Core Curriculum vs. Common Core: How Would You Like Your Child to be Taught

"Core Curriculum"

Our schools follow the "Core Curriculum" standards, a textbook, standardized means of teaching. The "Core Curriculum" ensures that students learn material in accordance with their age or grade level. The "Core Curriculum" is eclectic, honing in on particular age groups and focusing standardized tests accordingly. Standards are set high for children, tests made difficult to an agreed upon degree, and some don't believe this is a positive. The Core Curriculum State Standards, instead of utilizing real input from parents or teachers with practical, hands-on experience, develops its standards from big corporations and government!

 

What is this about? You tell me. How do large corporations and government benefit from creating Core Curriculum standards, or, in other words, what our children are being taught? I'm not quite sure. But I can say one thing for certain: it rubs me entirely the wrong way. Large corporations (say, McDonalds) definitely benefit from a dumbed down population with little knowledge of nutritional value and the intellectual weight it deserves in America's over-eating attitude. Government could also benefit from a docile generation, taught not to question, to stray from creativity and gear toward more logical learning and thinking. How so? We won't question their legislation when they jeopardize our constitutional rights. I may sound cynical, but I'm merely voicing how many feel about this.

 

There are positives to this ever-changing "Core Curriculum" our children experience in and out of school. It evens out the playing field by raising expectations for all students, promotes critical thinking, and is increasingly progressive in its focus on collaborative and reflective learning. The fact that no two curricula are the same is definitely a positive. Every district has their demographic differences and it's important that we tailor our "way of teaching" to them, but I don't believe "what is taught" should differ: this creates a gap between demographics, a social stratification if you will which only perpetuates this status quo. If teaching a lesson to a monkey, penguin, elephant, goldfish, seal and a wolf is telling them to climb the same tree (standardized test) we're clearly doing something wrong.

"Common Core Curriculum"

On the other hand, we have the "Common Core Curriculum," developed its standards via an accumulation of input by state leaders, teachers, parents, school administrators, and experts across the country. These standards provide a consistent, clear understanding of what students are expected to learn. These standards are actually designed to be relevant to the real world, teaching kids what it takes to get into an established college, to find work, to be professional members of our future society. They teach skills necessary for a successful career, as opposed to merely having kids memorize and regurgitate a plethora of information (many times entirely irrelevant to the real world they're being "prepared" for) on a standardized test that stamps an IQ on their forehead (resume/CV). We pay a serious amount to have our children properly prepared for the future, yet academia has yet to take on this sort of platform: one that actually prepares students for future career prospects.

 

On the other hand, the "Common Core Curriculum" doesn't focus individually on demographics. Both affluent schools and schools in less-privileged areas teach the same curricula, evening out the playing field. Personally, I believe this at least prevents a perpetual social stratification, unlike the "Core Curriculum" our state strongly adheres to. Everyone should have the same opportunities. That is what our Founding Fathers wanted for us, and it's simply not there. Social stratification may always be present, but any chance we have to abridge the gaps between demographics, we as a society should make the choice to take. Again, this is my opinion, and many hold exactly the opposite opinion. It's very complicated, convoluted, confusing, but it's present and we can no longer look away. As parents especially, let's take control of how our children are being "prepared" for the real world. As individuals, we're weaklings. But as a growing group of intellects, we have the chance to get what we want. Core Curriculum vs. Common Core...which would YOU prefer your child follow.

Hearing Loss in Children: The Kit & Caboodle

Children develop their speech vicariously by hearing others speak and imitating the sounds in their environment. Thus, a child who is hearing-impaired finds difficulty in their speech development. They cannot hear the all of the sounds in their environment, so they find difficulty understanding, communicating, and learning about the world.

The causes of hearing loss in children vary from genetics, infections, or even injury. Children could be born with hearing loss or acquire the loss during infancy or childhood. A hearing specialist or ENT doctor can possibly determine the significance of a child's hearing impairment and suggest the appropriate treatment.

(((((How We Hear)))))

I learned the function of the ears during Biopsychology at SUNY Buffalo (where I received straight A's). When I say "it's complicated," I truly mean it. I'll abridge the current and most widely accepted theory about how the outer/inner-ears take in sounds as well as how the brain processes them. Sound waves first hit the outer ear, continuing on through the ear canal causing the ear drum to vibrate. This vibration triggers the bones in the middle ear to move up and down, creating waves in the fluid of the inner ear, AKA the cochlea (pronounced kɒk.lɪə or coke-leah; coolest word EVER). The microscopic hair cells inside the cochlea (yes, there's microscopic hair inside your ear and no, do not apply Nair) bend and stimulate the auditory nerve, which then transmits this auditory information to the brain to be further processed. This all happens within fractions of a second. Any single breakdown in this system (ie: Nairing your cochlear hair) can result in hearing loss. In all seriousness, hearing impairment in a child can drastically hinder their speech development, emotional development, intellect, and life in general. Luckily, large strides have been made over the past few decades in treating and even fixing hearing impairment. But, before we get into that, let's talk about the different types of hearing loss.

(((((Types of Hearing Loss)))))

Conductive hearing loss constitutes a signal breakdown near the outer or middle ear. Temporary conditions such as fluid build up in the middle ear, ear infections, or wax build up in the ear canal can cause conductive hearing loss. Malformations of the ear or ear canal can also cause breakdown of auditory signals.

Sensorineural hearing loss can result from damage or malformation of the inner ear or cochlea. This type of hearing loss is typically permanent, and often medical or surgical treatment cannot fix the issue. Children who have sensorineural hearing loss can sometimes benefit from wearing hearing aids or cochlear implants that amplify auditory signals or bypass the damaged inner ear.

Mixed hearing loss is a combination of both conductive and sensorineural components of hearing loss.

(((((Severity of Hearing Loss)))))

To determine the severity of a child's hearing impairment, an audiologist creates a graph called an "audiogram". The severity of hearing loss can vary from mild, to moderate, to severe, to profound. An audiologist can create a measurement of a child's hearing loss on an audiogram by measuring a child's detection for sound at a slew of different pitches ("frequency") and loudness levels ("intensity"). The lines on an audiogram create a "shape" that represents the child's hearing loss. A flat shape indicates that the child hears at about the same intensity level across all frequencies. A sloping shape indicates a need for more intensity as sound movers across the different frequencies. A "cookie bite" shape refers to a hearing loss milder in the low and high frequencies, with a more significant loss in the middle frequencies.

(((((Treatment of Hearing Loss)))))

Regardless of the type and severity of a child's hearing loss, it CAN be managed. Professionals such as audiologists or otolaryngologists devote their careers to this. Amplification systems are constantly being improved upon, and medical or surgical treatments can sometimes help increase a child's hearing ability. Hearing is directly related to a child's development of speech, reading and writing. So parents who suspect a hearing impairment in their child should seek testing and treatment immediately. Difficulties with speech can be treated by a Speech-Language Pathologist.

 

Resources

National Institute on Deafness and Other Communication Disorders, NIDCD, from the National Institute of Health, http://www.nidcd.nih.gove/health/statistics/hearing.asp retrieved September 26, 2013.

Super Duper Handy Handouts!. "Hearing Loss in Children" by Susie Lorraine, M.A., CCC-SLP

Why To Teach Your Infant Simple Sign Language: A Must Read

At Suffolk Center for Speech, children with language disorders are often taught simple sign language (not standard ASL) to help them in overcoming their speech disabilities and communicate their needs in a more concise manner. It's a proven aid for children with speech difficulties, but what can it do for an infant whose hearing and speaking is healthily developing? Two words: a lot!

Before babies can even coordinate their lips, tongues, and voices to speak, they understand what is spoken to them. During their development, they learn the meaning of some words before they have the physical ability to voice them. Just because they cannot verbalize it, though, doesn't mean they can't somehow convey it. Teaching your infant simple ways to state their needs via an easily recognizable platform of signs can do wonders for their speech development.

Longitudinal psychological studies on infants have suggested that teaching an infant to sign before they can speak not only helps them learn to talk, but offers them advantages even later in life. Dr. Linda Acredolo and Dr. Susan Goodwyn compared two groups of children: a group taught to sign early in life to a group never taught to sign.

This longitudinal research showed that children who were taught to sign as babies were talking at a 4-year-old level at just 3 years of age. The study also showed that the group of children taught to sign as babies scored higher on intelligence tests later in life than those never taught to sign. At 8 years of age, children taught to sign as babies scored an average of 12 points higher on intelligence tests than children never taught to sign. Additionally, the babies who were taught to sign displayed less aggressive tendencies, were less frustrated and more self-confident.

Perhaps this is because at any early age, they learned to express their needs and wants to their authority figures by merely using their hands (while they had not yet learned to verbally express their needs and wants). From a general standpoint, teaching an infant to sign at an early age promoted positive emotional development. Several follow up studies confirmed the same results: more advanced language skills, higher scores on intelligence tests, increased self-confidence, decreased frustration, and more positive interactions with parents and other infants (Acredolo and Goodwyn, 2000).

Extremely interesting right? There seems to be a "domino effect" taking place in this particular study, in my opinion. I think the effect of a more "positive emotional development" is simply a cause of an ability to express one's needs without the frustration that comes along with first learning to speak. But how is higher scores on intelligence tests an effect of early signing? Perhaps signing aids children in the conceptualization of phrases and their meanings, and this early exposure to "conceptualizing" becomes an academic aid later in life. One thing's for sure: there's no harm in teaching a baby to sign their needs, only benefits.

So where and when do you begin? Again, most babies understand simple words before they are able to say them. The motor functions of their lips, tongue, and mouth have yet to develop, and how frustrating must that be when you really want to say something. When it seems your infant can understand your words, it's time to teach them simple baby sign language. Start with words or phrases that are most motivating to the child. For example, teach them to sign the names of things (if you have a pet, teach them to sign "dog"; buckling your child in, teach them to sign "car"). Names of people, such as "Mommy" or "Grandpa" can be good starting points. Children are motivated to get attention. Teaching a baby to sign ownership ("mine") can also be a great starting point, because most babies are extremely materialistic toy hoarders. Think about your baby's most prevalant needs. Teach them to sign words that are important to them such as eat, hungry, more, milk, bathroom, hurt, play, toy, and even thank you.

Of course, while you teach them to sign, teach them to speak. Acknowledge a heavier understanding of their speach (when they're first learning to speak) so they understand that verbal communcation is a better way of expressing their needs than signing. Associate spoken word with hand gestures always when teaching them to sign. Teaching an infant with healthy hearing development to sign before they can speak is proven advantageous, so you've got nothing to lose. Here are some great gestures to start with:

 

Resources

Garcia, J. (2001). Which signs to start with and when to start. Sign with Your Baby: How to communicate with infants before they can speak (p. 31). Seattle, WA: Sign 2 Me and Bellingham, WAL Stratton Kehl Publications, inc.

Goodwyn, S.W., Acredolo, L.P., & Brown, C. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior. 24, 81-103





P.R.O.M.P.T. Therapy: Who, What, & Why?

PROMPT stands for Prompts for Restructuring Oral-Muscular Phonetic Targets. The technique utilizes tactile-kinesthetic (a fancy word for "learning through doing") articulatory cues on one's jaw, face, and under the chin to develop OR restructure speech production.
Many therapists at Suffolk Center for Speech are trained in PROMPT therapy, versed in manually guiding children in articulating specific sounds or words. PROMPT, for many children, can be boring and unengaging. But we know how to make it fun. Our therapeutic platform for children is heavily focused on motivating and rewarding. Many parents of patients tell us their children "can't wait for speech."

During PROMPT, a clinician will use their hands to cue and stimulate articulatory movement in the patient's mouth area, and simultaneously, discourage unnecassary movements to eliminate them. This type of therapy addresses cognitive, social, pragmatic, behavioral, sensory motor and physical domains. Each individual is evaluated for his/her strengths and weaknesses. Strengths are utilized to improve the clients communication skills with a focus on dimishing weaknesses. PROMPT therapy may be different for individual patients in terms of how a clinican helps the patient improve motor control, cognitive skills, and social interactions. At Suffolk Center for Speech, our main objective in PROMPT therapy is to improve functional, interactive, and verbal communication of young ones. PROMPT therapy is not for everybody.

Who Can Benefit?

Children and adults who suffer from Apraxia of Speech, Developmental Delays, Dysarthria, Phonological Disorders, Autism Spectrum Disorders, and Hearing Impairments can all benefit from PROMPT therapy.



What Does A PROMPT Session With A Child Involve?

A therapist will initially evaluate a child's degree of focus during the communication process. If a child is having difficulty paying attention to the therapist, maintaining eye contact, and/or generally focusing, a therapist will implement strategies to help the child "be present". The therapist may attempt to slow down the child's rate of speech, and prompt the child to use vowel sounds. Once the child begins to imitate or initiate vowel sounds for the purpose of communication, Parameter PROMPTS (processes that facilitate jaw/facial control and a degree of articulatory movements) are provided. These will shape speech production for a child in need. It won't happen overnight, but PROMPT is an extremely effective approach to teaching a child to proper communication skills(physically and verbally). Therapy structure will shift from focus and attention to functional speech exercises.
 

Can Parents Carryover PROMPT Therapy Goals At Home? 

They sure can. In fact, parental involvement is critical to the success of PROMPT therapy. Parents are NOT encouraged to attempt to imitate PROMPT training. PROMPT therapy is a specialty that requires in-depth training, and incorrect emulation can interfere with PROMPT therapy goals. Parents are encouraged to talk with their children about what he/she did during therapy: to ask them questions about it. This will help the child remember what he/she has learned during therapy (how to articulate certain sounds or vowels, or how not to). Parents are also encouraged to read stories that contains words that force out the articulators the child is finding difficulty with in a fun and engaging environment (particular to the child). If the child is still pronouncing sounds wrongly, inform them subtly. Make it fun for the child to learn correct pronunciations by playing games that include well rehearsed words or phrases. A fun and natural environment is important for the child to rehearse pronunciation; otherwise, they may not bring what they've learned at Speech Therapy home or to school. It's extremely important that parents acquire a solid rapport with their child's speech-language pathologist, so that strengths and weaknesses can be discussed as well as ways to foster successful therapy (homework, if you will). A skilled therapist will give ideas to a parent regarding situations and scenarios where a child may experience most effective practice.
 

PROMPT Trained and PROMPT Certified:
What's the Difference? 

A PROMPT-trained therapist is allowed to practice PROMPT therapy on patients in need, and are completely qualified as well. The only difference between a PROMPT-trained therapist and a PROMPT-certified therapist is a video project, which is extremely costly to the therapist. Other than that, there is no difference.

Is Your Child Right-Brained or Left-Brained?

Everyone has a dominant side of the brain, and it's possible to tell if your child is right-brained or left-brained. Sure, it's easier to tell if they're right-handed or left-handed. But there's a secret to knowing which side of the brain your child utilizes most, and it's pretty interesting. A right-brained child might grow up like me: writing blogs and updating statuses to make parents giggle on a Speech Pathologist office's Facebook. A left-brained child might grow up like one of our therapists. The science behind this isn't sure-fire, but it's intriguing nonetheless. Odd fact about the brains motor function: the right side of the brain controls the left side of the body while the left side of the brain controls the right side of the body. We're so backwards! Ever compare your reflection in the mirror to a photo taken of you? It can be pretty bizarre. That is, unless you're face is completely symmetrical, like Rowan Atkinson's.

At any rate, knowing your child's brain dominance can help you in guiding them academically. It can give you insight into their way of thinking. Right-brained individuals are often intuitive and/or spontaneous, while left-brained individuals are known for the weight they place on logic and reasoning. So...

How Do You Know if Your Child is "Right-Brained"

Prominent characteristics of right-brain dominance include creativity, spatial awareness, and a more profound understanding and grasp on associations. You might find that right-brained individuals can easily recognize faces, places, objects and names, and associate these different properties together (at least, with more ease than left-brainers) (Sousa, 1995, p.88). Right-brained individuals are known for their "out-of-the-box" thinking, creativity with the arts, imaginative thinking, and strong inclination to enjoy and revel in music. A right-brained child or individual may display all of these characteristics or just some. It very much depends, and is not a "sure-fire" science. There's so much about the brain we've yet to discover. 



How Do You Know if Your Child is "Left-Brained"

The characteristics of an individual with dominance in the left side of their brain aren't drastically different, but distinct enough for a Mother or Father to recognize. Left-brained individuals are known to be well-spoken, have analytical skills, easily understand mathematical concepts such as time and sequence. They may be good with numbers, letters, and words. Left-brained individuals seem to have a knack for language skills, including reading, writing and speaking, math, logic and reasoning, and science. Much like right-brainers, left-brainers may only display a few of these characteristics...or ALL. It all depends. The human brain is so very complex and Psychology is ever-growing.

How To Foster Accordingly

So, you can see that there is definitely a difference in the "ways of thinking" between left-brainers and right-brainers. As you could imagine, the two have distinct "ways of learning" as well. Right-brainers, for example, have a higher learning curve when you throw creativity into the mix. Turn a lesson plan into a song and see how much easier it is for your right-brainer to retain information. Right-brainers are also social beings. They tend to learn better in groups, where shared learning is the primary objective. Group discussions can do wonders for a right-brainer.

On the other side, a left-brainer holds tight to logic and reasoning. An organized lesson plan will help them learn much more than a sporadic, creative lesson plan. Left-brainers should do their homework step-by-step and learn their lessons one-by-one. They need plans to follow. Left-brainers thrive in structured activities such as analysis, research, realistic projects, and worksheets.

So, is your child a left-brainer, or a right-brainer? They may be too young to tell, or even too impressed upon by peers in school for you to distinguish. Nevertheless, now you know.

Resources

National Institute of Neurological Disorders and Stroke (2007). Brain basics: Know your brain.

Quantum Learning (1999). Orchestrating student success. Oceanside, CA: Quantum Learning Network.

Sousa, D. R. (1995). How the brain learns. Reston, VA: NASSP.

10 Simple Steps to Maximizing Memory

Remember these. They'll come in handy. Every day, children especially, are required to memorize what they learn. Whether it's at school or at-home, children are expected to memorize what seems like an endless list of sometimes useless information each day. It's easy for a child to lose sight of the importance of building a strong memory. History, Math, Science, English: all require a keen memory to score high on exams. There's been a lot of controversy over the idea that having children memorize facts and spew them out on standardized tests is truly the best way for a young student to learn. But, it doesn't seem like this will change anytime soon. So, I've got some simple practices for you to teach both yourself and your child. These practices will improve what's called "synaptic elasticity," AKA, memory. Don't pay for Lumosity; just read this post and practice its suggestions.

 

Here we go...

1. Review & Repeat - Yeah, this one's simple. The more you repeat information, the more likely you'll remember it. Don't picture a memory as a tiny little spot in your brain. A memory is actually a pathway. It's literally a curvy road inside your brain, and the more you review and repeat a memory, the stronger the synapses (think of them as bridges) become.
2. Say It, Write It - Don't just think it. Say it out loud. Then, hear yourself saying it. After that, write it. Then read it. This practice involves multiple senses in memorizing, providing your brain with different pathways to recall.
3. Personalize It - Individuals, even children, are more likely to remember information if it somehow pertains to them. This is a great practice to teach your child when it comes to memorizing facts on a history exam. "Johnny, remember when you said you were going to run away if I didn't let you eat ice cream for breakfast?" - "Vaguely Mom, why?" - "The pilgrims left Britain because they couldn't eat ice cream for breakfast...or, rather, practice their own religion." - "Mom, that's totally different." - "Johnny, you'll thank me later. Good luck on the exam!"
4. Rhymes and Songs - "In 1492, Columbus sailed the ocean blue." They didn't make this rhyme for no reason. Many psychological studies have suggested that rhyming aids in the memorizing process.
5. Tell a Story - When you tell a story, you create a mental image in your mind. Much like #2, this gives you another way of recalling a peice of stored memory. A child can make up his own imaginative, less boring version of The Spanish Inquisition.
6. Predication - Make sure you're involved in your child's studies. Ask them what they know about a topic and what they would like to learn.
7. Chunk It - Break peices of information into chunks. A great example of this is how we memorize telephone numbers. You'll never here someone spew out a whole telephone number without particularly 2 breaks, 3 chunks (area code, next three digits and last four digits).
8. Acronyms - Acronyms are GREAT for children. PEMDAS for Math. HOMES for the Great Lakes (Huron, Ontario, Michigan, Erie, Superior).
9. Acrostics - Acrostics are somewhat like acronyms, except, a sentence is used. Rhythm is a hard word to spell, but not if you memorize that Rhythm helps your hips move.
10. Stress, Sleep, and Brain Overload - It's crucial that the brain receives all of the sleep and rest that it requires for memory. During sleep, synapses in the brain are strengthened, especially for memory just learned that day. Also, take study breaks!

There you have it. 10 simple steps to maximize your memory. You better memorize them.

Autism: Do You Know the Truth?

Let's talk about autism. It's time that somebody debunks all those myths and preconceived ideas regarding autism that mass media has implemented (Mercury Rising, What's Eating Gilbert Grape, etc.). A lot of us are uneducated on the truths behind this complex disorder, and given its prevalence, I think it deserves some clarification. Don't you? If you have a child with autism, than you're well aware of how complicated diagnostics can be and that there is a broad spectrum of comorbid symptoms that children with autism experience. There's so much unknown about the disorder, primarily because it's difficult for children with autism to express their thoughts or emotions in terminology others will comprehend. Fully understanding autism is a work in progress.

Let me digress for a moment and tell you about my first encounter with the word "autism". Every New Years Eve, my immediately family and I drive out to the Port Jefferson area to visit my father's side of the family. My cousin Tammy owns this beautiful home by the water. We usually meet at some fancy restaurant for dinner and then move on to Tammy's house to eat a plethora of delicious desserts and watch football until we pass out.

Every year, my father drives the same route. I remember when Tammy first bought the house, we were so excited to see it. We drove through her neighborhood and passed this little house with the most outlandish lawn I've ever seen. There was barely any visible grass: mostly sand. Every adjacent house had perfectly mowed lawns and long curvy driveways. This house, on the other hand, was an eye sore (according to local residents, at least). The entire lawn was riddled with giant plastic statues of one-eyed Pirates with fake swords and fake green parrots clawing their shoulders. It looked like all where in the midst of bloody battle by sword. My father slowly drove past so we could gander and ponder what in the world that homeowner was thinking. It clearly drove down the costs of neighboring houses, being the residential "blemish" it was. I thought it was cool.

Finally, we asked Tammy. Why the pirates? Turns out, the homeowners had an only child with autism. He hadn't spoken a word his whole life; that is, until the day they brought him to the Pirates of the Caribbean display at Disney World. He absolutely LOVED the setup, and it was the first time his parents ever heard him speak. Unfortunately, after they left, the child became nonverbal again. So, praying it could encourage their child to speak again, they devoted their lawn to a Pirates of the Caribbean theme. Now that's a tear jerker. Neighbors, even aware of the circumstances, petitioned to have the family remove the display they most likely spent thousands on. This was about a decade ago. It's still there.

That was the first time I had ever heard about autism. When I went to school at SUNY Buffalo, I learned a lot about autism as a Psychology major. I'm dedicating this post to that autistic child who would much rather be a pirate. This if for you.

Autism: Myth VS Reality

Myth: All children with autism are nonverbal, will never talk, or could talk if they wanted to.

Reality: A lot of children do actually improve their verbal skills through speech therapy. But talking is really only one way of communicating. At an early age, children with autism can learn to compensate their trouble with spoken word by using other forms of communication to express themselves, such as sign language, computers, alternative/augmentative communication devices, etc.

Myth: All children with autism have mental retardation.

Reality: Some children with autism may have some degree of mental retardation, but according to the Diagnostic and Statistical Manual of Mental Disorders, mental retardation is characterized "by significantly subaverage intellectual functioning (IQ of about 70 or below). Diagnostic criteria for autism, on the other hand, lists 6 or more items in impairment, including difficulty in speech, social interaction, and lack of emotion. There is no specific reference to IQ in the diagnostic criteria for autism, so to think that all individuals with autism have mental retardation is a misled generalization.

Myth: All children with autism are "geniuses," have a gift or talent, or are intelligent.

Reality: This is a myth that mass media has definitely perpetuated. Mercury Rising is one of my favorite movies, but it definitely perpetuates this false myth. In reality, all children with autism have their strengths and weaknesses. But, not ALL children with autism have a special gift. But, some do, which is pretty incredible: an anomaly of nature to truly be dwelled on and studied if you ask me.

Myth: Autistic children cannot learn.

Reality: Children with autism experience a much different learning process than individuals without. Some are visual learners, others learn through listening, and some through physical performance. This myth isn't true. Children with autism, when given an appropriate teaching style adherent to their learning process, can easily learn.

Myth: Children with autism cannot make eye contact.

Reality: Actually, many children with autism do make eye contact. It may me less frequent and more a visual gesture than a way of communicating.

Myth: Children who often demonstrate disruptive behaviors, like throwing temper tantrums, hitting, and destroying things, most likely have autism.

Reality: These symptoms are more tied to an antisocial personality disorder than autism. These criteria alone cannot bring a professional even close to diagnosing a child with autism.

Myth: Children will "outgrow" autism.

Reality: Unfortunately, this myth is far from the truth. Autism is not something an individual can simply outgrow. But, an individual, especially one who engages in early treatment, can progress, diminish symptoms, and improve their overeall ability to lead a normal life and follow a daily routine.

Myth: Children with autism cannot show affection.

Reality: Children with autism don't always show affection the way children without autism do. But, many can show affection; it's up to their caregiver to understand the ways in which their autistic child displays these acts of affection.

Myth: All children with autism have sensory issues.

Reality: Many children with autism DO have sensory issues, but it is not alone a criteria to diagnose autism. Several children without autism have sensory issues as well.

Myth: Autism can be cured with special diets.

Reality: There is no conclusive data supporting this hypothesis. However, many professionals and parents who place children with autism on special diets (ie. gluten free) claim to have seen significant progress.

I hope this clears up some of the misconceptions about autism. God bless all the parents and caregivers out there who devote their lives to caring for, loving and guiding children with autism, down syndrome, cerebral paulsy, etc. Love and praise from Suffolk Center for Speech.

Written by: Tim Strampfer

Myths and Realities taken from Super Duper Handy Handouts article:

Autism: It May Not Be What You Think





What to Expect at a Feeding Evaluation

When people hear the title "Speech Language Pathologist," they usually envision a professional who only evaluates and treats speech disorders. But skilled Speech Language Pathologists are also trained in the evaluation and treatment of feeding and swallowing disorders for both children and adults.

I'm not a parent. But I do have a Chin-Pin named Tito. He's the apple in my eye. The orange thing on the left is my three-legged kitten, who leaves a new scratch somewhere on my body every day.

Tito Burrito has eating problems. It breaks my heart to fill a bowl of dog food for him just to watch him sit and stare at it. I can only imagine how difficult it must be to see your child struggling to eat. You might think he/she is just a picky eater, which in and of itself is a problem most parents should learn to confront. Young, picky eaters usually restrict themselves to a fairly unhealthy diet, displaying a taste aversion for nutritional foods that are vital in their physical development. But it might be more than just pickiness. A lot of children have trouble chewing and swallowing, which could lead to serious problems. With no intent to scare: problems with swallowing could lead to aspiration pneumonia (when food enters the lungs as opposed to the stomach).

If your child is displaying these traits, it may be time for an evaluation from a Speech Pathologist:

• extremely picky eating
• limiting food intake to a small amount
• only eating certain brands of food
• avoiding certain foods with particular textures or colors
• having poor weight gain or medical issues (malnutrition) due to picky eating habits
• having difficulty controlling food in their mouths (choking, gagging, or coughing while eating)

At Suffolk Center for Speech, our therapists create a calm, non-stressful environment where a child can be evaluated and treated for feeding problems. An evaluation will start with the parent listing a child's history regarding prematurity and developmental delays. This will give the therapist insight into possible causes of feeding problems.

Evaluation

1. A clinician may complete with your child what is called "oral-alerting activities." Some children find it difficult to eat certain foods of particular textures because the nerves in their mouths are not "prepared" for the texture. The "oral-alerting activities" prepare the child's mouth for the "foreign" texture. These activities may include, but are not limited to: tapping the lip and facial area around the mouth with a warm washcloth or introducing a child to highly sweet, salty, or sour flavors.
2. A therapist will evaluate a child's oral musculature [arrangement of muscles in the mouth, including the buccal (cheek), labial (lip), and lingual (tongue)] for ability to manipulate (chew and swallow) solid foods. Some children may have underdeveloped OR overdeveloped muscles, which can both cause feeding/swallowing difficulty. The therapist might recommend oral exercises to increase or decrease muscle tone and strength.
3. The therapist may need to assess the child's ability to bite and chew solid foods by using items such as vibrating teethers, a NUK® brush (plastic-bristled brush), toothbrush, or Chew Tube™ (plastic chewing device). The therapist will assess the way in which the child brings the objects to his/her mouth (if they will) and also how he/she tolerates manipulation of the object.
4. To observe possible aspiration risks, the therapist may give the child a variety of liquids, some thin, some thick. They'll look for overt signs of difficulty swallowing these liquids and observe potential aspiration risk. Based on this evaluation, the therapist may recommend a Modified Barium Swallow Study (MBS) or Fiberoptic Endoscopic Evaluation of Swallowing (FEES). Suffolk Center for Speech is the only private Speech Pathology practice on Long Island to offer FEES, a preferable alternative to MBS for most children and adults because it doesn't involve swallowing Barium or radiation exposure.
5. It might be helpful to bring some of the child's favorite foods as the therapist will assess their response to chewing and swallowing these different consistencies and textures. This part of the evaluation is different for every child.

Based on the results of the above listed areas (possibly more, such as posture of the mouth), the therapist may suggest intervention with a skilled Speech Pathologist to assist the child with feeding skills. The therapist might also provide demonstrations of techniques that will help with fulfilling the child's individual needs, and/or provide informative handouts to assist parents in continuing therapy at home. Here at Suffolk Center for Speech, our therapist are highly trained in feeding therapy. Motivation is crucial in feeding therapy. Our therapist are great with motivating kids to succeed in therapy and expand their eating horizons.

Written by: Tim Strampfer

Causes & Treatment of Stuttering in Young Children

Having a stuttering problem can be extremely detrimental to a child's emotional, social and academic endeavors. I remember taking English 101 in College a few years back and my professor stuttered. The man was a genius, but his words fell flat on the floor as he continually found himself stuttering out Plato passages. It gets worst: he was from Boston. I sincerely hope no one from Boston is reading this and/or taking it to heart. Love the accent, but add a stutter to it and you have a voice that's impossible to take seriously. I recall a few moments where he would stutter the word (in a thick Boston accent) "article" and the class would break out laughter. The poor man would turn red. I truly admired him though, and the way he taught, in my eyes, was profound and influential. The professor was in his late 40s. Had he done something about his stutter, say, 30 years back, there's a significant chance he'd have gotten over it.

I also played baseball in little league with a kid who stuttered an unbelievable amount. Every word that came out of his mouth was diced like a carrot. What a great hitter this kid was, though. Now, his stuttering issue is gone, and it's because he went through treatment and was motivated to stop his stuttering problem.

Motivation is crucial in treating any language disorder in children. The odd paradigm revolving alalia syllabaris (the technical term for a stuttering disorder, also a word no one can pronounce without stuttering), is that treatment is more effective at an early age, yet self-motivation to overcome it becomes more present at a later age. I'd safely assume that a child is motivated more to overcome his/her stuttering habit as they grow older and realize that not all children stutter. A child who stutters feels separated, judged, and misunderstood. All of this confliction is scientifically correlated with depression and anxiety, which WORSEN the condition itself. So, it's best to treat a child with a stuttering problem early in their lives before it truly affects them. We at Suffolk Center for Speech center our treatment on the motivation of a child, and our highly qualified therapists specialize in the treatment of fluency disorders (stuttering). The purpose of this post is to help parents decide whether or not their child may have a stuttering problem and serve as an informative outlet for tips on gradual improvement of a child's fluency.

It's likely that about 5% of all children will experience a stuttering issue at some point in their development, usually during their preschool years. It's also pretty normal for a child to experience phases of stuttering and non-stuttering. Often, this can happen if a child is overly stimulated, tired, or feels rushed to speak. It is said that if a child stutters on more than 10 words out of 100, this may indicate that he/she has a stuttering problem.

What causes stuttering?

A lot is still unknown about the causes of stuttering, but experts agree that stuttering is most plausibly a combined effect of genetics, developmental factors, and environmental factors. Most children that stutter have a family member that stutters or stuttered as a child. As a child develops, especially during their preschool years, their physical, cognitive, social/emotional, and speech/language skills are all growing at a rapid rate, which can lead to stuttering in a child (especially one genetically predisposed to it). Some examples of environmental factors that could lead to a fluency disorder in a child include: parental attitudes & expectations, a child's speech and language environment, and stressful life events. If a child's environment tends to cause fear and anxiety in the child, this can cause and continue to worsen stuttering problems.

How can it be treated?

 

Treatment of stuttering often focuses on having a child produce fluent speech as they learn to self-monitor. It's a gradual process. A child starts by saying a single word, in a slow, relaxed way. Gradually, the child turns this single word into a sentence. The number of words a therapist prompts a child to say is slowly increased. The number one goal for a therapist teaching a child to overcome his stuttering is instilling a sense of calmness and diminishing anxiety during speech. For example, a child will slowly construct this word into a full sentence without stuttering: "ball," "green ball," "a big green ball," "I have a big green ball." Another stuttering treatment technique focuses on guiding a child in diminishing secondary characteristics such as twitching, abnormal blinking, and a closed or clamped jaw. Relaxation is key, and it takes the patience and practice of a professional often to help a child fully overcome a stuttering issue.

 

How can I help my child at home?

 



What TO DO...

• Talk about it. Talking about it with your child, in a calm tone, will diminish their anxiety about the issue. It will make them feel less uncomfortable talking about it with you as well, and hopefully with a therapist.
• Use a smooth, relaxed tone of voice when talking to your child and encourage them to use the same smooth, relaxed tone of voice when talking with others.
• Speak to your child in short, simple sentences.
• Listen to your child. Try not to multi-talk all of the time. It's difficult when you have a million things going on, but giving your child full attention will help with their self-esteem and their motivation to speak fluently.
• Don't be afraid to tell your child "I'm sorry, I couldn't understand what you said," or, "You had a little trouble getting that out." Address the problem, but don't rush the solution.
• Try to minimize the level of excitement in your home. This will take away from the overstimulation your child experiences, which can directly contribute to a stuttering problem.

What NOT TO DO...

• Try not to finish your child's sentences for them.
• Avoid telling your child to "slow down," "relax," or "take a breath." These suggestions could elicit frustration in a child, which will worsen the problem.
• Wait patiently until your child finishes a sentence. Look them directly in the eye, and don't put off a sense of embarrassment, confusion, or anything that will disrupt the child or discourage him/her.
• Slow down your speaking with your child, but not to the degree which he/she feels as if you think they're unintelligent and require drastically halted conversation.

 Written by: Tim Strampfer

 
 

Helping Your Child With Their Transition to a Bigger School

Making the transition from elementary school to middle school is often difficult for young students. Learning their way around a new, larger school, being presented with new challenges, and becoming acquainted with an entirely new staff can all be overwhelming. This is all true for any student, but is especially true for students with disabilities. Middle school is the time in a child's life where their adolescence begins: they face new challenges, academically and socially. Teachers can help this transition by fostering a child's feeling of independence while continuing to provide supportive learning strategies. The Suffolk Center for Speech has some tips for any parents with children making this transition, especially those with children who have certain disabilities that might exacerbate this big change.

Think about the challenges your child will encounter when transitioning from an elementary school to a middle school. The school will be larger, with more students. Now, each subject is taught by a different teacher, so the child must gain a rapport with a slew of different mentors as opposed to just one. There’s more homework and a more significant emphasis on grades. Students are also given new responsibilities, such as a locker; remember clothes for gym class, etc.

Remember, the ultimate goal is to promote a sense of independence in a child while still providing him/her with a structure for learning. Suffolk Center for Speech presents: ways that parents and teachers can make this grand transition from elementary school to middle school easier and less overwhelming.

·         Schedule Classes Intentionally: Program classes so that they are close together, making it easier for your child to find their way from class to class. Remember how nerve wracking it was thinking “I’m gonna be late, oh my god, where is room 134?” You can even print a map of the school and draw your child his/her route. If your child has disabilities, find teachers who work well with students with disabilities and try to get your child in classes with them.

·         Color Code binders for different subjects using a system (green for English, blue for Math, yellow for History etc.) This will help your child in organizing their day. This sounds pretty obvious, but we cannot express how important it is to foster organizational skills in a child beginning middle school. Also, have your child separate “Class Notes” from “Homework”.

·         Use a daily planner. If the school does not provide daily planners (most do) help your child create one. Organize each day in the planner by subject starting from first period to last period. *A good way to encourage a rapport between student/teacher: make it your child’s responsibility to have the teacher initial each assignment in their planner (after class) to ensure that they’re correct.

·         No Loose Papers: Students are bombarded with loose papers: homework, permission slips that require a parent’s signature, etc. Provide your child with a miscellaneous folder to keep all of these loose papers (instead of just throwing them in their book bag, like I still do). This will foster organizational skills. Make sure you purchase binders with folders inside and a ruler-hole puncher. Punching holes in homework is fun (it was for me, at least) and will motivate your child to stay organized.

·         Keep a textbook at home and at school. This tip is especially important for students with disabilities who might require at home tutoring. Textbooks can also be heavy to carry back and forth to school; having one at home can eliminate this annoyance. Check Amazon for used books that are inexpensive but still in good quality.

·         Teach routines to your child. Remember, drawing a route for your child could really help them feel less overwhelmed for their first week of school. I wish my parents did this for me. The first week of middle school was when I initially realized that I’m directionally challenged. After school, go over these routines with your child. A student must learn several different routines when entering middle school and you can help (hallway routines, organizational routines, opening his/her locker, what to put in his/her locker and when). A map of their school, a list of their textbooks (separated by weight, don’t let your child break their back because they forget to put textbooks in their locker), and a pinpoint on the map of where their locker is can really help you plan out an overall day-to-day routine for your new middle schooler to follow. They’ll appreciate it; trust me.

These seem like obvious tips but parents often forget how important they are to a student’s transition. There’s a certain time and place when a parent should put their hands up and let their child take the wheel. The transition from elementary school to middle school is not always one of them. Gauge your child’s feelings about the transition, and if you feel they’re more worried than excited, utilize these tips to help diminish this worry and encourage excitement. They’re not just turning the page: they’re opening an entirely new chapter in their life. Be in it.

Written by: Tim Strampfer

How To Break Your Child's Thumb Sucking Habit

Suffolk Center for Speech has some fantastic, simple tips to help your child give up their thumb sucking habit. If your child's thumb sucking addiction is getting in the way of your life, your happiness, or your well being, then read on. If their thumb sucking addiction really doesn't effect you, but you just want them to stop, then you, also, should read on.

Infants get a self-rewarding feeling of safety and happiness when they suck their thumbs. They do it in the womb, even before they are born. It's a natural habit for an infant, but should only be a phase. If a child continues to suck their thumb as they age, their mouth and the alignment of their teeth can develop improperly, especially when permanent teeth are growing in. Avid thumb sucking can cause a child's upper teeth to protrude. Buck teeth are cute when you're little, but not when you start school. A failure to cease thumb sucking can result in a lisp, and it also prevents a child from learning alternative ways of coping with stress. It's fine when your child is an infant, but it's imperative that parents recognize that it is a habit that can cause physical and emotional problems in the future. Most thumb suckers quit around five years old, but if your five year old hasn't stomped the habit, it may be time for an intervention. Here are some tips on how to curb your little one's thumb sucking dependence:

• Wean them off. Don't cut them cold turkey. They probably won't kick the habit, but they might kick you. You can try substituting their thumb with a pacifier (give them a pacifier every time you catch them sucking their thumb, or at bed time). Breaking a pacifier habit happens quicker than breaking a thumb-sucking habit.
• Reward your child as he weens off. Incentives increase the chance of life long thumb-sucking abstinence. Find what motivates your child, and use it to motivate them to take their thumb out their mouth.
• As you're weening your child, allow them only to suck their thumbs at specific times. Allow them to suck their thumb for a specific amount of time (literally, time it) and decrease that time each day. Reward them for successfully decreasing daily thumb-sucking duration.
• Choose a light punishment for thumb sucking outside of the space and time you specify with your child. For example, tell them they're only allowed to suck their thumb after dinner. If they suck their thumb before dinner, NO DESERT! Tough love. (Try and focus more on rewards than punishments. Rewards have a much higher rate of success in teaching a child than punishment)
• When your child is close to being fully weened off their thumb, introduce them with a better, more socially acceptable hobby. Make sure this hobby occupies both their clamps. Ie: jumping rope, basketball, card games, dressing dolls or GI Joes
• If all else fails, place a soft mitten or glove on your child's hand. Or use a bitter tasting substance on your child's nail, especially during sleep. You may purchase products to deter thumb sucking at your local pharmacy.

If the habit doesn't obviously decrease in about a month, it may be time to consult your physician and/or dentist. Mouth appliances are available which make thumb sucking an uncomfortable experience, which eliminates the self-reward behind thumb sucking. These appliances are relatively inexpensive and may produce quick results.

Written by: Tim Strampfer

Resources

Sharma, VijaiP., Ph.D. "Help to Break the Thumb Sucking Habit," Mind Publications
American Dental Association, Oral Health Topics A-Z, "Thumb sucking"

ADHD vs. CAPD: Know The Difference

At Suffolk Center for Speech, we believe it's so important to know the difference between ADHD (Attention Deficit Hyperactivity Disorder) and CAPD (Central Auditory Processing Disorder). The two share similar symptoms, and so CAPD is many times misdiagnosed as ADHD. ADHD is a well recognized disorder among psychologists and physicians and the quick fix is medication regiments such Ritalin or Adderal. Parents who suspect their children may have ADHD bring them to their regular doctors who most likely are more aware of ADHD and its symptoms rather than CAPD. Therefore, many children are misdiagnosed with ADHD, and their CAPD goes untreated. There have been implications that stimulant-like medicines may help children with CAPD, but they are not the treatment a child with CAPD fully needs to overcome or live with this disorder. The information in this post should help parents decide whether or not to bring their child for an evaluation at their regular pediatrician office and/or a Speech Pathologist office.

Central Auditory Processing Disorder involves a child with normal hearing (a child that does not require a hearing aid) who finds difficulty in processing or understanding what he/she hears. Our ears take in the information, the information travels to two seperate sections of the brain: one to simply be absorbed (heard) and one to be processed (understood). Treating this problem at an early age is best, as it becomes more and more difficult as a child grows and his/her brain continues to develop.

Symptoms of CAPD may include:

• Academic and/or behavior problems
• Frequent distraction from tasks, especially in a noisy environment
• A need for increased time and/or multiple cueing to answer questions
• Difficulty recognizing and/or discriminating between acoustically similar sounds

You can see how a child with CAPD can easily be misdiagnosed with ADHD...

Symptoms of ADHD may include:

• Frequent and easy distraction
• Impulsivity (acting without planning for consequence)
• Inability to focus
• Difficulty following directions, poor organizational skills, and tendency to forget things
• Stubborness, temper, defiance, or a diagnosis of a specific language disorder*

What if your child is misdiagnosed? It really can depend on who evaluates a child with these similar symptoms first. ALWAYS get a second opionion. A child with CAPD who is misdiagnosed with ADHD can experience major trouble in his/her academic life, social life, and even career life in the future. Therapy for CAPD should start early in life, but the child must be motivated in therapy. Here at Suffolk Center for Speech, motivation is our middle name. We've got a whole room filled with gizmos and gadgets, dolls and figurines that children can win and take home after successful sessions. Our therapist are highly qualified and experienced, our establishment is a ball of fun (with a serious cause) and children enjoy coming here. It's not a trip to the dentist, or a checkup at the doctor. We make Speech Therapy a fun, engaging happening. We're a party with a purpose.

So, if you believe your child is displaying symptoms of either of these disorders, we implore you to explore both evaluations: one from a Psychologist/Physician and one from an Audiologist/Speech Pathologist. It's so important that children with these disorders tackle them early in life, before they become harder to treat, and cause problems in teenage and adult life.

Written by: Tim Strampfer

Making Speech Treatment Successful: At Home Tips

We at Suffolk Center for Speech Pathology believe that speech therapy should not stop after you and your child leave our facility. Successful treatment of speech impairments can also be tackled from home. If you're a parent with a child whose speech is impaired, for reasons known or unknown, believe us when we say that YOU can help. A child must be motivated for treatment to be successful.

The therapists at Suffolk Center for Speech Pathology have mastered the art of engaging children with motivational and fun treatment. But it's important that some form of treatment continues at home, and here are some tips to make your at-home treatment fun, engaging and successful...

First and foremost, talk with your child. Talk a lot. What does your child enjoy? Does he/she have a favorite show? Ask them questions about the show. Make sure they are open-ended questions that can't simply be answered with a "yes" or "no". Open-ended questions prompt your child to think about who, what, why, how, where and when. This is a good at-home practice in the treatment of memory & auditory processing. But, be engaging as can be. Can't stand SpongeBob's yelpy voice, or the show in general. Well, start acting like you do. A child can sometimes sense when a parent is truly interested in what they have to say, and displaying an authentic interest in their words will inspire them to actually process your question and their response. Engaging conversations daily are a wonderful practice that will help the child succeed in overcoming their troubles with processing and speaking (coupled with the quality therapy offered at Suffolk Center for Speech Pathology).

Secondly, sing. Not just to them...sing with them. Nursery rhymes are a great start. Teach them how to sing your favorite nursery rhyme. This will help your child develop a fluency which is important during development; not just in the treatment of stuttering. Singing a nursery rhyme with your son or daughter each night before bed is a great at-home practice and is simple, fun, and engaging for your child.

Thirdly, read with your child. Reading time is a great opportunity to teach your child new vocabulary, even if they haven't mastered the skill of reading novels yet. If they do know how to read, then read with them! Children love making their parents proud when it comes to learning how to read. Always praise their efforts. Positive reward can truly motivate your child to be successful in speech therapy. Go to the library with your child, trot on over to the children's section, and let him/her pick a book. Don't read them your favorite book, read with them their new favorite book. If it's their favorite book, they'll be engaged, and reading (even right before bed) will help your child better their auditory and memory processing. We can't stress how important it is in speech therapy to read with your child. We suggest reading a particular book over and over again until your child can read it on their own (if plausible). This will help them understand syntax (we don't recommend teaching them what the word means, but we do recommend teaching them how sentences flow in regards to subjects, adjectives and verbs). It's important for educational purposes regardless, but it's also a wonderful at-home practice to help your child succeed in their speech therapy.

Fourthly, play games. Not just any old game. Shoots and ladders, although the best game ever, isn't what I'm referring to. Play word games, such as scrabble, boggle, hangman etc. Maybe even make up your own word game. This is a great opportunity to teach your child new vocabulary and focus on his/her speech. They'll come to therapy with a new word every week! This is both educational and motivating. Most children have an innate desire to learn (especially new words) to impress their elders. If you see this in your child, take advantage of it!

These are four simple ways you can help your child succeed in their speech therapy. Adding these into your daily routine might seem difficult at first, but you'll get the hang of it.

 
Written by: Tim Strampfer