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My Favorite Ways to Use Eggs to Promote  Speech & Language Skills!

4/7/2020

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​Use nontraditional "eggs" . . . a sports ball egg, jelly bean eggs, dinosaur eggs, even
​a carrot egg!
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Eggs don't necessarily need to be filled with candy.. try using small toys that may delight your child and give him/her something to talk about!
Talk about the appearance of
the egg . . . its color,
​ size, texture, and pattern ("Is it shiny?" "Is it sparkly?" "Is it big or small?" "Does it have polka dots?")
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Choose eggs with funny faces (or you or your child may want to draw your own!)


​I just learned that 
​play-doh eggs are a thing now!  Who knew that wrapping some play-doh around plastic eggs would provide SO much sensory fun!
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​Put stickers on the eggs to identify them by a favorite object or a popular character.
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The traditional dying of the eggs provides lots of opportunity for language . . .the colors, the actions (drop!, break!, color, dry), and the reactions ("Ooh!" "Wow!" "Look!" )
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Speech Therapy Materials . . .                        For Less Than $3.00!

2/7/2020

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Use Creativity to Spark Speech & Language

1/22/2020

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Some of the best speech therapy comes from a session that doesn't quite go as planned.  When a child asserts his or her own thoughts and ideas about a toy or a game or activity, I see it more as an opportunity to teach them the power of language than as an act of defiance or noncompliance.  In this first example, I worked with a child on following directions to place the different parts on the snowman.  I love the end result of her creativity!  While she chose to put some of the pieces in unique places of her own choosing, I was able to elicit some new descriptive vocabulary and word combinations as we labeled his "snowflake eyes" and "big button cheeks" and laughed about the scarf blowing in his face!  

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And when we worked on placing snowman figures "in," "on," and "under" various locations, she had strong opinions that the figures each be assigned "in" a different location and were not to come "out" again!  Some snowman stickers quickly came to my rescue as she happily followed my directions to place them in some of the other target positions.  And when she wanted to drive the vehicles around, we had the perfect opportunity to drive them under and around the large snowman we made!  Following the child's lead in this way can often lead to the best communication with your child!  Remember that communication is a two-way street and to go with the flow as they say! ​

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Pediatricians Say Kids Need Simple Toys, Not iPads And Electronics

11/24/2019

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​If your child is receiving speech therapy, take note of the toys and activities used by the therapist. Peruse the storage units of a speech therapist and you likely will find very few, if any, electronic toys with batteries. The reason why is clearly outlined in the article linked below. “The best toys are those that support parents and children playing, pretending, and interacting together,” stated Alan Mendelsohn, MD, FAAP, in the AAP’s press release. Although the department stores will line their shelves this holiday season with flashy, digital, and electronic games, I challenge you to look instead for the simple toys that the speech therapist is using . . . My favorites are play-doh, Potato Heads, toy food and dishes, toy animals, blocks, musical instruments, puzzles, puppets, and balls! Realize that the less a toy does, the more the child can do with it, sparking endless imagination and creativity and more importantly, interaction and communication! While electronic gadgets and apps promise to teach your child ABCs, numbers, shapes, ask yourself how these concepts help your child to express what he wants, what he needs, or what he thinks. I would argue that many of these electronic toys that appear to have the benefit of "teaching" language, may in fact be preventing the child's engagement with others and teaching him to be passive and quiet. When you offer toys that do "nothing," your child learns many more "somethings" about play, communication, and social interaction. 😃

https://www.healthy-holistic-living.com/pediatricians-say-kids-need-simple-toys-not-ipads-and-electronics/

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Let's Talk About ... The Element of Surprise!

4/21/2019

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Also available on Facebook.. click here!
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Looks Can Be Deceptive . . . .

2/13/2019

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Speech therapy may look a lot like we are just playing . . . but here is an insider’s guide about what is really happening during all that “play!”
 
Every speech therapist who works with a child on developing and expanding his speech and language skills and communication has been challenged with questions about why it looks like “you’re just playing with my child.”  What looks like the therapist sitting on the floor and simply talking to and playing with your child is actually based upon a lot of knowledge and expertise and includes many subtle prompts or cues which the therapist is skillfully using to facilitate the child’s language and communication.  Keep reading for some inside tips and insight . . . 
 
  • There are different stages and types of play and each present with different ways to facilitate language and development.  For instance, a young child may put a toy in his mouth to learn about that object . . . he discovers that it is not food and will start to explore what else he might do with it.  This exploratory play creates an opportunity for a child to learn through the sensations he is experiencing and respond with various motor skills and reactions. A speech therapist will guide the development of play for your child by offering specific toys to facilitate different stages of play and model new and creative ways to use, to respond to, and to talk about the toy.
 
  • There are specific skills which are needed to develop and progress with speech and language. As a speech therapist plays with your child, she is working to establish joint attention in order to promote skills such as listening, imitating actions and sounds, and using gestures.  This is established by selecting and utilizing toys and activities which are motivating to the child and progressively establishing increased demands with them.   
 
  • Establishing and maintaining a child’s attention is not child’s play . . . it can be very difficult!  Communication depends upon motivation . . . play and interaction needs to be fun and engaging in order to motivate your child to communicate!  It is okay to be silly and playful with your child . . . he will love it and will be learning from you at the same time!
 
  •  Although it sounds counterintuitive, there are times when a speech therapist is not trying to elicit a word from your child.  That is because observation is a key element of communication.  The therapist will be consistently observing your child to understand exactly how he is communicating and how your child is using his nonverbal language so that she can help to interpret his intent and model the words to convey his message.  And your child learns to develop this nonverbal communication by watching you!  Reacting to your child with body language and facial expressions is just as important as for him to develop his communication skills as speaking to him.
 
  • Building upon the observation that the therapist does with your child, she uses specific cues to engage the child and encourage him to take a turn in the interaction. Waiting for that response or even for the child to initiate the interaction creates the opportunity for your child to be an active participant and reduces his dependency upon prompts to communicate.
 
  • When it comes to facilitating language development and communication, less is often so much more!  Asking a lot of questions of your child can make him feel uncomfortable and can encourage more resistance.  As a therapist plays with your child, she is setting up the environment to promote more independent communication from your child and understands that modeling can be a lot more effective than asking questions.  Instead of asking “What is this?” use your observation and react to what your child does with the object and wait for his response instead.      
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Your Questions Answered . . . .

1/1/2019

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​Happy New Year!
     I have several resolutions that I want to implement in 2019 . . . I want to be more organized, more health-conscious, more productive!  And I want to help you implement some simple strategies that can help your child build his or her speech and language skills!  Let's talk about those challenges that I am asked about most frequently . . . 
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1) Is too much screen time hurting my child's speech and language development?
     Research has proven that screen time does not promote your child’s language development. The American Academy of Pediatrics points out that most apps that are considered to be "educational" are targeting rote skills such as the alphabet or shapes.  However, the skills young children need to learn to be successful in school include more social pragmatic skills such as impulse control, managing emotions, and creative problem solving.  The best way to promote these skills is through unstructured and social play.  Have fun and be silly during everyday interactions, such as bath time, meal time or take a walk to the park! That’s where the best language learning takes place.  Strike a balance and facilitate screen time to embed yourself into the interaction . . . if your child has a favorite song they enjoy listening to, sing that song as you get your child dressed or are driving in the car.  Exposing your child to screen time is not so bad if you also expose him or her to legos, and farm animals, and making cookies, and splashing in a mud puddle . . . . you get the idea!
2) Should I correct my child if he pronounces a word incorrectly?
     Errors are an essential part of the learning process as children develop their speech and language skills.  It is common for children to make speech errors, but as they grow older, their articulation continues to develop and their pronunciation generally becomes much more clear. A good guideline to follow is that by 2 years old, a child should be understood 50% of the time by an unfamiliar listener. By 3 years old, they should be understood 75% of the time, and by 4-5 years old, they should be close to 100% intelligible even if a few articulation errors are still present in their speech.

     You want to offer a positive and supportive model for your child. It is the message that your child is attempting to relate that is most important and you want to praise and reinforce that message.  *Repeat what your child has said, but use the correct pronunciation. *You may want to give the sound a little extra emphasis.
*Use reading as a way to surround your child with the targeted sound.​
*Slowly tapping and clapping out each syllable can be a fun way to help with clarity.

*If you don't understand what your child has said, ask more questions, encourage your child to show you a reference if they can and obtain more information. 
3) Is my child stuttering?
     I am often asked by parents about whether or not they should be concerned about stuttering.  Just as articulation errors are a typical part of speech and language learning, so is disfluency.  As children learn to speak, they may demonstrate repetition of a sound, syllable or word.  Use of fillers such as "uhh," or "umm," is also common.  It is common to see these repetitions during a stage of growth when language is rapidly increasing, and these repetitions may come and go throughout different stages or be observed at different times. Disfluencies are likely to increase when children are tired, excited, upset, or being rushed to speak or when they are asking or responding to questions.  
*Try talking to your child in a way that is relaxed, fun, and enjoyable.
*Engage your child in conversation without distractions or interruptions. 
*Listen attentively to what your child is saying, maintaining normal eye contact without displaying signs of impatience or frustration.
*Avoid reacting negatively when your child stutters, correcting his speech, or completing his sentences. 
*Model a slow, relaxed way of speaking to help your child slow down his own speech.

4) How can I help my child learn to read?
     Phonological awareness is the area of oral language that relates to the ability to think about the sounds in a word rather than just the meaning of the word. It is an understanding that spoken language is made up of words, and words consist of syllables, rhymes, and sounds. As preschoolers, children start to develop an awareness of individual phonemes and can attend to and manipulate them in a word.  By the end of kindergarten, students typically demonstrate the ability to: recognize how many words are in a sentence, segment and blend words of at least three syllables, understand the concept of rhyming, recognize and generate rhyming words, isolate the beginning or ending sounds in words, segment and blend sounds in a word with three sounds, and change a sound in a word to make a new word in familiar games and songs.  
*Read aloud to your child frequently. Choose books that rhyme or repeat the same sound. Draw your child’s attention to rhymes.
*Teach your child nursery rhymes and practice saying them together. 
*Teach your child about syllables by clapping or jumping to each syllable he hears in a word, pause between each syllable for emphasis.
*Play “I Spy.”  You say “I spy with my little eye something that rhymes with … or something that starts with . . . .
*Develop sound/letter correspondence by filling boxes with pictures or objects that start with a given letter.  
* Use Lego bricks to break words apart or to blend sounds together. Give your child two attached Lego bricks to represent parts of the word. Then have him physically take the Lego pieces apart as he removes part of the word.
​5) Will using sign language or pictures further delay or prevent my child's speech and language skills from developing?

     Research has shown that using sign language does not negatively impact a child’s language development, and actually increases a child's verbal skills.  Children can be taught to use signs or gestures before they are able to use words to communicate and this can significantly reduce frustration for both you and your child.  
*Select a few signs to use when you talk to your child: 
Some suggested common first words to sign with your child include:
Nouns: dog, cat, bird, shoe, cookie, cracker, apple, potty, car, truck, cup, spoon, bowl, boy, girl, baby, ball, bubble, block, slide
Social Words: no, stop, all done, all gone, away, more, again, mine
Action Words: go, up, down, eat, open, help
Descriptors: big, little, dirty, clean, wet, dry, on, in
*Ask your child what he wants and pause for a minute to see if he will say or sign it first.  If not, show him the sign and say the word out loud.  Pause again and see if he imitates you.  If not, take his hands and help him make the sign.  Then, immediately reward him by giving him the object or action just as if he had said it.  

     If you have any concerns about these or other aspects of your child's speech and language skills or would like further information or input, please contact Connections Speech Therapy for a free consult.  

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How Do Sensory Integration and Speech Therapy Work Together to Enhance Language Skills . . . .

9/15/2018

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Did You Know an SLP Can Help with That?

5/8/2018

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May is Better Hearing & Speech Month and a great time to highlight some of the lesser known skills and areas of development addressed by Speech Language Pathologists.

Many people have the perception that speech therapy is a therapist and student sitting at a table as the therapist shows her student pictures and demonstrates proper production of the "r" sound.  Some people are surprised to hear that we work on much more than a child's mispronunciations.  Did you know that Speech Language Pathologists (SLP's) are educated and trained to evaluate, diagnose, and treat challenges in the following areas?
  • Literacy:  Speech Language Pathologists are trained to analyze children’s strengths and weaknesses at word, sentence, and discourse levels.  How a child listens to and understands language and how he speaks provides the foundation for the development of reading and writing.
    • ​​A SLP understands  phonology and language processing and can collaborate with teachers to address difficulties involving phonological awareness, memory, and word retrieval. 
  • Cognitive-communication: Cognitive-communication abilities or our "executive function," are the thought processes that allow us to function successfully and interact meaningfully with each other. It's how well our minds are working.  Examples of the processes that make up cognitive-communication include:  attention, memory, problem solving, and organization.        
    • A child can struggle in school if he has trouble carrying  out organized steps to successfully complete a task.  A SLP often works with a student's cognitive communication to improve writing skills, for example, by helping them learn to organize their thoughts, initiate writing assignments, expand their ideas, evaluate and edit their writing, and meet the requirements of the assignment. ​
  • Social Skills and Understanding Social Cues:  Social communication, or pragmatics, refers to how we communicate within social contexts.  It includes the ability to use language for different purposes (to greet others, to make a demand, to request), the ability to adapt language to meet the needs of the listener or situation, and following the often “unspoken” rules of conversation and storytelling, including taking turns in conversations, looking at the speaker, standing at an appropriate distance from the speaker, and using facial expressions and gestures. 
    • ​A SLP can help a child who may be having difficulty making friends or interacting with others by directly teaching these social skills. 
  • Feeding and swallowing:  The anatomy used to produce sound and speech are similarly used to suck, chew, and swallow food and liquid. SLP's have a specific understanding of the anatomy and physiology of oral, pharyngeal and laryngeal structures as well as the respiratory system to be able to evaluate and treat difficulty with feeding and swallowing.
    • ​A SLP can help if your child may be demonstrating some of the following signs of feeding and swallowing difficulties:
    • Arches her back or stiffens when feeding
    • Cries or fusses when feeding
    • Has problems breast feeding
    • Falls asleep during feeding
    • Has trouble breathing while eating and drinking
    • Refuses to eat or drink
    • Eats only certain textures, such as soft food or crunchy food
    • Takes a long time to eat
    • Has problems chewing
    • Coughs or gags during meals
    • Drools a lot or has liquid come out her mouth or nose
    • Spits up or throws up a lot
    • Is not gaining weight or growing​​
  • Voice:  Vocal quality, pitch, loudness and respiration all play a role in producing a strong, healthy voice. The inability to use one's voice effectively can negatively impact a child's relationships and interactions.
    • The goal of voice therapy is to help build and maintain a strong, clear, healthy voice that meets social and vocal demands.
These are just a few of the many skills and areas of development that speech therapy may address.  One of the reasons I was drawn to this career was that I knew I would never be bored!  It's a wonderful profession that allows me to utilize my creativity and problem solving and enables me to constantly learn new skills!  Contact Connections Speech Therapy today if you have questions about these areas or any aspect of your child's speech and language development!

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TRADE SCREEN TIME FOR GREEN TIME!

4/26/2018

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What better way to kick off the much-delayed start to the Spring season and get out to enjoy some sunshine than by resolving to "trade screen time for green time!"  I came across this new favorite phrase the other day and I love its call to action!

During my summers off from college, I worked at a summer camp as the "Nature Activities Specialist."  I can honestly say that the highlight of my days spent there was "creek stomping" through the water with my eager troops, their eyes filled with wonder and curiosity as we discovered all the unique treasures offered by the environment.  From the sounds of the bugs and the birds, the frogs and the ducks, to the feel of the mud squishing under our feet and the water splashing up on our legs, it was the perfect blend of sensory integration and experiential learning!  

​While "creek stomping" may be a bit ambitious for some folks, there are lots of ways to easily trade your child's screen time for green time:
  • ​​Go on a walk but make it a scavenger hunt . . . . ask your child to locate the items you name, whether it be something simple and concrete for young children (Do you see a ... "tree"/"rock"/"truck?") or something more challenging or descriptive for older children (Where would you look for a ... "caterpillar"/"weed"/"nest?" or What do you see that is ... "brown"/"bumpy"/"dirty?").  
  • Plant some seeds or flower beds together ... include your child in the process and talk about the actions involved (dig, water, grow).
  • Look at the clouds together and talk about the shapes that you see!
  • Build a simple obstacle course ... you can use items you might have laying around the garage (a hula hoop, a ball, a tricycle) or simply use the great outdoors .... run around a tree, hop on and off a curb or over a line, crawl through the grass, etc.
  • Draw with some sidewalk chalk - draw pictures of common objects, write letters and say the sounds or write a letter inside a large circle and find items that start with that letter or sound!

All of these activities are designed to promote your child's vocabulary and knowledge of concepts, such as description, positions, and categories.  The best part, though, is that the activities help you to engage with your child while moving, learning, and having fun!  So "spring" into action and start trading that screen time for green time!  

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    My name is Katherine Hindman.  I have been a speech therapist for over 20 years and truly love what I do!

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