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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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Should I teach my baby Sign Language

The short answer to the first question here is ‘No’…Sign Language is not something we SHOULD be teaching our babies or young toddlers.  The long answer is a tad more complex.  Using natural gestures to accompany what you say when communicating with your child WILL help him or her to understand language more readily.  Modelling such gestures may also assist your little one to start communicating earlier than if you only modelled spoken words.

For those children who are late to acquire spoken language, the use of more of these natural gestures and sometimes the introduction Key Word Sign can be of enormous benefit.

What is Key Word Sign?

Key Word Sign adds signs to spoken english.  In Australia, we use signs from the Deaf community’s sign language called Auslan.   Key Word Sign can be used to support children to understand language and can also help them to get their message across to others more successfully.  We say the full sentence and sign just the key words using Auslan signs https://auslan.org.au/

What is Makaton

Key Word Sign was formerly known a Makaton.  Sometimes these terms are still interchanged in our community but it is important to know that if you are teaching Key Word Sign to children in Australia, that you draw upon the signs of Auslan.  Makaton was originally derived from British Sign Language so it can be very easy to get confused. The last thing we want is for Speech Pathologists, Parents/Carers and Educators teaching different signs for the same word.  To keep consistent, it is best to keep the lines of communication open so that all working the child know which signs are being taught and that we borrow the signs from Auslan.

What Signs should I Teach my Child?

The answer to this one is pretty clear…whichever signs your child needs in order to communicate effectively with others.  So often I see ‘finished’ and ‘toilet’ as the only signs being targeted.  How functional are these are words we need to communicate to others?  Sure…we need to understand them but if we are wanting to teach our children signs to communicate with others, there are far more useful words to start with.  We will often recommend ‘Core’ words.  These are words that can be used across various situations with different people.  How often do you need to use ‘colour’ words when communicating to others versus a Core word such as WANT, MORE, GO, NO, LOOK, GET, COME, and HELP?  Sit down with your child’s team and look at the reasons why your child is communicating and how?  Where are the gaps?  What might be causing frustration?  Could you perhaps teach a simple sign for those moments?

How Do I Teach Key Word Signs?

Always Say and Sign simultaneously.  Slow your speech rate down.  Get face to face with your child to maximise […]

2023-03-05T22:50:24+00:00
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Is your child a Gestalt Language Learner?

Gestalt Language Processors

Despite what this term sounds like; it is NOT a term to describe the newest piece of technology on the market!

Several of the children we work with at Learn2Communicate are Gestalt Language Learners. This means that they learn language in ‘chunks’ much easier than they do single words.  Instead of learning single words and then gradually combining these words into short phrases and eventually, sentences, Gestalt Language Learners often start speaking in complete phrases.  It can seem to carers and educators that they have ‘skipped’ the single word stage when in fact they acquire language differently to other children.

Gestalt Language Learners may also, but not always, be diagnosed as being on the Autism Spectrum.

Some are also hyperlexic; showing a strong interest in the the alphabet and reading well before their school years.

Yes, these children are fascinating!  They are often late to start speaking but then start speaking  in complete phrases before single words have even been acquired.  If this sounds like your child or a child you educate, there is so much you can do to support language to grow.

What is Echolalia?

Echolalia is a term that is used to describe when a child uses ‘copy cat’ speech i.e. words and phrases that they have heard elsewhere.  Sometimes a child will copy a line from a favourite TV show or song.  At other times they might imitate the question you have asked instead of answering the question.  You might notice that your child imitates words and phrases immediately or that these phrases are used at other times of the day.  Often children will repeat the words and phrases in the same intonation each time.

Echolalia is very commonly noted for Gestalt Language Learners.

How to respond to Echolalia

The most helpful way to respond when you notice that your child is using Echolalia is to do your best to first understand the intent of the message.

Is your child trying to convey an emotion?  Happy, Sad, Excited, Frustrated…..

Perhaps your child is trying to comment on something that is happening.

Remember that using spontaneous language can be tricky for these children when they are first learning to use language.  In these early stages you will need to act like a detective.  Look for the ‘clues’ in the scripts that your child is using to help understand what your child is trying to communicate.

Advocate for your child.  Let others who care for and educate your child understand what your child’s most commonly used scripts mean.  This is where our previously discussed idea of developing a Personal Communication Dictionary may be helpful.  https://learn2communicate.com.au/personal-communication-dictionaries/

Understand the Intent

What is your child trying to communicate?

Interpret the Intent ‘as he/she would if he/she could’

Using simple language with a sing – song voice (as gestalt language learners are often drawn to pitch and intonation patterns in speech), interpret your child’s gestalt / echolalic phrase / script.  Where possible, reduce your use of questions.  Comments that match your child’s intent e.g.  “Oh….feeling […]

2023-02-12T22:34:11+00:00
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Back to School

Those long summer days

where lunch boxes do not need to be packed, children are sometimes able to stay up on weeknights until a little later than normal and routines are not as clear are over.

School is back across the country!

Some children will be starting school for the first time whilst others will be transitioning to new classrooms, classmates and teachers.  Whatever the scenario is for you and your child, there is sure to be a period of adjustment for everyone over the next few weeks.  Luckily there are plenty of simple things you can do to help make the next few weeks run as smoothly as possible.  Here are some ideas for you to consider:

Create a Routine

When children know what to expect, they tend to feel more in control of their environment.  Creating a simple routine and sticking to it where possible, can really work wonders when it comes to helping children get used to changes in their lives.

Get bedtimes back on track.  Sleep is just so important for our overall health and wellbeing.  Unless children are well rested their brains will not be ready to learn.

Organise your shopping list to include those healthy snacks for the lunchboxes so you are not scrambling at the last minute and opting for less nutritious or satisfying options.

If your child has activities before and/or after school, draw a simple visual calendar using a whiteboard or a strip of cardboard that you can attach to the fridge.  This helps your child to understand when activities are happening in their lives and also assists in understanding concepts of time and sequence.

Add Story Time to your Daily Routine

The benefit of a bedtime story cannot be underestimated.  These special moments can be used not only as lovely moments to connect with your child but also provide you with opportunities to expose your child to new vocabulary, sentence structure and ideas.  Feel free to flesh out the story themes by discussing when your child perhaps had similar experiences to the main character or visited a similar location.  Tempt your child’s imagination by engaging in some ‘think alouds’; “Imagine if….” or “I wonder how…..”.  Understanding how stories are organised also assists children to learn how to engage in higher levels of discourse and can really provide a boost to your child’s language development, all without them knowing that it is ‘work’!

Listening Practice

School requires much more sitting and listening than perhaps other settings your child has been used to, especially if this is your child’s first year of school.  Practice listening and waiting for your turn to talk in general conversations and maybe at the dinner table when talking about your day.  No need to raise your hand to speak in these situations (haha) but learning to wait can be a tricky skill for many children!

Taking Care of Things

Learning how to organise and take care and responsibilities of one’s own belongings is a terrific life skill that you […]

2023-01-30T03:12:47+00:00
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Personal Communication Dictionaries

Does your child or a child you work with communicate using unconventional gestures that are sometimes missed or misunderstood by others?

It may be challenging at times for others to understand your child’s emotional state, wants, needs and ideas especially if your child is nonverbal or if your child has a complex communication difficulty.

When we don’t respond appropriately or accidentally ignore a child’s communication signal, communication can breakdown and development can stall.

Creating a Personal Communication Dictionary for your child can help others to recognise your child’s efforts to communicate and reinforce these in positive ways.

A Personal Communication Dictionary is a document with information about the individual ways that your child communicates.

It details what your child does, what this might mean and how the communication partner can respond to the communication behaviour seen.

Why are Personal Communication Dictionaries Needed?

These documents can be incredibly helpful for communication partners as well as for your child.  Partners can get to know your child, recognise communication behaviours and interpret these communication attempts appropriately.  This helps back and forth interaction to grow.  When children have their emotional states, needs/wants and ideas understood by others, communication continues to grow.

Personal Communication Dictionaries can be compiled by Parents and/or Speech Pathologists and distributed to all other adults who spend time with your child.  Your child’s gestures, body language, facial expressions, vocalisations and signs can even be photographed and included in the dictionary.

A mix of text, photos and pictures can create a beautiful, authentic document all about your child and how your child communicates.

How to get started…

Head to https://shop.scopeaust.org.au/wp-content/uploads/2019/11/Personal-Communication-Dictionary-form.pdf and download your free template.

Start to write down in as much detail what your child does…any little idiosyncratic behaviour, sound, gesture or action your child makes to communicate.

Does your child jump up and down and flap his or her hands?

Does your child take you by the hand and drag you to the front door?

Perhaps your child likes to engage in repetitive humming when playing by him or herself?

Once you have detailed all of the behaviours, you can then match these behaviours to an interpretation of what your child may mean when he or she engages in each behaviour.

The final column can be used to explain to your child’s communication partners HOW they can respond in a way that will help your child.

Here is a quick example:

What I do

I place the palm of my hand on my chest and pat my chest repeatedly

What this might mean

I am learning the Key Word Sign for ‘more’.  When I use this gesture, I am communicating to you that I want more of the item, food or drink or I want you to do more of the action you are doing e.g. I often use this gesture if you are chasing me or tickling me and I want you to continue.

What you can do

Please acknowledge my attempts to request more.  Say ‘More!’ and model for me the Key Word Sign as you […]

2023-01-23T01:04:05+00:00
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Late Talkers

My Toddler is Not Talking Yet.

Should I be concerned?  What can I do to help?

These are comments and questions that we hear quite frequently when concerned parents contact us at Learn2Communicate.  So many parents have, what they describe as, a niggling doubt about their child’s speech and language development.  At first, they may rely upon the well-meaning advice of loved ones.  Being told ‘Don’t worry.  He will grow out of it’ or  ‘Your father didn’t speak until he was 4’ can temporarily put those worries aside but, unless that little toddler starts to talk soon after, such comments rarely help to allay a parent’s worry.  Before long someone will surely say something  along the lines of ‘I think he should be talking by now’ or ‘Your child should have 50 words by this age’.  Although such comments often tip a parent into action; these types of comments can also fuel a parent’s concern and do little by way of assisting the parent in knowing what to do next and when to do it.

For those of you reading this post and think ‘Ahhh…I do have concerns about my child’s language development’, then please read on as we have some simple tips to get you started and to help you feel  empowered with the knowledge, skills and capacity to nurture your child’s communication development.  There is much that you can do to help young children learn how to communicate. All children can become effective communicators…even those who have a significant degree of disability and other co-morbid conditions.  Okay, read on for some great tips to get started!

The ‘WHY’ of Communication

Sit back and observe your child for a few days.  Take note of the reasons WHY your child communicates.  Take your focus off which speech sounds your child can or cannot say for now.  Just ask yourself WHY does my child communicate / for what communicative purposes?

Some reasons why you child might communicate include to express:

  • Greetings / Farewells
  • Request for items, food, drink and actions e.g. to be lifted out of the highchair, to go outside
  • Comments about what he or she is interested in or is noticing
  • Responses to your simple questions and to your requests to follow simple directions
  • Enjoyment, excitement, frustration, protest and rejection

The HOW of Communication

Some of the many ways in which your child might communicate these intents might include:

  • Facial expressions
  • Tone of voice
  • Gestures including pointing
  • Speech ‘jargon’ that is unintelligible but that has the intonation of language
  • Single words
  • Short phrases

Identify any gaps in the WHYs of communication

Communication is a complex dance between people that goes back and forth in a reciprocal relationship.  Communication involves far more than identifying body parts or imitating words after an adult requests a child to ‘say…’.  Look for the gaps in your child’s communicative intent.

Perhaps your child can wave hello and bye bye but may not yet be communicating for the purpose […]
2022-12-21T22:27:54+00:00
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Talking Time with your Child…Make it an Atomic Habit

I have recently been reflecting upon how our daily habits all contribute to our long term health and wellbeing after reading the bestselling book ‘Atomic Habits’ by James Clear.  For those of you who attended our face to face Learn2Communicate events throughout the Central West of NSW earlier in 2022, you would already know this.  I haven’t stopped thinking about the idea of applying this concept to my work as a Speech Pathologist.  How can we make small and easy changes to our daily routines and interactions with children in a way that will have a powerful impact?

We know that children respond well to frequent, positive interactions with a loving caregiver and that child acquisition of oral language skills can be boosted in the early years via such interactions. As a Speech Pathologist and also as a Parent, I also know that providing families of children who have speech, language and communication challenges with comprehensive, detailed ‘home programmes’ in order to provide this boost to oral language can be ineffective.  Add to this the request by the Speech Pathologist to “complete this home programme with your child at least 3-4 times per week and try to spend 15-30 minutes during each practice time” and we see many parents opting to run for the hills!

What if we could, instead, infuse some new powerful habits into everyday routines and that these habits were easy yet effective in helping all children become effective communicators?

How can we make Talking Time with Children a new Atomic Habit that each and every one of us can adopt?

Here are some ideas I would encourage all of you to consider!

Start by identifying what the exisiting routines are during your day that involve you and your child.

Write these down.  A routine doesn’t have to have many steps; it is simply just something that happens on several days each week with some degree of predictability.  Some examples I can think of with a toddler in mind might be: getting into the car seat, packing a bag for daycare, bath time, story time at night, getting dressed, breakfast, snack, lunch and dinner time, parent returning home from work time, bed time.  Perhaps keep a blank piece of paper on the fridge for a week and note every small little routine that you can think of as it occurs.

Now…choose one of those routines and write down the ‘script’ for what happens. Here is an example for a fictional child. Let’s call him Dylan:

Snack Time after Preschool

Mum opens front door.

Mum and Dylan walk inside.

Mum takes Dylan’s backpack and unpacks drink bottle, lunch box and hat.

Mum puts each of these items away.

Mum takes Dylan’s shoes off.

Mum opens fridge and makes Dylan a snack of carrot sticks and hummus.

Mum lifts Dylan to sit at kitchen bench and places snack in front of him.

Mum says “time for afternoon tea”

Dylan eats snack whilst mum […]

2022-11-21T01:23:17+00:00
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Many Ways to use our Fun Friends Cards

So many ways to use our Fun Friends deck of cards for listening and talking development. Asking questions, listening, providing rich descriptions and learning about emotions…. We love resources that have plenty of different applications and this is definitely one of them!

Order your copy from our website today https://learn2communicate.com.au/product/fun-friends/

2022-11-07T03:37:41+00:00
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