Today in 340, we talked about creating strategies for the families we work with so they can continue to develop their child's goal in many of the routines throughout the day. Through this conversation, I learned the importance of connecting with the child and family to make this a more playful experience with the baby and parent.
Because my infant is working with communication, I can increase my strategies to include imitative behavior. The infant responds well to his brother and sister and so having them model the sign during different routines could help the infant to pick up on the sign.
For my developmentally appropriate activity, I am considering using signs and the picture of the object as a matching game for the infant.
When I went into the home this week, the baby was excited to play peek-a-boo with me as he sat in his high chair. This simple game of cause and effect was fun to watch as he was anticipating my response to his actions. I was pleased to have the mom so involved with the intervention session and her willingness to model the sign for the infant to attempt.
I wish it was easier for me to come up with strategies on my own for different routines of the day because that would help me to be able to think of ways to incorporate their goal into more areas.
"What strategies are you going to use that aren't so clinical?"
Friday, October 28, 2016
Wednesday, October 26, 2016
Speech Pathologist
"First ask yourself what did I say? Not what are they doing." -Sister Swenson
In class this week, we talked about the importance of looking at the triggers for the crisis cycle. We discussed the behaviorist view of child development and the need for motivation. We watched a video of parents talking about finally being able to connect with a support group because of their child with a disability and the advantages associated with the support group. We talked about the importance of connecting with the parents of our students so we can work together.
Another thing Sister Swenson mentioned was the difference between being a shepherd of the 99 or a shepherd of the 1. This really resonated with me because I have struggled for years since being in college as I have gone into the classroom and have been expected to work with the 99. This isn't my calling and it felt great to be validated and to understand this about myself.
For my HWD this week, I researched the difference between a speech pathologist and a speech therapist. I came across this article by Donald Fuller:
The terms "speech therapist" and "speech pathologist" have been used for years as titles for persons who work with persons having communication impairments. In the past, the term "speech pathologist" was used by professionals to describe themselves, but the term most commonly used today is "speech-language pathologist" or "SLP." Lay people have more often referred to us as "speech therapists," "speech correctionists," or even "speech teachers."
These are all terms that describe the same profession, but "speech-language pathologist" is the preferred term because it captures the essence of our work (speech and language) and also signifies that we are qualified by our training and clinical experience to identify, assess, and provide remediation for pathological conditions of communication. The term "speech" is used to denote the components of vocal activity such as phonation (the production of a vocal tone via the larynx or "voice box"), articulation (the movement of the structures in the mouth to create speech sounds to produce words), resonance (the overall quality of the voice as well as the process that transforms the vocal tone into what we recognize as a person's "voice") and fluency (the timing and synchronization of these components of the complex speech act). "Language" refers to the comprehension and production of language, including the mode in which it is comprehended or produced (oral, gesturing, writing, or reading).
Even the term "speech-language pathologist" doesn't quite capture the totality of our scope of practice. For example, speech-language pathologists also address the needs of persons who exhibit difficulties with cognitive functions (attention, memory, problem-solving), literacy, social interaction, and swallowing. Considering such a wide scope of practice, perhaps in the future a new term will be coined to describe who we are and what we do.
http://www.speechpathology.com/ask-the-experts/what-difference-between-speech-therapist-1057
From this, I learned that a speech pathologist and a speech therapist are the same thing and that they do more than working with speech. Next week for my HWD I am going to research what I would need to do to get into graduate school to become a speech pathologist.
In class this week, we talked about the importance of looking at the triggers for the crisis cycle. We discussed the behaviorist view of child development and the need for motivation. We watched a video of parents talking about finally being able to connect with a support group because of their child with a disability and the advantages associated with the support group. We talked about the importance of connecting with the parents of our students so we can work together.
Another thing Sister Swenson mentioned was the difference between being a shepherd of the 99 or a shepherd of the 1. This really resonated with me because I have struggled for years since being in college as I have gone into the classroom and have been expected to work with the 99. This isn't my calling and it felt great to be validated and to understand this about myself.
For my HWD this week, I researched the difference between a speech pathologist and a speech therapist. I came across this article by Donald Fuller:
The terms "speech therapist" and "speech pathologist" have been used for years as titles for persons who work with persons having communication impairments. In the past, the term "speech pathologist" was used by professionals to describe themselves, but the term most commonly used today is "speech-language pathologist" or "SLP." Lay people have more often referred to us as "speech therapists," "speech correctionists," or even "speech teachers."
These are all terms that describe the same profession, but "speech-language pathologist" is the preferred term because it captures the essence of our work (speech and language) and also signifies that we are qualified by our training and clinical experience to identify, assess, and provide remediation for pathological conditions of communication. The term "speech" is used to denote the components of vocal activity such as phonation (the production of a vocal tone via the larynx or "voice box"), articulation (the movement of the structures in the mouth to create speech sounds to produce words), resonance (the overall quality of the voice as well as the process that transforms the vocal tone into what we recognize as a person's "voice") and fluency (the timing and synchronization of these components of the complex speech act). "Language" refers to the comprehension and production of language, including the mode in which it is comprehended or produced (oral, gesturing, writing, or reading).
Even the term "speech-language pathologist" doesn't quite capture the totality of our scope of practice. For example, speech-language pathologists also address the needs of persons who exhibit difficulties with cognitive functions (attention, memory, problem-solving), literacy, social interaction, and swallowing. Considering such a wide scope of practice, perhaps in the future a new term will be coined to describe who we are and what we do.
http://www.speechpathology.com/ask-the-experts/what-difference-between-speech-therapist-1057
From this, I learned that a speech pathologist and a speech therapist are the same thing and that they do more than working with speech. Next week for my HWD I am going to research what I would need to do to get into graduate school to become a speech pathologist.
Saturday, October 22, 2016
Got Milk?
Ezra was ready to work on signing for milk when Kailey and I arrived at his house. We decided to try the least intrusive approach to the most intrusive. To do this, we started by modeling the sign for milk. Ezra's mom held the sippy cup of milk while I signed for milk. As soon as I signed for milk, his mom handed me the milk. Then we asked Ezra, "Do you want some milk?" while doing the sign. As we continued to model for him, we would gently touch his hand and say, "milk?" Ultimately, we did hand over hand, and helped him sign for milk.
I wish I would have given Ezra more of a wait time instead of expecting him to sign for milk a few seconds after asking him if he wanted any. His mom and I talked about the importance of looking him in the eyes when we ask him and of giving him the wait time he needs to process things.
Next week, we are planning on continuing to work on the sign for milk and will reevaluate his interests if he isn't picking it up.
In class, we talked about the importance of carefully planning the words we use in the home because it can cause the parents to become defensive. I asked the mom of one of the other infants if her daughter enjoyed bath time and she immediately became defensive and said, "I don't really have a routine with her. I just bathe her whenever and I don't like to have her sit in the tub because it is slippery." This made me learn the importance of thinking through how I ask something because the intent of my question was to find out if she liked being in the water to see if we could use that as part of our intervention session.
I wish I would have given Ezra more of a wait time instead of expecting him to sign for milk a few seconds after asking him if he wanted any. His mom and I talked about the importance of looking him in the eyes when we ask him and of giving him the wait time he needs to process things.
Next week, we are planning on continuing to work on the sign for milk and will reevaluate his interests if he isn't picking it up.
In class, we talked about the importance of carefully planning the words we use in the home because it can cause the parents to become defensive. I asked the mom of one of the other infants if her daughter enjoyed bath time and she immediately became defensive and said, "I don't really have a routine with her. I just bathe her whenever and I don't like to have her sit in the tub because it is slippery." This made me learn the importance of thinking through how I ask something because the intent of my question was to find out if she liked being in the water to see if we could use that as part of our intervention session.
Speech Therapist
For my HWD this week, I emailed a professional speech pathologist to gain more insight into language strategies for young children. While I haven't heard the response back, these are the questions I asked:
What requirements did you have to meet in order to attend graduate school to become a speech pathologist?
What requirements did you have to meet in order to attend graduate school to become a speech pathologist?
Why are there red flags associated with a child at the age of two only speaking 15-20 words and what are some strategies to increase their vocabulary?
What are the drawbacks to teaching a toddler/young child sign language?
What resources are available to parents who are trying to help their child develop in their communication skills?
Why does imitation and dramatic play help a child develop their language skills?
Knowing that you can't force a child to speak, what are some ways you encourage verbal communication in young children and toddlers?
What other domains of development tend to be delayed when speech is delayed?
What are some of the varying degrees of speech delays that you deal with?
After I get the response from my email to these questions, I will move forward with researching what I would need to do to get into graduate school to be a speech pathologist.
This week in class, we read articles and watched videos on fathers that have a child with a disability. It caused me to reflect on the mothering role and how sometimes we don't allow fathers to help. I am grateful to have a spouse that is so hands on and helpful. I can't imagine trying to raise my family on my own! I think it is important to include fathers in IEP meetings by planning them at a time where both the mother and father can attend.
We also had a panel discussion from members of my class who have siblings with a disability. I found it very insightful to hear what they had to say about the relationship they have with their sibling. I wish IFSP plans could transfer over to families who have children with disabilities who are older than three because it is such a family matter!
This week for my family project, we found out about many of the complications our baby is going through. I can't imagine not being able to hold my baby and wondering if my baby was going to make it or not.
My quote for the week is, "it's out of 50 dear." -Sister Swenson
Saturday, October 15, 2016
ECSE 421
"Normally I have my expectations under control, but for some reason, it really frustrated me today that I wasn't able to have my own experience at the Temple" -guest speaker
As I listened to the experiences of the guest lecture on Wednesday, I realized how grateful I am that Zandi has been hitting her developmental milestones. The speaker mentioned how great preschoolers are, but that ultimately, you want your children to progress past that point. Having her come and speak to out class gave me a reason to reflect on my own judgments and ideas that I have towards others. How I view others needs to be changed because I look through a pretty narrow set of eyes. She made me want to rethink the way I view members of my community.
This week we began our family projects. As of right now, the parents in the scenario are expecting their third baby and the mothers water broke during the middle of the night at 24 weeks into the pregnancy. This scenario really hit me because this could totally happen to Tyler and I. I am interested to see what resources will be available to this family and what their main concerns will be.
For my HWD project, I contacted a speech therapist this week to see about doing an interview.
I also researched the benefits of sign language because the infant I am working with in my other class is starting to learn some basic signs. Sister Swenson advised me to avoid signs that aren't concrete such as more, please, and thank you. But I still had to wonder if there were other pitfalls to try to avoid when trying to help a young child to communicate. One of my toddlers in toddler lab is working on language development and this past week, he verbally labelled several items. would this have happened if he knew the sings for these words instead?
To begin my research, I read an article by Lynn Corley titled Benefits of Sign Language." Lynn says, whether language is oral or manual does not matter in the formation of a language base." For a long time, it was generally thought (myself included) that sign language would delay verbal communication if taught to deaf children, as well as to toddlers or infants. But now, it is actually advised to use sign language for children with disabilities other than being deaf or hard of hearing, including down syndrome, autism, and other intellectual disabilities. Lynn goes on to say, "there appears to be a correlation between tantrums and a child's inability to communicate their needs. With signed language communication becomes easier."
Corley, L. (2016, May 11). Benefits Of Sign Language. ASL University. Retrieved from http://Lifeprint.com/asl101/topics/benefits-of-sign-language.htm
As I listened to the experiences of the guest lecture on Wednesday, I realized how grateful I am that Zandi has been hitting her developmental milestones. The speaker mentioned how great preschoolers are, but that ultimately, you want your children to progress past that point. Having her come and speak to out class gave me a reason to reflect on my own judgments and ideas that I have towards others. How I view others needs to be changed because I look through a pretty narrow set of eyes. She made me want to rethink the way I view members of my community.
This week we began our family projects. As of right now, the parents in the scenario are expecting their third baby and the mothers water broke during the middle of the night at 24 weeks into the pregnancy. This scenario really hit me because this could totally happen to Tyler and I. I am interested to see what resources will be available to this family and what their main concerns will be.
For my HWD project, I contacted a speech therapist this week to see about doing an interview.
I also researched the benefits of sign language because the infant I am working with in my other class is starting to learn some basic signs. Sister Swenson advised me to avoid signs that aren't concrete such as more, please, and thank you. But I still had to wonder if there were other pitfalls to try to avoid when trying to help a young child to communicate. One of my toddlers in toddler lab is working on language development and this past week, he verbally labelled several items. would this have happened if he knew the sings for these words instead?
To begin my research, I read an article by Lynn Corley titled Benefits of Sign Language." Lynn says, whether language is oral or manual does not matter in the formation of a language base." For a long time, it was generally thought (myself included) that sign language would delay verbal communication if taught to deaf children, as well as to toddlers or infants. But now, it is actually advised to use sign language for children with disabilities other than being deaf or hard of hearing, including down syndrome, autism, and other intellectual disabilities. Lynn goes on to say, "there appears to be a correlation between tantrums and a child's inability to communicate their needs. With signed language communication becomes easier."
Corley, L. (2016, May 11). Benefits Of Sign Language. ASL University. Retrieved from http://Lifeprint.com/asl101/topics/benefits-of-sign-language.htm
Saturday, October 8, 2016
Meeting Ezra
For class this week, I had the opportunity of filling out an environmental checklist for my peers infants' house as well as meeting both of the infants we will be working with. I was grateful for the warm environment of both of the families and their willingness to let me and my peer come and work with their children.
Going through the Ages and Stages questionnaire was interesting because I have an infant who is a couple of months younger than one of our infants. It was interesting to look at both of their motor abilities because my daughter is almost caught up to one of them. I was excited to see the infant we will be working with doing a lot of the same things Zandi does because I felt like my peer and I would be able to help her to progress a lot as we plan activities specifically for her.
I also was excited to find out that my infant is going to be working on language development because my toddler in toddler lab also has this goal so I have been researching for this already. I look forward to learning more strategies from Sister Swenson that I can implement with both of the infants we will be working with.
I haven't received feedback on my activity plan based on a case study yet, but it was beneficial to fill it out for someone before filling it out for my infant so I can have practice making the activities developmentally appropriate.
Going through the Ages and Stages questionnaire was interesting because I have an infant who is a couple of months younger than one of our infants. It was interesting to look at both of their motor abilities because my daughter is almost caught up to one of them. I was excited to see the infant we will be working with doing a lot of the same things Zandi does because I felt like my peer and I would be able to help her to progress a lot as we plan activities specifically for her.
I also was excited to find out that my infant is going to be working on language development because my toddler in toddler lab also has this goal so I have been researching for this already. I look forward to learning more strategies from Sister Swenson that I can implement with both of the infants we will be working with.
I haven't received feedback on my activity plan based on a case study yet, but it was beneficial to fill it out for someone before filling it out for my infant so I can have practice making the activities developmentally appropriate.
ECSE 421
This week, I completed my application activity. I chose to interview a family that has a child with a disability. It was interesting seeing the different responses between the siblings as well as the parents. While some of the responses were the same for everyone, I found it interesting what some of the parents have felt as they have helped their son/sibling to progress.
In class this week we learned about the crisis cycle. I am unsure of what the difference is between the crisis cycle and time out and am unsure of if I will use it or not because of another philosophy put out by Alfie Kohn. His theory is that when we distance ourselves from our children when they are expressing a strong emotion, like crying or screaming, that we are actually sending the message to the child that we only want to be with them when they are happy. I would say that the crisis cycle would fall into that category, so I could adapt it to fit my belief system.
In class I also had the opportunity to create an ecomap which was beneficial because I will use them in the future as a Developmental Specialist. It was interesting to get to know one of my peers a little bit better as I saw which relationships were strong for her and things that were causing her stress in her life.
My quote from class is, "Get out of my office and don't come back." Sister Swenson said this to one of her clients' parents because he wasn't listening to her instructions. I relate it to the coaching model and if I am not getting the support from parents at home then anything I do for early intervention is really a dead end pursuit.
This week for my HWD, I learned about a lot of different activities can help aid a child in learning to speak. Some of these include cause and effect, gestures, and imitation. When I learned this in one of my other classes, I decided to start implementing it with one of my toddlers who is struggling with language. He was able to imitate his peers as we pretended to ride a train during toddler lab. I can also apply this to the infant I will be working with in ECSE 340 because if I have him imitate his mom, he will pick up on the sign language she is trying to teach him.
In class this week we learned about the crisis cycle. I am unsure of what the difference is between the crisis cycle and time out and am unsure of if I will use it or not because of another philosophy put out by Alfie Kohn. His theory is that when we distance ourselves from our children when they are expressing a strong emotion, like crying or screaming, that we are actually sending the message to the child that we only want to be with them when they are happy. I would say that the crisis cycle would fall into that category, so I could adapt it to fit my belief system.
In class I also had the opportunity to create an ecomap which was beneficial because I will use them in the future as a Developmental Specialist. It was interesting to get to know one of my peers a little bit better as I saw which relationships were strong for her and things that were causing her stress in her life.
My quote from class is, "Get out of my office and don't come back." Sister Swenson said this to one of her clients' parents because he wasn't listening to her instructions. I relate it to the coaching model and if I am not getting the support from parents at home then anything I do for early intervention is really a dead end pursuit.
This week for my HWD, I learned about a lot of different activities can help aid a child in learning to speak. Some of these include cause and effect, gestures, and imitation. When I learned this in one of my other classes, I decided to start implementing it with one of my toddlers who is struggling with language. He was able to imitate his peers as we pretended to ride a train during toddler lab. I can also apply this to the infant I will be working with in ECSE 340 because if I have him imitate his mom, he will pick up on the sign language she is trying to teach him.
Subscribe to:
Posts (Atom)