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

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

Pretend Play and its Real Benefits

You see it all the time. It makes you truly wonder; it also makes you remember. You can’t stop it, even when supper is ready. It wants your child. Playtime: it just seems so unproductive. Your kid wants to be out there engaging in “pretend play,” and although you’d rather have them preparing and focusing all their strength on school (this sounds like a ticket straight to college), pretend play has some pretty great benefits for achieving healthy development. Now, I know this might sound crazy when you’re watching your little guy run around with his equally imaginative friends exploding aliens with invisible grenades, but bare with me.

Pretend play is an important part of childhood. You may see it begin around the toddler stage. Children learn about their friends, their family, and the world around them when they pretend play. When their imaginations take over, they’re learning social skills, vocabulary skills, problem solving skills, and even disciplinary skills, all timed perfectly in their early development (Hodgson 1).

When children are playing together, they practice sharing, turn-taking, and negotiating. They’re building a foundation for social-emotional skills. They’re acting out certain experiences, pretending to endure them, and this can guide them in control of authentic emotion. And as they play around with consideration of how their peers act, think and feel, they’re scooping a place in their heart for empathy.

Children have a myriad of experiences to share with each other, all new and exciting. When they engage with each other, they’re learning language and vocabulary skills. When they communicate with each other, especially when they tell each other stories, they must develop a logical plot with a sequence of events. Fact is, they’re learning.

During pretend play, children often come up with their own problems to solve. It’s like their miniature model of the world. If a problem arises (or is created) during their journey, they must think as a team of ways to overcome said problem to successfully reach their final goal. It engages their imagination, and gives them a smaller feel for problem-solving skills. Early introduction to problem-solving skills, as you might easily believe, is crucial in its stronger development later on in life.

Children will often practice with rules when they play. And when someone breaks a rule, another is bound to put his/her foot down. This is discipline in their small, imaginative world, and it can prepare them to understand and learn from discipline later on in life.

So how can you encourage pretend play if your child isn’t displaying it? Well, for starters, make time for it. Try not to overload your child’s plate with extra-curricular activity; leave them time for unstructured play. Creativity takes time to develop, and children can have difficulty entertaining themselves if they aren’t given enough free time to use these imaginations (Hodgson 1).

• Show them that play is valuable by playing with them. They’ll realize it’s important if they see their parent or caregiver paying attention to them while they’re playing. I mean why not, I’m giving you an excuse to be a kid again. Take it! It’s one of the best parts of having kids. Don’t miss out on it.
• Appreciate the skills, no matter how minuscule, that they display during pretend play. If you see them solve a problem in some crafty, totally unrealistic way, praise them for it. This can really up your child’s interest in pretend play.
•  Give your child a place to play. Fill it with props, things to explore and play with.
• You should monitor your child’s playtime. Not only to keep them safe, but to offer them ideas when they seem stuck. If they’re getting bored, be their muse. Offer new props, new character roles, or new places to “explore”.
• Children get their ideas for pretend play from life itself. Usually, what interests them the most finds its way to the plot in your child’s epic unwritten novel. Find out what they’re interest is and go with it. Read them books on it. This will give them plenty of ideas for pretend play!

Ten Surefire Ways to Teach Good Manners

I'm 23, and I'm still, well, mannered. See what I did there? But I am, when I have to be especially. Teaching good manners is extremely important, and whether or not your standards meet those of the world, it's still important to teach your child to mind their matters. It's expected from a lot of the world to maintain good manners, so best start early. Here are some sure-fire ways to teach your child good manners that will be a pleasure for both you and your child.

1. Model good behavior. Be their shining example. Use good manners when talking with them and use good manners when talking with others. In their youngest years, their behavior usually emulates a child's behavior. So take this one seriously if you want to see your child mind his matters.
2. Teach polite words. "I'm sorry" "please" and "thank you" are winners. "May I" is trending. Explain what these words mean to them, and how important they are to use. And of course, always make sure they use them .
3. Watch children's TV shows with them. A lot of children's shows teach good manners, and they're a great way to do so because children enjoy them. Try and find one that they truly enjoy and laugh at, or just express emotion over. More emotion probably means they're placing a significance on the show and it's messages or motifs. Address when they should model good behavior they see on the show. 
4. Role play good manners. I already said model it, but role play it too. What goes on at home is much different than what goes on outside, so make sure your child is prepared to be well mannered in the world by role playing scenarios like them. Don't over-complicate brainstorming for scenarios. Base your scenarios on times in which you believe your child should use the "polite words" I listed above.
5. Read books about good manners. I wish I had a list for you, but I don't remember much of the first books I ever read. The reasons this is successful mimic those of #3.
6. Praise good manner. And I mean always. Or at least when it's most plausible: at home. You don't have to praise it right away, so long as you tell them that their good manners at such-and-such event earned them a day of lazer-tag. Positive reinforcement will increase the chances of good manners sticking.
7. Give replacement behaviors. When you see your child display bad behaviors, explain to them why the behavior was bad. But, additionally give them a replacement behavior, something they should have done instead of what they did do, or what they did say. 
8. Play in good manner games. What are those I know. A good example is picking a "well-mannered word" of the day. Have them count how many times they heard said word and inform you at the end of the day. The game should take you approximately 2 minutes  (to hear out a scenario or two), and them all day. 
9. Make rules and set expectations. The younger the better. When children grow older it's difficult for them to understand reasoning behind new rules and often rebel against house rules, so make them early and stick to them!
10. Enroll your children in etiquette class. Check to see if your school has it, and if they do, why not. Enroll them. It's a life skill outside their career that's most important. Putting them in a learning setting can help them when it comes to applying it in real life. 

Teaching good manners can be a long road for some, but it's for the best. Trust me, they'll thank you later. 

Helping Your Child Develop Social Skills through "Scripting"

So what is "scripting". It's simply a different term for role-playing. In this case, it's role-playing social scenarios and situations. And it can truly prepare your child for a world that's continuously socially demanding. If you help your child develop their social skills early, it will help them maintain friendships and important relationships throughout high school and college. Not only is social acceptance in large correlation with happiness and well-being, it's a known recipe for financial success (in the future). Teaching your child social skills is a long and tedious road, but this suggestion can really help out. Make it a weekly task, and make it game-like. Sit down and write out scenarios (ie: you had trouble on your homework and couldn't complete it, how should you tell your teacher tomorrow morning and should you ask for her help after school?). I hope that spawns a myriad of ideas through your head, because simple play-time task can truly help your child in a lot of ways.

• Thinking about their behavior before, during, or after acting or speaking
• Using appropriate eye contact, voice, tone, expression
• Respecting others' personal space
• Learning to participate appropriately in groups
• Being assertive without being pushy
• Handling peer pressure
• Being in control of their feelings
• Give and responding to criticism, constructive and not-so-constructive
• Disagreeing with others
• Settling conflict and mediating it
• Compromising and negotiating
• Dealing with failure or being left out (Mayo 1)

This sort of thing is applicable to all students, and I for one suggest it. That is, unless you know for sure your child is a sociable person already. But it is especially a great practice with students on the autism spectrum or with ADD, anxiety or depression. It can help them address their aggression, fear, and anxieties. At first, children will probably come off awkward during scripts. They are scripts, and it's hard to get a script down to begin with but eventually, your child will get the hang of it and become more spontaneous and comfortable. I'm not saying they'll become an actor, but this will help them find themselves, be themselves, and bring this ability to school and life. 

Who needs scripting?

Children who don't seem to fit in with others in class and school are easily identifiable by peers and teachers and may be isolated because of what they do or do not do. School can be a jungle for children like this, and this isolation could continue throughout their lifetime, causing grief and possibly maladjustment in school, delinquency, and problems as adults (Mayo 1). Socially different is a term that refers to students who have trouble maintaining social acceptance. They may have trouble with close encounters with unfamiliar others, poor eye contact, creating or closing conversations, and even self-control. Students with social skill deficits have a lack of knowledge, a lack of practice or feedback, a lack of cues or opportunities, a lack of reinforcement, and the presence of interfering behavior. Four components in training students with scripting include: modeling, role-playing, performance feedback, and transfer and training (Mayo 2).

What can a typical lesson provide?

Scripts should match life experience at home and in school. Discretely ask your teacher about your child's social behavior if you're worried and suspect them of having social difficulties. Find out what they are, and go over them during scripts. Basic social abilities, such as greeting someone or starting a conversation, are a great place to start off. Steady eye contact, conversation starting/stopping, and respecting personal space are all recommended to be taught in every script/role-play. Encourage your child to be open about their experiences so you can focus your scripts on bettering the future for them; help them understand how scripting will help them, even if it starts off strange. Keep pushing on with it if you feel it important. Be humorous in your scripts: this will help keep the child interested. The world loves humor, and your child will probably have a humor that mimics yours in some ways.

Resources

Mayo, Patty. Waldo, Patti. Spivey, Becky L. Super Duper Handy Handouts (2013):  http://www.superduperinc.com/handouts/pdf/366%20Scripting.pdf

Helping Your Child Understand Emotions

Sometimes, emotions hit you like a tidal wave. One moment you're feeling dull, the next you feel on top of the world. Or, on bottom. Being overwhelmingly happy or sad is not necessarily a good thing. A lot of us ride the emotional roller coaster, and it's not a ride that usually ends well. This is why it's so imperative that parents teach their children, at a young age when they begin to express emotions, how to handle them properly. Children learn how to react to their emotions vicariously through the significant adults in their life: their teachers, their coaches, their aunts and uncles, and you, the parent. So, before you flip the lid for any given reason, even if the neighbor knocked your fence down and it'll most likely take hundreds to repair, remember this: your child will emulate this behavior. As their number 1 teacher in childhood, it's important you know ways to approach them when they themselves are unsure of how to handle their emotions.

Parents can help children handle their emotions by identifying them by names (sadness, anger, etc.) and discussing the result of how they handle said emotion. A lot of parents think it is wise to tell their little one to "calm down" or "go to their room" when they are throwing a temper tantrum. Now, put yourself in their little shoes. You were there once before. You're yelling and screaming because you can't get your homework done.You don't understand what is being asked of you, and your teacher didn't have enough time toward the end of the day to discuss fully what was expected. You don't know how to handle this emotion of frustration, so, it boils up and you start to yell. You don't want to yell, you don't want to cause a scene, but it's what is happening and you don't quite understand it. You're in a realm of confusion and frustration, and your parent tells you to "go to your room until you calm down." Now, you're even more confused. You're being punished? What for? You were just expressing how you felt. It may not have been the best way to express it, but it was the reaction your body naturally elicited.

Instead of telling a child to calm down, removing them from the situation to either punish them or simply to stop them, a parent should practice discussing these emotions with their child. Punishment will not fix their irrationality, nor will it be very effective in stopping them from acting out like that again. You're better off offering them your empathy, a soothing voice and helping them to calm down. Once they're calm, you can ask them what triggered the emotional meltdown. They need to understand that everybody feels the urge to have a meltdown from time to time. Everyone experiences these same emotions, under different circumstances, but they pass. They're fleeting, and that's truly something everyone, child or adult, must remember why they find themselves overwhelmed. It's only momentary.

You must teach your child that it's important for social standards to conduct themselves properly even when they feel emotions arise too quickly. They can remove themselves from the situation creating the stir, environmentally and emotionally. They can close their eyes, take deep breaths and count to five. They'll open their eyes to a different perspective; it works every time.

Recognizing the emotions of others is also extremely important early in life. It creates empathy, an attribute so crucial to social skills that I reiterate it almost every blog post. Watch family TV shows, you know, those ones that always have some sappy message by the end. Those sappy messages can be pretty solid life lessons. Discuss with your child what goes on in school, with their friends and acquaintances. Do they witness other children handling emotions well, or throwing temper tantrums? If they do, discuss how those individuals could have handled their emotions better. Even more so, and this is for your child just as much as it is for you...if you find yourself yelling or bugging out in front of your child (it doesn't matter what the cause was; did yelling solve it?), have a sit-down with them later on (when you're calm) and discuss how YOU could have handled the situation better. Remember, they learn a lot about handling their own emotions through you and your behavior.

Here are some tips for helping your child develop their emotional and social skills. Take the time to:

• Notice and praise their positive behavior
• Listen to the stories they tell you (and be interested! even if your day dragged on)
• Praise their accomplishments, big and small
• Be patient when they make mistakes, keep pushing them (with positivity) until they succeed (they'll have to learn to positively push themselves one day...it starts with you)
• Encourage their talents and interests, even if they aren't your own
• Show consideration for their feelings, even if they are being overly dramatic
• Show them unconditional love (a given) because they need your support more than anyone's

Emotions shape everything we are and everything we become. We are emotionally driven beings. We learn better when emotions are involved, and emotionally stable individuals have a much better chance at becoming successful in their careers than those who are unstable. Start building that stability early. Parents take the time to teach their children how to make their own breakfast, how to ride a bike, how to write cursive...but a lot of parents don't realize how important it is to teach them emotional stability. It's totally understandable that parents who work long hours find it difficult confronting their child's over-emotionality at night. But, being a parent is a job, one that comes first and should never be forgotten.

Dealing with positive emotions is A LOT easier than dealing with negative emotions. So here is a list of children's books that tackle the subject of negative emotions. They're great to read with your children, and can teach them a lot if you guide them in applying their own life to these short stories ("Have you ever been in this situation?")

• When I'm Angry - Aaron, J
• Dealing with Hurt Feelings - Adams, L
• Mean Soup - Everitt, B
• It's Hard to be Five - Curtis, Jamie L.
• Being Angry - Johnson, J.
• Annie Bananie - Komaiko, Leah
• Let's Talk About Being Afraid - Kreiner, A.
• Alexander and the Terrible, Horrible, No Good Very Bad Day - Viorst, J. (one of my favorites)
• I Was So Mad - Mayer, J.
• Ira Sleeps Over - Waber, Bernard
• Can't You Sleep, Little Bear - Waddell, Martin
• How To Take the Grrr Out of Anger - Verdick, Elizabeth

 Resource

Spivey, Becky L., M. E.d. "Helping Children Understand and Deal with Emotions" Handy Handouts (2013): http://www.superduperinc.com/handouts/pdf/390_UnderstandFeelings.pdf

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

Why Unstructured Play is the Only Way

Unstructured play has no rules, no organization, no goals: sounds futile? Quite the opposite, actually. When a child plays without cause, tapping into his/her imagination, this promotes creativity and even fosters problem solving. It's also stress-free! But what has happened to it? I remember when I was a child (I'm 23 now) I used to play with my neighborhood friend every Summer day, shooting imaginary guns at each other, filling water balloons, circling his pool and creating a giant whirlpool. We did things for absolutely no reason, but we had fun. We saved the world a few times, also took it over I'm pretty sure. I rarely see children expand their imaginations this far anymore.

 

Unstructured play, according to the Archives of Pediatrics & Adolescent Medicine, has dropped a whole 25% between 1981 and 1997. I'm out of date on this one aren't I. Just picture the steady decline and what it's like today. Now, computers and electronic games have taken over play time. Children assume rules of fake characters on their PS3s (no need to use your imagination for that), play by someone else's rules in order to reach different levels of "competency" (established by whoever programmed said game). Yeah, I guess this sounds fun. But I'd rather be outside in the sun, sporting a black cape and turning my friends into geckos with my super powers. As ridiculous as that sounds, there is a high implication that unstructured play advantages a child creatively much more than structured play. So, why the change?

 

A lot of parents today are simply afraid of letting their children go outside. It's no good, unless, of course, you reside in a dangerous neighborhood. Parents feel more secure knowing their child is sitting in bed playing video games rather than outside climbing trees. It's understandable, especially when your child opts out of unstructured play and wants to follow the zeitgeist and force you to buy them every new video game that comes out biweekly. But research suggests that children are losing out, big time, when they succumb to sitting in front of a screen all day, every day. When children are paying outside, using their imagination, they are actually developing real life skills, such as problem solving, sequencing, organization, social skills, compromise, empathy, sympathy, etc.

 

Unstructured play miniaturizes a child's world, enabling them to analyze and deal with it. It primes children for learning, allowing them to create their own games with their own rules, strategy, level of success and failure, etc. This actually prepares children for entering society and school.

 

It also teaches them how to handle stress and conflict. Think about when you were a child, when arguments would spark between you and other kids playing your imaginary game. Children learn to smooth over conflict, mediate, compromise and work as a team just by playing.

 

Unstructured play also provides problem solving skills, believe it or not. Aliens are entering our atmosphere? Not to worry. Our children can use their fake computer system to knock down their defense systems, then either negotiate a peace treaty, or attack the malevolent beings.

 

Free playtime promotes discovery, which is the basis of learning. While they're out there frolicking amuk, they're learning things about the world. Yes, grass stains. Yes, we can Shout it out.

 

And, finally, free playtime gives children a sense of power in a world where they're essentially powerless. This is one of the main reasons we used to love free, imaginative play time. We felt empowered. All day, children are under the authority of others. Give them a chance to be their own authority, safely in your own backyard. Let their imaginations run wild.

 

So, what can YOU do to implore your child to participate in unstructured play? Many children are already hooked on their iPads and XBoxes. For one, change your mindset. Your child doesn't require structure all day every day: give them the time they need to play. Let children drop extra activities that they no longer show an interest in, especially if it takes a large portion of their day away. They may need that time for play. So, if your child is pouting over the trumpet lessons you're forcing upon them, maybe it's time to put the trumpet down. Let your child be bored. Boredom will force a child to create his/her own creative playtime. Offer them open-ended toys such as blocks, dolls, old clothes, bouncy balls; these types of toys encourage open-ended, imaginative play time. Set TV and computer game timing limits. It might an extreme task breaking the iPad habit, so easy does it. Gather the neighbors with other children to find a safe place for them to engage with each other and save the world, and take turns watching each other's children.

 

Childhood is the time for self-directed, unstructured play, which bridges the gap between imagination and creativity. Don't let your child miss out on the endlessness of their imagination before it's plucked away from them. Catch them in the rye.

 

Sources

Spivey, Becky L., M.Ed. "Whatever Happened To Unstructured Play?" (2013): n. pag. Handy Handouts - FREE Educational Handouts for Teachers and Parents. Web. 01 Oct. 2013.



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

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

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"

New to Motherhood? Read along, and get along...

This is for all the young Moms and Dads out there, stay-at-home or hard-working, whose main goal in life is to do everything in their power to make their child happy and healthy.
We praise you.

Raising a child can be difficult, confusing, sometimes frustrating, but never less than a dream come true. I know a lot of young mothers whose lives changed the moment they laid eyes on their newborn. What else in the world is more gratifying than creating life?

It all starts with expectations. Maybe he'll be a doctor! Maybe she'll be a dancer! Maybe he'll be a straight-A student! What if she becomes famous?!

These grand expectations seem to diminish as your child ages, learns to communicate, learns to make others smile, and you realize that your child, no matter where they end up, is the most important part of your life. And that's all that matters. You look into their eyes and you see yourself. You realize your child is a fragment of you, multiplying as the years pass, becoming more and more like you. They laugh like you, smile like you, argue like you...just when you thought the mind boggling was over. Nope. Each and every day, your child continues to amaze you.

At first, it's your job to keep your child out of the harsh reality that this world can sometimes prove to be. You try your hardest to shelter them, wanting nothing more than to simply keep them safe. Then, you realize, the only way to foster them is to reel them out into the world (but you keep a tight rope). The best way to diminish this worry is to make sure your child knows that YOU are their confidant. If they do something wrong, don't simply punish them. A depth of psychological research highly suggests that punishment has a weak affect on children in comparison to reward. Only extreme circumstances should call for punishment. The more you punish your child, the more they will look to you as their authoritative figure as opposed to their confidant. Think about it. What will happen when they grow up, and the world throws them into treacherous waters over their head. Wouldn't you want them to come to you for advice, as opposed to fearing your response?

So, reward your young cherub. And when they are disobedient, it's probably because they're learning not to be (unless it's a recurring act, in which case, perhaps take away a "reward" of theirs). Tell them exactly why you shun their disobedience. It's best to establish a healthy rapport with your child, at an early age, that displays you as both a confidant and an authoritative figure. Your child will need your guidance throughout life. They'll graduate college and still need your seasoned advice (sorry for dropping the C word). So, you want them to be able to come to you, so YOU can protect them, even when you've lost grip of that tight rope.

Take your life experience, and apply it to theirs. They will experience similar emotional rollercoasters throughout life. Just remember the way you took on your youth. Were you successful? Evaluate your own strengths and weaknesses, and slowly but surely, learn to highlight your child's strengths and minimize their weaknesses. And remember, raising children, although the most rewarding feeling in the world, can be extremely difficult. There is no shame in asking others for help. There is also no shame whatsoever in seeking professional help in raising your little one. You want the best for them, right?

So, what's the motif for this particular post. Be your child's friend, not just their parent. You'll find that later in their lives, they turn to you for guidance, and that's exactly what you'll want. Be the mother you want to be, and don't let them or your stressful dayjob stray you in any other way.

Suffolk Speech applauds all the young mothers and fathers out there. You've got the hardest, most rewarding job in the world, and it will always be that way. You're molding the future, and that's a hefty job.

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