10 Ways a Speech-Language Pathologist Can Help Your Child. Велосипед slp

10 Ways a Speech-Language Pathologist Can Help Your Child - Friendship Circle

Speech-Language Pathologist. Speech Pathologist. Speech Teacher. Known by many names, people refer to these specialists most often as speech therapists. They work with children with a variety of delays and disorders spanning from mild articulation delays to more complex disorders such as autism, Down syndrome, hearing impairment, motor speech disorders, and other developmental delays.

SLP’s, as they are called for short, are the specialists that help your child with speech, talking and communication. However you may be surprised at how broad this field of speech-language pathology really is and  just how many skill areas SLPs are trained to build and expand in young children.

An SLP can help your child with…

1. Articulation Skills/Speech Intelligibility

Articulation is the physical ability to move the tongue, lips, jaw and palate (known as the articulators) to produce individual speech sounds which we call phonemes. For example, to articulate the /b/ sound, we need to inhale, then while exhaling we need to turn our voice on, bring our slightly tensed lips together to stop and build up the airflow, and then release the airflow by parting our lips.

Intelligibility, refers to how well people can understand your child’s speech. If a child’s articulation skills are compromised for any reason, his intelligibility will be decreased in compared to other children his age. SLP’s can work with your child to teach them how to produce the specific speech sounds or sound patterns that he is having difficulty with, and thus increasing his overall speech intelligibility.You can read more about articulation development and delays here.

2. Expressive Language Skills

While speech involves the physical motor ability to talk, language is a symbolic, rule governed system used to convey a message. In English, the symbols can be words, either spoken or written. We also have gestural symbols like shrugging our shoulders to indicate “I don’t know” or waving to indicate “Bye Bye” or the raising of our eye brows to indicate that we are surprised by something.

Expressive language then, refers to what your child says. Speech-language pathologists can help your child learn new words and how to put them together to form phrases and sentences (semantics and syntax) so that your child can communicate to you and others. You can read more about the difference between speech and language here.

3. Receptive Language/Listening Skills

Receptive language, refers to your child’s ability to listen and understand language. Most often, young children have stronger receptive language skills (what they understand) than expressive language skills (what they can say). An SLP can help teach your child new vocabulary and how to use that knowledge to follow directions, answer questions, and participate in simple conversations with others.

4. Speech Fluency/Stuttering

Stuttering is a communication disorder that affects speech fluency. It is characterized by breaks in the flow of speech referred to as disfluencies and typically begins in childhood. Everyone experiences disfluencies in their speech.  Some disfluencies are totally normal but having too many can actually significantly affect one’s ability to communicate.

In stuttering, we most often see the following types of primary behaviors: repetitions, prolongations, interjections, and blocks. We may also see secondary behaviors, typically in more severe cases of stuttering such as tension in the neck, shoulders, face, jaw, chest; eye blinks, nose flaring, other odd facial movements; clenched fists, stomping of feet; jerking or other unusual motor movements in arms, hands, legs, feet.

SLPs can teach your child strategies on how to control this behavior and thus increasing his speech fluency and intelligibility. You can read more about stuttering Here.

5. Voice and Resonance 

Voice disorders refer to disorders that effect the vocal folds that allow us to have a voice. These can include vocal cord paralysis, nodules or polyps on the vocal folds, and other disorders that can cause hoarseness or aphonia (loss of voice). You can learn more about voice disorders on American Speech-Language Hearing Association’s website.

Resonance refers to “the quality of the voice that is determined by the balance of sound vibration in the oral, nasal, and pharyngeal cavities during speech. Abnormal resonance can occur if there is obstruction in one of the cavities, causing hyponasality or cul-de-sac resonance, or if there is velopharyngeal dysfunction (VPD), causing hypernasality and/or nasal emission.” You can read more about Resonance Disorders in this article by Ann M. Kummer in the ASHA Leader Online.

A common voice disorder in young children is hoarseness caused by vocal abuse. Vocal abuse refers to bad habits that lead to strain or damage of the vocal folds such as yelling, excessive talking, coughing, throat clearing, etc.  Speech-language pathologists with experience in voice and resonance disorders can work with children to decrease these behaviors and repair the strain/damage of the folds.

6. Social/Pragmatic Language

Social/ pragmatic language refers to the way an individual uses language to communicate and involves three major communication skills: using language to communicate in different ways (like greeting others, requesting, protesting, asking questions to gain information, etc), changing language according to the people or place it is being used (i.e. we speak differently to a child than we do to an adult; we speak differently inside vs. outside), and following the rules for conversation (taking turns in conversation, staying on topic, using and understanding verbal and nonverbal cues, etc).

SLPs can work with your child to teach them these social language skills so that they can more appropriate;y participate n conversations with others. You can learn more about social/pragmatic language on the American Speech-Language Hearing Association’s (ASHA)  site.

7. Cognitive-Communication Skills

Cognitive-communication disorders refer to the impairment of cognitive processes including attention, memory, abstract reasoning, awareness, and executive functions (self-monitoring, planning and problem solving). These can be developmental in nature (meaning the child is born with these deficits) or can be acquired due to a head injury, stroke, or degenerative diseases. SLPs can work with your child to help build these skills and/or teach your child compensatory methods to assist them with their deficits.

8. Augmentative and Alternative Communication (AAC)

Augmentative and Alternative Communication, also known simply as AAC, refers to “…all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas.

We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write” (ASHA Website). When SLPs are working with children, our number one goal is always communication. Sometimes, a child may have such a severe delay/disorder, that traditional oral speech is not possible or is not practical. In these circumstances, an SLP may work with a child and his family to come up with an AAC system to use instead of, or along side of, speech.

It is very important to note, that these AAC methods are not always used to replace speech. In many circumstances, AAC is used as a bridge to speech. Children can use the AAC methods to communicate while still working on developing speech skills (when appropriate). You can learn more about AAC on ASHA’s site.

9. Swallowing/Feeding Issues

Speech-language pathologists, believe it or not, can be trained in pediatric swallowing and feeding issues in addition to speech and language issues. This is because, as SLPs, they have intimate knowledge of the structures and functions of the oral cavities and beyond. In fact, some SLPs have training in myofunctional disorders including tongue thrust. You can read more about swallowing and feeding disorders on ASHA’s site.

10. Educating and Empowering YOU on how to best help your child.

Hands down, the best thing an SLP can do for your child, is to educate you and empower you on how to best help your child. A speech-language pathologist may spend an hour or so a week with your child, but you spend hours and hours a week interacting with your child. You wake your child, get him ready for his day, read to him, talk to him, bathe him, and put him down to sleep at night.  It is during these everyday routines that your child is learning the most and is given the most opportunities to communicate.

When you are equipped with the knowledge, skills, and confidence YOU can be the best “speech therapist” your child will ever have. So ask questions, take notes, do the homework, and work closely with your child’s SLP. Together you can make an amazing team and change your child’s life, one word at a time.


10 Qualities that Every Speech Language Pathologist Should Have - Friendship Circle

Resources, Special Education

Being a speech language pathologist for the past fifteen years has been a rewarding career for me. I have learned so much already, but continue to learn every day from my clients, students, and people around me. As a speech language pathologist, I am proud to be able to help my clients communicate more effectively with others around them.

When asked to write about this topic, I had to think extensively about all the qualities that make speech pathologists successful with their clients and within their careers. I think these qualities that I discuss below apply to any health care professional and within other fields as well.

1. Be compassionate

As a speech language pathologist, I have been in many situations that require me to be compassionate. Many families have been through extremely difficult situations. For parents of young children, a speech language pathologist can be one of the first therapists working with their child. Many parents are fearful and concerned at this stage regarding the future of their child’s speech and language abilities and need guidance and comfort from a therapist.

I have also worked with adults for many years, and I talk to parents that feel hopeless and need someone to listen and guide them through the challenges that their child is facing at that time. Having empathy helps create a special and trusting relationship between you, the family and client.

2. Be open minded

I have worked in many different environments which have required me to be open minded. I think once you close your mind to any new ideas, you don’t leave yourself open to many wonderful and unexpected things that can occur. A couple of years ago, I found myself learning a new type of therapy. I felt a little uncomfortable beginning something new, but after about six months of learning it, I loved it and was able to use it and modify it to make it my own. It was an empowering experience!

3. Be a team player

As with all other health professions, we should rarely work alone. Working as a team with parents, therapists, paraprofessionals, doctors, etc. is optimal. The more the team works together cohesively, the better the results for the client who is receiving the services.

4. Be organized

With the amount of paperwork and scheduling involved, being organized is key. Being on time and staying on top of paperwork is an important part of the job.

5. Be a people person

Whether your caseload is with children or the geriatric population, enjoying and loving to work with people is key.

6. Be flexible

Being flexible is important. I work in a day habilitation program where many of my clients go out in the community. When things get switched around, I try to be flexible with my schedule. When working in the school system for many years, I had to be flexible about my work space and caseload.

7. Be willing to learn and make mistakes

When teaching my graduate class, I always tell my students that you never stop learning no matter how many years you are in the field. Each client that I work with teaches me something new, and I am lucky to add that to my knowledge base. As with any job, we are human and make mistakes. The most important thing about making mistakes is to learn from them and to not repeat them.

8. Be hard working

As with all health care professionals, we are hard workers. We work hard with our clients because we care and love helping people with their communication, speech and feeding goals.

9. Be motivated so that you can empower others

Each year, I share an excellent article with my class called Empowering Nonvocal Populations: An Emerging Concept by Sandy Damico. I wrote a guest post in January 2014, on ASHAsphere discussing this article and how to empower your clients.

10. Be problem solvers

As speech language pathologists, each client that we work with is different. Being able to navigate what therapy and strategies work best for that particular person is key.


SLP Resource Guide

Assessment Resource Age Description/ Contents Call Number Qualification Guidelines Bracken Basic Concept Scale: Expressive (BBCS:E) 3 to 6 years Screen concepts of color, letters/sounds, numbers/counting, size, shape, direction/position, self/social awareness, texture/materials, quality, and time/sequencing. 11 .B733 2006        C Bracken Basic Concept Scale: Receptive 3 to 6 years Evaluate the acquisition of basic concepts of a child, which is strongly related to cognitive and language development as well as early childhood academic achievement. 11 .B73 2006           C CELF-P 2: Clinical Evaluation of Language Fundamentals-Preschool Pre-school to early elementary aged children Subtests include basic concepts, sentence and word structure, formulating labels, recalling meaning, and linguistic concepts. 11 .W545 2004          C CELF-4 Spanish Clinical Evaluation of Language Fundamentals-4 6 to 21 years Evaluates a broad range of language skills such as linguistic concepts, formulating sentences, following directions, and listening to paragraphs. 11 .S45 SPAN          C CELF-4 Clinical Evaluation of Language Fundamentals-4 5 to 21 years Evaluates a broad range of language skills such as recalling and formulating sentences, word classes, word definition, understanding spoken paragraphs, semantic relationships, etc. 11 .S45 2003          C CELF-5 Clinical Evaluation of Language Fundamentals-5 5 to 22 years The new CELF-5 is a comprehensive battery of tests that provides you with a streamlined, flexible approach to language assessment. It now offers a more robust assessment of pragmatics using observations and interactive activities. 11 .S45 2013          C CELF-5 Clinical Evaluation of Language Fundamentals Screening Test-5 5 to 22 years Quick, reliable, and easy to use;now includes a pragmatics screening. 11 .S454 2013          C Children's Communication Checklist-2 (U.S. Edition) 4 to 16 years Parent or caregiver rating scale for speech, syntax, semantics, coherence, initiation, scripted language, context, and nonverbal communication. 11 .C45          C Communication Abilities Diagnostic Test (CADeT) (Johnson) 3 to 9 years Tests various language performance in syntax, semantics and pragmatics during story, game, and conversational situations. 11 .J65           C Comprehensive Assessment of Spoken Language-2/Oral Passage Understanding Scale (CASL-2/OPUS) 5 to 21 years Assesses language processing skills and knowledge. 11 .C3 2017          C Comprehensive Receptive & Expressive Vocabulary Test (CREVT) (Wallace and Hammill) 4 to 18 years Measures both receptive and expressive vocabulary using common standardization for both areas. 11 .W35          C Criterion Referenced Inventory of Language (Wiig) 4 to 13 years Extension testing in the areas of semantics, pragmatics, morphology, and syntax. 11 .W552          C Emerging Literacy Language Assessment (ELLA) 4.5 to 9 years Screens phonological awareness and flexibility; sign and symbol recognition and interpretation; memory, retrieval and automaticity. 11 .E4          C Evaluating Communicative Competence-Revised Ed. (Simon) 9 to 17 years Consists of 21 informal inventories encompassing language processing, metalinguistics, and functional use of language. 11 .S55 1986          C Expressive Vocabulary Test, 2nd edition (EVT) (Williams) 2.5 to 90 years Measures expressive vocabulary and word retrieval in standard English. 11 .W562 2007Forms A and B          C Expressive One-Word Picture Vocabulary Test-4 (EOWPVT-4) (Martin) 2 to 80+ years An individually administered, norm-referenced assessment of how well persons age 2 years 0 months to over 80 years can name (in English) the objects, actions, or concepts presented in full-color pictures. The EOWPVT-4 features additional items for younger children, as well as items applicable to older adults. 11 .M17 E9 2011          C Functional Communication Profile (Kleiman) 3 years to adulthood Facilitates compilation of skill level information from a variety of areas such as attentiveness, sensory/motor issues, speech, fluency, voice, and pragmatics/social skills. 11 .K54 2003          C Goldman-Fristoe 3  2  to 21 years Measures articulation of consonant sounds, determine types of misarticulation, and compare individual performance to national, gender-differentiated norms. 11 .G65 2015          C Language Processing Test-Revised (LPT-R) (Richard and Hanner) 5 to 11 years Uses tasks for association, categorization, similarities and differences, multiple meanings, and attributes. 11 .R53 1995          C The Listening Comprehension Test (Adolescents) 12 to 17 years Subtests require students to listen for a purpose such as main area, details, reasoning, vocabulary and semantics, and understanding messages. 11 .L5           C The Listening Comprehension Test 2 (Elementary) 6 to 11 years Assesses listening through natural classroom situations rather than evaluating listening through simple repetition or discrimination subtests. 11 .L57           C MacArthur-Bates Communication Development Inventories (1-3) 3-37 months Three inventories to probe parent report on gestures, words, and sentence use. 11 .M33 2007          C Montgomery Assessment of Vocabulary Acquisition (MAVA) 3 to 11 years Receptive/expressive evaluation of the 3 tiers of vocabular-basic, high frequency and curriculum based. 11 .M3          A Oral and Written Language Scales (OWLS) (Carrow-Woolfolk) 3 to 21 years oral scale; 5 to 21 years written scale Assesses listening comprehension, oral expression, and written expression. 11 .C362          C Oral and Written Language Scales II (OWLS II) (Carrow-Woolfolk) 3 to 21 years oral scale; 5 to 21 years written scale Assesses listening comprehension, oral expression, and written expression. 11 .C362 2011          C Peabody Picture Vocabulary Test 4 Form A (PPVT-4) 2.5 to 90+ years Measures the receptive (hearing) vocabulary of children and adults. 11 .D83 2007 Form A          C Peabody Picture Vocabulary Test 4 Form B (PPVT-4) 2.5 to 90+ years Measures the receptive (hearing) vocabulary of children and adults. 11 .D83 2007 Form B          C Pragmatic Language Observation Scale (PLOS) 8 to 18 years Designed to assess students' daily classroom spoken language behaviors. 11 .N48          C Pragmatic Language Skills Inventory (PLSI) 5 to 12 years Designed to assess children's pragmatic language abilities. 11 .G52          B PLAI 2-Preschool Language Assessment Instrument (Blank) 3 to 6 years, but can be used with older children Probes for ability to label objects and actions, role-play, respond to conversational interactions, respond to directions, define words, solve problems etc. 11 .B495 2003          C Preschool Language Scale, 5th ed (PLS5)(Zimmerman) Birth to 7 years Evaluates maturational lags, strengths, and deficiencies by testing auditory comprehension and verbal ability. 11 .Z5 2011          C Receptive One-Word Picture Vocabulary Test-4 (ROWPVT-4) (Martin) 2 to 80+ years An individually administered, norm-referenced assessment of how well persons age 2 years 0 months to over 80 years can match a word that is heard (in English) to objects, actions, or concepts presented in full-color pictures (in a multiple-choice format). The ROWPVT-4 features additional items for younger children as well as for older adults. 11 .M17 R4 2011          C Rice Wexler Test of Early Grammatical Impairment 3 to 8 years Uses manipulative tasks and pictures to assess early morphemes and sentence structure. 11 .R6          C Screening Test for Developmental Apraxia of Speech, 2nd edition (STDAS-2) 4 to 12 years Identifies children with atypical speech-language problems and associated oral performance. 11 .B49 2001          A Social Language Development Test Elementary 6 to 11 years Assesses language-based skills of social interpretation and interaction with friends, the skills found to be most predictive of social language development. 11 .S6          C Social Language Development Test Adolescent 12 to 17 years Assesses students' language-based responses to portrayed, peer-to-peer situations. 11 .S635          C Test de Vocabulario en Imagenes Peabody (TVIP) 2.5 to 18 years Contains 125 items from PPVT-R to assess vocabulary of Spanish speaking and bilingual Latino children. 11 .D83 1981 SPAN.          C Test for Auditory Comprehension of Language-3 (TACL-3) (Carrow-Woolfolk) 3 to 10 years Measures receptive spoken vocabulary grammar, and syntax. 11 .C36 1999          C Test for Auditory Comprehension of Language-4 (TACL-4) (Carrow-Woolfolk) 3 to 10 years Measures receptive spoken vocabulary grammar, and syntax. 11 .C36 2014          C Test of Adolescent Language-4 (TOAL-4) 12 to 24 years Tests domains of vocabulary and grammar in areas of listening, speaking, reading, and writing. 11 .T4 2007          C Test of Adolescent/Adult Word Finding (TAWF) (D. J. German) 12 to 80 years Evaluates picture naming of nouns and verbs, sentence completion naming, description naming, and category naming. 11 .G475          C Test of Aided Communication Symbol Performance (TASP) Children through adults Provides starting point for AAC intervention by screening symbol size and number of items, grammatical encoding, categorization, and syntactical performance. 11 .B78          C Test of Early Communication and Emerging Language (TECEL) 2 weeks to 24 months Designed to aid in assessing and charting communication and language strengths and weaknesses, aid in designing intervention plans, assist in making estimates about future language development, and serve as a research tool for investigating early communication and emerging language. 11 .H841          C Test of Early Language Development-3 (TELD-3) 2 to 8 years Examines receptive and expressive language. 11 .H74 1999          C Test of Language Competence-Levels 1 & 2 (Wiig and Secord) 1.5 to 10 years Level 1; 9-19 years Level 2 Evaluates metalinguistic performance in the areas of semantics, syntax, and pragmatics. 11 .W551          C Test of Language Development-Primary 4th edition (TOLD-P:4) 4 to 9 years Evaluates children's spoken language ability within a seminatic, grammatic, and phonological context. 11 .N49 2008          C Test of Narrative Language 5 to 11 years Measures ability to answer comprehension questions and ability to generate a story. 11 .G5          C Test of Pragmatic Language: 2 (2nd ed. of TOPL) 6 to 18 years Assesses knowledge about situational social interaction; also contains a metacognitive pragmatic evaluative component. 11 .P44 2007          C Test of Problem Solving-3: Elementary (TOPS-3) 6 to 11 years Addresses language based critical thinking skills. 11 .T661 2005          C Test of Problem Solving Adolescent (TOPS) 12 to 17 years Tasks examine thinking skills relating to fair mindedness, affect, oversimplification, clarifying, analyzing, generating solutions, evaluating, and thinking independently. 11 .T661          C Test of Word Finding 2nd ed. (TWF-2) (D. J. German) 6.5 to 13 years Evaluates picture naming of nouns and verbs, sentence completion naming, description naming and category naming. 11 .G47 2000          C Test of Word Knowledge (Wiig and Secord) 5 to 17 years Evaluates semantic and lexical knowledge through evaluating word definitions, multiple contexts, opposites, synonyms, etc. 11 .W553          C Test of Written Language-3 (TOWL-3) 7.5 to 18 years Tests domains of vocabulary, syntactical and thematic maturity, spelling, word usage, style, and sentences. 11 .h411 1996          C WH Question Comprehension Test (Vicker) 3 years and upward for verbal children Screening test for who, what, where, when, why, and how question forms and answer type match. 42.1 .V523          A The Word Test 2-Adolescent 12-18 years Assesses associations, antonyms, synonyms, definitions, semantic absurdities, and flexible word use. 11 .W65 2005          C The Word Test 2-Elementary 6 to 11 years Questions expressive language and semantic skills in association, synonyms, semantic absurdities, antonyms, definitions, and multiple meanings. 11 .W65 2004          B


SLP Dosyalarýný Nasýl Açýlýr? - SLP Dosya Uzantýsý

Dosya Uzantısı SLP Nedir?

şunun tarafından: Jay Geater, Kıdemli Teknoloji Yazarı

Birisi size SLP uzantılı bir dosya gönderdi ve siz nasıl açacağınızı bilmiyor musunuz? Belki de bilgisayarınızda SLP uzantılı bir dosya buldunuz ve bunun ne olduğunu merak ediyorsunuz? Windows size bu dosyayı açamyacağınızı söyleyebilir ya da en kötü durumda, bir SLP uzantılı dosya hata mesajı alabilirsiniz.

Bir SLP dosyasını açmadan önce SLP dosya uzantısının nasıl bir dosyayı temsil ettiğini bulmanız gereklidir.

İpucu: Hatalı SLP dosya ilişkilendirme hataları, Windows işletim sisteminizde mevcut sorunların bir işareti olabilir. Bu geçersiz girdiler ayrıca yavaş Windows açılışları, bilgisayar donmaları ve daha birçok farklı bilgisayar performans sorununa da yol açabilir. Bu nedenle, Windows kayıt defterinizin geçersiz dosya ilişkilendirmeleri ve diğer ilgili kayıt defteri sorunlarına karşı taranmasını şiddetle tavsiye edilmektedir.


SLP dosyaları Veri Dosyaları olup genellikle Rise of Nations Campaign Media File (Microsoft Corporation) ile ilişkilendirilirler.

SLP dosyaları ayrıca şununla ilişkilendirilmiştir: Timeslips Data File, Pro/ENGINEER Rendering File (PTC), Sisulizer Project (Sisulizer Ltd & Co KG) ve FileViewPro.

SLP dosya uzantısı başka dosya tipleri tarafından da kullanılıyor olabilir. SLP dosya uzantısını kullanan başka bir dosya biçimini biliyorsanız bilgilerimizi uygun şekilde güncelleyebilmemiz için lütfen bize ulaşın

SLP Dosyanızı Nasıl Açarsınız?

SLP uzantılı dosyanızı açmanın en hızlı ve kolay yolu çift tıklamaktır. Bu, SLP uzantılı dosyanızın açılması için doğru yazılımın Windows'un belirlemesini sağlayacaktır.

SLP uzantılı dosyanız açılmıyorsa, SLP uzantılı dosyaları görüntülemek ya da düzenlemek için doğru yazılım uygulaması bilgisayarınızda kurulu olmayabilir.

Bilgisayarınız SLP doyasını açıyor ancak bunun için yanlış uygulamayı kullanıyorsa, Windows kayıt defterinden dosya ilişkilendirme ayarlarını değiştirmeniz gereklidir. Başka bir deyişle, Windows, SLP dosya uzantısını yanlış bir yazılım programı ile ilişkilendirmiştir.

Windows kayıt defterinizin geçersiz dosya ilişkilendirmeleri ve diğer ilgili kayıt defteri sorunlarına karşı taranmasını şiddetle tavsiye ediyoruz.

SLP Dosya Uzantısı ile İlişkili Yazılım İndirmeleri:

* Bazı SLP dosya uzantısı biçimleri sadece ikili biçimde açılabilir.

SLP Dosyanızı Hemen Açmak için FileViewPro İndirin

SLP Dosya Analizi Aracı™

Hangi tür SLP dosyanız olduğuna emin değil misiniz? Tam olarak ne olduğunu, kimin oluşturduğunu ve nasıl açabileceğinizi öğrenmek istiyor musunuz?

Son olarak, artık SLP dosyanızla ilgili bilmeniz gereken her şeyi keşfedebilirsiniz... hemen!

Devrim niteliğinde SLP Dosya Analizi Aracı™, SLP dosyanızla ilgili her ayrıntıyı tarar, analiz eder ve geri rapor eder. Patenti beklemede olan algoritmamız dosyanızı hızla analiz eder ve bu bilgileri size dakikalar içinde şık, okunması kolay bir formatta sunar.†

Saniyeler içinde, tam olarak hangi tür SLP dosyanız olduğunu, dosyanızla ilgili yazılım programını, oluşturan yayımcıyı, güvenlik emniyet durumunu ve çok çeşitli diğer faydalı bilgileri öğrenirsiniz.

Ücretsiz dosya analizinize başlamak için, tek yapmanız gereken SLP dosyanızı aşağıdaki noktalı çizgilerin içine sürükleyip bırakmak veya "Bilgisayarıma Gözat" tıklayıp dosyanızı seçmek. Daha sonra, SLP dosya analiz raporunuz doğrudan bu tarayıcı penceresinde aşağıda gösterilir.

Dosyanız analiz ediliyor... lütfen bekleyin.

Dosya Adı:

Dosya Boyutu:


† SLP Dosya Analiz Aracı üçüncü taraf yazılım bileşenleri kullanmaktadır . Yasal uyarıyı okumak için buraya tıklayın.

Yazar Hakkında: Jay Geater, yenilikçi destek yazılımı sunmaya odaklanmış küresel bir yazılım şirketi olan Solvusoft Corporation'ın Başkanı ve Genel Müdürüdür. Yaşam boyu bilgisayar kurdudur ve bilgisayarlar, yazılım ve teknolojiyle ilgili her şeyi sever.


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