For professionals in speech-language pathology, we emphasize strongly (and yes, a little perseveratively) that a young child’s learning up to this point has been laying the foundation for next year’s success… and success for the year after that, and the one after that. There are a few good reasons for our enthusiastic advocacy:

Spoken Vocabulary

A number of spoken vocabulary skills are strongly connected to reading success. Children with deeper spoken vocabulary skills have a stronger base of language learning to draw from when they are learning to read. Listen to your children describe what they see/hear/touch/taste/smell and monitor if they have more than one word to describe their observations. For example, is something always beautiful? Or do you also hear words such as pretty, glittery, sparkly, nice, wonderful etc. During construction play, do you hear words such as strong, steady, stable, wobbly, weak, balanced etc. ?

Rhyming Skills

Children who can detect rhymes and generate their own rhymes are demonstrating early language manipulation skills. Most children enjoy rhymes, and if they do not, it’s important to teach children how to listen for rhymes and how to make up their own rhymes. Playful interactions with books, songs, nursery rhymes, and silly/nonsense words can naturally highlight the fun side of rhymes and encourage children to start playing with words and sounds. It’s a process so encourage these types of games gradually and over a variety of different games and activities.

Language Comprehension

By the time children enter school, they should be able to listen to and understand short conversations, listen to stories then retell the general idea & events, and ask questions about stories. Being able to hear and understand what is being said are important skills for school success.

Resources

There are many sources of information that can help parents and caregivers better prepare children for school. A few we are happy to recommend include:

ASHA’s Literacy Gateway – they have some great resources on getting children ready for reading and writing, as well as for building children’s listening and talking skills

Reading Rockets is a wealth of resources on many topics related to reading and writing skills. They also have a nice section on choosing books for young children, as well as recommended books lists.

The Hanen Centre has a Helpful Info tab and there you can find great links to play ideas for strengthening communication skills, a Preliteracy Corner, and a Technology Corner, in addition to more.

As always, feel welcome to contact us with any questions or concerns you might have about your child’s listening, speaking, reading, writing, or general communication skill development.

 Talk soon!

The post School Readiness: A Speech-Language Pathologist’s Perspective appeared first on Stillwater Speech Therapy.

Homework Hack #1

Finding snippits of time everyday is WAY better than aiming for longer uninterrupted periods of time (because frankly, they don’t exist…or at least not frequently enough to support daily home practice)
We admit that yes, daily practice is asking a lot. Families are busy and therefore homework needs to fit with your schedule and daily routines. Consider naturally-occurring times in the day when you have one-on-one time with your child – if it is in the car, during bath time, during snack time after school, or if it varies day to day, take advantage of these times when you can give your child undivided attention that is not rushed so that practice becomes a regular routine.

Homework Hack #2

If you think practice is a chore, so will your child, and then no one is having fun. Think about the types of activities your child enjoys. We are big fans of using ‘passwords’ to take turns during play, and all children love to play! Consider your child’s preferences, from ball play, to swinging, to bubbles, to board games/card games, or tag. For older children and youth, trivia/jokes/board games etc. are good options. The possibilities are endless, and speech-language pathologists are pretty darn clever at making any type of game/activity work for home practice. So make a list and share your child’s preferences so an individualized program can be tailored for you!

Homework Hack #3

Shorter IS better. This one is simple in concept but sometimes hard to follow through with. Think short and sweet. Keep practice short and sweet so that your child finishes on a high note, feeling really good about themselves. There is nothing worse than getting too excited that practice is actually happening, then pushing it too far so that your child is bored/tired/frustrated. Daily and steady increases in small amounts are much easier to work with than undoing or recovering from overkill on the first day of practice.

Homework Hack #4

Don’t underestimate the power of sticky notes and check marks. Kids love check marks. They love getting them and they REALLY love making them…on colourful sticky notes. Plus marks (+) work really well too and if you really want to ramp up the excitement, give your child a red pen – red pens are irresistible! Now, if your child’s favourite colour is orange, then give them an orange pen (remember how important individualization is for success…).

In summary, most speech-language pathologists have 598723 + homework ideas/tricks up their sleeves. In our best efforts to keep things fun and easy for you, by sharing your apprehensions and suggestions about what works best for your family, we can quickly pick out the best ideas that will be most successful for you.

Happy Practicing!

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Reflect

It was with a mix of sadness and happiness that we said good-bye to our Associate, Beth Baker, in November. Her talent, commitment to families, and enthusiasm for speech-language pathology resulted in a clinician that was highly respected in our community. We wish Beth all the best with her new professional opportunities in her home province and will be sure to keep in touch.

Receive

We are fortunate and excited to welcome Daphne Burden to our team, and have a number of new projects in development for the Spring and Summer. Most recently confirmed was the exciting news that our office will be moving across the hall this Spring. This move to a larger space will better accommodate our growing needs with three therapy rooms and a larger room for group sessions.

Ready

Plans and preparations are underway for assessments and therapy programs. We are ready and keeping busy getting prepared for what promises to be another great year. With grateful hearts to be providing service in St. Margaret’s Bay, Tantallon, and their surrounding communities, we look forward to growing and learning in 2015. Ready….set….go!

The post Happy New Year and Welcome 2015 appeared first on Stillwater Speech Therapy.

Oohs, ahs & a healthy dose of joint attention

As you walk, stroll, or sit outside with your infant, let your inner thoughts flow loudly with “ahhh”, “oooohhh”, and “ohhhhhhh”. As your little one coos along, or older infants take turns oohing and ahhhing, give lots of eye contact, smiles, and guide baby’s gaze to the sights by pointing and showing.

The wonder of flying leaves

As the leaves start to fall, the mighty piles will surely be fun for baby. Exclamations of “whee!” are practically automatic as parents toss armfuls into the air. Back and forth giggles, exclamations and vocalizations are fabulous for conversational play, sound play, and developing joint attention.

Follow your baby’s lead too…imitate the sounds that they babble. Babies will delight in a back-and-forth game of googly talk, especially when you respond to their inititations.

Ready….set….Go!

Speech-language pathologists love routines. Repetitive routines that might drive non S-LP adults straight to boredom. We love repetitive routines because babies and children love them too. Routines are predictable, safe, and super fun for children, especially when they have an element of surprise or anticipation. Think of Peek-A-Boo, Row Row Row Your Boat, and the best of all: Ready, Set, Go!

Some fun games with Fall leaves that come to mind include:
• Toss the Leaves
• Make a nest
• Ticklefest!
• Roll in the leaves
• Pass the leaves
• Dump the leaves (after collecting them in a bucket)
• Hide the __ (pick a ball or other favourite toy to hide and find in a pile of leaves)

Hoping you enjoy the beauty of Fall, bond with baby, and have fun with your baby’s earliest sounds and words over the next few months.

Talk soon,

Julie

The post Where developing speech meets nature appeared first on Stillwater Speech Therapy.

What is a transition?

Transition is change. Change is hard, even when we want the change to happen. For individuals with communication disorders, change can be:
• hard to understand
• hard to predict and prepare for
• accompanied by rushing or its opposite, long periods of W….A….I….T….I….N….G
• controlled by others in a bossy or commanding kind of way
With that list of descriptors, it is no wonder transition puts us at risk for challenging behaviour…

Why does challenging behaviour creep in when we transition?

The answer is not simple – there is a long list of factors that interfere with smooth transitions. Some of the most common ones are:
• the instructions about an upcoming transition were not clear and therefore the loved one is confused
• the loved one is not ready for, or motivated, to transition away from what he/she is currently doing
• there are too many transitions taking place in the day
• the loved one is feeling disempowered to make decisions and choices

What can be done to improve transitions?

Fortunately there are many helpful strategies that improve transition time:
• Plan and prepare: be sure to give advance notice with a clear instruction of what is going to happen (use a timer with an alarm to notify when it is time to tidy up)
• Use transitional objects to help communicate the change (e.g., give your loved one the car keys to hold as you head out to the car; give your loved one the grocery list to put in their pocket before leaving the house; have your loved one help pack the bag and put it by the door)
• Use a visual schedule – there is a fabulous list of resources compiled by CMAS about creating visual schedules if you need some help!
• Create motivation – if your loved one has a favourite song or artist, adjust your instructions to highlight that motivator (e.g., “__ is in the car! It’s time to go listen to __ in the car”)
• Review your schedule for the day and be critical by asking: Are there too many transitions? What can I do to reduce the number of transitions today?

If you are having difficulty communicating transitions to your loved one, seek out advice and suggestions from your speech-language pathologist. Caregiver associations can also be a wealth of resources and help to improve transitions for you and your family. Check out Caregivers Nova Scotia, or your local caregivers group for assistance and guidance.

Talk soon,
Julie

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How do S-LPs help with reading?

The American Speech & Hearing Association (ASHA) outlines 8 key areas in which S-LPs help, including prevention, assessment, treatment, development of programs, and advocacy. S-LPs are specially trained to identify root causes of reading and writing difficulties.

What do professionals know about reading?

Trained professionals who are helping children and youth with reading and writing should be knowledgeable about:
• the relationship between spoken and written language
• reading and writing as tools of communication
• letters representing speech sounds and how readers use these representations to decode and spell words
• emergent and pre-literacy skills that build the foundation for later reading development
• the risk factors in early childhood development that can influence literacy skills

Why is research important?

S-LPs maintain their certification through required professional development activities. Research-based evidence guides best practice recommendations. Research-based intervention protects the public from non-helpful services that could take up valuable time and resources. Research tells us repeatedly that effective reading intervention programs include focus on ALL of the following elements of learning:
• phonics (and phonological awareness…skills that are needed to learn how to read)
• fluency in language
• vocabulary (comprehension and spoken)
• reading comprehension

What should parents do?

Parents are necessary partners in speech & language therapy, and will be trained to work with S-LPs, to deliver the homework portion of their child’s reading intervention program. Parents who are looking for a ‘good fit’ with a speech therapist should be encouraged to:
• sit in and directly observe their child’s treatment sessions so that they can follow through with the home program, modeling the correct sounds and strategies
• ask questions and ask for resources
• be critical of the program their child is receiving and expect to see improvements – if progress is not being made, ask why

Teaching children that reading is fun and enjoyable is an important part of the learning process. Some ideas we can recommend include:
• Point out and comment on signage in your subdivision or local community
• Read and re-read your children’s favourite books to them
• When children start to learn to read, continue reading books above their reading level to them – this supports vocabulary growth
• Ask your child to describe or talk about pictures they have drawn – write down keywords or names of objects/places/people in the picture as they talk

If you think a speech-language pathologist might be able to help your child, reach out to your teachers and ask for a referral to be made in the school. Other options include accessing the benefits in a private medical health plan for speech therapy services, to help cover the costs of private services.

Stillwater Speech Therapy is happy to help, and we frequently use our Facebook page to share ideas and resources that parents find helpful. Please feel welcome to request specific topics and we will get the resources to you!

Talk soon,
Julie

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An appropriate question, I thought, for Funformation Friday.

At Stillwater Speech Therapy, we draw wisdom from others. How does that saying go? Something along the lines of ‘smart people learn from their mistakes, while wise people learn from the mistakes of others’. Well, if we draw wisdom from others (and we do!), we most definitely draw inspiration from others as well.

One of the most inspiring groups to come my way has been the East Coast Momma Collective, courtesy of a fellow speech-language pathologist, (thank you Sarah Dhooge!). The Mommas in the ECMC are creative, talented, skillful, and brimming with inspiration for women like me…who lack in creative skill (despite desperately wishing to be more creative)…and who also lack in artistic skill (but honestly do not devote the necessary time needed to hone those artistic skills). So, what is a non-artistic speech pathologist to do? Bring the ECMC into the office, of course! What could be more inspiring?

The Beauty of Art

Our name, Stillwater Speech Therapy, is near and dear to my heart. To me, it signifies calmness, reassurance, safety, and nature/new beginnings. Which is why I was thrilled to obtain a tree painting from Jessica Duffy, of Naptime Designs, to grace our walls. It has a Wow! factor and is admired by all who walk through our door. Our tree is a fabulous conversation starter, and it represents something different to everyone…to me it symbolizes growth, endurance, resilience, and endless possibility.

The Element of Surprise

Our clients work hard and practice hard…because we ALWAYS send a home program after each session. For our youngest clients, homework can be…well, challenging. To provide a little inspiration, we have super cute and super FUN homework bags that go back and forth between home and the office, as we trade out the old and familiar, for new and inspiring homework materials. Many thanks to Jeanette Smith of Stamp*Stitch*Create for helping make homework and practice that much more inspiring and meaningful for the little ones.

Friendly Competition (and a score card!)

Last, but certainly not least…I have to give props to Jen Connors, of Blue Frog Creations. We have THE BEST beanbag toss games in our office, and beanbags are hands down, a top requested item. That is no small compliment, because we have A LOT of toys. Many a game has been created because of those beanbags. They are a great motivator, and have made speech therapy “AWESOME”, “THE BEST”, and “FUN” (from the mouths of cool kids).

A Personalized Touch for Continued Success

These are just a sample of individualized and hand-crafted items, locally made in Atlantic Canada, that inspire. Whether our clients and families take a moment to pause & reflect, practice a little bit more, or persevere & participate with an extra douse of enthusiasm, inspiration from the work of others is a constant variable. Many thanks, to the ECMC mommas, for continuing to inspire us and our clients.

Talk soon,
Julie

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Who can help students with stuttering?

Speech-Language Pathologists can help, and are trained to provide direct therapy. Direct or individual therapy generally targets stuttering at 3 levels:
1) The student’s thoughts and attitudes about their stuttering
2) The behavioural responses the student has in moments of, or anticipated moments of, stuttering
3) The emotional responses that threaten self-esteem and confidence

What can teachers and family members do?

The answer: a lot! Check out the highly recommended back to school resources written specifically for teachers and family members. These tips highlight important behaviours that you should engage in to be a good communicator.

One of the biggest things good communicators can do is decrease pressure around speaking, by modeling slowness in their own speech…and stay away from saying statements such as “slow down”. If you have questions about what to do, ask the student’s speech-language pathologist for guidance and recommendations. An S-LP is your resource too!

Where can students get speech therapy?

Most students who stutter can be referred to their school speech-language pathologist. Families can also access their extended health benefits plans for coverage for private speech therapy. Private therapy can be costly, but by maximizing the use of private plan coverage, this can be an excellent option.

When should a student receive therapy for stuttering?

Stuttering can negatively impact the following:

1) self-esteem
2) confidence to speak in front of groups
3) development of friendships
4) academic success

If any of these areas are being negatively impacted by stuttering, students should be offered speech therapy so that improved management techniques and strategies can be learned. If stuttering is present in school age children, it is never too early (or late!) for intervention.

Why go to speech therapy?

Speech therapy can:
a) make speaking easier
b) help parents understand stuttering
c) help teachers make things easier for students

It is important to have a ‘good fit’ with a speech therapist. For more information about stuttering and speech therapy, we highly recommend you check out the website for The Stuttering Foundation of America. You are also welcome to call Stillwater Speech Therapy at 902 826 3051, or email anytime.

Talk soon,
Julie

The post Support for Stuttering appeared first on Stillwater Speech Therapy.

Two important factors about the history of speech therapy and Parkinson Disease to consider are:
1) Only 3-4% of patients with Parkinson Disease received therapy for speech or voice disorders (Fox et al., 2002).
2) An accepted (but antiquated) view had been that treatment effects disappear as soon as patients walked out of the therapy room (Fox et al., 2002).

Thank goodness things have changed dramatically, and there is now excellent research supporting the treatment program LSVT LOUD®. This treatment program is for adults with mild – severe voice disorders secondary to the onset of idiopathic Parkinson Disease.

How do you know a voice problem needs LSVT?

When speech-language pathologists schedule an initial consultation, it is to gather a case history. Important questions are asked, such as:
i) Have you changed your volunteer or work responsibilities because of your Parkinson Disease?
ii) Do people ask you to repeat yourself?
iii) Do people answer your questions incorrectly?
iv) Do people ignore you or have a hard time understanding you?
When answers to these questions are “yes”, it is important to understand ‘why’. When a speech-language pathologist hears “yes” to these questions, alarm bells are ringing in our ears.

What do LSVT candidates sound like?

Treatable voice characteristics in Parkinson Disease include:
a) Increased hoarseness or breathiness
b) Decrease in volume
c) Decrease in understandable speech

More can be learned about this treatment option for individuals with Parkinson Disease at LSVTloud.com. If you have questions about LSVT LOUD® or about how you can access this treatment program at Stillwater Speech Therapy, please feel welcome to call or send an email.

Talk soon,
Julie

Fox, C. M., Morrison, C.E., Ramig, L. O., Sapir, S. (2002). Current perspectives on Lee Silverman Voice Treatment (LSVT) for individuals with idiopathic parkinson disease. American Journal of Speech- Language Pathology, 11(111-123).

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What is better than free? Quality. Free is nice, but quality counts. Stillwater Speech Therapy is bringing a quality, free, small group program back to the Tantallon public library this September!

Language Fun Story Time (LFST)

Research has shown us repeatedly that early speech and language skills are predictive of later academic success and reading skill development. Early experiences with books shape young children’s attitudes towards learning and reading. LFST is a program for both parents and children, guided by a certified Speech-Language Pathologist and supported by university student volunteers. LFST was originally developed in British Columbia, by Tess Prendergast and Rhea Lazar. We are very thankful for their guidance and permission to share their model with our local library, in Upper Tantallon, Nova Scotia.

Repeat, Repeat, Repeat

LFST follows a structured and highly repetitive routine so that young children who have a moderate-severe speech or language delay/disorder have an intensive experience with a book and its vocabulary. The activities are fun, dynamic, and highly engaging. Speech-language pathologists love repetition and we wants parents to embrace it as well! Parents are involved in our story time and related activities, also benefiting from watching the speech-language pathologist model each story in 3 different ways. Parents also have the opportunity to review with the speech-language pathologist after the program, to discuss recommended ideas, and ask questions before they take home their own copy of the story for the week.

Lifelong Learning

Through the delivery of LFST, the speech-language pathologist strives to inform parents about fun and effective strategies for enjoying books with young children, in ways that support vocabulary growth and language development. She also strives to support all skill levels and children’s individual needs. Lastly, through LFST, the speech-language pathologist can  encourage parents and children to take risks, while pushing their comfort boundaries to socialize, communicate with, and build a love for books.

Registration is now open for the next program, starting on September 10th! Interested parents can call the Tantallon library at 902 826 3330 to register and reserve their free spot (enrollment is limited).

If you’d like to get in touch, do not hesitate to call or send us a message.

Cheers!

Julie

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