Improving Your Child's Writing At Home!

Writing is one of the most essential skills when it comes to successful academics and careers. A lot of the older generation are skilled writers, but I wouldn't expect that from the younger generation. I'm not trying to be blunt, but if you think about it, there's a decline in formal writing. The younger generation is used to typing with barely any grammatical rule over text, Facebook/Twitter. Twitter only allows a small amount of characters, forcing users to abbreviate everything and totally throw grammar out the window. It's obscene! Interest in developing good writing skills begins early on, and as a parent, it can be a great idea aid your child in taking on this interest. You can make a difference, and here are some tips on how to promote writing improvement at home!

• Notes! Leave notes on chairs, pillows, wherever! Make sure the note is written in the form of a question, waiting for a return. Leave some room and a pen close by. Or, be like me, and get a chalkboard for your house to leave each other messages. 
• Letters! Make letter writing a habit for your child. For example, have them write letters to family and friends. 
• "Year and Review" Notebook! Keep a record of your family's life. Every family member can add their own stories to the mix, and on New Years Eve have fun rereading them. 
• Story Gifts! Have your child write stories and give them as gifts. 
• Postcards! Have them write and mail postcards on family vacations or special outings. 
• Thank You! Have them get in the habit of writing "thank you" notes for gifts or whenever appropriate. 
• Journaling! I made that word up. Get them a special journal on their birthday. Encourage them to write in their journal. 
• Make a Menu! Every once in a while, let them write menus for a family dinner. It'll give them something to do while Mommy and Daddy are cooking. If a word is hard, write it on a piece of paper on the side, so they can copy it, like lasagna. 
• Create Writing Prompts! An example of a writing prompt would be: "Pretend you are the first to create a spoon. Write how the world responds."
• Be Creative and Fun! Have a puppet show. Perform skits. Set aside time for creative play. Use some challenging words and make it an educational pursuit for your child. 
• Keep a Travel Log! When you go on vacations, give your child a notebook to record and even draw his/her sights and experiences in.
• Copycatting! If your child like's a song, challenge them to copy the lyrics by ear. Encourage neatness and legibility. 

Remember, it is more important to focus on the content your child writes as opposed to their grammar and other details of their writing. When they begin to write in school, they may receive criticism. It's your job to keep them going. Writing can be both a skill and a habit. Aiding your child in putting his/her thought into words early on give them a great sense of accomplishment, and fostering positive writing experiences will have a positive impact on their writing skills throughout life. Help your child learn to write well, and enjoy doing it too. 

Resources

Prince, Audrey W., M. Ed., Super Duper Publications © Handy Handouts: Put it to Paper: Tips for Parents to Improve a Child's Writing Skills

The Fidgety Learner

A lot of times, teachers will try and make kids sit still, and stop being "fidgety"; but being fidgety can actually help students keep their attention span. Children are always moving. It helps them maintain energy, the natural way. Spend energy to get energy. Scheduled breaks that encourage movement have many positive impacts on children and their alertness during school.

How so? There are many ways movement helps achieve alertness, and a lot of it's physiological. The benefits of movement include the following:

• It increases blood flow, which increases alertness. 
• It decreases stress, which helps us keep our attention. Just like exercise, simple movement is proven to reduce stress. 
• It prepares the brain for learning. When we are less stressed, our brains are open to learning new things and experiencing "the now". 
• It improves motor control. The more children are moving, the more they are practicing with their motor skills, understanding their strengths and their surroundings.
• Breaks improve attitude. When children are able to release energy, they're naturally in a better mood than they would be without movement all day. 

Ways to Encourage Movement in the Classroom

• Toss the Ball - I actually remember this one. Buy a ball each year for your students to decorate and during break time, have them practice their speech and language as they pass the ball back and forth. They can make up sentences as each one says a word and tosses it to the next, or ask each other questions. As long as it's fun or funny, they'll enjoy it. 
• Charades Real Quick - This will get your students up, striking poses and doing gestures, moving around and practicing their language and understanding skills.
• March in Place - Have your students march in place to get the energy out. Tell them they can move about, but only if they march. 
• 

Resources

Kjesbo, Rynette R., M.S., CCC-SLP. Super Duper Publications © Handy Handouts 2011: "Learning In Motion - Using Movement Activities During The School Day"

Helping Your Child Become Independent

When we first become parents, our children rely on us for every need. As children grow, we can watch them cross small yet major developmental milestones, like holding a bottle, sitting up, reaching for things they want to hold, pushing away things they don't, etc. Next is independent travel: scooting around, crawling and eventually, walking. Walking opens up a realm of discovery for children and greatly increases their ability to learn independence and self-care.

It's typical for children to want to become more and more independent when they reach the preschool years. They'll want to do more and more for themselves, and this can be nerve wracking for a lot of parents. You just have to remember that letting children take on certain levels of self-care (use your parental judgement on this) is a crucial benefit to their development, socially, emotionally, and one day, financially!

Around the ages of three and four, most children will display a lot of self-care skills, but mastering them might not occur until around six years of age. For children with special needs and developmental delays, mastery of self-care skills might not occur until later in life.

Self Care Skills

Mastery of self-care skills vary for every child, but with practice and persistence, all children can improve them. If your child is actively resisting attempts at any of these self-care tasks or has no interest in learning them, consult your pediatrician (Spivey 1). 

As toddlers, most children begin:

• Using a fork or spoon to eat, and with some guidance from you, using a plastic knife is possible (although I'm 23 and I still find them flimsy and impossible to eat with)
• Dressing and undressing. Preschoolers should be able to put clothes on and take them off without much trouble. Velcro® is great for young children, and makes for a simple doing and undoing of clothes, but clothes with snaps, buttons, and zippers can give children great practice as well. 
• Brushing their teeth. They might be using the toothbrush, but they also might need help or supervision to ensure that they are getting a thorough and long enough clean in. This is a task that takes great coordination for them. But, it makes them feel grown-up! Make sure you teach your children to only use a pea-sized drop of toothpaste, as ingesting fluoride is not good (don't get me started on all the fluoride in the drinking water). 
• Using the toilet on their own. Most children are toilet trained by age 3, but some may not be able to train until 4. Both boys and girls first learn to urinate while sitting on the toilet. Help your kid get comfortable using the toilet at home and away; this will help them avoid holding it in. Holding it in can lead to accidents and isn't the best for the bladder, as you could imagine. Preschool aged boys might want to copy their fathers by standing when they pee. If your child is not fully potty trained by this age, don't be discouraged. Consult your physician if you do think it may be a problem. 
• Preparing breakfast. Children ages 3-4 are typically able to make cereal for themselves as well as find the utensils and dish-ware they need (they might not want to, but that's irrelevant). Make it easier for them by making these items accessible to them (ie: placing the milk lower in the fridge so they can reach) and prepare for many spills, they are learning. 
• Helping out around the house! Yes you read it. Even though they might not want to pick up clothes, put their toys away, take out the trash ;), children should be able to tidy up around 3-4 years of age. Encourage yard work like pulling weeds or picking up trash and sticks. In the kitchen, let them help mix pudding, muffin mixes, make sandwiches, etc. (Spivey 2). 

Be positive about your child's process of learning and applying self-care and independence, and this will encourage them to keep trying. There will be messes, spills, and accidents here and there, but it's small in comparison to how your child will feel about his/her accomplishments and independence. There's plenty of tasks not appropriate for children (using the oven or microwave, ironing, etc.) and they may not understand why, but they should accept it. 

As years pass by, children learn more and more what independence and self-care truly means. One day they'll be driving their car to work, and all of it will be worth it. Put your own work in during the early years and ensure a solid foundation for a successful, independent future!

Resources

Spivey, Becky L. Super Duper Publications © 2008 Handy Handouts: "Reaching Developmental Milestones of Self-Care and Independence"

Intervention for the Child with Language Difficulties

When a parent expresses that they are concerned about their child's reading/speaking capabilities, or if a teacher confirms a lack of ability in the classroom, an evaluation will take place. A speech-language pathologist will usually take initiative in this evaluation, screening the child using a checklist similar to one developed by Dr. Hugh Catts. Dr. Hugh Catts, the Chair of Speech-Language-Hearing has contributed a great deal of psychological research to help SLPs determine whether or not kindergarteners or first graders have language difficulties. Parents can use this checklist as a means of expressing their concerns with the child's difficulties to teachers and SLPs (Spivey 1).

If your child receives a low score on the checklist, not to worry; this simply means the student is in need of early intervention. And students can't be tested for learning disabilities before going through a structured intervention program. These interventions are intense, individualized and targeted instruction of reading and language skills. This approach guides children in obtaining the particular skills they are lacking. If children display a lot of difficulty with the intervention program, further assessments are taken and it is decided if the child has learning disabilities and requires extra attention and guidance through schooling (Spivey 1).

Children who are identified early on for phonological trouble (kindergarten) or language reading skills (1st grade) have shown a significant gain from the intervention program. Unfortunately, many children aren't recognized as having difficulties until the third grade. The earlier on the better. Developmentally, that's how it goes. And children who display these struggles, when identified early on, stand a much better chance at becoming proficient readers in the future.

So, it might seem silly to pay attention to a kindergarteners "report card", if you will, but it truly isn't. Great strides have been made in the field of speech-language pathology, so much so that phonological disabilities can be determined in a child who's only five years of age. No child builds a foundation for great speaking or reading skills alone; you are their help. In my last post, I went over some great tips to helping our child improve his writing skills at home. These tips can do the same for reading, and they're a great start to helping your child build a foundation for a successful academic future.

Resources

Spivey, Beck L., M.Ed. Super Duper Publications © 2012  Handy Handouts: "Why is My Child Not Learning to Read? The Need for Early Intervention"

How We Talk

Do you ever wonder how much is truly involved in communicating our feelings, our thoughts, our needs and desires? Do you ever kick yourself for saying something in the heat of the moment you didn't mean? I do. I kick myself for writing messages in the heat of the moment. As we grow older, we learn to control what comes out of our mouths. When we're young, all is fair game. We're more focused on expressing a thought correctly than the influence it will have on those who hear it.

Speaking begins with a person's thoughts; the brain formulates the thought and breaks it down into words, then into sentences, and finally, meaning. The act of speaking occurs by air coming up from the lungs, through the vocal folds, and out the mouth. We shape these sounds using our tongue (the tip, blade, front and back), upper and lower lips, upper and lower teeth, and the roof of the mouth in order to produce specific sounds and words. Speech sounds can differ by voice, place (where sounds are made in the mouth) and manner (the type of sound) (Stuckey 1).

How Do We Produce Different Types of Speech Sounds

Several different parts of the body, in fact, are used in the production of speech; not just our mouths. Our stomach muscles, lungs, voice box, tongue, teeth, lips, and even our nose are all used in the production of speech sounds. So, the thought originates in the brain. But where does the sound originate. Believe it or not, it originates in the stomach, with the diaphragm (the upper part of the stomach which controls the lungs). The diaphragm pushes air from the lungs into the voice box, which contains inside it numerous vocal cords that vibrate to produce your particular and distinct voice. Then, the lips, tongue, and teeth form the sounds to make speech, such as phonemes and words. For example, the tip of the tongue touches the roof of the mouth to produce the "d" sound while air is pushed out. When the tongue moves, the sounds the comes out changes. Over development, our minds create patterns for bodily movements to create specific words, or even phrases, to the point where it becomes second nature. It's quite phenomenal. So, your nose, eh? Don't believe me? Oh it's involved. Are people surrounding you? No? Good. Make the "mmmmmm" sound. You'll feel your throat and mouth vibrating. Now, pinch your nose, and try to make that sound again. Not so easy now, is it? 

What If My Child Has Difficulty Saying Speech Sounds?

Many children experience difficulty when attempting to create intelligible, clear and understandable speech. This can make it difficult for listeners to understand what they are saying. Speech sound production occurs on a developmental basis according to a child's age. By age 2, a child should be able to produce sounds such as p, d m, w, h, and n. By age 3: t, b, k, and g. By age 4-5: f, v, y. By age 5-7: s, z, j, l, r, sh, ch, th, blends (Stuckey 1). If you notice that your child is having trouble producing these sort of speech sounds around these ages, and if you recognize that they are having trouble speaking, as well as their listeners listening, it may be time to consult a speech therapist for a screening/evaluation of your child's speech production. Difficulty with producing intelligible speech is best tackled early on, and only becomes more difficult to treat as the mind tends to stick with its vocal patterns through development. 

Stuckey, Kevin. M.Ed., CCC-SLP. Super Duper Publications © 2009: How Do We Talk?

Grammar and Syntax: Put the Fun in Fundamentals

Formation of language begins at birth, believe it or not. When a baby cries, they're communicating the need for help and attention. Later, babies begin to produce sounds when they want certain objects or even family members; they are naming them: ba ba (bottle), ma ma (mother), da da (father), etc. We don't recognize this as the beginning of the development of grammar and syntax, but it actually is. Children are "speaking" and we are responding, appropriately! When we respond appropriately, we are teaching them (slowly but surely) how to talk. As a child's language is developing, parents can help children learn grammar (classes of words, their forms and functions) and syntax (the arrangement of words and the sequence in which we put them together to create meaning). Children with speech and language difficulties often have problems understanding the even the simplest and smallest units of words (-ed, -ing, -s). So, sometimes their sentences may come off as immature dependent on their age.

Children realize early on that the more words they hear and repeat, the more the world around them is expanding, or rather, their understanding of it. As early as two years old, children are trying to use prepositions, nouns, pronouns and verbs altogether to make meaning; "Me up mama," want my ba," "you go dada." Even though children put together sentences that may lack sense to a parent, they should respond appropriately using correct grammar in order to teach the child appropriate use of language. Responding with baby talk is cute up until a certain age, but there comes a time when it only reinforces inappropriate use of language. You see, when we respond using baby talk, we are telling a child that this type of talk is appropriate (we may not directly see the innate thirst to learn language in our toddlers, but it's there). Use appropriate language and children will follow ("Suzy hitted me!" - "Did Suzy hit you?")

Children with speech and language difficulties often:

• Use words in the wrong order (their sentences don't make sense or are misleading)
• Struggle to use pronouns correctly (identifies self as 'she,' 'her,' or 'me' when 'I' is correct)
• Cannot grasp how to use word endings (-ed, -ing, -s) correctly
• Do not understand how to connect sentences or thoughts using conjunctions (and, but, or, yet)
• Do not understand verb tense (past, present and future)
• Need practical experiences to understand some concepts
• Need to use concrete materials to understand plurals (one doll, two dolls) 

Here are some strategies to use with children at home to help improve their use of grammar and syntax.

• Play sentence games. For example, cut out pictures from a magazine and verbally reenact the scene. This can help a child understand nouns, verbs, adjectives and where they belong (syntax). (Picture of a dog playing catch with his owner - "What is/was the dog/owner doing?" "The dog is/was/will..., His owner is/was..., The ball is/was... " As you can see, this can also helps children understand tenses. And it will be fun!
• Play sentence games. Cut pictures of individual items out of a magazine and paste them on cards. Mix them up, have your child describe the object to you and guess what it is. ("It has icing you can eat and candles that tell how old you are!")
• Scramble! Write words on small notecards, punctuation marks: everything that makes a sentence. Scramble them up and have your child put them together in the right order. Correct them when they're wrong, but in a way that challenges them to correct it themselves. If they're wrong about where a comma goes, ask "should the comma go here, or there?". This will engage them and help them pay more attention. 
• Mad Libs! Word searches, and puzzles galore!
• Use everyday objects around the house to teach plurals. "Jerry, how many spoons am I holding in my hand?"

Resources

Spivey, Becky L., M.Ed. Super Duper Publications © 2009 Handy Handouts. "Teaching the Fundamentals of Grammar and Syntax at Home"

Common Core Curriculum and Its Support of Students with Disabilities

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. I've written about Common Core Curriculum before, and I do tend to believe that it is a step in the right direction. The Core Curriculum that is used in states today stratifies it's standards according to socio-economical standings of each district. It would seem in the right: setting standards based on what is believed to be the academic capacities of each district. But what does this do for our future? It stratifies it as well, offering an uneven playing field for students to play the game of life on. It's simply cause and effect: the students in wealthy districts grow up learning to be leaders while the students in the middle class learn to take on middle class jobs. Do some research into academic stratification and you'll find suggestions of such a slant. Additionally, Core Curriculum standards are set by large corporations and government. The Common Core State standards, on the contrary, are developed by a collaboration of parents, teachers, school administrators, and other experts, providing a clear and concise framework to prepare our children for college and the workforce (Spivey 1). I've written on this distinction before, but I may have left something out.

Common Core Standards do not tell teachers how to teach; rather, they tell students what to teach, giving them the opportunity to create the best lesson plans for their students, focusing individually on how students best learn. This allows teachers air for creativity in the classroom, room to recognize and capitalize on each student's or group of students' learning patterns as opposed to implementing teaching plans handed down by the state. With Common Core Standards, students with disabilities are given special care, more vigorous and in depth, to help them reach these new standards and achieve their highest potentials. In order for students with learning disabilities to meet these academic standards and fully display their skills in math, reading, writing, speaking and listening, their instruction must include and support certain accommodations, including:

• Full support and related services to meet their unique needs in order enable their access to general education curriculum
• An Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their achievement of grade-level standards
• Specialized instructors prepared and qualified to deliver evidence-based, individualized instruction and support (Spivey 1). 

Students with disabilities may be provided with additional support and services such as:

• Instructional supports for learning based on the principles of Universal Design for Learning (UDL) which fosters student engagement by presenting information in multiple ways and allowing for multiple avenues of action and expression. *The UDL is a scientifically valid framework for guiding educational practice that values diversity through proactive design of an inclusive curriculum, thereby eliminating or reducing barriers to academic success. Initially proposed as a means for including students with disabilities in the general-education classroom, it is now better understood as a general education initiative that improves outcomes for all learners, including students with limited English proficiency.
• Instructional accommodations, or changes in material or procedures which do not change the standards, but allow students to learn within the framework of the Common Core. Children with learning disabilities can sometimes be rephrased for certain children. Some children just tend ot learn differently than most others; it may take them more time, less distraction, a heavier lean on conceptualizing a lesson as a whole rather than a sum of individual parts (in other words, being taught first as opposed to challenged to learn...in some cases this is helpful). Point is, children with learning disabilities will be accommodated for regardless of changes in curricula. Standards are not the same as procedures in school. 
• Assistive technology devices and services, which ensure access to general education curriculum and the Common Core Standards by helping children who have difficulty paying attention, retaining information, etc., take notes in class and learn on a different platform. A friend of mine has a smart pen that records lectures. 

Some students with more severe learning and cognitive disabilities may requires substantial supports and accommodations. These should ensure these students access to multiple means of learning opportunities to demonstrate their knowledge and capabilities, and retain the rigor and high expectations of the Common Core State Standards at the same time. The Common Core State Standards attempt is to advantage the disadvantage, to even the playing field which is so crucial in life. One could argue that socio-economical factors could disadvantage some, but it is the aim of the Common Core committee to lesson these direct disadvantages. 

As with every opposing force, a number of advocates determines the outcome. Do you believe the Common Core Curricula can improve our educational systems, leaving no individual behind in its endeavor, or do you believe we should conserve the system as it is now? If your children are in school, this is something you should truly obtain a passionate answer for, through thorough research and a continued awareness of current debate. You can get all of this from Suffolk Speech's Facebook and bloggers, devoted to learning and writing about everything parenthood. 

Resources

Spivey, Beckly L M.Ed., Super Duper Publications © 2010 Handy Handouts, "Students with Disabilities and the Common Core State Standard"

Stop Childhood Obesity

17% of America's children are not just overweight, they are obese. This percentage is steadily rising, too. Overweight is defined as having excess weight from a combination of fat, muscle, bone, and water for a particular height and body frame. Obesity means having excess fat as determined by calculating a body mass index, or BMI.

Being overweight or obese is the result of a "caloric imbalance." A caloric imbalance can be a factor of many reasons, from over-eating to health issues often involving the thyroid. It's a known fact that not all people absorb food alike. Although obesity continues to increase among all ethnic groups, some groups are affected more than others. African American adolescent girls (29 percent) and Mexican-American adolescent boys (27 percent) have been statistically shown to be more affected. About 1 in 8 preschoolers in the United States is obese. In some states, we see small declines in obesity, but we still see an increase on the whole, indicating an even worst future in terms of the prevalence of obesity. For individuals who become obese early on, health problems are drastically of higher potentiality.

"Children who are overweight or obese as preschoolers are five times more likely than normal-weight children to be overweight or obese as adults and have lifelong physical and mental health issues" (Spivey 1). When obesity begins in childhood, this can lead to psychological problems, asthma, diabetes, cardiovascular risks factors and many other health problems that become indirectly a factor of one's weight. It is the root cause of many health problems in America today, and when our root weakness is growing rapidly in front of our eyes, it's time we make our greatest effort to stop it.

The problem isn't biology or genes. Biology and genes are becoming affected by the true problem. We've become a nation that promotes inactivity and overeating. We shouldn't be afraid to admit it, either. Technology, although sometimes our best friend, has definitely aided in this complacent take on inactivity. Conveniency, being the culprit, has been the spirit of technological revolution, and herein lies the root problem. The negative consequences of overindulging in fast food are right in front of our eyes, yet we continue to eat these foods that are proven to significantly impair our health and well-being. I think a society that so strongly idolizes a perfect physique has also caused an issue. There are followers, people who take physical fitness to an extreme level, and those who choose to be indifferent, convinced they aren't capable of making a change to the reputation they've gained as a heavier individual. And then there's the TV and the video game console, taking the physical out of activity.

Some startling facts that are affecting the epidemic of childhood obesity according to the Centers for Disease Control and Prevention, American Psychological Association, American Heart Association, and the United States Department of Agriculture:

• Childhood obesity has more than doubled in children and tripled in adolescents in the past 3 decades. The percentage of obese children ages 6-11 years old in the US increased from 7% in 1980 to nearly 18% in 2010. The percentage of obese children ages 12-19 years increased from 5% to 18% over the same period of time. 
• One in three American children and teens is overweight or obese (triple the rate from 1963), stemming a broad variety of health problems not seen previously (until individuals reach adulthood, ie. high blood pressure, Type 2 diabetes and elevated blood cholesterol levels). There are also psychological effects: obese children are more prone to low self-esteem, negative body image, anxiety and depression, as well as higher and younger death rates in adulthood. 
• Sugar consumption was at 66 pounds per person in 2010, its highest level since 1999.
• In 1942, annual U.S. production of soft drinks was 90, 8 oz. servings per person; in 2000, it became over 600 servings per person!
• Sugary soft and juice drinks make up six percent of all calories consumed by 2 to 5 year olds; 7 percent in 6 to 11 year olds, and more than 10 percent for 12- to 19-year-olds. While children from 2 to 11 years old get more of their calories from milk than soda and other juice drinks, the opposite is the truth for children 12 to 19 years old. 

Can these horrible statistics be reversed?

The American Heart Association recommends the following tips concerning diet and exercise:

• Find out if you or your child is at risk by accessing a Body Mass Index calculator and getting a personal pre-assessment (www.cdc.gov or www.healthweight/assessing/bmi) 
• Talk with your health care provider and have him/her assess you or your child's health in detail
• Learn portion control and pay attention to the nutritional facts on the food that enters your body, as well as the liquids. 
• Teach your children to eat slowly and focus on the feeling of "fullness" and "listening to their body" rather than cleaning their plates. Eating should be a matter of refueling, not gorging. 
• Place a limit in the household on sugary drinks. Impress on your children to drink water with their meals more often than soda or juice. (Tell them it will help them appreciate the taste of their meal more, and they'll give it a try and realize it will.) 
• Fruits and vegetables at every meal! Avoid fried foods: too much extra fat.
• Get whole grains into your daily meals and snacks.
• Teach children to pick nonfat or low-fat dairy products (milk, cheese, yogurt, etc.) at home and at school. Keep them on hand in your refrigerator. 
• Skip the salt shaker and monitor processed food products for amounts of salt/sodium.
• Get up and move, and encourage your children to do so with you. Start with activities that foster endurance at first so that children can ease into more demanding physical activities. 
• Limit the amount of screen time that goes on for your family. I know this might be a tough one, but simply work around your favorite shows. It's worth it to get out there with your children and play in the environment as opposed to always sitting in front of the TV. For some, this lifestyle change can be difficult even at a young age; aid your children in doing so by setting a good example.
• Educate yourself on what makes up a healthy meal, and introduce it to your family. Healthy doesn't have to taste bitter. There's plenty of spices and condiments out there that are calorie-free (or close to it) that will change the way you look at healthy eating--I guarantee it. An open mind is all it takes, and some good old research. Nutritional balance and the information on it is constantly being improved, as a good amount of Americans realize the importance of physical health and create a demand for this valuable research. 
• Start your child's day with a healthy breakfast made of proteins and good carbohydrates (whole grain beads, cereals, oatmeal, and fruit). Sugar-laden foods cause a child to crash after breakfast and become hungry again soon after getting to school, and long before lunch. A hungry child is a non-attentive one.
• Remember, portion control is more than important in the fight for a healthy, balanced diet. Your metabolism depends on the frequency and mass you eat, as well as the amount of exercise you do. It's a great exercise to keep a daily log on the amount of calories you intake, or the amount/size of meals. 
• Be a role model for healthy living. A good parent is a role model, and it's never too late to get back in shape. Being a physically healthy person has great implications for your emotional side. If you're a stressed out person and haven't tried exercise, get over the anticipatory anxiety (which only lasts until you find your routine) and try it! You'd be shocked at how much happier exercise and healthy eating can make you. Much like a negative eating habit and non-exercise can have multiple direct and indirect effects on the brain, so can positive eating habits and exercise. 

Resources

Spivey, Becky L., M. E.d. Super Duper Handy Handouts © 2013: Childhood Obesity - An American Epidemic

What the New Affordable Care Act Provisions Mean For Those With Autism and Related Conditions

The Affordable Care Act, according to the US Department of Health and Human Services, contains crucial health care changes to those with autism or related conditions as well as their families. It's important that we spread the know, so that those affected can understand what these provisions are. The goal of this nationwide effort is to cut healthcare costs and help those without care obtain it.

These health care reforms matter for those affected with autism spectrum disorders because they will face more serious coverage and benefit gaps than others. A lot of families affected by autism spectrum and other related conditions do not get the healthcare they need, and this effort can change that. Or, as critics say, it could possibly only add to the convoluted nature of the healthcare system and its inconsistency among the states.

Some Provisions affecting those with autism/related issues under Affordable Care:

• No child under the age of 19 can be denied coverage by job-based or new individual health insurance plans due to preexisting conditions, including children on the autism spectrum. In 2014 these protections will extend to Americans of all ages.
• Health insurance policies must cover all preventative care expenses: shots, check-ups, immunizations etc.. There is no shared-cost (ie: copay, deductables ect). This includes autism screenings for children between 18 and 24 months (as recommended by the American Academy of Pediatrics). 
• Insurance companies can no longer cap, or set a dollar limit on coverage. Before the ACA, companies held the right to put a limit on the amount of offered coverage, leaving those who exceed this limit to pay out-of-pocket costs. Starting in 2014, no policy can place its own cap. 
• Young adults can now remain on their parents' plan until the age of 26, including those affected by autism/related disorders. For many, this offers peace of mind, as the economy is different and taking on your own health care plan can be difficult without a solid career. 
• Starting in 2014 there will be an expansion of marketplaces for families affected with spectrum disorder to find affordable healthcare
• Starting in 2014, new plans sold in the individual and small group markets will cover "essential health benefits" to make sure that insurance is comprehensive and fully cover realistic needs
• Instead of creating a national standard for autism coverage, a state-level standard will be implemented across America. (Spivey 1). 

Coverage for Autism Treatments

Before ACA, insurers across the country have come up with several mandates on how to manage or guide insurance standards for those with autism. Until now, "essential benefits", or the standard, if you will, has been a matter of statehouse politics. Legislators have created over 16,000 laws regarding health coverage standards for autism. Some state legislators require the coverage of behavioral therapy and other services for autism, but some do not. 

The process of gaining a country-wide requirement by all healthcare policies for coverage of behavioral treatment won't be instant, but it's already in the making. Thus far, 24 states, including Washington D.C., will require insurance carriers that sell policies on their insurance exchange to cover behavioral health treatments as well as preventative care such as behavioral analysis. This includes the following states: Arizona, Arkansas, California, Connecticut, Delaware, Indiana, Illinois, Kentucky, Louisiana, Maine, Massachusetts, Michigan, Missouri, Montana, Nevada, New Jersey, New Hampshire, New York, Ohio, Texas, Vermont, West Virginia, and Wisconsin. Though coverage or implementation may be different from state to state (Spivey 2).

For more information on how the Affordable Care Act will affect coverage for you and your family, or if you have questions regarding the new Health Insurance Marketplaces, or you'd like to know how this new coverage will be implemented in your state, visit http://www.healthcare.gov or call their hotline at 1-800-316-2596. Autism Speaks and the Autism Health Insurance Project are always updating their website with vital information and FAQs regarding the Affordable Care Act and how it may or will affect the autism community (Spivey 2). 

Whether this healthcare reform will truly help our whole nation is still a question to be answered, but at least the ACA is committing to better the system for those affected by autism spectrum. It's important we know what lies in the future, and although our healthcare system can seem convoluted and carelessly executed at times, change is a step in some direction and it's a wildly popular idea that change is necessary. Know the facts, understand the provisions, and fight for what you need.

How to Know if Your Child Is Stuttering

How do you know if your child is stuttering?

It isn't uncommon for young children to have disfluencies such as pauses, repetitions, additions or prolongations of words, sounds or phrases in their speech. "In fact, about 5% of all children are likely to stutter at some point in their development, usually during the preschool years" (Ducworth 1). It's also not uncommon for children to go back and forth between periods of fluency and disfluency. This can happen if the child is excited, tired, or feels rush to speak. Or, it could happen for no reason at all.
The number and frequency of disfluencies present in a child's speech patterns is an important part of determining whether or not a child is a stutterer and may require therapy. Generally, stuttering on more than 10 words out of 100 may indicate a problem. Only a speech-language pathologist trained in the diagnosis of stuttering can make this decision, really.

What causes stuttering?

A lot is still unknown about the causes of stuttering, but experts tend to agree that it is most probably caused by a combination of factors. Firstly, genetics is believed to play a part because stuttering tends to run in families. Most children who stutter often had a family member who stuttered when they were a child.

Secondly, developmental factors are believed to play a role. During preschool years, a child's physical, cognitive, social/emotional, and speech/language skills are developing at a very rapid rate. This rapid development can lead to stuttering in children who are predisposed to it, which is why stuttering will often begin during preschool years (Ducworth 1).

Third, environmental factors can have an influence. Parental attitudes and expectations, the child's speech and language environment, and stressful life events can all play a part. This doesn't mean that parents are doing anything wrong. Usually this happens only to child who already have a tendency to stutter, provoking it, as opposed to creating it in a child who doesn't already have a stuttering tendency. A child's fear and anxiety over the stuttering is also known to exacerbate it.

How is Stuttering Treated in Children

Treatment often focuses on teaching children to produce fluent speech through self-monitoring. First, the child will being practicing on a single word, slowly, and gradually, learn to fluently voice a full sentence. This process might take anywhere from a few weeks to six months or more. Another stuttering treatment technique focuses on helping children decrease secondary characteristics, such as twitching, blinking, and a closed or clamped jaw. 

It's important to try to inform those who have contact with a child who stutters to use smooth, relaxed speech when talking to him/her. This would include family members, friends, and teachers etc. There are many materials available through the Stuttering Foundation (http://www.stutteringhelp.org) that are pretty helpful for both parents and children. 

Giant Colored Warning Signs Making The World A Safe Place

They're all around us: signs that warn you of something possibly to come. There's a deer on this road, or, there's a railroad crossing coming up, or, that's the ladies room, not the man's room. We know what all of these mean, but do our children? In the myriad of knowledge we're expected to pass down to your children, this could easily be forgotten. But include it. It keeps them safer, knowing what they mean, and brightens their understanding of the world.

As far as ways to teach them, it's easy. It's only an object association, and a stroll around the park can do it. Walk them to the park, and show them the signs and talk about what they mean (stop signs, railroad crossing signs, no parking signs, watch for deers signs, etc). Talk to them about why these are so important, and what would happen if society didn't have them.

Teach them words, letters, and shapes early on. Most of these signs are always either of the three. Arts and crafts are a great way to do this. Buy some felt, cut it up, and let them decorate their wall or bookshelf.

Resources

Hodgson, Amber, M.A. CCC-SLP. Super Duper Handy Handouts © 2011: Signs, Symbols, and Safety in the Community

Sound-Object Associations: The Foundation For Language Perception and Fluency

What are Sound-Object Associations?

We make all sorts of associations in our head. They're the building blocks of memory. Our strongest sense of memory associates with our sense of smell. Like Mom's perfume that one year, until she found a new one. You went on family vacation with her at Jersey Shore, and she used half the bottle for every dinner gathering. Ten years later, if she puts on that perfume, you can't help but feel a strong sense of nostalgia for that vacation; it's so vivid it's as if it were yesterday. Tiny associations create memory. Speech and language development requires a strong memory. Sound-object associations are associations we make with sound. They're quite simple: we hear the noise an object makes more than once and this association becomes engrained in us, like animal sounds.

Children begin learning sound-object associations very young. And as they grow older and experience more of the world, they continue to create these. One of their first associations is the sound of their caregiver's voice (Kjesbo 1).

So Why Are Sound-Object Associations So Important

Sound-Object Associations Help a child learn the environment around him. They make sense of the world every day with them. "The ability to hear, recognize and attach meaning to environmental sounds is a first step toward phonological awareness (the ability to indentify, mix together, break apart, and change around the sounds in words) and literacy" (Kjebo 1). It also aids children in developing both their vocabulary skills and overall comprehension of language. 

As well, different types of sound-object associations help children in increasing their perceptual skills. In other words, the way they perceive the world around them. It can keep them safe, and we can impress these on them. For example, a child hear's a dog growl and is automatically careful around it. Hopefully he didn't find out the hard way, and his parents told him "be careful when a dog growls like that." They associate the sound of a dog growling with the behavior of carefulness. Perceptually-speaking, if they hear a dog on the TV growling, they know they're safe, and won't elicit this behavior. This is why sound-object associations are so important. They are the building blocks of language and properly perceiving the world around one's self. 

Resources

Kjesbo, Rynette R., M.S., CCC-SLP. Super Duper Handy Handouts © 2011: Sound-Object Associations - Knowing What We Hear!

Puzzles and Toys, Though Scattered Amuck, are Necassary Educational Tools

Puzzles are games that help us learn a multitude of different skills such as motor control, patience, problem solving skills, visual perception and analysis, and project completion. If you've had it with toys scattered everywhere for you to step on at 12am barefooted, it may be time to introduce your child to some fun and engaging puzzle games that don't hurt went stepped on. Instilling these skills in your child during their development should be a goal of yours, and it's as easy as buying a small book of Sudoku (and teaching them how to play it).

For puzzles to be an effective teaching tool at first, toddlers should start with the easiest of puzzles. Those wooden peg puzzles are a great place to start, and as you see your child progress, introduce them to more advanced puzzles. Once children learn to talk, there are plenty of fun word games, easy in strategy and hardly a vocabulary challenge, that can keep them occupied and teach them at the same time. If your child has an iPad for fun, or some other sort of tablet, search "puzzle games for children", find one they may enjoy, and try and get them to play it. Even some video games, the nonviolent type, at least, are valuable educational toys for children. Older individuals often use puzzles to keep sharp. Educators use it to teach and review curricula as well as help children develop logic and reasoning. Occupational therapists use puzzles to help patients develop fine-motor skills, hand-eye coordination, and spatial skills (Spivey 1). Here are some types of puzzles that help encourage visual perception, fine motor skills, thinking, reasoning, and logic.

Old-Fashioned Wooden Peg Puzzles, or puzzles with large plastic or foam pieces that have a complete picture, are a good place to begin for toddler and young children. These simple puzzles can have anywhere from 2 to 30 large pegged pieces that fit into specific individual spaces in a background tray and make up a picture. They help foster hand-eye coordination, spatial concepts, and problem solving. You can find puzzles like these that help teach shapes, numbers, letters, animals, etc. Introduce one with fewer pieces first and gradually buy larger, more complex puzzles to keep the challenge fun and engaging for your child. Toddlers or children who have trouble at first should be given some time before corrected. Let them explore the shapes themselves for a bit, and hopefully they'll come to their own solutions, which will help them remember the lessons they learned more than if you solved it for them.

Jigsaw Puzzles are also great. They develop spatial concept and reasoning as the player must analyze the shape closer and closer. Trial and error is essential in these games, teaching patience and goal orientation. There are a plethora of educational puzzles that teach about geography, animals, and other fun and engaging educational pursuits.

Hidden Picture Puzzles develop visual skills as the player uses his/her eyes to find hidden pictures or subtle differences. These types of games are a little harder to find, but I'm sure there are books and children magazines that you can find online devoted toward these type of puzzles. Occupational therapists may use these puzzles to teach visual-perceptual skills, and children can use them too.

Word Search Puzzles teach vocabulary skills, visual perception and letter discrimination.

Logic puzzles present facts which players must piece together to solve the puzzle. These are difficult for many children whose reasoning, inferencing and predicting skills are lacking. However, with practice and instructions,  children can learn how to organize facts by plotting them on a grid and deducing, or working out, missing information to solve puzzles. These types of puzzles, ones that teach deductive reasoning, are great educational tools.

Cryptoquotes are too much fun. They involve a key, which the player figures out through deductive reasoning, for a sentence or statement they must use their logic and reasoning skills to unveil. These are also powerful educational tools.

So, these puzzles aren't just "toys" after all. They're actually pretty beneficial when it comes to the development of a young, growing mind. Make sure you include puzzles as toys within your children's collection, and get them engaged in them. They'll do wonders!

Resources

Spivey, Becky L. M. E.d. CCC-SLP, Super Duper Publications Handy Handouts © 2010: Puzzles...Toys...or Teaching Skills?

Recess: The Reasoning, Psychologically Speaking

Recess, oh recess. I remember you fondly. 

There's more than meets the eye when it comes to recess. Recess can be a truly valuable part to a child's day, providing them with the energy release they need to keep attentive during class thereafter. 

For some, it's the only time during the day when they get physical activity in. This reduces the risk of obesity, diabetes and other chronic diseases, assists in improved academic performance, improves self-esteem, and reduces risk of depression and effects of stress. 

Recess is also an opportunity for children to be introduced a myriad of other skills that will help them out later in life. It improves both emotional and social skills. When free play is involved, children learn to put themselves in others' shoes, introducing them to empathy. Recess can teach children: cooperation, helping and sharing skills; respect for rules; conflict resolution skills, language skills for communicating with peers; turn taking skills; and problem-solving skills.

Finally, many children who attend recess tend to be less fidgety in class, more behaved and attentive. This is because sitting down most of the day isn't releasing a physical energy the children have, and the release of this physical energy is healthy. Recess is healthy! Reeses, unfortunately, are not.

Some children find it difficult to engage themselves during recess. They've spent most of the day learning, absorbing knowledge, and they just don't know how begin physically moving about. That's why it's important for faculty to have objects they'll have fun with, like frisbees and those harmless footballs. It gives children something to do, and it gives them something to revolve themselves around, together, in free play. 

Resources

Hodgson, Amber M.A. CCC-SLP, Super Duper Handy Handouts © 2011: Benefits of Recess

Constructive Criticism: How to Use It & Why Not to Abuse It

As parents, we're obligated to show our children the rights and wrongs, the "dos and don'ts" of living. We're their very first mentor in doing this, and its important we do it correctly. We're not just examples for them to follow, although a lot of times they do. We also need to use constructive criticism, correctly. There's a fine line between constructive criticism and plain criticism, and a lot of parents often cross it without knowing it. Children are sensitive beings, especially to their offspring's words. So use them wisely, not without poise. It may be hard for you to think about, because it's your child. I understand, but I must ask you to place yourself in their shoes for a moment. You're a small child, learning, or more so, being bombarded each day with the pursuit of learning the "dos and don'ts" as well as everything the world expects from you.

That rebel phase everybody warns you about, come the teenage years, are for sure a ripple effect of this. No one every said growing up was easy, and it's because we're forced to conform. Now imagine this experience is only made worst because of your parents' negative way of critiquing you. Wouldn't it feel better, wouldn't you learn more from your parent saying "honey, that's not how you fold laundry; let me show you and you can do it again" with a smile on, as opposed to "you're doing it wrong now do it again!"? Wouldn't you learn more from someone showing you why what you did was incorrect and how to correct it, as opposed to (many times unintentionally) putting you down for it? Wouldn't you only grow resentment for the person who puts your down instead of raising you up. With that said, it's important to understand that children are merely more sensitive to our words than we are.

As we grow older, we grow lizard skin, naturally of course, and what we say in jest may sometimes be perceived in disappointment or frustration. And many times we as parents become disappointed or frustrated, but we must not let this be the running message we send our children. They want our approval, and not getting it is bad enough. To scold them, punish them for even the minor misdemeanors, especially in front of others, does much more harm than it does good. And as a parent, it's important you recognize this, and understand why. It's also important you learn what it truly is to give constructive criticism, even if it isn't how you grew and learned yourself. Guide your child in doing the appropriate and try your hardest to set a shining example. No one ever said you were done growing; changing your own behaviors for the good of your child is one of the most wonderful aspects of raising children.

Tips for Utilizing Constructive Criticism at Home

Unless children are doing something of disastrous results, it's sometimes best to let them learn things on their own. Experience is sometimes the best teacher. Other times, constructive criticism from you may be best. It should be encouraging, helpful, and timely, but definitely not negative. 

• Even if you're frustrated with your child's behavior, refrain from using belittling language, an angry tone of voice, or insulting their honest mistakes. And if they're doing something intentionally to bother you, for kicks and giggles, let them know why it's bothering you. Telling them to "stop" because "you said so" doesn't create ideal results, even if your parents used that bulletproof tactic. 
• Before you're ready to teach your child, using constructive criticism, make sure you have their undivided attention. Direct your constructive criticism at their mistake, not them. If applicable, take the time to show them or tell them (if you remember) how you learned to fix this particular mistake. Instead of "do as I say," try "let me show you what helps me." 
• Never make one-sided or hurtful comments. If you know your child as someone with hard skin, who can understand your jest and love for them, joking around can be okay. But I advise against doing it in front of others. This elicits a much different response than when you joke between just you and them. Be ready to teach them examples: they're going to make a lot of honest mistakes while they grow. Spare them embarrassment and instead, teach them to utilize each mistake as a chance to learn and grow. Always use positive words, or compliment sandwiches. I like compliment sandwiches. 
• Never use name-calling, even in jest. And if you do, don't make a habit of it. Imagine being called Einstein after every little mistake you made. My father did that, jokingly (mind you) over and over again ever since I walked into the ocean with a brand new flip phone in my pocket when I was like 10. I now consider myself smarter than him. Am I? Probably. This is your warning. Name calling is no bueno!
• Timing is everything. There may be no use in bringing up an incident if your child has already forgotten about it. The closer the incident and the lesson, the stronger the message. But also recognize when it may not be a good time to do so. If your child says or does something embarrassing in public (pay attention to their body language), pulling them aside might only exacerbate their negative feelings over the situation especially if they are already displaying shame. If it seems that have already learned from something, it's best you let the experience teach its lesson, and attempt not to intervene unless it's to lesson your child's embarrassment or shame.  When you're in your own home, you have control over what happens, over the emotional atmosphere. But in public, people might critique your child as opposed to constructively criticize, and may hurt their feelings without intention. Be your child's reminder that their growing and that mistakes are the pillars of experience and wisdom. 
• Use a tone that has a helpful or attitude behind it. Screaming at your child will only deflate their self-esteem, not teach them to better themselves. Picture the peanut gang's teacher screaming - that's all they probably hear: your anger. It should be your goal to make sure your child or children learn from constructive criticism that is properly delivered. 

Resources

Spivey, Becky L. M. Ed., Super Duper Handy Handouts © 2010: Using Constructive Criticism to Learn at Home

Promoting Alertness and Productivity by Packing the Right Lunch

What’s your child eating for lunch? If you pack nutritional lunches, you’re doing your child two great services at once. It’s important to monitor what your child eats for lunch. Lunch is what provides your child energy for the rest of the day. Without lunchtime, hunger sets in, and information tends to slip through one ear out the other. I remember this one specific year in high school; I had 8^th period lunch (out of 9 periods). It was already 1:45pm by the time I got to eat. From 4^th period on until lunchtime, I couldn’t focus.

Lunchtime at school is both nutritional refueling and a social event. Children sometimes get caught up in conversations, or eat too fast so they can have more time in recess. So, before your child reaches high school and they shaft them with 8^th period lunch (which should be outlawed!), take these tips to providing your child with enjoyable and convenient food to eat that toggles that toggles the fence of “cool” and truly nutritional. Help create within your child an unconscious habit of healthy eating with these suggestions.

Packing a Healthy, Fun Lunch That Will be Eaten!

·      Let your child be involved in choosing and preparing the foods they take for lunch. When I say be involved, I don’t mean let them pack 4 Fruit by the Foots and call it a meal. Give them a slew of healthy foods, perhaps roast beef or turkey for a sandwich, mustard or mayo as a condiment, carrots or grapes as a side…you get me. They are more likely to eat the lunch if they’re the ones who choose it.

·      Sit down with your child before you shop and plan out his or her lunches for the week. Impress why it’s important for them to stick to this routine as well, as it is dipping into your wallet and the food cannot go to waste.

·      Know what your child likes. Know their tastes and distastes. If they’ll eat anything, give them a variety of healthy foods to create crafty, nutritional lunches. If your child is a picky eater, just make sure their meals are nutritional.

·      Use fewer prepackaged foods that are higher in fat, salt, and sugar content. Those “lunch in a box” brands are action-packed with preservatives and ingredients that don’t help refuel your child a fraction as much as meals you package yourself, with fresh veggies and fruits and low-fat dips. Put the crunch in lunch with other items instead of chips, like nuts, trail mix, or sweet and salty popcorn. If chips are a favorite, get the baked kind.

·      Be creative with your packaging. Use colorful, themed napkins, stickers to seal up sandwiches. Be fun with your lunch packing, and your child could be more than happy to open up lunch. Reflect your child’s likes. If he likes Cars (the movie), try and find some napkins and even lunch bags that are Cars themed. You can find these at Dollar Tree, or other dollar stores. Bring your child with you when you purchase his or her lunch bag/box. Occasionally put a riddle or a coded message in their lunch box to promote lunch-table conversation.

·      Make sure each day you clean and dry with a towel (completely, so no water marks show) your child’s lunch box. Keep it nice and clean and your child will keep it sacred, not letting a crumb go to waste. At least, I know I would.

My Child Buys Lunch at School

A lot of schools today are preparing menus as far as a month in advance for students to take home to parents. This is great and helpful in deciding which days you want to pack lunch for your child and which days you’ll let them get on that long, obnoxious, unfair, unorganized lunch lines (I really did not like buying lunch).

·      If you’re school doesn’t do this, and you’re unsure about your child’s cafeteria selections, ask your child. I’m sure they’ll open up…over lunch.

·      Many schools differ in their preparation of their meals. Some schools use privately owned enterprises or other institutional kitchens. All schools must use a Nutrient Standard or Food Group system to document the value of their meals for federal guidelines. I’m not so sure what these guidelines have turned into lately, but I vaguely remember there being a huge change in New York schools and their lunch menu selections.

·      Many cafeterias have vending machines for students packed each day with unhealthy side snacks like Doritos and sometimes ice cream. I used to have a Toasted Almond for dessert every day in 11^th grade. It was $1.50 a day for about 10 pounds every 4 months. Discuss with your child why these vending machines should only be visited on occasion; that unhealthy choices for lunch will weigh them down, both cognitively and physically. The less they eat those unhealthy snacks the worst they’ll feel when they do. I know this sounds horrible, but it’s a good way to instill healthy eating habits. I haven’t had fast food in over 2 years now. I used to eat it every few days without an issue. Now, if I eat it, I’m sick for a whole day.

·      Make food another educational pursuit. If your child is buying lunch, teach them why it’s important to pick food wisely, how to eat in terms of that pyramid thingamabob. Monitor their choices: have them jot down what they eat every day for lunch right near their homework, and review with them what’s healthy about it and what’s not.

Whether your child prefers packed lunch or buying lunch at school (from my understanding, most students now think it’s “cooler” to buy lunch), the goal is still the same—to create a healthy eating habit filled with nutritional foods that will keep your child’s energy level going throughout the school day. It may be too late for your or I, tapping our feet in front of the Keurig, but it’s not for them. Food is the natural form of fuel. We as humans are meant to spend energy to get energy. If you like exercising, you catch my drift. The rush of energy, of happiness and concentration we get after a nice run. This is how we’re supposed to be, this is what’s considered healthy. The best way to instill this in your offspring is to do it early, and making lunchtime fun and healthy is a great tip I hope you all give a try.

Resources

Spivey, Becky L. M.Ed. Super Duper® Handy Handouts (2006): Healthy Lunches Promote Alertness and Productivity: What’s YourChild Eating for Lunch? 

How To Defeat Procrastination Today, Not Tomorrow...Maybe Tonight

We’re all guilty. In fact, you’re probably guilty right now. But there comes a time in one’s life when procrastination just isn’t half as big a deal as it used to be. One, because you still manage to get things done, you’ve learned how to successfully procrastinate at this point, or two, it’s just how you roll. But at one point during your life, procrastination only made things worst, and your reasoning for it just would not do. You were a student, constantly assigned papers and homework and exams to study for, and your procrastination led to a slip-up (I’d assume). If it never led to failure, then bravo; you’re just like me J.

Well, now you have a child, and he/she procrastinates, either from time to time or all the time. There are many reasons that children may procrastinate. They may feel the work is too hard for them, and they fear the failure. They may not know what steps to take to complete given assignment, or to organize them correctly (“I don’t know where to start”). They also simply might not know when their assignment is due, and so they think they’ll have more than enough time to complete it. And finally, the student may have no interest in the subject and would just rather be doing something else. No matter what the reason, there are ways that may effectively decrease the amount of procrastination a child is displaying. Here they are:

• Turn work into games for a more relaxed approach to complete schoolwork. Got siblings? Good, then this one will be easy for you. Whoever gets the most homework done within the hour gets more for dessert. Or, you can be much more creative than that. Read out the questions to them, and if you know t the answer, make it a trivia. Guide them, just don’t do it for them
• Create a timeline for completing the project or assignment. Use this only as a guide (as all children an all projects are different, requiring various sets of effort and time).
• Set rules at home for work and play. This is one to be tough on, but they’ll thank you when they get the hang of it. Give them a break after school though, to veg, to relax and absorb the day. But cut it short with some homework before they pass out!
• Talk about a project or assignment and the steps needed to get it down. Help your child prioritize them by asking them why they need to do A before B.
•  Write down goals for each night, on a big chalkboard preferably, so they can draw a wonderful check mark next to it when they’re finished.
• Turn off all electronics (except calculators, or others they may need for the assignment). Electronics can distract, especially if a child is planning to watch TV after their homework is finished. If you see electronics cause procrastination, this is a rule to stick by.  
•  Reward your child for finishing goals. Whether it’s a simple “great job Johnny, I’m so proud of you,” or a Twizzler, reward them for goodness sakes. Young ones need to conceptualize reward in their little worlds before they grow up and are expected to complete assignments without instant gratification.

Keep in mind all students are different and will respond to methods of instruction and motivation in different ways. But by paying attention to your child’s process, what distracts them and what motivates them, you may be able to diminish interferences and maximize work ethic. You may see these skills transfer on later in life to other areas aside from homework. Teaching students effective strategies for task completion and time management is crucial early on and can also provide a sense of increased self-confidence as they learn to get things done.

Resources

Stuckey, Kevin. M.Ed. CCC-SLP. Super Duper® Publications Handy Handouts (2010):  Procrastination - We'll Talk About That Later

State Standards: Specific Guidelines for Each Grade and District

What Are State Standards

State standards are guidelines, set specifically for each grade, for the knowledge and skills students are expected to obtain. Each state sets its own benchmark for core curriculum areas like language arts, math, physical education, science, social studies, and technology. Every state hands their school districts specifics for what teachers should be teaching to each grade level, but these standards do not give specifics on how they are to meet the objectives of the learning standards of their students (Kjesbo, 1).

What do you think about this? In a previous blog, I had stated that these state standards are set forth initially by corporations, entities that are seemingly irrelevant in the mass education of our children. Why is this? Perhaps these corporations, with firm grips on the economic future, would prefer our young students be prepared for the advancing corporate future. On a cynical note, some corporations capitalize on the ignorance of the people: commodity businesses that rely on materialistic personalities to thrive, fast food companies that rely on the nutrition-oblivious, and the television set, which, if you haven’t noticed, has been creating sillier and sillier children shows than ever (Sesame Street was so informative!). Perhaps they’re preparing the wealthy to work and the poverty stricken to follow. There are portions of this country, generally wealthy spots, I must note, that are known for their vigorous educational standards. These same districts are well regarded for fostering successful students that are prepared for the career paths ahead of them. Then, there are school districts known for their poor standards, as well as their poor educational success rates.

Many debate about who’s to blame for this social stratification of America. Is it the school systems? Could this large gap between the rich and the poor root its perpetuation, or initiation, in grade school? It’s very possible. I believe, and in this moment I speak not for the Suffolk Speech establishment (although I feel they would agree), that we as a country should at least try to bridge the gap between social classes by drilling down on the equilibrium of state standards across the country. It’s a difficult debate, though, as these more poverty stricken areas don’t possess the capital for a fair game. Rather, if they are to match standards, they must match resources (quality teachers, quality schools, up-to-date libraries, etc.).

What About the Common Core State Standards Initiative

Right now, every state maintains its own set of academic standards, with no continuity in between them. However, there is talk about setting a national standard: expecting all states to have the same academic goals for students’ learning. The most well known of these initiatives is the Common Core State Standards Initiative which “is a state-effort to establish a shared set of clear educational standards for English language arts and mathematics that states can voluntarily adopt” (Common Core State Standards Initiative, 2010). Involved in the effort for implementing national standards are experts, teachers, school administrators, and parents across the country (Kjesbo, 1.)

How Can You Find Out More?

Ask your local school for information regarding grade level expectations for your children. If the answer does not suffice, take a look at the Department of Education Web site in your state in order to find out what the academic standards are in your state. http://www.educationworld.com/standards/states or http://www.academicbenchmarks.org/ will have information as well. For information on Common Core Standards, go to http://www.corestandards.org/. I implore you to take a look. It’s a very interesting read. This is your child’s future at steak. These organizations literally mold students’ young minds. We should have a say. What would you prefer? Is there a way to mix the best of both? Could “Common Core” work?

Resources

Common Core State Standards Initiative. (2010). Frequently asked questions. http://www.corestandards.org/frequently-asked-questions

Kjesbo, Rynette R., M.S., CCC-SLP. Super Duper® Publications Handy Handouts (2010): State Standards-Specific Learning Guides for Each Grade