by TherapyWorks Speech Department | May 20, 2013 | Speech Therapy
You might (or might not) think that technology is great. Over the past few years, we’ve noticed that many of the kids here at TherapyWorks definitely think technology is great! They enjoy playing games, pushing buttons, hearing the sounds, watching the screen, and many times can work an iPad better than we can! So why not use it to their advantage? We often times use apps on the iPad as well as games to target specific goals, learn new concepts, or just for plain reinforcement. Using an iPad for reinforcement or for a reward is pretty self-explanatory. If the child completes the designated activity given in a therapy session or at home, his actions and hard work can be rewarded or reinforced through an iPad game.
While using an iPad as a reward or for reinforcement is great, it’s not the only thing an iPad can do. We often have parents wanting to know what apps we use, what is appropriate for their child, and how they can work on their speech at home while still making it fun. Below you will find a few of our apps that we use as speech therapists along with a brief description…
- NACD Apraxia: There are 2 different apps available under this name. Both are only $4.99 and are good for kids working on specific speech sounds (p, k, d, etc) and oral motor planning. This would be good for a kid working more on the basics, as all the words are 1-syllable and typically consist of 3 letters.
- ArtikPix: The full version of this app is $29.99 and is similar to the app listed above, as it targets specific speech sounds a child might be struggling with. This app is neat because it not only has flashcards, but also has a matching game. It is a little higher level as it has 1, 2, and some 3 syllable words and has the option to practice full sentences, too.
- Bag Game: This game is $1.99 and is good for kids working on both expressive and receptive language skills. Receptively, kids can listen to a description and try to guess what’s in the bag. Expressively, kids can either label pictures OR come up with their own clues and have you try to guess what’s in the bag.
- Fun With Directions: $15.99 for the full version, $0.99 for the “lite” version. This app targets basic concepts, such as top, bottom, under, above, push, etc and has 3 different levels of difficulty. It’s a great game for getting kids to learn basic concepts while following simple and complex directions.
There are tons more apps out there, so if these don’t fit your needs, ask your speech therapist for some more ideas. Happy downloading!!
by TherapyWorks Speech Department | May 10, 2013 | Speech Therapy
Many parents bring their children to speech therapy with the simple request, “Please just make my child talk”. However, before a child starts effectively using words he must master non-verbal communication. Children from 0-18 months are very proficient non-verbal communicators. In speech and language treatment it is important to focus on solidifying these skills to ensure a strong foundation for words. When a child learns that his non-verbal actions impact the world around him, he will later learn that his words will do the same! Non-verbal communication may include, but is not limited to: giving looks, facial expressions, whining, crying, gesturing etc…
Here are some strategies to sharpen your child’s non-verbal communication skills and lay the foundation for words:
- Ensure that your child is focused, his body is calm and he is comfortable. Your child cannot participate in acts of non-verbal communication if this is not achieved.
- Figure out what makes your child “tick”. If your child is most comfortable with soft noises, and slow gentle movements approach him in this manner. For instance, dim the lights, speak to him a sweet soothing voice, smile and show emotions on your face. If he your child gravitates toward loud noises, big facial expressions and tickle play, engage him in that manner.
- Play games that lend themselves to turn-taking, such as rolling a ball, sharing a toy, or peek-a-boo. Strive for as many turns as possible in these interactions by keeping your child “in the moment” with facial expressions, movements, noises and a tone of voice that capture his attention and create joy.
- Play dumb! Once your child is exchanging gestures and facial expressions with you in a back and forth manner, see what he does when you suddenly stop. Will he grab your hands to indicate he wants more peek-a-boo? Perhaps he’ll hand you the ball to continue your ball game.
- Assign meaning to your child’s actions. If he’s crying or whining, verbalize what you think he’s trying to communicate. “Hungry?”, “Mad?”, “More juice?” If he hands you a ball verbalize, “Play ball!”
by TherapyWorks Speech Department | May 3, 2013 | Speech Therapy
When your children are off school for the summer they may tell you they are bored a time or two. Try one or of the ideas below that are low cost/no cost and may help your child learn vocabulary, practice speech sounds, and remember things they learned at school over the past year or just have fun! Whether your child receives speech therapy or not, talking to your kids about what you or they are doing is one of the keys to successfully practicing language skills!
- Write several words, numbers or letters on a blank piece of paper. Cut them into strips, fold them and put them in a bag or container. Then have your child close his/her eyes and pull them out one at a time. They can read the word or have you say it and repeat after you. This works for spelling words, math practice, colors, practicing speech sounds, naming animals, etc. The children can decorate the bag or container with markers, stickers, crayons or ribbons, etc.
- Have your child name as many items in a category as he/she can think of, then add to them, e.g., farm animals, cartoon characters, flowers, birds, fruits, cereals, vegetables, etc. This is a great activity if you have your children at the grocery store or shopping with you because stores are typically laid out by departments or categories. You can even open a cupboard or closet and have them sort cans of vegetables, fruits, soups or bowls, spoons, gadgets in the kitchen or elsewhere.
- READ, READ, READ with them, to them or encourage them to read on their own. Many local libraries have summer programs and they cost little or nothing for children to participate.
- Have a treasure hunt with little toys or objects that they can search for around your home or yard.
- Make a special snack or decorate graham crackers or cupcakes, talking as you go.
by TherapyWorks Speech Department | May 30, 2012 | Speech Therapy
Most adults think its cute when their 2-year-old says “goiwl” instead of “girl.” But it’s not as cute when he or she is 8 and feeling self-conscious at school. So how do you know when a mispronunciation is typical or an articulation problem?
The majority of children make some mistakes in their speech as they learn new words and sounds. An articulation disorder occurs when mistakes continue past a certain age, and every sound has a different age range as to when it should be acquired. The key is to know whether your child is making typical speech sound errors, or if he or she could potentially have an articulation disorder.
What are the signs of an articulation disorder?
An articulation disorder occurs when sounds are substituted, left off, added, or changed. For example, some children might substitute a sound and use “wadder” for “ladder”, or “fwog” for “frog”. Many children might make these typical errors, but if they continue past a certain age, they may have an articulation disorder.
When are the age-ranges for acquired sounds?
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AGE ACQUISITION
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SOUNDS
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1-3 years
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p, b, m, h, w, n
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2-3 ½ years
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k, g, d, t, f
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2 years and up
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“ing”
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2 ½ – 4 years
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y
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3-4 years
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l, blends (sp, bl, gr, etc)
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3-5 years
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s
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3 ½ – 6 years
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sh, ch, z
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4-6 years
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r, j, v
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4 ½ – 6 years
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th (thumb, that, etc)
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6 years and up
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zh (measure)
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This table can give you a general idea as to whether your child is having articulation difficulty or not.
What to do if your child is demonstrating difficulty
Schedule an appointment with your doctor or a speech-language pathologist for an evaluation to determine if your child has an articulation disorder. If it is determined that your child has difficulty, speech therapy is available to teach and correct these sounds at the syllable level all the way up to the conversational level.
– Laura Carter, MS, CF-SLP
by TherapyWorks Speech Department | May 16, 2012 | Speech Therapy
It is often times difficult to diagnose children with autism at an early age. Parents hear “your child is just a late talker,” “babies of the family don’t have to talk for themselves” or “your child is following his own developmental timeline.”
While this may be true for some children, it’s always best to seek a professional opinion, and follow up on recommendations given. The key to diagnosing and treating autism is early detection. Early and intensive intervention can have a profound impact on the quality of life for children at risk and their families.
Red flags for autism can occur in a variety of developmental areas including:
– Social interaction
Ex: Does your child play well with others and make eye contact?
– Communication
Ex: Does your child vocalize his or her wants or point to things?
– Preferred activities
Ex: Does your child want to participate in the same activity over and over again?
– Sensory processing
Ex: Is your child sensitive to loud noises or dislike being touched?
It may be difficult to see a major impairment in any one area; instead there may be a few concerns in several areas.
Typical red flags for autism typically include decreased eye contact and lack of shared attention to a task or interaction. Children at risk may have few vocals and/or a limited vocabulary. These children may also have limited, focused interests in play objects or activities.
If you, as a parent, have concerns regarding your child’s development, it is always best to get an evaluation. A trained professional specializing in autism will be able to validate or alleviate your concerns and get you and your family on the right track for your child’s individual needs.
by Alicia Christopher, MS, CCC-SLP
