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I cannot believe that we are entering the holiday season. The stores are decorated and so are many of the homes in my neighborhood, but it still seems like the year has flown by. Feels like we just said goodbye to summer and in a few days we will be celebrating Thanksgiving. I love the holiday season- the music, the decorations, celebrating family traditions and spending time with friends. It’s the most wonderful time of year, but the holiday season can also bring about stress and anxiety. Large family gatherings and social events can be unpleasant for children, especially children with special needs. As you prepare for the holiday season, here are a few tips to help your children prepare for and engage in the holidays too: Use a schedule or calendar to help him/ her countdown to the holidays your family will be celebrating. Talk about how you will celebrate the day. Will you stay at home? Will you host guests at your house? Will you be visiting someone else’s home? Use photos to help him/ her visualize who will be participating in the holiday celebrations. Thanksgiving is a day when we give thanks for the people and things in our lives that we appreciate. Take some time and talk to your little one about what you appreciate. Have some extra time or an extra set of hands to help? Browse these Pinterest boards for some easy and fun Thanksgiving activities for preschoolers Make holiday wish lists. This can be a list of gifts to purchase for others or a list of things your child is hoping to receive. Use catalogs and circulars and cut out pictures to create a wish list. Do you have specific family traditions? Give your little one a kid-friendly introduction to some of the things your family has done since you were his age. The kitchen will be a busy place for the next few weeks. Kids love to cook! Find a small task that he/she can help with in the kitchen. Maybe it’s counting out the measurements for Nana’s gravy recipe, or stirring the cake batter- but your child will enjoy having a kitchen duty of his or her own. If you don’t want to involve him/ her in cooking food, here is a fun recipe for pumpkin pie playdough that will do the trick too! Discuss socially appropriate behavior. Try using a social story like this Thanksgiving social story from Autism Speaks. Social stories are an illustrated visual support to teach children what to expect in specific situations and will help them understand the change from their usual routine. When the actual day comes around remember who your child is! If your child doesn’t tolerate different textures or layers of clothing this will also hold true on special occasions. Dress him/ her comfortably! Table manners are important. Although your family will be understanding if your child impatiently grabs food before being served, it is a good idea to teach table manners early and reinforce them often. Table manners are important in being socially accepted. For tips on teaching table manners check out these tips for children with special needs and autism. Children with autism and their families may encounter specific challenges. Happy Holiday Resources offers 12 great tips full of guidance and support during this time of year. I hope these tips are helpful, but more importantly I wish you and your family a happy and wonderful holiday season!

Is handwriting becoming a thing of the past? How often do you actually write with a pen and paper? In therapy, I tend to hand-write my session notes. I take data by hand as well, but outside of work I use my phone/ computer for EVERYTHING. I type my appointments in my digital calendar. I make a grocery list in the “Notes” section of my phone. I even text myself reminders. Adulthood requires signing documents so I write my signature often. I sign my greeting and holiday cards, but I type and print address labels before putting them in the mail. And who writes letters anymore?? We email, text, video chat, but rarely do people hand write anything outside of their work lives. It appears that the same can be said of our children. Handwriting appears to be less of a priority in the school day. Printing is required during class time, but many assignments and reports are now typed on computers. It seems that cursive writing is no longer apart of school curricula. A few of the special education teachers that I work with continue to incorporate it in their classes, but I question if any focus is given to cursive writing in the general education classroom. The extinction of (cursive) handwriting really caught my attention while watching a court trial on television. A teenage girl was a key witness in a trial and during her testimony, she admitted that she could not read cursive writing. I gasped when she said that! At 17 years old she could not read cursive writing. I recall the media bashing her and labeling her as ignorant. She was even dubbed not credible, but if we don’t focus on handwriting in school, isn’t the process the problem – leaving the students as victims? Many educators contend that handwriting doesn’t matter much, but a recent article in the NY Times cited that psychologists and neuroscientists have found evidence suggesting a link between handwriting and educational development. According to research, children learn to read quicker and retain information when they learn to write by hand. The article noted that the gesture of writing a word stimulates the brain and automatically activates circuits in unique ways. Researchers conducted a 2012 study at Indiana University with children who had not learned to read or write. They were asked to reproduce a given letter or shape by tracing dots, drawing it freehand, or typing the letter. The researchers concluded that the children who drew letters freehand demonstrated increased activity in 3 areas of the brain- the same 3 areas that are activated in adults when they read and write! In contrast, the children who typed or traced the letter/shape did not exhibit this effect and their activation was significantly weaker. Another study conducted with children in grades two through five found that children who composed text by hand produced words more quickly than on a keyboard. They also expressed more ideas. The benefits of writing go beyond childhood. Typing is faster, but writing by hand improves our ability to process new information, commit information to memory, and overall learning ability. To read more about these studies, click here for the full article. There is no denying the advances we have made as a result of technology, but there is still room for some old-school fundamental skills like handwriting. Encouraging handwriting does more than preserve a medium. It also promotes brain development and is an important element in learning and memory.

The last few weeks have been a whirlwind for me! Two weeks ago my oldest daughter turned 12 and last week my baby girl turned 1! I am all partied out now, but I enjoyed celebrating both of my girls. I count it as a blessing to see my children grown and thrive – and I love celebrating life! I am a Mom first, but I always have my SLP eyes on too. This past weekend, we invited friends and family over to celebrate our baby’s first birthday. As I watched all the children, I couldn’t help but observe playtime. There were many different types of play that were present. The older children engage in various activities. They completed crafts, created games, and even invited the adults to participate in their imaginary play. The toddlers, on the other hand, had a different style of play. They tended to watch and look and engage in solitary play with objects. “Playing together” doesn’t truly happen for babies/ toddlers until later as they are not developmentally ready for that kind of interaction. The first year is full of many milestones – sitting up, rolling over, crawling, walking, first words. Sometimes we don’t place enough emphasis on playtime and the social language and growth that occurs during the first year as well. Play skills are at times left out of the conversation when discussing what happens during the first years. From social smiles to peek-a-boo these skills are crucial for language development. Toddler play can best be described as parallel play. Children may be seated side by side interacting in their own activities, but they do not actually interact with one another. It may appear that they are ignoring each other, but they are actually watching and learning while being close to each other. As your toddler gets older, their play should become more developed. By the age of 2 children will interact with one another and you will see more turn taking and shared activities. Whatever the age- playtime is special, fun, and crucial to children’s development. Play is their “work” and their way of figuring out their world. Here are some tips from Zero to Three to keep in mind as you play… Any activity can be playful to young children, whether it’s rolling trucks back and forth or sorting socks. And any type of play can offer multiple opportunities to learn and practice new skills: As a parent, you are your child’s very first and favorite playmate. From the very beginning of your child’s life, he is playing with you, whether he is watching your face as you feed him or listening to your voice as you sing to him during his diaper change. He is at work, learning and exploring. Follow your child’s lead. Go slowly. It’s great to show your child how a toy works, but try to hold off on “doing it for him” every time. You can begin something, such as stacking one block on another, and then encourage him to give it a try. Providing just enough help to keep frustration at bay motivates your child to learn new skills. Repeat, repeat, repeat! It may not be fun for parents, but children learn by repeating activities over and over again. Have fun!

In my previous post I talked about eligibility for speech therapy in public schools. The special education process can be confusing for parents and sometimes disconcerting- particularly when you don’t get your desired outcome. With that in mind, I am leaving my School SLP hat on and talking to you today about the referral and IEP process. Sometimes it is the parent who initiates the referral process and requests school-based speech and language services, but what do you do when you receive a letter from your child’s school inviting you to a referral/ planning meeting? Today I hope to take some of the mystery out of the process and arm you with tips to help you prepare. A referral or planning meeting is held with the classroom teacher, parent, and members of the Child Study Team. It will be your first step in the referral/ classification/ IEP process. The purpose of the meeting is to discuss with you- the parent- that your child has been identified as someone who may need special education and related services in school. The team will discuss the areas of concern regarding your child. Hopefully this is not your first introduction to your child’s teacher. Nor should it be the first time that you are hearing that your child is having difficulty in school. When you are invited to the referral meeting it is a good idea to write down any areas of concern that you may have as well. Here are some things to think about: Is your child struggling with homework at home? Does your child have difficulty understanding or answering questions? Is reading a struggle? Does he have a hard time following multi-step directions? Do people outside of the immediate family have difficulty understanding him? Does he have difficulty focusing? Does he sleep well at night? You should also tell the team what your child does well. They should be aware of your child’s strengths as well as his/ her areas of weakness. The team should know the whole child. All of this can be useful to the Child Study team as they develop a plan to aid your child. It is also a good idea to write everything down before the meeting so you don’t forget anything. At the end of the meeting the Child Study Team may recommend doing formal (standardized) testing to determine whether or not your child is eligible to receive services in school. The testing may include, but is not limited to a speech and language evaluation, a learning evaluation, and psychological testing. Feel free to ask questions. Ask as many questions as you need so that you walk away understanding everything that will occur. You are now an integral part of the team so you need to leave the referral meeting understanding what the plan is for YOUR child. Remember you are your child’s first and best advocate!

I wear many hats- one of them happens to be school-based speech language pathologist (SLP.) Many times parents recognize that their child has speech language deficits and will request school-based services. Sometimes this request may be accompanied by a letter or report from a private SLP. Parents are often shocked and sometimes enraged to hear that their child doesn’t qualify for therapy services in school- especially when armed with a referral/ recommendation/ report from a doctor or private SLP. The American Speech Language Hearing Association (ASHA) outlines “the goal of public school speech-language pathology services is to remediate or improve a student’s communication disorder such that it does not interfere with or deter academic achievement and functional performance.” As a school-based speech language pathologists we must adhere to different guidelines and requirements according to state laws and federal guidelines. Speech therapy is considered a related service in the public school setting and is under the special education umbrella. When a child is referred for speech language services in school, the therapist must first determine whether the child is eligible. This process includes many steps including determining: Is there a disability? If the answer is YES, does the disability negatively effect the child’s academic performance? If the answer is YES, are related services and supports needed to help the student access and make progress in the general education curriculum? It is the job of the school SLP to answer these questions. But she/he also relies on information from the child’s teacher(s), as well as from the child’s parent(s.) The answer does not lie simply in standardized test results either. The school SLP gathers all the information and must determine whether an impairment exists, and if so, does the impairment adversely affect the child’s ability to access the general school curriculum. What does this mean? Let’s look at this scenario: JT is a 6 year old male. He does not produce “r” sounds correctly. He was assessed by a private SLP and diagnosed with an articulation disorder. JT’s mom brings a copy of the repot to his school therapist and requests that he receive services in school. The school SLP takes the referral, accepts the private evaluation report, and begins the initial evaluation process. After reviewing the report, she observes JT in class and confers with his first grade classroom teacher. Ultimately it is determined that despite noticeable errors, JT is not eligible for school based services. This fictional scenario occurs often. In this example, JT’s teacher reported to the school SLP that she does not have difficulty understanding JT’s speech when he talks in class. Further, the teacher reported that his errors do not effect his reading, spelling, or interaction with his peers. JT is described by his teacher as a good student who is excelling academically. In this scenario, the school-based SLP recognized the presence of an impairment; however, there was no evidence of his impairment having a negative effect on his educational performance. With no adverse impact on JT’s ability to access the general curriculum, he was determined ineligible. News of your child being found ineligible for school-based speech therapy can be disappointing and even frustrating. Ineligibility for speech in school does not mean that an impairment does not exist. It simply means that the impairment is not causing the child to have difficulty in school. It is still within your ability to get help. Private therapy is always an option. If you feel your child needs help, don’t give up. Although the school SLP may not be the answer, there are other alternatives such as private therapists who can also help your child improve their speech and language skills. I hope this post helps you better understand how eligibility is determined in public schools. If you have questions, or for more information please contact Having Our Say.

I love holidays and Halloween is definitely one of my favorites. I love dressing up. I enjoy seeing all of the cute little costumes lining the streets Halloween evening for trick or treating. And who doesn’t love watching “It’s the Great Pumpkin, Charlie Brown.” Trick or treating became truly “tricky” for me when my oldest daughter began to participate in the tradition. She has a nut allergy and it would break her heart when we had to give away all of the candy that contained nuts or could have possibly come in contact with nuts. Oddly enough she didn’t want to eat them – but she hated that those discarded candies took away from her overall candy count! Go figure! As a result of my personal experience, I am more aware. I only buy nut-free treats. Halloween can be difficult for families with children who have special needs. Whether it is food allergies, sensory processing disorders, motor planning difficulties, or Autism Spectrum Disorders we should all remember that the goal is to make Halloween fun for all. This image has been shared many times on various sites and blogs but it deserves to be shared and reposted again and again. As we prepare for this weekend, let’s try to be patient, be kind, be inclusive, and most importantly have a safe and Happy Halloween!

Recently I met a wonderful family who expressed concerns regarding their daughter’s delayed language development. During the intake interview we discussed aspects of the child’s birth and developmental history. When I inquired about a history of ear infections, the father seemed a bit exasperated with that question. He wanted to know, “Why do people keep asking that? Is it part of a script? I mean- the pediatrician checks her ears every time we go. I am sure her hearing is fine.” When assessing a child’s speech and language abilities, it is important to look at the whole child. As speech language pathologists, it is our job to gather all pertinent information in order to make an accurate diagnosis. This includes learning as much as possible about a child’s birth and development. There is a direct connection between ear infections and speech and language delays. When a child has an ear infection, fluid builds in the middle ear. The presence of fluid (whether infected or not) prevents the ear drum from vibrating normally and may cause a reduction in hearing. Although the hearing loss may be temporary, the reduction in hearing can affect how a child hears speech sounds and how they process language. Without treatment, this can lead to delays in language development, speech and phonological deficits, as well as reading and learning problems in the classroom. Many dyslexia diagnoses are related to delays in listening and processing language and can be traced back to a history of ear infections within the first three years of a child’s life. Frequent ear infections can also impact a child’s ability to attend to tasks in class and follow directions. A child may present with normal hearing when checked by the pediatrician; however, he may experience difficulty hearing and understanding speech. Students diagnosed with auditory processing disorders (APD) often have a history of frequent ear infections. They may have trouble processing complex (two or more) instructions and may appear to only listen when they want to (selective listeners.) APD is often confused with other disorders such as ADHD, language impairment, learning disabilities, social and emotional delays or cognitive deficits. What can parents do? If you are concerned about your child’s hearing, speech and language or learning development, talk to your pediatrician. He/she can refer you to an audiologist for further assessment. Audiologists are healthcare professionals who provide care in the prevention, identification, diagnosis, and treatment of hearing, balance, and other auditory disorders for people of all ages. An audiological evaluation (conducted by an audiologist) can determine hearing sensitivity and assess the function of the middle ear. A speech and language assessment may also be recommended to determine areas of weakness. To find an audiologist or speech language pathologist in your area, use ASHA ProFind or contact Having Our Say. Source: Understanding Auditory Processing Disorders in Children by Teri J Bellis, PhD, CCC-A

This year Anti-violence week was recognized in schools from October 19-23, 2015. Every year the third Monday in October is designated in schools to highlight the critical issue of bullying. However, bullying isn’t new and it does not discriminate. Bullying has been an issue for generations of young people regardless of race, gender, physicality, intellect, religion, or sexual orientation. Many children and their families have been negatively impacted by the harrowing effects of bullying. Although it was once viewed as “part of growing up,” bullying is not a right of passage. It is a pervasive problem plaguing schools and communities throughout the United States. As Anti violence week comes to an end, I found it very timely to find an article published this week in The Philly Voice about Darren Sproles- a veteran player in the NFL and dynamic running back for the Philadelphia Eagles. At 5 feet 6 inches tall Sproles is revered for his speed and work ethic on the football field, but he was once the target of cruel jokes because of his height and his speech. Darren Sproles has a fluency disorder commonly referred to as stuttering. Stuttering is a communication disorder in which sounds, syllables, or words are repeated or prolonged causing a disruption in the normal flow of speech. It can also be accompanied by secondary behaviors such as eye blinks, tremors, or movements of the head, arms, or legs. In a detailed interview, both Darren and his father recounted memories from a time when the NFL star was terrorized by other students due to his stuttering disorder. He was ignored and misunderstood by teachers who could not see beyond his impairment. As a result, Sproles stated in the article that he “learned to stay quiet and not say much at all.” Fortunately for Sproles he was able to get love and support from his family while growing up. He also learned techniques to help improve the fluency of his speech and he learned that he was not defined by the taunts of others. Darren Sproles did not let stuttering or the ridicule of others stop him. He has become an advocate for young people and participates in projects to address bullying. He also joined the Stuttering Foundation in an effort to encourage and inspire others who stutter. To read more about Darren Sproles’ story, click here. Bullying has negative effects on all its victims, but kids with special needs are especially vulnerable, according to Nancy A. Murphy, M.D., FAAP and chair of the AAP Council on Children with Disabilities Executive Committee. “Since these children already struggle with self-esteem issues,” said Dr. Murphy. “Bullying has a greater impact and they desire to fit in, and are less likely to stand up for themselves.” According to researchers, children with special needs often have a lower social standing among the other students in the classroom which may lead to them so frequently becoming the targets of bullying. (Pepler & Craig, 2000; Dubin, 2007) abilitypath.org Darren Sproles’ story is inspiring, but unfortunately it is not unique. Children with disabilities and special needs are often at an increased risk for being bullied. Many children with speech and language disorders isolate themselves and choose not to participate or even speak in an attempt to avoid bullying. As parents, we want to protect our children from harm and equip them with tools to be successful in life. For more information on speech and language disorders, contact Having Our Say. For tips on how to help your child with bullying, please check the links below. kidshealth.org empoweringparents.com stompoutbullying.org

In our family, we often use long weekends as an opportunity to take road trips. But long weekends aren’t the only time that we spend in the car. When I sit down to think about it, a good percentage of my day is spent driving the kids around town. It is no easy feat to get a toddler and a pre-teen out of the house in the morning, but once we make it to the car, I like to talk with my girls to calm down, reset and set the tone for a good and productive day. Whether it is commuting to school or a long trip- car rides offer a great place for practicing language skills. It is often a time when you have everyone in the same place at the same time and can garner their attention. Here are a few tips for language activities that you can try on your next ride. The Category Game- Name a category like “animals” or “foods.” Each person takes turns naming an item that fits into that group. If someone repeats or doesn’t give an answer he/she is out. The last person left in the game is the winner. You can increase the complexity by making your categories more specific (i.e. ocean animals, farm animals, foods that are green, outdoor occupations, etc.) The Name Game- each person takes turns giving a name for each letter of the alphabet. This game can also be used with cities or states. Same rules apply- no repeats! Rhyming Fun- the first player says a word like “rock” and each player gives a rhyming word (sock, lock, clock, dock.) The first person who is unable to give a rhyming word is out. Play continues until only one person is left in the game. Audiobooks - a great option for longer rides with older children and adults Music – sing nursery rhymes. Insert intentional pauses and let your preschooler fill in the blank. “Old McDonald had a farm e-i-e-i-o. And on his farm he had a _________.” Break the rules, allow his imagination the freedom to make up things on the farm and invent new sounds. The only rule is have fun! Next time you are in the car, turn off the radio. Try a different activity or just talk to each other!

As a little girl I remember asking my mother to read “Happy Birthday Dr. Seuss” every night. It is one of my fondest childhood memories and may explain why I love birthdays so much. As a parent I am an advocate for using bedtime stories as part of our nightly routine. My oldest daughter loved to hear Dr. Seuss’ “One Fish, Two Fish”, and we are now introducing my baby girl to “Goodnight Moon” and other classics. The nightly ritual of bedtime stories combined with warm hugs and kisses creates lifelong memories, but it also offers much more. Book reading is a great language –enriching activity offering opportunities for vocabulary development and developing pre-literary skills. And it doesn’t have to occur at bedtime. You can use books anytime to enhance your child’s language- whether your child is just beginning to acquire language, has a robust vocabulary, or is delayed. Click the link below for more tips on how you can use books to enhance language. Happy reading! http://www.talkingkids.org/2011/03/books-toddlers-and-language.html

Today’s blog was inspired by a Facebook post I wrote a few months ago. I had just finished a therapy session and was reflecting on the number of children I encounter on a day to day basis that do not know how to play games. Sure they know how to play “XBox,” “Play Station,” and other video games. However, I am referring to the children that either don’t know how or don’t want to play anything that is not electronic. I had just finished teaching a 7 year old how to count the spaces and move around a game board. It made me wonder, “Do people play games at home anymore?” And that is when it hit me- you should write about this! So I made a simple post encouraging parents and caregivers to teach their children how to play games. The response was a bit overwhelming. My FB friends/ followers were grateful and wanted to know more. I received numerous private messages, texts, and even calls asking for more information. This blog is a follow up to that post. Below I have compiled a list of some of the games that I play in therapy (and at home.) It is not exclusive by any means. Candy Land ~ teaches math skills, problem solving, reasoning, color recognition, cause and effect, and turn-taking skills Chutes and Ladders ~ facilitates early math skills, turn-taking, rewards for positive behavior, consequences for negative behavior (falling down a chute for stealing a cookie from the cookie jar) Uno ~ improves number recognition, color recognition, sorting skills, strategic/ critical thinking skills Go-Fish (you can use a deck of playing cards or picture cards) ~ teaches turn-taking, enhances working memory, vocabulary, and social skills Scrabble/ Pictionary ~ builds vocabulary skills Sorry ~ improves reading skills, math skills, social skills Life/ Monopoly ~ teaches money skills, counting, problem solving, and turn taking skills Memory/ Match ~ boosts working memory, attention, and turn-taking skills Taboo ~ targets vocabulary, word finding skills, expressive language skills, impulse control, cooperation Connect Four ~ develops critical thinking and turning taking skills Battle Ship ~ enhances social skills, critical thinking, problem solving, focus, attention, and turn taking Clue ~ teaches deductive logic skills, reasoning skills, social skills, and critical thinking Guess Who? ~ teaches deductive reasoning skills, process of elimination, logical thinking, critical thinking, formulating questions, identifying similarities and differences, and observational skills Apples to Apples~ develops general knowledge, reading skills, vocabulary skills, verbal skills, language arts, critical thinking, reasoning Board games are a wonderful way to teach new skills and reinforce an abundance of lessons learned in school and life in general. Just remember, everything doesn’t need to have lights and sound to be fun! -Enjoy

The special education process can be difficult to navigate. It can be intimidating and challenging, but the process was put in place to be a resource for children and the families that need it. In my previous posts I discussed the referral process and IEPs. If you missed them, please read Part 1 and Part 2. Today I want to wrap up this series by discussing the annual review meeting. Once a student is classified eligible for special education services and the IEP (Individualized Education Plan) is implemented, the process does not end there. The IEP is written with an implementation and end date. That means it has a start and an end and the goals and services written in the document coincide with those dates. Towards the end of that period you will be invited to another meeting for an “Annual Review.” The annual review meeting may consist of the teacher(s), the case manager, and any related service providers (i.e. speech, occupational, physical therapists) The participants will discuss your child’s progress towards meeting the goals that were outlined in the IEP at the IEP meeting. Remember the goals written in the IEP are an estimate of what each professional believes your child can accomplish in one year. The annual review meeting is your opportunity to find out how he/she has done in reaching those targets. In my experience, parents often fail to attend the annual review meeting. This is a step you shouldn’t skip! It is a scheduled opportunity for you to have face time with the people who work with your child on a day-to-day basis. You can review the current goals and discuss the plan for the upcoming school year. As the parent or caregiver you are still an integral part of the team. And you will remain a member of the team as long as your child remains eligible for special education services. Stay informed and remain involved!