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When we talk about autism spectrum disorders (ASD) the focus is typically on boys. Autism affects 1 in 68 children, and affects boys four times more often than girls. Despite increased awareness, there continues to be a group that is under looked- GIRLS. Recent studies suggest that girls, especially those that are verbal and of average intellect, are often overlooked and under-diagnosed. Why?? These girls present with different signs. Autism does not manifest in girls in the same manner. Teachers, parents, therapists, and even doctors may overlook the subtle signs because they are not as apparent as in boys. Simply put - autism does not look the same in girls. According to researchers, the current ASD diagnostic tools were not designed with girls in mind, so some girls- especially high-functioning girls, may be not be identified. Girls may be overlooked or misdiagnosed with other conditions "...such as obsessive compulsive disorder, anxiety disorder, depression and bipolar disorder. They’re prescribed medications, given treatments and sometimes even institutionalized ." Autism experts find that these girls are typically more socially motivated and will try harder to fit in, often hiding the very behaviors that could help in diagnosis. Adapted from "Invisible Girls" ASHA Leader April 2018 What does this information mean for parents? It means that you must be vigilant and advocate for your child. It means that you may need to get second - even third or fourth opinions. It also means eliminating bias or the notion that verbal, high-functioning girls cannot have ASD. Typical signs may not be present, but that does not mean that an impairment does not exist. Remember- earlier diagnosis means earlier intervention. To read more about how women and girls experience autism, visit the National Autistic Society. #autism #girls #ASD #autismspectrumdisorder

April is international autism awareness month. Autism spectrum disorders (ASD) affect 1 in 68 children worldwide. I am dedicating my posts this month to increasing acceptance, awareness, and most importantly increasing knowledge. When tracking a child's development, pediatricians rely on YOU to report delays in development or atypical behavior to assist in making the proper recommendations and referrals. A diagnosis (or lack thereof) comes from the doctor's observations as well as what you report your child can and cannot do. But if you don’t know what to look for, how do you know when to report a concern? The major signs of ASD are difficulty with language and social communication. Restricted behaviors, repetitive behaviors and impairments in behavioral and emotional regulation may also be present. For example, children with typical play skills will play with a variety of toys and engage in cooperative play with others. They will feed their baby doll, roll a truck and make it crash, play dress up in costumes and build with legos. A child with rigid or restricted play skills may sit alone and unoccupied while others play. He may have an interest in only trains and roll all objects as if it were a car/ train. Read more about play skills here Below is a short list of signs to look for; however, every individual with ASD is different and may not present with all of these signs. The lack of a “normal behavior” DOES NOT denote a diagnosis, but it is a reason to talk to your pediatrician. 1. Lack of smiling or difficulty orienting to people in a social environment Babies begin to smile as early 6 weeks and should smile and laugh in response to others. Lack of this social response by 9 months is a red flag. 2. Delayed language acquisition Your baby should babble and coo (babababa/ badaga) between 6-9 months. He should have his first true word by 12-15 months 3. Delays in play skills or abnormal play 4. Does not seek attention Does your child gesture to be picked up or vocalize to get your attention? Does he initiate cuddling from you? 5. Repetitive behaviors or unusual body movements Does your child sit in unusual positions or make unusual movements with her arms, hands, wrists or legs? 6. Limited eye contact Does your baby visually track objects and people? Does your child maintain eye contact with you and others? People with autism spectrum disorders (ASD) can have a range of abilities and impairments. This is why it is called a spectrum. Some individuals have above average cognitive and language abilities and others have significant cognitive deficits and may not speak at all (nonverbal.) I cannot emphasize enough how imperative it is that you monitor your child’s development and share your concerns. Don’t be afraid or embarrassed to ask questions about your child’s development. Trust me I reported lots of things to my daughters’ pediatrician and he was happy to address all of my concerns. If you have concerns regarding language or overall communication, an ASHA-certified SLP can identify a language delay or disorder. For more information or if you have questions, send a message and we will help you get the answers you need. #autism #socialcommunication #playskills

The announcement that Toys R Us would be permanently shutting its doors was quite a blow to Baby Boomers and Generation Xers. I have vivid memories of browsing their huge catalogue and circling all of the items I hoped to get for Christmas. And let's not forget the actual trips to the store! My grandparents would take us there as a treat and would let us roam the aisles until we each found the perfect toy to purchase. Just the memory of it makes me smile. So needless to say when I heard the announcement I made fast plans to take my toddler to the store. We had a gift card I couldn't let go to waste, but also I wanted one last chance to go toy shopping in the brick and mortar store. When we walked into the store she produced an audible gasp of air. She was overcome with glee and happily overwhelmed by the sea of toys. She was drawn to the baby dolls and accessories. The SLP Mama in me was pleased that she walked by the lights and sounds of the electronic toys and cared more about buying a stroller to take her baby for a walk and bath accessories (for when the walk was over.) We ended our trip with a cruise down the board game aisle. I am a big proponent of playing board games at home and in therapy. Board games target and enhance many skills like problem solving, critical thinking, math concepts, and more. ICYMI check out my post Let's Play which highlights the benefits of playing games. We purchased a few games to add to our home collection and headed back home. Years from now she may not remember this day, but this final trip will be added to the memories for this Toys R Us kid. #play #games #toys

This week is Read Across America Week and schools across the country are celebrating literary works of authors like Dr. Seuss and many others. This annual celebration highlights the importance of literacy and the benefits of reading books with children. Reading helps teach language and fosters stronger vocabulary, phonological skills, and critical thinking. Reading broadens your knowledge base and connects children to new experiences and cultures they may otherwise never encounter. Strong literacy skills can be established at an early age and I believe that parents can encourage a passion for book reading early on. When you read with your child you are engaging in a joint activity. Joint attention is the shared focus or shared attention of two individuals on an object or activity. Joint attention is important for language comprehension and learning new vocabulary. Joint book reading occurs when a parent / adult brings a book into the environment of a child and they share in the reading by pointing to objects gazing at each other, and other verbal and nonverbal interactions. Parents can easily engage in joint book reading at home - all that is required is your time, a book, and your child’s attention. Here are 4 easy tips from SLP Dr. Ruth Stoekel on how to effectively engage in joint book reading with your child. ** adapted from medbridgeeducation.com 1. Let the Child Take the Lead Give your child several options of age-appropriate books and let them choose which they want to read. Let them turn the pages at their own rate. Don’t feel the need to read all the words on a page or read the entire book. Encourage your child to attend to the pictures and words, making allowances for their attention span. 2. Make It Interactive Comment on what you see on a page, then pause to to indicate for your child to make their own comment. If your child responds, occasionally repeat what they said or expand on their comment. If your child doesn’t respond, don’t stop and require them to say something, just move on. If your child points to a picture, make a statement that includes an attribute (e.g., “That’s a BROWN bear.”) or describes an action (e.g., “That boy is jumping!”). Try to make it feel like a conversation about what you are seeing together in the pictures, or about the depicted sequence of events. 3. Relate It to Real-World Experiences Remind your child about things they have seen that relate to what you are seeing in the book. For example, if you are looking at animals, talk about where your child saw those animals, such as at the zoo or on a farm. Maybe the house in the picture looks like a house in your neighborhood, or there is a picture of a beach that brings up memories of a family trip. #language #reading #jointattention #literacy

As adults we all play an important role in giving children a voice and guiding them through life. This short video is impactful and really illustrates how adult words and interactions can lift a child to excel or clip their wings and stifle their potential. There is an old African proverb that says “It takes a village to raise a child.” Whether you are a caregiver, educator, school personnel, parent, family friend, or neighbor- we are all apart of the village. Take a moment to assess how you speak and interact with the children you encounter. Let’s all do our best to ensure that we are inspiring and encouraging our future leaders of the world!

I recently attended a great seminar on fluency disorders- specifically fluency disorders in children. (A fluency disorder, or stuttering, occurs when there is an interruption in the flow of speaking. This may be characterized by repetition of sounds, syllables, or words during speech. A person who stutters may also experience prolongations of sounds or blocks of airflow or voicing during speech.) What made this seminar so unique was that it was hosted by adults who stutter. Each speaker talked openly and candidly about their experience as a child (and now) adult who stutters. They shared insight on things they wish their therapists (SLPs) and family knew and talked about things they wish people would have done differently. They touched on the emotions of being a person who stutters and also described what worked best for them. As a pediatric SLP, I often get questions about stuttering from parents who fear that their child may have a disorder. I have encountered parents who express fear, anxiety, concern, worry, and even shame. A diagnosis of a fluency disorder or stuttering is often harder for parents to accept than the child. There are many emotions associated with stuttering and I found it eye-opening to hear first hand from adults who stutter. Although the speakers from the seminar all received therapy from different SLPs, there was one common thread- they all wanted to be treated as an individual with a difference. Here are a few thoughts that resonated with me: Stuttering is a characteristic and not something to be ashamed of. It's a physical difference but does not make you a different or inferior person It's ok to stutter. It does not mean you are doomed as a communicator Stuttering can be frustrating. Don't make the child/ person who stutters feel worse. Create a safe space where he/ she can speak and be heard without judgement It's ok to describe and discuss what is happening. Use the word stutter/ stuttering Even with preschool children it is ok to say "stutter." This will help to take away the negative connotation of the word Try not to teach or influence a child that they are only ok if they don't stutter. The goal is to be a confident communicator- whether you stutter or not. To learn more about risk factors and things you can do to help, click here for resources from The Stuttering Foundation of America. If you think your child is stuttering, contact a speech language pathologist in your area. Need help finding an SLP? Use ASHA ProFind to find a certified SLP near you. #stuttering #fluency

The US Centers for Disease Control (CDC) now offers a free app to help parents monitor their children's development. From birth to age 5 children should reach important developmental milestones in learning, movement, play, and language. The Milestone Tracker helps parents monitor those milestones and recognize delays. Helpful tips are also provided. *As always, the use of this app or any information provided online should not be used as a substitute for the advice of a professional. If you have concerns about your child's development talk to your pediatrician. This app was developed by the Centers for Disease Control and Prevention’s “Learn the Signs. Act Early.” It is currently available for iOS and Android users and a Spanish version is set for release Fall 2018. You can down load the Milestone Tracker from the App Store or Google Play #milestones #development #CDC

Happy New Year! A new year signifies a fresh start and new opportunities. I have not made resolutions per se, but I do have plans for 2018. As you see the site has a new look, but my desire to connect, share tips and resources remains the same. It has been some time since I have posted. 2017 kept me busy in other ways. I became engrossed in planning my wedding and married my biggest supporter in July 2017. After the summer I decided to take some time to enjoy my family and upgrade this site. I did not go away completely. While I took a break from blogging, I used social media to stay in touch. If you don't already, please follow me on Instagram (havingoursay) and follow my Facebook page by the same name (Having Our Say.) I look forward to reconnected with you and sharing new tips. I wish you a happy and prosperous year. ~Shontaye

We hope you like our new look which is designed to make it easier to find the information that you are looking for. In particular, we hope you like the feel of the design which is specifically intended to be easy to navigate and to reflect our forward thinking and modern approach. The site is now compatible with modern tablets and smart phones to allow you to keep in touch while on the move.

As therapists, we rely on following a child‘s interests to guide therapy sessions. Children (and adults) are always more likely to participate when you appeal to their interests. Parents looking to help improve their child’s language can use this strategy as well. Follow your child’s lead! Parents often look for ways to interact with busy toddlers in a way that is meaningful and will help them to learn new skills. Following your child’s lead will take you down the right path. Watch how your child plays and you will see what interests him/ her the most. Once you see what interests him, you can provide choices between activities and objects. Giving choices empowers little ones, and it also guarantees that the activity is one they will enjoy (even if only for a few minutes.) Sounds like a WIN- WIN to me! Below is an excerpt from a recent post on blog.asha.org. Although the information was written for therapists, it can be applied to parents and caregivers as well. You can follow the steps below with any daily activity. Ask yourself these questions: Does he /she enjoy sitting, constructing/deconstructing toys, make-believe? Does he /she prefer running, jumping, tossing items? Does he /she like a mixture of low and high energy play? Does he /she spend a long time with an activity or bounce among them? This information helps you insert yourself into the client’s play more easily, so you can shift between goals throughout the session by mimicking natural interactions. For example, if the child plays with a toy kitchen set, you can prompt him to: Label items: “What are you making?” Match items: “Can I have a cup like yours?” Follow directions: “Please hand me a spoon.” Follow your child’s lead. Use their interests, favorite toys, pets, snacks, etc to help build more language. You can read the full article here.

Although I am not a proponent for children watching lots of TV, I am a fan of Dora the Explorer. My oldest daughter watched it and picked up new Spanish words. Now my toddler has learned about Dora and is fond of her too. If you are unfamiliar, Dora is an interactive cartoon on Nick Jr. The show features a highly energetic and spirited little girl who sets out on adventures with her best friend Boots. Dora is independent and courageous. On any given day Dora may be crossing bridges and rivers to get to Grandma’s house or swimming away from a grizzly bear to get to Blueberry Hill. She uses her map and all-encompassing backpack to stop Swiper the Sneaky Fox and complete her journey. In each episode Dora encourages children to help solve riddles and solve problems throughout the show. She engages preschoolers by speaking directly to the audience. She asks questions and uses planned pauses to give her friends time to respond. Dora empowers her audience too. She always lets her watchers know that she needs their help and that she couldn’t have completed the mission without them! In addition to practicing cognitive skills, Dora also teaches new vocabulary in 2 languages. Dora is bilingual and speaks to preschoolers in Spanish and English. Dora encourages children to be more vocal and they learn that by using language and problem solving skills, they help complete the missions. As a mother and a SLP I am a fan. Dora does good deeds. She celebrates friendships and kindness. She shares and looks for the best in everyone – even Swiper the sneaky fox who is always up to mischief. How do I know so much about Dora? Whelp - we watch together. I can monitor the amount of time she spends in front of the TV, but I can also reinforce language and skills presented on the show. If you are new to the blog, welcome! I am an SLP Mom to a toddler and a teenager. That means that I drop off to daycare and middle school, listen to rap and Sesame radio, and my DVR list includes “Scream Queens” and “Dora the Explorer.” At any given moment you may catch me humming tunes by Drake or singing “Dora, Dora, Dora the Explorer!”

It’s Fall! It’s October and the Autumn/ Halloween activities are in full gear. I came upon this quick and easy craft activity while visiting one of my favorite preschool classes. The students loved it and the opportunities to practice language skills were plentiful. Lucky for us, their teacher Mrs. Montana was more than happy to share her instructions and I am sharing it all with you. There are so many things that I like about this activity. First- it’s inexpensive. Secondly- it is sure to excite your little one’s senses as well as facilitate plenty of vocabulary. And thirdly- it’s fun, fast, and easy to do at home! I can’t begin to tell you how many smiles and giggles were happening while we did this craft. Here’s what you need: shaving cream, glue, orange paint, paint brushes. You will also need a plain white pumpkin template (use heavy construction paper or card stock), 3 black triangles (or any shape) made from construction paper to make your pumpkin’s face, and a small container for mixing. That’s IT!!! In a small container, mix the above ingredients in equal parts. You can add glitter to make your puffy pumpkin really sparkle. Worried about making a mess? Don’t be! While you mix the paint, glue, and shaving cream with a spoon, let your little one have some sensory fun with the shaving cream. Spray some on a safe surface and enjoy some finger play. Draw letters in the shaving cream or whatever his imagination desires. Talk about the creations- yes, there are opportunities for language in everything! And be sure to label each item as you place it into the bowl. Use sequence words as you complete each step (i.e. First we add the orange paint, Next let’s add shaving cream, etc.) After you have mixed all of your ingredients, have your child take a paint brush and add liberal amounts of the mixture onto the pumpkin. Cover the entire template so that no white shows. Try to make thick layers to create the puffed appearance. After your pumpkin template is covered in the paint mixture, place the shapes on your pumpkin to give it a face. Talk about the shapes that you are using. What kind of face does your pumpkin have? Is it a happy face? Sad? Mad? Scary? Your finished (dry) product will have a raised puffy appearance. If you added glitter, it will also have a slightly textured appearance too. Talk about what you see and feel. I hope you have as much fun as we did! Thank you to Mrs. Montana and my preschool friends!