How EPG works
EPG requires that an artificial palate
be custom made for the child. The
child wears the dental palate which
contains 62 electrodes that detect
the child’s tongue movement on
the roof of the mouth when they
speak. These can be analysed
and compared to typical speech
patterns to help the therapist identify
more accurately errors in the child’s
speech. During a session, the
therapist also wears a palate that
models the correct patterns to the
child. The child can clearly see the
images which the tongue makes
on the computer screen. The child
tries to copy the therapist’s tongue
movements by trying to recreate the
same pattern which shows on the
computer screen. The child can then
view their own tongue pattern and
compare this to the pattern made by
the therapist. This visual stimulus can
be incredibly effective in helping the
child achieve more normal sounding
speech.
Photo: EPG taking place at Prospect Bank
school in Edinburgh. QMU’s Speech and
Language Therapist Zoe Grayson (left), helps
learning assistant Joyce (right) carry out EPG
therapy with Niamh.
but
it will be
integrated
as part of their
overall school
learning package.”
impairment
which means that they find
it more difficult to correct their
speech by just repeating what
they hear. EPG allows the child
to use visual feedback, showing
in real time where their tongue
is touching their palate inside
their mouths, and they can learn
where to place their tongue to
create the pattern appropriate
for a specific sound.”
E a r l i e r s p e e c h p ro j e c t s
specifically
for children with
Down’s syndrome required
them to travel to QMU to
access EPG. However, travel
issues and time spent out of
school prevented some children
from participating in the earlier
research programme.
Dr Wood explained: “This
project will give 20 children with
Down’s syndrome easier access
to EPG technology by taking it
out of the laboratory and into
Lothian schools. QMU will train
school learning assistants to
deliver
the specific
therapy which we
hope will significantly
improve the children’s speech
production.”
Dr Wood continued: “Children
with Down’s syndrome have
problems with memory and
learning requires frequent
repetition to be effective. Children
participating on the project will
undergo detailed speech analysis
with EPG. They will benefit from
short bursts of therapy, maybe
just 10 – 15 minutes at a time, but
this will take place every day over
a 12/week period. This means
that the children will receive more
intensive intervention than ever
before. It will not only be tailored
to their particular learning ability,
QMU Speech and Language
therapists will then follow up this
therapy by visiting the schools
twice a month to monitor the
learning assistants’ teaching
input and measuring each child’s
progress.
Dr Wood said: “By taking the
technology into schools and
equipping learning assistants
to use EPG, we are aiming to
provide real solutions for children
with Down’s syndrome. By
targeting younger children than
in our earlier study, we are hoping
to correct speech problems
before they become entrenched.
Ultimately, we hope this work will
help pave the way to a much
brighter future for people with
Down’s syndrome.”
For further project information
visit: http://goo.gl/o6qdQ ❒
QMYOU / Health & Rehabilitation
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