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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!

In part 1 of this series we talked about the special education process and the referral meeting. Now let’s talk about what happens next. After the referral/ planning meeting you will be invited to a second meeting. The purpose of this meeting is to review the results of the testing that was conducted. You will also find out whether or not your child is eligible to receive special education services. All of the professionals who evaluated your child should be present at this meeting, as well as the classroom teacher. They will discuss their findings and review test results. You may hear positive information, but you may also hear disheartening information- so be prepared. If possible bring someone with you for added support and for another set of ears. Take notes and ask questions. Sometimes we clinicians use technical jargon so if you hear something that is unclear ask for clarification. Trust me- we don’t mind! After all of the information is presented the team will tell you whether or not your child meets the criteria to be classified eligible for special education. If he/she is eligible, the team will present a plan for your child. This is the IEP or Individualized Education Plan. The IEP discusses how the child is currently functioning and outlines the goals for your child. These goals are annual and reflect what the team thinks your child can reasonably accomplish in one year. The IEP should also list any related services (i.e. speech, occupational, physical therapy) and the frequency in which that service will occur. For example if your child is to receive physical therapy, the IEP will state it in writing: physical therapy __ x’s per week, for ___ minutes, in a group/ individual setting. Remember when I told you that you are apart of the team- well that still applies. Developing the IEP is a team task and it includes YOU! You have the right to ask questions, accept, reject, or request changes to any part of the plan. Once you agree to the IEP, you will receive a copy of the plan as a complete document. You will also be given an implementation date which is the day that the new services will begin. If it was determined that your child needs a related service that start date will be outlined as well. Once the service(s) begins, it is a good idea to contact your child’s therapist(s). Maintaining open communication with everyone involved in your child’s school day will help you stay aware and be the best advocate possible. And knowing what is happening in the classroom and the therapy room will help you practice those skills at home. If you leave the school and still have questions, call your case manager. Nothing is ever set in stone; IEPs can be amended. For more tips on how to be your child’s education advocate click here and read 10 Ways to be an Effective Advocate for your Child. If there’s one thing you take away from this post, I hope it’s that you are apart of the team. Your involvement matters and is welcomed!

As parents, we are always anxiously watching and waiting to see if our child reaches developmental milestones on time. Family members want to know what your baby is doing every month. Each visit to the pediatrician typically includes those questions as well. “Is he rolling over yet?” “Does she crawl?” “Has he started walking?” “What foods has she tried?” Language milestones are not excluded. Every parent eagerly awaits hearing their child’s first words. But language development begins in infancy- long before you hear your child’s first word. Every child develops and grows at their own pace; however, it is important to make sure that he/she is on track. How does your child hear and talk? is a chart from the American Speech Language and Hearing Association. The information provided is an average age when most children typically master each milestone and should be used as a guide to monitor your child’s growth. If you suspect that your child’s language development may be off track, contact an ASHA-certified speech-language pathologist for professional advice or request additional information from Having Our Say. #milestones #development

Dear Summer, why must you leave so soon? Our family had a wonderful summer with fantastic weather and I am truly saddened to see the season go. The days are getting shorter, leaves are beginning to fall, and you can feel the crispness in the air. I am excited about fall fashion, but I am not looking forward to pumpkin-flavored everything that will soon ensue. As sad as I am to see summer slip away, I do enjoy all of the fall-themed activities that will follow. This is the time of year when I like to enhance language skills by teaching concepts while engaging in outdoor and indoor activities. Therapy sessions get a creative autumn-themed makeover. Parents, you can use this time of year to boost developing language skills. Take a walk outside, a trip to the park, or maybe a drive down the freeway. Talk about how the leaves are changing colors and collect the ones that have fallen to the ground. Touch and feel the leaves and use words to describe what you feel. Plan on going apple picking? Well apple-inspired activities are endless. You can talk about the many colors that apples can be. Cut them open and count the seeds. Make green apple Play-Doh using this easy recipe from PlayDough to Plato. You only need 2 ingredients, 15 minutes, and a desire to have fun. If you are a pumpkin lover, try your hand at these 5 senses fall Play-Doh ideas from One Time Through. Use your sight, smell, touch, taste, and hearing while creating Play-Doh concoctions that are sure to excite! These activities will help enhance your child’s ability to follow directions, take turns, and improve his vocabulary sequencing skills just to name a few. For more fall ideas check out my boards on Pinterest. Happy Fall!

“Now what was I going to do?” “I know came down here for a reason?” Sound familiar? Or maybe you are about to make your Grandmother’s famous chicken and dumplings- the one you make all the time- but today you just can’t recall an ingredient? Some blame it on age (senior moments). Some call them brain farts. Whatever you call them, moments like these happen to me all the time. In language therapy, there is tool used called “planned misunderstanding/ forgetfulness.” This occurs when you are engaged with your child and you “forget” something with the intention of your little one filling in the blank. You are preparing to eat dinner and forget to give your child a spoon. The expectation is that he will use language to state what is missing and to request what is needed. You are getting dressed and it is time to put on shoes. “Do I put the shoes on my head?” After lots of giggles, your little one should correct your silly mistake and tell you the correct function of shoes. If you are in need of ways to help improve your child’s expressive communication, give this tip a try. This tool will help you practice language and have some fun at the same time!

One thing I have learned in dealing with willful toddlers is the power of giving choices. The best way to get a toddler or preschooler to do what you want is to offer a choice. Does this mean that you should let your little one run the roost and determine every move that is made? Absolutely not! But, if you use choices within your requests you can lead the task/ activity. You will allow your child to assert his/ her independence and she will feel like she had a say in determining what occurred. How does that work? Let’s look at the examples below: “Harper, it’s time for your bath. Do you want pink bubbles or purple?” “Randi, let’s read a story. Do you want to read Llama llama first or Please Baby Please?” “It’s time to go to Nana’s house. Do you want to ride in Mommy’s car or Daddy’s car?” In all three scenarios, I have established what we are going to do. I did not ask, “Do you want to take a bath? Read a book? Or go to Nana’s house?” That leaves the door open for a child to say “NO!” I did; however, offer a choice in what would occur during the activity. The wonderful thing about choices is that you can almost always work a choice into anything you want a child to do. Just be sure that your choices are realistic and tangible. Don’t offer something that you can’t provide. If done correctly, you end up getting your way, and your child feels a sense of power and control over his environment at the same time. The best part about offering choices is that you are giving the child an opportunity to communicate with you! With this simple task- you have practiced answering questions, practiced vocabulary, and much more. Before making your next request, add a choice and help build those language (and choice-making) skills!

By definition, speech language pathologists (also referred to as speech therapists/ speech language specialists/ speech language therapists) are professionals who are educated to assess speech and language development and to treat speech and language disorders in people of all ages. The American Speech-Language Hearing Association (ASHA) is the professional association that credentials over 180, 000 members nation-wide. Speech-language pathologists (SLPs) identify, assess, and treat speech and language problems, including but not limited to: speech sounds ~ how we produce sounds or put sounds together in words language ~ how we understand what we hear and how we use words to express our thoughts literacy~ how well we read and write social communication ~ how we follow rules in conversation, talk to other people, play with others voice ~ how our voices sound fluency ~ commonly known as stuttering- how smoothly our speech flows (people who stutter often repeat sounds) cognitive-communication ~ how well we attend to tasks, problem solving, memory and other thinking skills feeding and swallowing ~ how well we suck, chew, and swallow foods and drinks *adapted from asha.org SLPs can be found in clinics, private offices, hospitals, schools, medical rehabilitation facilities, long-term health care facilities/ nursing homes. To find an SLP in your area contact your state speech-language and hearing Association, contact ASHA ProFind or Having Our Say.