Your child might benefit from PT if they:
- Have poor coordination: if they fall often, trip or run into objects frequently
- Have increase muscle tone or decrease muscle tone
- Demonstrate poor balance
- Have delayed gross motor skills development
- Have poor trunk strength: seem to slouch or “W” sit frequently, have trouble staying in a chair or sitting upright on the floor
- As an infant, seem to only be looking one way or have a tilted head position
- Have suffered an injury and are having difficulty recovering on their own
- Seem weaker than peers or have trouble keeping up with peers at school (such as in PE ex: difficult with jumping jacks or climbing monkey bars)
- Walk on toes frequently (tightness in heels)
- Complain of pain such as in back, foot, etc.
Activities to support gross motor skills
Gross motor skills involve larger movements and control of the arms, legs, head, and trunk
Summer is just around the corner! Here are some fun activities parents can help develop their children’s gross motor skills while living a healthy, active lifestyle. Remember to visit playgrounds often! When children are exposed to slides, swings, monkey bars, and seesaws they naturally want to explore, swing, climb, etc.
- Throwing and catching a ball (use a variety of different size balls)
- Pushing and pulling
- Riding a bike
- Climbing stairs
- Playing kick ball
- Frisbee toss
Does my child need speech therapy for a lisp?
It is not typical for a child 4 and up to have a lisp. If your child is over 4 years old and still has a lisp speech therapy would be warranted. Speech therapy does work for these children and a lisp can be corrected. The child would be taught the correct lip and tongue placements in order to correct the sounds and redirect the airflow.
Does my two year old need speech therapy if he is not talking much?
A typically developing 2 year old should have at least 50 words. If your child is not saying at least 50 words and starting to put 2-3 words together to form phrases then you should consider getting a speech therapy evaluation. Some children (especially boys) can just be delayed with their speech. Getting a speech evaluation will help to determine the cause and what treatments are needed to help the child develop more speech.
Does your child have difficulty reading?
You may notice your child is having difficulty with reading or may not be reading at his appropriate grade level. Even if your child’s teacher is not concerned but you feel in your gut that your child is not reading as well as he should be it is a good idea to have him evaluated by a speech therapist. A speech evaluation will help to pinpoint what type of difficulties he may be having and the speech therapist can refer you to a reading tutor along with therapy if needed.
How is your child’s handwriting?
If you look at pictures hung in the classroom or writings the students have done, is your child’s the worse? If your answer is yes then your child would benefit from occupational therapy. Occupational therapy works on improving those fine motor skills associated with drawing, writing, and cutting with scissors.
Does your child spend way too much time on their smartphone, iPad, computer, or gaming device? Here are 7 tips to help parents wean their children from these devices:
- Limit alone time: Keep the computer in a public part of the house where you can monitor how much time they are spending on the internet. This will also make a child more reluctant about going to certain websites. Smart phones can be trickier to control but you can prevent them from taking them to their own room which may limit their amount of game time.
- Passwords protection: Putting a password on your phone or in a place where a credit card purchase is possible will ensure they only play games with your permission and will prevent them from purchasing extra goodies which may limit their game time.
- Use transitions: When children are playing games it’s best to warn them when their time is almost up. To avoid a meltdown, 10 minutes before dinner, let them know their time is running short.
- You’re the boss: The parent is still the one in charge. If gaming is still a problem then the obvious answer is to restrict the amount of time spent playing or access to iPads and mobile devices.
- Fill their time: After restricting their game time fill that time with another activity. For some kids playing games is a way to relieve stress, fill a hole in their social lives, or simply relieve boredom. You can sign them up soccer, take them on a bike ride, get them out of the house, etc.
- Set a good example: Children learn from their parents. If parents are non-stop on their devices then children will view it as acceptable behavior. So parents should put their phones or tables down during meals or when spending time playing with their children.
- Kick your addiction: Parents need to take a look at their dependence on mobile devices. Often time parents slip a mobile device in to their child’s hand to get some down time without someone tugging on their leg or to get through a meal at a restaurant. In moderation these are okay, but kids eventually need to learn how to behave without these crutches.
At JHA the therapists are prepared and equipped to work with children of varying need levels. One area that we love helping our clients to explore is Augmentative Alternative Communication (AAC). AAC involves different modalities to assist our clients in finding their voices—whether it be picture communication system, an iPad app or a dedicated device. Some systems or devices that our clinicians have experience with include Picture Exchange Communication System (PECS), ProLoQuo2Go, LAMP WFL, and dedicated devices from manufacturers like PrentkeRomich and Tobi.
These special systems can help children who are unable to communicate verbally, or who have limited verbal communication, to find their voices. The use of AAC can be very beneficial as a part of early intervention. Often, the use of a device can alleviate some of the frustration that communicators with special or unique needs may feel when they are unable to state their wants, needs, or comments. At JHA, we can help to decide if AAC is a good option for your child and can help find the right fit. If your child is having a difficult time generating words to express their wants and needs, or if you are interested in exploring AAC, contact us for more information.
A new school year is approaching and we understand that this can be exciting and frightening for children with special needs and their parents. It will be helpful to get started with a plan for getting ready to go back to school. We have listed some tips to help with a smooth transition from summer break to back to school.
- Organize your paperwork- There are always a lot of paperwork and meetings to keep track of in the world of special needs kids. Keeping a family calendar of school events, meetings, conferences, etc. is a great way to help you stay organized. You may also want to keep a binder or folder with all of your child’s special education documentation, meeting notes, and IEPs in sequential order in order to help you stay organized. Make sure you have plenty of copies of special documents, such as IEPs, to give to teachers or other staff if needed. Getting this completed before the school year starts will help you to start the year on the right track!
- Communication log- Documenting various forms of communication is important and can be very helpful! Keep a “communication log” for yourself in a notebook or Word document that is easily accessible. Note dates, times, and natures of communications you have via phone calls, emails, notes home, meetings, etc.
- Reviewing your child’s current IEP- It is very important to stay up to date on your child’s current IEP. Before your child starts back to school, review his/her current IEP to make sure you have a clear understanding of it. Note when it expires and if your child is up for a re-evaluation this year. Make sure that your child’s IEP still “fits” his/her current needs. If you have any questions or concerns about your child’s IEP, contact the school about holding an IEP review meeting.
- Communicating with the staff- Communication is important at the beginning of the school year and throughout the school year. Communicate any concerns, changes, or questions about your child’s IEP with the staff working with your child during the school year. The staff will be better able to meet your child’s needs the more proactive you are through communication with them!
- Plan for a change in your routine- Discuss and plan the changes in your child’s daily routine. Make your child aware of the changes that will be made once school begins. Communication of changes is important! It may be helpful to practice the new morning and night routines with your child a week or two before school starts. Take pictures of the new routine to review and narrate with your child in a visual manner. This will help make transitions and a change of routine easier for the first day of school.
- Stay up to date- You can be a better advocate for your child when you stay knowledgeable about your child’s IEP and disability. Try to stay current on new special education legislation, news, and events. The more you know, they better prepared you will be to successfully advocate for your child!
- Go to school events- Attend open house, back-to-school nights, parent-teacher conferences, etc. in order to help your child get a feel for the school and meet teachers, other staff, students, and other families. Share information about your child with the teachers who will be working with your child. Share the positives and challenges that may arise. Communicate any questions or concerns you may have regarding classroom instruction or your child’s IEP.
- Prepare a one page information sheet of your child- Type up or write a brief, one page document that covers your child at a glance. Report any food allergies or medical needs the school may need to know about, things that are likely to set your child off, and things that will calm him/her down, rewards your child responds well to, emergency contact information, etc.