emotional development.
By addressing a lateral lisp through IEP goals, we can help individuals improve their communication skills, increase self-confidence, and enhance their overall social interactions. It is important to remember that speech and language difficulties can significantly impact an individual’s ability to form and maintain relationships, express their thoughts and feelings, and navigate social situations.
Components of effective IEP goals for a lateral lisp
When developing IEP goals for a lateral lisp, it is important to consider the following components:
Clear and measurable objectives
IEP goals should be specific, measurable, achievable, relevant, and time-bound (SMART). This ensures that progress can be accurately measured and that the goals are attainable within a reasonable timeframe.
Targeting specific speech sounds and techniques
IEP goals should focus on improving the production of specific speech sounds, such as /s/ and /z/. Additionally, techniques such as tongue placement exercises, airflow control, and auditory discrimination can be incorporated to address the underlying causes of the lateral lisp.
Incorporating functional communication skills
IEP goals should not only target the improvement of speech sounds but also focus on enhancing functional communication skills. This includes teaching individuals how to use alternative strategies, such as using visual cues or gestures, to compensate for speech difficulties in social settings.
Considering individual needs and abilities
Each individual with a lateral lisp is unique, and their IEP goals should reflect their specific needs and abilities. It is important to consider factors such as age, cognitive abilities, and motivation when developing goals that are tailored to the individual’s circumstances.
Examples of IEP goals for addressing a lateral lisp
Here are some examples of IEP goals that can be used to address a lateral lisp:
Goal 1: Improve articulation of /s/ and /z/ sounds in all word positions
By the end of the IEP period, the student will produce the /s/ and /z/ sounds correctly in all word positions (initial, medial, and final) in 80% of opportunities, as measured by speech sound assessments.
Goal 2: Increase awareness and self-monitoring of speech production
By the end of the IEP period, the student will demonstrate increased awareness of their speech production errors and utilize self-monitoring strategies (e.g., visual cues, verbal reminders) to correct a lateral lisp in 90% of opportunities, as measured by self-assessment and observation.
Goal 3: Enhance communication skills in social settings
By the end of the IEP period, the student will effectively communicate their thoughts and feelings in social settings, using alternative strategies (e.g., gestures, visual aids) to compensate for any residual lateral lisp, as measured by teacher and peer feedback.
Strategies for achieving IEP goals
There are several strategies that can be implemented to help individuals achieve their IEP goals for addressing a lateral lisp:
Speech therapy techniques and exercises
A speech-language pathologist can provide targeted therapy techniques and exercises to improve speech sound production. These may include tongue placement exercises, airflow control exercises, and auditory discrimination activities.
Incorporating assistive technology and visual aids
Assistive technology, such as speech therapy apps or visual aids, can be used to support individuals in practicing and generalizing their speech sounds. These tools can provide visual feedback and reinforcement, making the learning process more engaging and effective.
Collaborating with teachers, parents, and other professionals
Collaboration with teachers, parents, and other professionals is essential for supporting individuals with a lateral lisp. By working together, we can ensure that the strategies and techniques used in therapy are reinforced in other environments, such as the classroom or home.
Monitoring progress and adjusting IEP goals
Monitoring progress and making necessary adjustments to IEP goals is crucial for ensuring continued growth and improvement. Here are some strategies to consider:
Importance of ongoing assessment and data collection
Regular assessment and data collection allow us to track progress and identify areas that may require additional support or modification of goals. This can be done through formal assessments, informal observations, and self-assessment tools.
Strategies for tracking progress and making necessary adjustments
Progress can be tracked through data collection, such as frequency counts, accuracy measures, and self-assessment ratings. Based on this data, adjustments can be made to the therapy plan or IEP goals to ensure that they remain relevant and effective.
Regular communication with the IEP team and stakeholders
Open and regular communication with the IEP team, including parents, teachers, and other professionals, is essential for monitoring progress and making informed decisions. This allows for collaboration and ensures that everyone is working towards the same goals.
Conclusion
Addressing a lateral lisp is crucial for supporting social and emotional development. By utilizing IEP goals that are tailored to the individual’s needs and abilities, we can help individuals improve their speech sounds, enhance their communication skills, and ultimately thrive in social settings. If you are a parent, teacher, or professional working with individuals who have a lateral lisp, I encourage you to seek professional help and utilize IEP goals as a roadmap for their success. Start your EverydaySpeech Free trial here and embark on a journey towards improved social emotional learning and speech therapy resources.
