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Valentine’s Flowers

        vday flowers

This is an easy, fun way to practice speech and fine motor skills! Practice drawing and/or cutting out hearts and stems and gluing them onto the paper. If your child is solely working on fine motor skills, having him draw shapes, lines, polka dots, etc. on the flowers in order to decorate them. If your child is working on speech skills, write target words on each flower. Your child can practice the words at the word, phrase, or sentence level. For more advanced articulation practice, have your child formulate a sentence with each word, with his good target sound. For language practice, have your child talk about the flowers. What do they look like- What are the colors you see? What shapes do you see? What size? What do we do with flowers? What else to we get or give others for Valentine’s Day? Have fun and be creative!

Valentine’s Day Card

vday card

 

This easy, creative Valentine’s Day card will be a hit with parents and grandparents! Using paints will be great practice for children with sensory disorders. This gives the child an opportunity to feel and work with textures he might not be comfortable with but will learn that he can have fun with them. Let your child smear the paint on his hands before making the hand-prints. Place three handprints on a blank sheet of paper and then have your child practice cutting and gluing by cutting out each hand-print and gluing them to another blank piece of paper. Practice painting three straight lines for the stems and making a bow at the bottom. This activity will really put those fine motor skills to work! You may then have your child formulate what he wants to write on his card. Practice good articulation skills by dictating what he wants to say out loud and then practice writing the Valentine’s note. Put a date under one of the handprints for a special keepsake!

 

Heart Butterfly Craft

butterfly

 

We are buggin’ out over this craft! You will need pink and white construction paper, a clothes pin, two googly eyes, a pipe cleaner, red and black marker, glue, and scissors. For fine motor practice, have your child draw two small hearts on the white construction paper and two larger hearts on the pink construction paper. Then have your child practice cutting and gluing by cutting out the hearts and gluing the small white hearts onto the larger pink hears. Next, have your child color the clothes pin red and glue the googly eyes and heart wings to it. Cut the pipe cleaner in half and glue it to the back of the clothes pin for the butterfly’s antennae. Lastly, take the black marker and make a smiley face. For speech practice, break each step down and give 1-3 steps at a time for your child to follow. You can also write target words on the butterfly’s wings and practice them at the word, phrase, or sentence level. Clip the butterfly to a visible object in your house in order to practice the words each day!

 

Heart Shaped Quesadilla

Quesadilla

Need a fun, creative Valentine’s Day lunch for your picky eater? Try this special lunch idea! Have your child help make the quesadilla by using a cookie-cutter to cut out hearts in the tortilla shells. Get creative and add foods that your child likes to the quesadilla and then encourage your child to add food that he might not prefer. If your child likes cheese and tomatoes, load them up! If your child doesn’t like mushrooms and peppers, encourage him to place one or two into the quesadilla. If your child refuses to eat them, practice holding, smelling, kissing, and licking them and leave them out of the quesadilla. This will still give your child practice to talk about and handle non-preferred foods. Practice following directions by giving your child 1-3 steps to follow while making the quesadilla. Your child will then have a fun lunch for Valentine’s Day!

 

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toys

The holidays are quickly approaching! Let’s talk toys! Playing is the work of childhood, and the types of toys we bring into our homes can have a huge impact on how our children improve their language, motor, and social skills.

 

There are two types of toys- close-ended toys and open-ended toys. Close- ended toys are toys that have a clear ending. For example, your child pushes a button and the toy lights up or sings. These types of toys do not allow for creativity, problem solving, or social interaction. While they do entertain your child for a short time, they do not teach him to entertain himself. We want our children to be the entertainers!

 

Let’s fill our homes with open-ended toys! Open-ended toys allow your child to use his or her imagination. They allow your child to include you in their play. Open-ended toys also provide dozens and dozens of opportunities for you to stimulate your child’s language development by labeling the items he is playing with and illustrating what he or she is doing. Below is a list of therapists’ favorite open-ended toys for babies, toddlers, and preschool aged children.

 

For Babies and one-year-olds    stacking toy

Simple wooden cars or trucks

Farm animals and farm

Stacking toys and rings

Ball pit

Bath toys

Big knob puzzles

Babydoll

 

For Toddlerslittle people

Duplo blocks

Play kitchen

Toy doctor kit

Mr. Potato Head

Pretend tea or coffee set

Vehicles with people

Doll house

 

For Preschoolers

Floor puzzleshippos

Superhero capes

Simple board games such as “Hisss” or “Hungry Hungry Hippos”

Lego bricks

Fort builder kit

Marble run

Magnetic tiles

kid watching tvWe live in a digital society so it is hard to avoid screen time. Screen time includes watching videos, TV, playing video games, and using a computer, phone, or tablet. Controlling your child’s screen time can be difficult. Here are helpful tips for controlling screen time with young children.

  1. The American Academy of Pediatrics discourages screen time for children younger than 18-24 months. If you want to introduce media to children 18-24 months, make sure it’s high quality and educational. Avoid solo media use.
  2. For children ages 2-5, limit screen time to one hour per day of high quality programming.
  3. Unstructured play time is more valuable than screen time in children younger than the age of 2. Children younger than the age of 2 are more likely to learn and remember information from a live presentation than from a video.
  4. By the age of 2, children can benefit from certain kinds of screen time, such as programming with music, movement, and stories. Co-view with your child to help him/her understand what he/she is viewing and how to apply it to real life and do not let screen time replace time spent reading, playing, or problem-solving.
  5. Make a schedule for screen time. Limiting younger children to 1-2 hours a day for screen time is recommended. Avoid letting your young child play on your phone or tablet throughout the day because this screen time can really add up.
  6. Monitor the content when your child has screen time. Content that your child can learn from will be more beneficial to your child.
  7. Make sure that you are making time throughout the day to interact with your child. Ask questions about your child’s day, go on a walk and discuss things you see in nature, do craft activities such as coloring, play with blocks, etc.
  8. Monitor your child’s reaction once screen time is over. Does your child have new ideas or ask inquisitive questions or is your child irritable, anxious, or withdrawn?
  9. Avoid giving your child your phone to play on while at a restaurant, in the car, or during errands. It’s important for children to learn how to manage their emotions and giving them a screen robs them of opportunities to learn how to cope with and move past boredom or emotional discomfort.
  10. Preview any new app that you get for your child. Look for apps that encourage your child to actively participate and that support learning and strategic thinking. Play alongside your child in order to open up conversation about what they are doing/learning.

Too much screen time can affect their social, emotional, and behavioral development. High media use has been associated with shorter attention spans, hyperactivity, ADHD, and aggressive behavior. Studies have shown that too much screen time can contribute to weight gain and childhood obesity. Screen time can also be a hard habit to break as kids get older, if they are exposed to excessive amounts at a younger age. Overall, monitor the amount of time spent in front of a screen, along with the quality of that time. Nothing can replace the need for real-time interactions, play time, and conversations. These are key to helping a child develop normal language and social skills.

 

Information taken from www.babycenter.com

slider-kids-elbows-1024x419What is a voice disorder?

Voice disorders occur when voice quality, pitch, and loudness differ or are inappropriate or for an individual’s age, gender, cultural background, or geographical location.(www.ASHA.org )

Does my child have a voice disorder?

If you think your child may have a voice disorder, ask yourself the following questions:

  1. Does he/she have a hoarse/unpleasant voice?
  2. Does he/she have an inefficient voice?

If you answered “yes” to either of the above questions, then your child should receive a medical evaluation by an ENT and a speech-language assessment by an SLP.

What causes a voice disorder?

There are three causes of voice disorders-vocal abuse, vocal misuse, and medical problems.

  1. Vocal abuse is caused by straining the vocal cords-screaming, forceful talking, frequent coughing/throat clearing, imitating environmental sounds (engines, sirens, animal sounds).
  2. Vocal misuse is caused by loud talking, using a pitch that is either too high or too low, and talking over background noise.
  3. Medical problems that cause voice disorders are numerous but include frequent colds/congestion, allergies, reflux, and neck injuries.

If your child is abusing or misusing their voice, the following tips can help to help reduce these harmful behaviors.

  1. Determine when your child is harming his/her voice (outside play, sports, etc.), then discuss with him/her when they are misusing their voice.
  2. Use reminders to decrease harmful use-
  3. Tell him/her to use a softer voice
  4. Use a signal to remind him/her to decrease effortful speech
  5. Post a picture in your home that reminds your child to use appropriate speech level
  6. Discuss substitutes for voice use-
  7. Texting rather than talking on your phone in a loud area
  8. Take pom-poms or signs to sporting events
  9. Use clapping instead of cheering
  10. Use waving rather than yelling to a person far away
  11. Reduce the use of environmental sounds and throat clearing.
  12. Reduce unnecessary background noise- turn down the TV/music and keep car windows closed.
  13. Talk less-choose quiet activities or establish daily quiet times in order to rest voice.
  14. Set up a reward system- verbal praise, prizes, and charts can be used to reward good vocal habits.
  15. Model good vocal habits for your child by using appropriate pitch/loudness and take turns talking.
  16. Monitor your child’s health and consult their pediatrician if he/she has frequent congestion, reflux, or other condition that can be harmful to the vocal cords.
  17. Monitor your child’s voice and consult with their pediatrician or SLP if his/her voice changes in any way.

Voice disorders can affect adults and children of all ages.  If you suspect a voice disorder in your child, your child should receive a medical evaluation by an ENT and a speech-language assessment by an SLP.   Our speech pathologists at JHA are knowledgeable in this area and able to help you determine if your child needs voice intervention. If you would like more information or to set up an evaluation please call our front desk, 901-328-2110. 

David Street story - Germantown News 5.9.2018

 

blog postEarly language and literacy skills develop within the first three years of life. Literacy includes reading and writing. This development is closely linked to the child’s earliest experiences with books and stories. Interactions with literacy materials such as, books, paper, and crayons, and with adults in their lives are the building blocks for language, reading, and writing development. Early experiences are critical in shaping brain development. The development of language and literacy skills begin at birth through every day loving interactions, reading and telling stories, singing songs, and talking to one another.

Tips for introducing books to your toddler:

  1. Have fun together: When children are engaged and enjoying themselves, they are learning. When children have positive interactions with books, they develop good feelings about reading and become more motivated to continue seeking out other books and literacy materials as they grow.
  2. A few minutes at a time is okay: Young children can only sit for a few minutes for a story, so don’t worry if you can’t finish the books. As children get older, they will be able to sit for longer periods of time. Let your child decide how much or how little time they spend reading. You don’t have to read every page. You may find that your child has a favorite page or picture and that he/she will want to focus in on it for a while and then move on to another book or activity. Babies may just want to mouth books, but this is ok because exploring books in ways that are interesting make the reading experience more meaningful.
  3. Talk or sing about the pictures: You don’t always have to read the words to tell a story. Look at the pictures and tell stories about each picture. When your child is old enough, have him tell the story back to you or make up his own stories using the pictures.
  4. Let children turn the pages: At 18 months, a baby can attempt to turn the pages of a book. A three-year-old should be able to turn pages independently. This is another way of exploring books and allows the child to become familiar with the structure of books. Exploring books by turning pages also allows the books to become more meaningful to the child.
  5. Show children the cover page: Explain what the story will be about. You can show the cover page to older children and ask them to tell you what the story might be about.
  6. Show children the words: Run your fingers along the words as you read them. This will show your child that we read from left to right and introduce your child to letters and how letters form words. Older children can look for sight words within books.
  7. Ask questions about the story: Use the story to have a conversation with your child. Ask questions about familiar activities or objects you see or read about in the story. Ask older children questions relating to details heard within the story. Children as young as three should be able to recall details to tell the story back to you.
  8. Create books together: Take family photos, cut out pictures from magazines, or have your child illustrate the pictures. Put the pictures together and use the pictures to tell a story or have your child make up his own story.
  9. Make books part of your daily routine: Make it a priority to read books daily. Before nap time or bed time is a great time to read books because sitting down and reading a book will help your child to wind down and calm down in order to fall asleep.  

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Many parents ask, “What is the difference between Autism (ASD) and Sensory Processing Disorder (SPD)? Are they the same thing?”  They are two distinct diagnoses.  Some children just have SPD or ASD, while other children demonstrate both.

What is SPD?  Sensory Processing Disorder, originally called Sensory Integration Dysfunction, refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses (spdsstar.org, 2017). SPD is exhibited when sensory signals are not organized into appropriate responses. You process sensation all day long.

Whether you are biting into a crunchy food, riding a scooter, or simply lying on a firm sofa, you are processing sensation in some way.   SPD can affect one or more of the senses and varies from person to person.  Someone with SPD may be over-responsive to environmental stimuli.  For example, the touch of firm paper, or a soft shirt may set off a tantrum or meltdown.  Others may be under-responsive to environmental stimuli.  They may not be able to determine excessively hot or cold temperatures.  Children with this disorder may be uncoordinated, moody, and bump into things.  They may be unable to know where their body is in space, have unusual eating habits, and have difficulty engaging in play.

What is Autism Spectrum Disorder? The National Institute of Mental Health defines ASD as the name for a group of developmental disorders, which include a wide “spectrum” of symptoms, skills, and levels of disability (nimh.nih.gov 2016).  ASD can be characterized by difficulty interacting with peers, language impairment, and repetitive behaviors.  Some children with autism may have difficulty expressing emotions. Autism is a developmental disorder that has symptoms related to delayed social skills, language, and obsessive interests, while SPD is a sensory disorder with symptoms caused by reactions to sensory stimuli.

It is important to know that a child with SPD can easily be misdiagnosed for a child with ASD, due to similar sensory symptoms. However, the SPD Foundation explains that most children with SPD do not have autism.IMG_3173If you have any questions regarding SPD or ASD, please contact us to speak to an occupational therapist trained in sensory integration.  The occupational therapist will be able address  any concerns you may have.

Janna Hacker and Associates  http://www.jhatherapy.com/   901-328-2110