Category: blog

  Oral language skills are the foundation for a child to develop the reading and writing skills they need as they start and progress through school.  Researchers  who study early language development have identified six conditions in a child’s environment that can promote language learning (Dickinson, D. K., Griffith, J. A., Michnick Golinkoff, R., & Hirsh-Pasek, K. , 2012). An easy way to create these conditions at home is through reading with your child. The six conditions that promote language learning are: Children need to hear many words often.  Between the ages of one and five years of age, children learn approximately 3-4 new words per day.  Books expose children to many new words, because they often include new, unfamiliar

As of July 2021, the ACT is now allowing students with communication disabilities to qualify for accommodations via their IEPs and 504 plans. These changes will apply for the 2021-2022 school year. To receive testing accommodations, one only needs to submit their IEP or 504 plan that shows the testing accommodations to ACT when they register to take the test. They are also offering accommodations to those without IEPs or 504 plans when documentation from a licensed professional identifies a physical or mental impairment, which limits one or more life activities. People can also submit current and official accommodations or an expired IEP or 504 plan if no longer a student. Deppe, J. (2021, September 1). Act Test Will Now

    Your child may be using augmentative or alternative methods (AAC) to communicate. When introduced to AAC, users may initially use it primarily to request. However, once they’ve reached success with requesting, how do we begin to move beyond that? Better yet, what other ways are there to communicate? Communication goes beyond just requesting items. Communication can also be used to ask and answer questions, to comment, to express our opinions, to protest and to retell individual experiences. How do we model these functions? One way is through aided language input, defined as a communication partner highlighting symbols on an AAC system as they interact verbally with the individual using AAC with a goal to teach language (Goosens, Crain,

  Self-advocacy can play a significant role in a child’s success in the classroom. It is important to evaluate a child’s ability to self-advocate for their needs or when they need help. Children may not self-advocate for themselves if they have reduced awareness for their skill level, feel anxious when needing help, or if they are unable to find the words to use to request assistance. Self-advocacy also requires executive functions such as planning, inhibition, and organizing. Teaching self-advocacy using graphic organizers, visual supports, and rating scales can help children become more confident in their self-advocacy skills. See the article from the American Speech and Hearing Association regarding self-advocacy for more information: https://leader.pubs.asha.org/do/10.1044/leader.FTR1.26082021.32/full/

Did you know that in 5% of children who begin to stutter, 70-80% of those children will recover naturally without formal intervention? It is actually common for children between the ages of one and five to have disfluencies (e.g., repeating words- “ba-ba-ball” or phrases- “I want I want ball”) and it is usually a sign that the child’s vocabulary is expanding quickly and he or she is beginning to learn complex language rules. Many times, these forms of stuttering will reduce on their own, but it is important to monitor and seek professional help when needed.  So, when should you become concerned that your child’s stuttering will persist? If stuttering has lasted for 6-12 months or more If the child

How often do we ask kids, “How was your day?” and hear, “Good,” as a response? You may ask, “How do we ask questions that warrant more than a one word response. 1. Ask the right questions. Asking your child specific questions will get you specific answers. 2. Keep the conversation flowing with follow-up comments and questions. Here is a list of questions you can ask instead of how was your day: What was the best part of your day? What was the funniest thing you saw today? What books did you read today? What games did you play at recess? Which kid in your class needed to be cheered up today? What made you feel happy today? What do

We’ve made gift giving super simple for you by breaking down toys and games into categories. Top Toys for Toddlers1. Ball Popper2. Lucky Ducks3. Surprise Eggs or Presents4. “Put in” Toys5. Simple Puzzles Turn Taking for Toddlers & Preschoolers1. Zingo2. Pop the Pig3. Jumping Jack4. Pop Up Pirate5. Bunny Hop Board Games for Elementary or Middle Schoolers1. Guess Who2. Life3. Headbandz4. Apples to Apples5. Clue Pretend Play1. Critter Clinic or Pet Vet2. Puppets3. Farm Set4. Little People Home5. Camper Set

Approximately 25-61% of language learners with a diagnosis of autism present with limited to no functional speech to communicate. Speech-language pathologists may recommend these individuals to utilize augmentative and alternative communication approaches to supplement verbal speech. Unaided AAC consists of techniques that do not require the use of an external aid. Oftentimes, the individual may use his or her own body, as seen during use of gestures, manual signing and finger spelling. Aided AAC consists of techniques utilizing external tools and aids for communication. Examples of aided AAC include nonelectric communication boards, speech-generating devices with synthesized speech output and exchanged-based approaches (such as PECS.) Fortunately, there are a plethora of options to consider for a child who may benefit from

In an article written by Diana Paul, she discusses ways to incorporate language learning activities into your traditions. -Learning New Vocabulary: Use age appropriate vocabulary that relates to the child’s developmental and speech sound production level. Use language from the child’s own background and culture. Define the vocabulary word and use relating to different experiences (i.e. visuals, videos, food). Have a word of the day for longer holidays. -Engaging in Conversation: Use holiday plans as a conversation starter and practice conversational skills (i.e. initiating conversation, verbal turn taking, asking/answering questions, making comments, and ending a conversation). Have the child explain routines or activities that are being completed during the holidays. Depending on the child’s developmental level would determine the type of language

  Tis the season for holiday gifts! This year, consider gifting kids with low-tech gifts to help foster increases in vocabulary, conversation, turn taking, social skills, and problem solving. Gifts such as costume/dress up sets, craft supplies, figurines, puppets, science kits (e.g. slime), food/kitchen items, books, animal sets, etc. can encourage imaginative, open ended play to boost children’s creativity and exploration of play schemes. For older kids, gifts such as snap circuits, outdoor or gardening kits, board games, or journals can encourage language and learning development.