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So far Karen Trengove has created 43 blog entries.

Pop up Pirate

Ever wondered why every Speech Pathologist you have ever met has Pop up Pirate in the cupboard?

This little guy has a tough life getting nudged with swords of every colour on most days of the week until he finally pops out of the barrel!

Whilst it might just look like a fun, cheap toy, let me assure you that this this pirate is also a terrific therapy tool that is well worth adding to your toolbox if you are a parent or educator working with a child who has speech, language or communication difficulties.

Speech Sounds

Get your picture cards or real items ready.

Have your child either imitate the word after you with assistance or spontaneously say the word that includes your child’s target sound.

Encourage your child to say a word  –> before then selecting  a sword or (to get even more speech practice) encourage your child to say the word 5 times accurately before you give him/her a sword to stick into the Pirate.

Is your child working on ‘s-clusters’ ?  If so, Pop up Pirate is the perfect therapy tool and you don’t even need picture cards as your child can say ‘stick in’ each time a sword is stuck into the barrel.

The same is true if your child is working on the ‘s’ sound.  He / She can say ‘sword’ or ‘green /red / blue sword’ each time they have a turn.

If your child needs help with the /k/ sound, try incorporating a request into the activity e.g. “CAN I have a blue sword?”

The possibilities are pretty much endless when it comes to speech sounds and the use of Pop up Pirate.

For some children, the game can be played simply as a reward for completing a less preferred or more challenging activity.

Language Goals and Pop up Pirate

Pop up Pirate is not only helpful for making speech home practice fun. He can be used to help target a multitude of other goals including:

Taking turns with a play partner

Understanding the concepts of first –> next

Responding to questions such as “How many?” and “Where?”

Learning concepts of colour, number, sequence and location

Asking questions

Answering questions

Making predictions

Developing joint attention

There are so many ways to use Pop up Pirate to build communication skills.  Home practice can be fun!

So, keep your eye out for this fun toy and plenty of others like it which have so many uses and never fail to find a little one’s smile.

If you are wanting more tips on getting the most out of home / preschool / school practice, then please take a dive into the last couple of Chatterbox blogposts https://learn2communicate.com.au/i-dont-want-to-when-children-wont-do-their-speech-home-programmes/ and https://learn2communicate.com.au/struggling-to-fit-a-speech-home-programme-into-your-life/ and have some fun!

2023-05-15T09:12:59+00:00
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Struggling to fit a Speech Home Programme into your life?

So you want to help your child make steady progress towards improving his or her speech but…..

Another week has passed by and you haven’t managed to do much practice at home.

Most parents, carers and educators we work with as Speech Pathologists come to us with the very best of intentions for completing practice in between speech pathology appointments.

The truth is that very few manage to do so!

How do you fit a speech pathology home programme into your life?

If you want your child to get the most out of intervention and to work towards achieving their speech, language and communication goals…home practice is just an unavoidable ingredient in getting there.

Home practice doesn’t have to be something that both you and your child dread.

It can and should be a positive addition to your week.

Here are some tips to make it happen.

Be realistic

Start by taking a good look at your week and your ‘must do’ commitments.

Block out the times in your weekly calendar or diary where you are otherwise committed.

Now that you have a visual on your specific situation, decide how many home practice times you are going to commit to doing with your child.

Be realistic and remember that a small amount of regular, well-done home practice is a great place to start. You are more likely to be able to build upon this so start small.  Maybe look at 3 times/week and keep your practice times to 15 minutes.

Remember, even for our school aged children…speech pathology home practice needs to be guided and supported by a parent, carer and/or educator so resist the temptation to try and ‘squeeze’ home practice into too many days when you are unlikely to be able to provide your full attention and support.

Book those times into your calendar.  Choose the times of the day that will be more conducive to home practice.

Times where you are likely to be less distracted by other children. other tasks and other stimuli in your environment.

Ideally, the times for home practice are those where you can dedicate your entire focus and presence towards your child.

These times need to be positive.  That doesn’t mean that you need to pull out all of the bells and whistles but ideally these times are enjoyed by both yourself and your child.  For younger children, a box of stickers and stamps as rewards for effort can work a treat.  For slightly older children, there are plenty of fun cause/effect games that can be incorporated into therapy.

Pop up Pirate https://www.bigw.com.au/product/tomy-pop-up-pirate/p/4511045 , Greedy Granny https://www.bigw.com.au/product/greedy-granny/p/89891, and Phil the Fridge https://www.target.com.au/p/phil-the-fridge/60768933are some of our favourites.

Discuss what needs to be happening in your child’s home practice times in detail with your child’s speech pathologist.  It is really important that home practice doesn’t feel ‘too hard’ for your child and that you have some good strategies to assist at these moments in order to keep your child motivated and engaged.  We discussed some ideas to help encourage your child at these moments here https://learn2communicate.com.au/i-dont-want-to-when-children-wont-do-their-speech-home-programmes/

Most […]

2023-05-07T03:40:44+00:00
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“I don’t want to!” When Children won’t do their Speech Home Programmes

Your child or a child you educate is hard to understand.

He or she may have a speech sound difficulty and you want to help.

You have made a start by isolating this area of your child’s development for specific attention as you know that speech that is easily understood can help your child interact successfully and positively with others, make friends and reduce frustration.

If you are still unsure if ‘speech’ is the area of communication development that your child needs assistance in, then read one of our previous blogposts on the topic here  https://learn2communicate.com.au/my-child-is-difficult-to-understand/

You have decided on some sounds to get started with but…..

Your child or a child you educate is unable to imitate you when you model the sounds in words and encourage him or her to imitate you.

Your child refuses to do any home practice with you.

Your child struggles to focus, pay attention and fully engage when you attempt to practice at home.

You are struggling to find the time to do any home practice as have a busy schedule as a parent/carer or early childhood educator.

Let’s tackle one of these challenges this week.  Here are some tried and tested tricks that I have found can help carers and educators make speech home programmes work!

Your child is unable to accurately imitate the sounds when you model them in words

Here are some tips to try:

  1.  Don’t request that your child imitates you.  Instead of working on encouraging your child to SAY the new, tricky sound in words…take the pressure off for a while and simply model the sound in words naturally as it occurs throughout the day in everyday routines. For example, if you child’s sound to learn is the /l/ sound, you can repeat and draw attention to words such as ‘like’ ‘love’ ‘little’ ‘lick’ ‘lolly’ ‘lots’ and ‘light’ throughout the day.
  2. Speak with your Speech Pathologist (if you have one) about starting with an easier sound for your child to get started. Sometimes we need to start with something really simple and very achievable for the child in order to build confidence and motivation.  If you are trying this at home or in an early childhood setting without a Speech Pathologist’s guidance; then this advice is even more important.  Go back to the information you have about the child and the sounds that are difficult for him or her to say.  Perhaps choose one of the earlier developing sounds to start on.  Success breeds confidence.  There is an entire chapter to help you do this in our FREE resource available here https://learn2communicate.com.au/product/identifying-speech-and-language-difficulties-a-practical-guide-for-early-childhood-educators/
  3. I love the analogy of helping a child learn to ride a 2-wheel pushbike.  Would we just show the child how to ride the bike and then expect them to be able to imitate this new complex motor task without any other help?  Of course not.  This is similar to when helping a child learn how to use a new speech sound in words.  At first your child is […]
2023-04-30T01:15:40+00:00
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Kicking Goals in Early Childhood Communication

So now you have profiled a child’s communicative strengths and challenges

and have some ideas brewing for where you would like to start.

Things can get pretty overwhelming at this stage so here a few helpful suggestions for communication goals that can be targeted in early childhood settings during natural routines and play:

“What will make the most difference to this child’s life?”

When looking at your profile of communication strengths and challenges, this is a vital question to ask as you sit back and reflect upon where to start.

SPEECH:  What speech sound difficulties are those that are most impacting intelligibility and clarity for this child?  These might be good sounds to start working on if developmentally appropriate.  https://learn2communicate.com.au/product/speech-development-a-toolkit-for-early-childhood-educators/

RECEPTIVE LANGUAGE:  At what times of the day does the child’s difficulties with understanding language most impact his or her capacity to engage with activities, routines and play?  Perhaps it is when needing to follow instructions during transition times.  Maybe it is when required to listen and respond during story time on the mat or when responding to questions for early morning circle time.

EXPRESSIVE LANGUAGE:  Are there situations where communication breaks down because a child is unable to effectively convey his or her ideas using words or short sentences?  Does this ever result in frustration for you or for the child?

SOCIAL COMMUNICATION:  Have you noticed particular patterns of challenge related to the child’s difficulties in understanding and using the many unwritten rules of social interaction and play.  Perhaps the child is struggling to understand the concept of turns or does not seem to comprehend when his or her actions have upset a playmate.  Maybe the child’s ability to play has stalled and the child is yet to play with a variety of items in a reciprocal and imaginative manner.  This may be restricting their ability to positive engage with peers.

Take Small Steps to Achieve Communication Goals

As I have often said…my advice is that less is more.  Choose no more than 3 small things to start working towards the child achieving in your early childhood setting.  Choose goals that are important, that have meaning to the child, are developmentally appropriate and that will make a significant difference for your child.

Keep goals small, really specific and achievable to target in natural early childhood routines.

Achieving these small goals helps the child to inch towards achieving those big, longer term goals whilst being motivated by small wins and success along the way.

Some examples might include:

XX will understand and follow 2 step instructions during lunch time e.g. “Get you lunch box…..and get your hat”.

Remember to also note the supports that you are going to infuse into these goals to set the child up for success.  In the above example it might be that you will call the child’s name first, get down to their level, place yourself face to face with the child when giving the instruction and slow your speech down.  You might also include gestures such as pointing and pictures of the items that the […]

2023-04-24T03:48:45+00:00
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Setting Goals for Communication Success in Early Childhood Settings

Let’s set some goals!

Hopefully all of you awesome Early Childhood Educators have all been taking a dive into The Chatterbox over the past few weeks and are now gradually becoming more confident in your capacity to accurately identify a young child who has speech, language and/or communication difficulties.

You are feeling equipped with knowledge and tips to broach the topic of a child’s possible delay with parents and/or caregivers and you are ready to start helping the child move towards achieving some goals.

If not, then STOP RIGHT HERE and read the last 3 issues of The Chatterbox!

We all know that,

in an ideal world, you would be working closely alongside a Speech Pathologist who has provided a comprehensive assessment of the child’s communication abilities and written a helpful report for you full of recommendations and simple suggestions for classroom implementation.

We also know that this scenario is, unfortunately, all too rare.

The demand for Speech Pathology services far exceeds the supply across Australia and our reports can be often full of jargon and confusing concepts for Educators and Parents alike.  Yes, this is an area that we need to work on as a profession I believe but I will leave that topic for another day!

Despite this, there is plenty that a dedicated educator can do to help get a child started towards making significant improvements in his or her speech, language or communication skills.

The first step is

to accurately identify the child’s area  of need as best you can.

Does this child have difficulties with social communication, play and understanding non-verbal communication?  Are your concerns more so related the clarity of the child’s speech?   Perhaps it is the child’s ability to understand language, respond to questions and follow instructions that is becoming of concern to you.  For another child, it may be that oral language is slow to develop.  Whilst their peers are speaking in sentences, this child may be still using short 1-2 word phrases or no language at all.

In many situations,  a child will have more than one area of their communication development impacted.  The key for Early Childhood Educators is to firstly identify that there is an issue and to then start to consider the functional impact of that delay or difficulty upon the child’s ability to function in the early childhood environment.  This will help you to then prioritise what you need to do first….what goals you need to work towards achieving for the child.  When not sure, it can be helpful to ask yourself “what will make the most difference for this child with the least amount of effort?”  Start with something really small and achievable but highly useful / of benefit for the child.

Of course, once again, if this child in question has a Speech Pathologist already involved then get involved.  Contact the Speech Pathologist and provide your much valued input about what is really impacting the child’s ability to engage and interact in your setting.  This will […]

2023-04-18T07:37:53+00:00
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Debunking some myths when parents ask questions…..

Let’s debunk some common myths about children and speech/language/communication development.

As an early childhood educator, you will need to be ready to accept a range of reactions from parents and caregivers when raising your concerns about a child’s development.

Every response from a parent or carer is valid and can be accepted without judgement.  These conversations definitely flow more smoothly, however, if educators are equipped with knowledge and helpful information for families.

Unfortunately, there is much available at our fingertips that is not accurate.  Let’s dispel a few of these common myths now.

My child has a speech delay.  Does this mean that something is ‘wrong’ with my child or that my child is not intelligent?

There is nothing ‘wrong’ with a child who has speech, language or communication difficulties and a delay or disorder in communication abilities does not necessarily also correlate with a child’s cognitive abilities.  We see many very bright children who just happen to have specific areas of their development requiring support.  If your child has a delay in the development of his or her speech, language or communication skills….we now know that early intervention is really key and that we can help them to make great progress if we start early.

I was late to talk.  Won’t my child just ‘grow out of it’?

Maybe.  Maybe not.  We cannot know the answer to this question.

What we do know though, is that communication skills underpin academic, social skills and are crucial to one’s quality of life.

The earlier we offer support to a child who is struggling to develop these skills, the better the outcome we can expect.

Some children will ‘catch up’ on their own but we don’t know who will and who will not.  Children who will not just ‘grow out of it’ usually respond really well to the support that a speech pathologist can provided.

Have I caused my child’s speech delay?

Speech delays are not caused by poor parenting, a parent working long hours, birth order, parents not talking enough to their children or the provision of screen time.  Instead, delays in speech, language and communication are caused by a range of factors including hearing loss and genetics.  Parents blaming themselves for their child’s delays is simply not helpful in any way.  Working towards acceptance of a child’s difficulties and developing a plan to support a child is far more positive and will result in better outcomes for all.

Isn’t my child too young to be concerned about this?

No!  The sooner we identify children who are lagging in their development of these vital skills, the better our chance of supporting them to make terrific progress.  Significant gaps are apparent in the vocabulary knowledge and use by the age of only 3 years of age.  These discrepancies tend to persist and even widen across a lifetime with implications across academic, social and emotional areas.  Early Identification and Intervention is so important.

Prepare for your conversation with families and answer their questions honestly, accurately and confidently.

If you […]

2023-04-09T19:37:16+00:00
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Considering Parent Perspectives when Discussing Speech and Language Concerns

“I was waiting for my child’s early childhood educator to tell me that they had concerns”

Too often, this is what we are told by parents and carers when seeing a child for the first time at age 8 in our speech pathology clinics.

By then, the child often dislikes learning….feels they are a poor reader….avoids participation in the classroom ….. is a challenge for parents to get any homework completed….is disinterested in the classroom.

The list goes on!

It is vital for children to be identified as early as possible with speech, language and communication difficulties in order for them to access the support they need.

Support provided in the early years can prevent the cascade of social and emotional difficulties that sadly, often follow, if these difficulties are left unaddressed until the early Primary School years.

Yes, it can be a difficult topic for Early Childhood Educators to broach with parents and there may be a range of reactions from parents.

That doesn’t mean the conversation should never happen.

Here are some tips for Early Childhood Educators when scheduling a meeting a family to discuss concerns about speech, language and communication skills.

Parent/Carers may have noticed some of these concerns themselves

If so, encourage the parent to share his or her observations and concerns with you.  Acknowledge these concerns and reassure the parent/s that you will work together to come up with a plan to support the child’s development.

Parents may feel defensive

Hearing concerns being raised about your child’s development can be overwhelming and may trigger defensive responses from parents.  Educators can assist by remaining neutral and positive in the interaction and listening to the parent.  Let the parent express their concerns and feelings and acknowledge their perspective.

Follow Up

After the initial conversation, follow up with families to see how they are doing and whether they have any questions or concerns.  Not all families will be ‘ready’ to hear the information that you need to share with them at the time you decide to share it.  If you are consistently available and have a positive relationships with the family, the parents/carers will know you are there to confide in when and if needed.

Be Informed

Educate yourself on what speech, language and communication skill development looks like, what the signs of delay may be and what are the most appropriate ways to support the child who shows these signs of delay.

Our Learn2Communicate website is the perfect place for you to start https://learn2communicate.com.au/ and our social media pages are also full of evidence based information and helpful tips for educators and parents. https://www.instagram.com/learn2communicate/

Beware of common myths https://www.thespeechdynamic.com/fact-or-fiction/

Arm yourself with information so that you feel informed and equipped to answer questions that parents may have.  Be honest when you do not know the answer and offer to find out for the parent by consulting with your local Speech Pathologist or contacting us via our website.

Having ‘that’ conversation can be challenging but…

It is so important.

Parents are often waiting for an educator to raise […]

2023-03-26T04:22:49+00:00
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So you have some concerns about a child you educate…..

The first step is always to start documenting your observations

As an early childhood educator, you cannot accurately identify and support children who have speech, language and communication difficulties without first collecting and documenting your observations.

Before you approach parents, it is essential to document your observations about the child’s communication skills.  To make it a little easier, we have a free comprehensive guide for early childhood educators that you can download from our website https://learn2communicate.com.au/product/identifying-speech-and-language-difficulties-a-practical-guide-for-early-childhood-educators/ or a quick cheat sheet if you want to opt for something a little quick simpler https://mailchi.mp/a872b26cca98/speech-and-language-milestones-0-5-years .

Schedule a meeting with the parents

Conversations with a parent about concerns you may have regarding their child should not be attempted during drop off / pick up times.  Instead, schedule a meeting with the parent.  This will allow for a more personal, detailed conversation and provides parents with notice so that they can prepare themselves emotionally.

It also goes without saying that such meetings and conversations can only be scheduled when there is a high element of trust and positive rapport between the early childhood educator and the parent.  The importance of pouring your energy into establishing these positive relationships with families cannot be understated!

Use Positive, Encouraging Language in the meeting but be HONEST

Framing your observations in more positive language whilst still clearly communicating your concerns is important.

Instead of “I am worried about your child’s development”  try “I have some observations that I would like to share with you”.

You can then share your observations and provide specific examples to help parents understand why you have concerns about their child’s development.  Encourage parents to also share their observations with you.

Listen more than you Speak

Make some open ended comments and questions to encourage parents to share information with you about their child.

Actively listen to this information.  Remember that the parent is always the expert when it comes to their child.  They can always provide us with more information to help us understand their child’s strengths and challenges as well as other factors which may be impacting their child’s development.

Be Empathetic

Remember that discussing a child’s development can be sensitive topic for many parents.  Try to understand and accept a variety of responses from parents and shown them that you are there to support them and their child.

Offer to Help

It is one thing to raise a parent’s awareness about a child’s developmental challenges.  It is another to have the parent understand, acknowledge and come to terms with this information.

Once these two first steps have been worked through, parents can feel very overwhelmed about where to start in order to help their child.  It is important for early childhood educators to have some helpful resources, contacts, service provider options and information at their fingertips so that parents feel supported in addressing their child’s developmental concerns.

Once again, our free resources (books, home programmes) can be of assistance https://learn2communicate.com.au/ as can our social media pages https://www.facebook.com/Learn2Communicate and https://www.instagram.com/learn2communicate/ .

Keep an eye out for next week’s Chatterbox […]

2023-03-26T03:32:26+00:00
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Speech Therapy: Is your child getting the right dose?

Dosage and Speech Pathology?  Isn’t dosage a term used when we are talking about medicines?

Yes, getting the dosage just right is really important when you are requiring a prescription from your doctor to manage a physical illness.

Getting the correct dosage of therapy is also really just as important for your child when managing his or her communication disorder.

What do we mean by dosage in Speech Pathology?

Dosage in Speech Pathology can refer to a few things.  It can refer to the number of planned sessions for your child, the frequency of those treatments, the time during therapy targeting a specific skill and the number of learning opportunities your child experiences during therapy, at home and at school / preschool.

Just like when medications are prescribed; different doses of treatment can be prescribed for different disorders to achieve better results.  There are also several factors that impact treatment dose.

Factors that Impact Dosage

Many factors require consideration by your child’s Speech Pathologist when prescribing dosage for your child.  These may include but are not limited to your child’s:

Disorder  / Diagnosis

Severity

Attention Level

Age

Co-morbid conditions

Other factors external to your child such as your other family commitments, work hours and access to services also need to be considered when making a decision about treatment dose.

What do we know about dosage in Speech Pathology?

This area of research in our profession is still relatively new.  We need to know much more about the optimal doses of therapy for various speech, language and communication disorders.  We perhaps know the most about treatment doses for children with speech sound disorders.  There is an excellent review of the literature here https://www.theinformedslp.com/review/everything-you-want-to-know-about-treatment-approaches-for-speech-sound-disorders

The evidence base for treatment dose when working with children who have language disorders is also growing.  Interestingly the ‘more therapy the better’ mantra is not necessarily true in this case.  Research is showing that children with language disorders may actually benefit mores so to low dose/high frequency or high dose/less frequency interventions than to high dose/high frequency approaches.

The bottom line?

Discuss treatment dose with your child’s Speech Pathologist today.

2023-03-12T05:44:20+00:00
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Less can be More

I am finding myself coming back to this theme more and more over recent weeks both in my work as a Speech Pathologist and in my personal life.

Take small steps every day and eventually you will get there.

When things feel overwhelming you can focus on this…just taking the next step.

Wow!  What a good reminder for all of us; busy Allied Health Professionals or parents of children who have complex and challenging communication difficulties.

Small Steps and AAC

Has your child been recently prescribed a high-tech speech output device?  Maybe you have been introduced to LAMP, SNAP Core, TouchChat or Proloquo2Go.  Does that sound like another language to you?  Well, learning to use AAC can be likened to learning another language.  It is another way of communicating and is quite different to using only spoken language.  Learning how to use an augmentative and alternative communication system is a BIG GOAL but…if you break it down into small steps it can be achievable in a manner that is not overwhelming for parents, educators or children.

Families we work with who have seen success with introducing AAC all seem to have one thing in common; they have taken it slowly and persisted with small steps over time.  If it is all feeling overwhelming right now, work with your Speech Pathologist to choose focus words and try introducing only 1 word at a time.  Model as well as encourage your child’s functional use of this word in everyday routines and take it slowly.

Less can be more.  We can focus upon building your child’s use of all the vocabulary that AAC has to offer step by step.  It doesn’t have to be all at once!

Small Steps and Speech Pathology Goals

So your child has been diagnosed with a communication impairment… therapy is recommended.  The next stage will be to decide upon goals.

My advice is that less is more.  Choose no more than 3 small things to achieve.  Choose goals that are important, that have meaning and that will make a significant difference for your child but keep them small and really specific.

Achieving these small goals helps your child to inch towards achieving those big, longer term goals whilst being motivated by small wins and success along the way.

This is far more effective than standing at the bottom of the ladder, looking up and giving up because it all feels too hard.

Remember

Choose a small number of goals that are specific, small and achievable.  This applies if your child is in therapy or if you are feeling overwhelmed with your role in all of this as a carer of a child who requires the services of a Speech Pathologist or other service provider.

You can say ‘no’

There are no quick fixes in therapy..not when it comes to Speech Pathology.  Families need to be able to fully commit and engage in the therapy process for children to make good progress. It is okay if now is the not the right time […]

2023-03-06T03:46:58+00:00
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