Oral Motor Development: The Baby Steps

What is oral motor development? 
Oral motor development simply involves the use of lips, the tongue, the jaw, the teeth and the hard and soft palates. Proper movement and coordination of these structures are crucial in speech production, safe swallowing, and consuming different food textures. Consistent oral motor activity begins prior to birth and continues beyond age three. By age four, most children can safely consume solid and liquid food without choking.

The milestones I'm about to list are typical, they are not strict by any means and all infants develop at their own rates. Use these milestones as a guide in monitoring your child's progress toward oral motor and swallowing development. It is suggested you consult your pediatrician before introducing new foods to your baby.

Before birth, the baby begins to develop sucking reflexes (around 36 weeks).

From birth to 3 months old, a baby will:

• Demonstrate many reflexes to protect his/her airway
• Respond to stimulation in and around the mouth
• Turn his/her head toward the nipple when a caregiver strokes his/her cheek (this is a sign for "I'm hungry")
• Consume breast milk or formula using a nipple
• Coordinate his/her breathing with two to three sucks of liquid before swallowing and breathing

From 3 to 6 months, the baby will:

• Bring both hands up to clasp the bottle, but may need assistance holding it
• Consumes rice cereal or pureed fruit and pureed vegetable baby foods
• Eats from a small infant/toddler spoon during feeding

From 6 to 9 months, the baby will:

• Hold the bottle independently
• Clean the spoon with their upper lip (get the whole airplane up in there)
• Eat pureed meats and a variety of pureed baby foods (pureed is a strangely spelled word)

From 9 to 12 months, the baby will:

• Show lip closure when swallowing liquids and soft solids
• Begin to self-feed by using his/her fingers to grab small food. The baby may attempt this with small, soft and easily dissolvable foods. Now I want Cheerios -_-
• Begin experimenting with a sippy cup
• Begin to consume mashed table foods
• Drink from the sippy cup and attempts to hold the handle by his/herself
• Drink through a straw

At 12 to 18 months, the baby will:

• Coordinate his/her sucking, swallowing, and breathing patterns for longer sequences
• Eat finely chopped table foods
• Bite through crunchy foods, like cookies or crackers
• Move the food in her/her mouth from side to side as they chew

At 18 to 24 months, the little one will feed him/herself using a spoon, but still may need assistance with this.

At 24 to 36 months, the medium one will:

• Eat and drink a variety of solids and liquids through a straw and open mouth cups
• Use a spoon to scoop soft foods while feeding him/herself 
• Independently move toward find tuning all feeding skills

At 36 to 5 years, the large one will:

• Progress toward chewing and swallowing more advanced textures such as meats, fried foods, whole fruits, etc. with close supervision by a caregiver
• Begin to use a fork to stab food (also, with supervision)
• Drink from an open mouth cup with no assistance

If this sounds like a lot to coordinate, look forward to the little things. Like catching this candid face on camera:

Resources

Richmond, Megan-Lynette. Super Duper Handy Handouts (2016): "Oral Motor Development Milestones"

What YOU Can Do To Stop Bullying!

Bullying is becoming more and more a serious issue that needs to be tackled at every angle to stop. Teachers, parents, and children themselves all have the ability to discourage bullying, in school and out of school. We can agree to disagree that a long time ago, bullying was "the norm". Some parents thought their child being bullied was literally a part of their development. "It'll toughen him up," said Dad. This is so far from the truth it's disturbing. Being bullied can be seriously detrimental to one's health.

I have a friend who was bullied in High School. Why? She kissed a boy the other girls had hypothetically stamped as their own. The other girls would throw things at her, scream hateful words at her across the hall, pull her hair as she walked by...the works. It was horrid, and no one did anything about it. Six years have passed, and she's still dealing with the PTSD (Post Traumatic Stress Disorder) and Depersonalization Disorder she was diagnosed with after the year long ordeal of being bullied. She has identity issues and confides in almost no one about it (aside from her therapist and I). Granted, she would be happy I'm referring to her story, as long as it prompts parents to do something to stop this behavior in school.

Now, bullying has taken on a whole new form: over the internet. Children are cyberbullying each other, verbally threatening or insulting one another on Facebook, Twitter, Tumblr...you name it. This is a form of bullying that might have even worst implications than direct bullying, since information posted on these social media outlets are available for the world to see.

When teenage suicide has risen almost threefold within the past few decades, then we know it's time to make our best effort to stomp out bullying once and for all. This week, everyone at Suffolk Center for Speech is sporting their "Bee" Nice T-Shirts and wrist bands, promoting a "Stop Bullying" campaign. I find it appropriate that I'm currently writing such a relevant blog post. Whether your child is being bullied, your child IS a bully, or your child witnesses bullying, all of this can negatively impact their growth and emotional development.

So, why do children bully each other? A common answer, and a pretty solid one in my opinion, is that bullies lack self-esteem. Bullying is simply a defense mechanism: it protects them from being bullied and empowers them (in a negative way; being feared by others does not make you special). If you suspect your child of bullying others, it's time you reevaluate just how you pose yourself as a role model. They may be taking after you. Or, they may not feel loved, and so, they believe it's easier to be feared. For a child, either or creates a feeling of empowerment, and it's a parent's job to teach their child right from wrong, with every chance they get. Don't let your child be a bully or be bullied. Don't let your child witness bullying and do nothing about it.



What Can You Do?

Communicate with your child on a regular basis. Find out about their social life: who they go to lunch with, who they spend recess with, who their friends are in the neighborhood and what they do "for fun". Use your parental intuition too. Frequent communication with your child will create a comfortable rapport for them to open up to you if they are having a run in with a bully, are bullying or seeing others be bullied. Act interested, not as if you MUST HAVE this information because you WILL DO something about it. Barreling down on your child for information will not get you anywhere, but displaying a simple interest in their daily activities will. Sit down while talking with them: make them feel like you're trying to be on their level, simply to get to know them and be involved in their life.

 

Be aware of the signs. They're pretty typical. Frequent complaints of headaches or stomachaches ("I can't go to school today, I don't feel well"), frequent losses of personal belongings, unexplained bruises, depression or anxiety, fear of school or the bus, avoidance of recess or school activities, bullying of siblings, difficulty sleeping or a decrease in academic grades (or a verbalized disinterest in their academics) are all very clear signs of a child who is being bullied. If you child is displaying these signs, or trying to hide them, get the truth. By any means necessary, get the truth. Call the school if need be; reach their teachers.

 

Be a role model for your child. Show them how you treat others. Point out to them how positive interactions beget positive reactions. Just don't use the word "beget." Children who look up to their parents are sure to emulate their positive behavior. Likewise, children who look up to their parents are sure to emulate their negative behavior as well (ie. bullying). You can even role-play with your child, creating a scenario in which they or one of their friends is being bullied. Brainstorm ways to face these situations head-on, without letting them boil over into violence. A child who is being bullied needs to show that they are not afraid (even if they are). Ignoring a bully might ward them off. Just make sure your child knows that a bully's words should leave no remark on their self-esteem, because the bully most likely doesn't know a thing about them. If the bully is violent, it's time for the school administrators to intervene and stop it at once.

 

Build confidence in your child. Get them involved in a club, or sports, to help them build their self-esteem. Encourage them to make friends at an early age. It's much easier to make friends the first day of school (while all the children are in the same boat) than it is later on, so before summer ends, teach them to make friends. Discussing common interests and allowing your child to invite others over is a great way for them to make friends. All children are looking for something to do after school aside from homework. So, if you have an extreme compulsion to keep everything white, as if you're living in a Lyscol commercial, GET OVER IT (mommy issues are coming out of me now). And make sure you tell your child how much you love them (but don't spill your love all over them in front of their new friends). When a child is young, they need to hear this frequently. It's imperative for their self-esteem. Point out their positives. If they're creative, tell them, if they're super smart, praise them, and if they're athletic, let them know how proud you are. When a child is young, their parents' opinions of them are held very high.

 

Involve the school if need be. Members of the school staff, such as the principal, guidance counselor, social workers, and teachers are there to make the environment safe for children to learn and grow in. They've most likely dealt with bullying in the past and have working strategies to stop a particular bullying situation and prevent future reoccurance. You can't be there for your child if they're being bullied, so make sure the school is, and don't stop until you're certain that the school is providing a safe place for your child. No child should have to deal with bullying on their own. If your child is being cyberbullied, screen-shot or print out what has been written on the web and bring it to the principal's attention. They will find a way to make it stop.

 

By all means necassary, don't let your child become a victim OR be a bully. This problem has yet to cease, and it's time we tackle it from every possible angle.

Resources

Hodgson, Amber, M.A., CCC-SLP. "Beat Bullying!" Handy Handouts (2010): http://www.superduperinc.com/handouts/pdf/280_Bullying.pdf

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.

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

Early Detection of Language Disorders: Pay Attention To These Signs

Approximately 1 out of 20 children display symptoms of a Language Disorder. We at Suffolk Center for Speech believe it's important for parents to know these symptoms, to detect them as early as possible and, if need be, bring them to a Speech Pathologist for an evaluation.

Children with a receptive language disorder find difficulty in understanding others. These are some of the symptoms of a child with a receptive language disorder:

• Difficulty comprehending what others say to them
• Difficulty following directions given to them
• Difficulty organizing thoughts

Children with an expressive language disorder experience difficulty in expressing their needs or thoughts. Here are some symptoms of a child with an expressive language disorder:

• Difficulty organizing thoughts and translating them into sensible sentences
• Difficulty finding the correct word, often using placeholders such as "um" or "uh"
• A weak vocabulary relative to others their age
• Leaving words out of sentences
• Using certain phrases over and over again
• Difficulty using tenses (past, present, future) properly (in comparison to others his/her age

But when should you contact a professional? Some children are only behind in their language skills, while others can truly benefit from seeing a speech therapist. It's hard to know, especially for new parents, if it is necassary to bring a child of a particularly low age for an evaluation. The NY Times, in an informative article regarding receptive and expressive language disorders, explains when it is a good time to seek evaluation:

"Call your child's health care provider if you see the following signs that your child does not understand language well:

• At 15 months, does not look or point at 5 to 10 people or objects when they are named by a parent or caregiver
• At 18 months, does not follow simple directions, such as "get your coat"
• At 24 months, is not able to point to a picture or a part of the body when it is named
• At 30 months, does not respond out loud or by nodding or shaking the head and asking questions
• At 36 months, does not follow 2-step directions, and does not understand action words

Also call if you notice these signs that your child does not use or express language well:

• At 15 months, is not using three words
• At 18 months, is not saying, "Mama," "Dada," or other names
• At 24 months, is not using at least 25 words
• At 30 months, is not using two-word phrases, including phrases that include both a noun and a verb
• At 36 months, does not have at least a 200-word vocabulary, is not asking for items by name, exactly repeats questions spoken by others, language has regressed (become worse), or is not using complete sentences
• At 48 months, often uses words incorrectly or uses a similar or related word instead of the correct word"

We hope this helps new parents in detecting potential language disorders. It's imperative that parents stay informed, pay attention, and if need be, seek professional evaluation. It's not difficult, especially at the Suffolk Center for Speech. We take most major health insurance policies, and our staff of therapists are highly trained in the evaluation and treatment of language disorders. Our platform engages children and motivates them to succeed in therapy. Therapy for language disorders is known for becoming more and more difficult as children age without intervention. For your child's sake, we're devoted to keeping Long Island parents informed. So...read, share, like, and know.

Written by: Tim Strampfer

Introduction

At the Long Island Center for Speech, our highly trained therapists specialize in the diagnosis, evalutation and treatment of Language Disorders, Memory & Auditory Processing Difficulties, Fluency, Voice Disorders, Motor Planning Disorders, Deviate Swallowing which Contributes to Orthodontic, Pedodontic and Periodontic Problems, Tongue Thrust, Feeding & Swallowing Problems / Aversions, Thumb & Finger Sucking, Articulation Disorders, & Oral Facial Muscle Weakness.

We treat both children and adults. Our focus is on children mainly because a lot of these disorders can worsten as we age. For example, the Tongue Thrust disorder can cause other physical ailments if not treated at an early age. The same goes for Language Disorders, Memory & Auditory Processing Difficulties, Fluency, & Voice Disorders. If left untreated, these disorders can worsten and become more difficult to treat. Furthermore, they can cause your child problems with socializing and communicating, subsequent depression & anxiety, as well as potential academic difficulty. It is imperative that parents with children even seldomly displaying symptoms of these disorders bring them in for an evaluation. Our therapist are highly trained in the evaluation and diagnoses of these disorders, and our establishment takes most every type of insurance. Call to schedule an appointment or if you have any questions at all regarding our services at (631) 689-6858.

Don't be stigmatic about it. A large percentage of children have these disorders; many are misdiagnosed. Troubles with speech as well as eating is not uncommon whatsoever in childen. Place your child in the hands of qualified, personable therapists who ensure a fun, motivating treatment, at Long Island Center for Speech.

Written by: Tim Strampfer