Day: October 17, 2022

  Speech Pathologists and other service providers are often complimented by parents as being “patient” in their work with the pediatric population. It is said that having patience (by maintaining a reduced pace or giving adequate wait time to children) is not only a virtue but also a necessary skill for interacting with young children. Many parents might find it challenging to provide this wait time when interacting with their children as it can feel forced and time consuming in our busy day to day lives. However, implementing use of pausing, silence, and delayed response tactics are important traits of strong communication partnering that all children need. This wait time strategy, often referred to as The OWL strategy (Observe, Wait,

  As children develop language with variability and have individual strengths and weaknesses, parents might feel conflicted about when to seek out support for their children and when to “wait and see” if they observe lags in progress or delays in acquiring new skills. Maintaining a once common “wait and see approach” is based on the idea that some children may require more time to develop a given skill compared to their peers and may with time, catch up and develop the given skill at their own pace. According to the Hanen Centre’s summary of two recent research studies, the current literature suggests that the “wait and see approach” is outdated and that even minimal or prematurely provided intervention can

  As we progress through thee school year, many parents may wonder how we can specifically help children improve frustration tolerance, navigate challenging feelings, and problem solve successfully at home and in the classroom as they encounter new experiences or difficulties. The following strategies have been found to strongly assist in the challenging feat of growing a child’s frustration tolerance: Provide Exposure to Frustration: Ironically, one of the best ways to improve frustration tolerance in children is to expose them to varied experiences where they might encounter it! Parents are advised to observe, analyze, and learn about their child’s progression from mild frustration all the way to extreme frustration. Experts suggest parents refrain from helping their children through experiences yielding

By 3, a child will typically produce 3-4 word phrases, make animal and environmental sounds, name most common objects, produce personal pronouns, answer yes/no questions, and request using power words.  As these skills are emerging, you may want to see your child demonstrate these skills.   Here are some ways language can be modeled: Child is playing with a truck on a slide. “Whoa, look at the truck! It’s going up-up-up, weeee!” Child is playing with a baby doll. “Uh oh, baby is crying, she needs mama. ‘Mama, where are you? Mama help!’”  The adult is modeling language a child can imitate that is also describing the play routine, so it is relevant and fun for the child. It’s like watching