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I like to use cooking activities to work on language. Children love to help in the kitchen and there is a built-in, edible reward at the end of the activity. Summer just isn’t summer without a sweet cool treat! Ice pops are not only fun to eat, but they are also fun to make. They are easy to make and perfect for a hot summer day, or any time of year! Here’s one of my favorite recipes for healthy yogurt pops from celebrity chef Jamie Oliver or you can try any recipe you like. You will need: 2 small ripe bananas strawberries or blueberries 2 cups non-fat plain yogurt 2 tablespoons honey Blender Paper cups or plastic molds Popsicle sticks So how do you make this a language-enriching activity? First, introduce the activity by telling your child what you are going to make. Explain that you will use a recipe and make sure he/ she knows what the word "recipe" means (instructions for making a dish.) Next, talk about the ingredients. Make sure they understand what the word ingredients means (items needed to prepare a dish.) You are introducing and teaching new vocabulary! Label each item as you place them on your table/ counter. Pairing the object with the verbal label helps to reinforce vocabulary skills. Now it is time to get cooking! Peel and slice your banana and put it into a food processor or blender. Place the berries, yogurt and honey in the blender along with the bananas. Blend on a low setting until really smooth. Divide the mixture between 6 paper cups or plastic molds. Add the popsicle sticks. Place the pops in the freezer for at least 3 hours, or until frozen solid. Run each mold under warm water. Gently pull each pop from mold or peel paper away. Serve immediately. As you follow the directions, be sure to use words like FIRST, SECOND, NEXT, etc. Give short simple directions that your helper can carry out (ex: Put the banana in the blender.) Count each measurement before adding it to the blender (ex: “1 cup, 2 cups”) Count the cups/ molds before use. To add a challenge, pretend to put the ice pops in the oven/ dishwasher instead of the freezer. Use planned forgetfulness to have your child problem solve and give you the proper solution. Use a timer so that you and your helper are reminded to take the pops out of the freezer. When you are all finished, you will have practiced following directions, position words (in, on), learned new vocabulary, and sequencing skills. Most importantly you will have a delicious frozen treat to share! Leave a comment and tell me how your ice pops turn out! Enjoy! #cooking #summer #followingdirections #sequencing

This was a question I received from a concerned mom. She believed her son to be a bright child and understood so much. Her only complaint was that he repeated everything. If she said, "*Ben let's go home" he would repeat "go home." She felt he didn't have any real sentences of his own - only words from others that he would repeat. Before contacting me, she did what most of us do when we have a medical concern- turn to GOOGLE! The proper label for her son's repeating of words is echolalia. If you google echolalia, the first result is "meaningless repetition of another person's spoken words as a symptom of a psychiatric disorder." YIKES!! If that doesn't send you into an immediate panic and you are brave enough to read further, you may see "repetition of a child learning to talk." You may also see definitions linking echolalia to autism spectrum disorders. But what does any of this mean? Echolalia is a form of verbal imitation. It is one of the most common characteristics of communication in people with autism spectrum disorders (ASHA 2017), but echolalia alone does not mean your child has an ASD. There are two types of echolalia- immediate and delayed. With immediate echolalia, the child immediately repeats all of the question heard or a segment of what was just said. Here's an example of immediate echolalia Mom: Do you want juice or milk ? Son: juice or milk In this example, the boy has repeated a segment of the question asked by his mother. Some variations may be the son repeating "want juice?" "want milk?" "juice" or "milk." Often the response may be accompanied by a gesture, like pointing or simply taking the beverage of choice. Although it may appear to be simple repetition, it is a response and acknowledgment that the question was heard. Delayed echolalia refers to the repetition of a message heard previously and is repeated after a time delay. It could have been minutes ago or even years ago. A child may repeat a script from a favorite television show or repeat a directive/ message given by a parent. For example, I have a student who grabs my hand and says "1,2, 3 Go!" when he wants to end an activity or leave the room. Although we initially used 1. 2, 3, go while playing cars, he has assigned the entire phrase a different meaning. This is his way of communicating a desire to move on to something else. Another student would say to himself, "don't make a mess" while washing his hands. He was repeating a directive heard in the past and applying the memory to a current and appropriate experience. Is echolalia normal? Sometimes. Echolalia is not a maladaptive behavior, but it is a stepping stone to language development and processing language. Is it associated with autism spectrum? Sometimes, but it can also be apart of normal language learning. An evaluation by a medical doctor is needed to determine whether a child has an autism spectrum disorder. Is it treatable? Yes! A certified speech language pathologist can assess how and why echolalia is being used. An SLP can develop a treatment plan and give you specific strategies to help your child. If you have concerns about your child's development, trust your instincts and don't wait! Talk to your pediatrician. He or she can refer you to a team of professionals (including a speech language pathologist) to help. #echolalia #autism #language #repeatingwords

In honor of Autism Awareness Month and Occupational Therapy Month I am thrilled to feature a guest blogger. Dynisha King is an experienced OT and she graciously accepted my invitation to share her insights with us. So without further ado, I am handing it off to Ms. King. Sensory Processing Disoder (SPD)! Like Quantum Physics, Sensory Processing Disorder (SPD) is one of those topics that can be a bit complex to explain and or understand. Okay, so, maybe not that difficult. However, it is a disorder that many have developed misconceptions about or are simply unaware. I am a huge advocate of getting your information straight from the source, so I have included a link of an amazing kid named Niel, who eloquently documented what SPD not only looks like but what it feels like from within his body. Just in case you didn’t watch the video because you thought, “ugh, it’s just way too long” or decided against clicking the link, I’ll aim to describe SPD concisely and less “science-y” as possible. (If you did watch it, please bear with me :)). That amazingly intricate nervous system we all have, better known as the brain (and its partners) receives tons of information from our senses (touch, smell, taste, vision, auditory, proprioceptive, vestibular) throughout the day. It is their job to integrate all incoming messages from the outside world in exchange for an appropriate response, i.e., a behavior or an action, which is really the only part of the process we are able to physically see. All of our senses are interconnected, and our nervous system works tirelessly to create how we experience, interpret, and respond to different stimuli in our world. Annoyingly, when you stub your big toe, your brain receives the signal from that experience and registers it as pain. Pain is the stimulus and that “ouch!!” you bellow is a part of the appropriate response (FYI it’s also best to apply pressure to it immediately based on another neurophysiological theory, but I’ll save that for another post). In Sensory Processing Disorder, these signals may go undetected or are misinterpreted by one’s nervous system, and an inappropriate response is produced, causing significant dysfunction in one’s daily activities. In SPD, a person can either be under responsive, over responsive or sensitive to the information pulled in by the senses. Although SPD is commonly seen with children who are on the Autism Spectrum, it is a stand alone disorder. In my experiences with providing Early intervention services to parents of children with SPD, some of their commonly reported concerns include: avoidance of eye contact, difficulty with following verbal instructions and or responding to his or her name, difficulty with transitions, constant movement, sensitivities to touch, smell, noises, etc. These behaviors can manifest differently over time and it is important to be aware of a child’s individual sensory needs as they grow. That way, the child receives the adequate amount of sensory input needed to help with rewiring their brains and it’s responses (also referred to as a sensory diet) to complete day to day tasks, such as riding the train or visiting the dentist. It is necessary for moms, dads, caregivers, teachers, early childhood care providers and the likes, to be able to identify the signs of SPD because as in all things - early intervention is key! For a more comprehensive list of SPD symptoms please click here for a checklist that covers birth to adulthood. If you’re concerned that your child shows signs of Sensory Processing Disorder, schedule a visit with your pediatrician to discuss having a comprehensive evaluation done by a team of specialists. These specialists include, but are not limited to speech language pathologists, physical therapists and occupational therapists (who specialize in sensory integration). General information and additional resources can be found on the STAR institute for Sensory Processing Disorder website It is my hope that this was as informative as it was to write! I look forward to sharing additional tips and strategies on SPD with you! ;-) #autismspectrumdisorder #sensoryprocessing #nervoussystem #occupationaltherapy

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

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