Re:Where do you go for Speech Therapy in Remote area-long

[Guest guest]

Here are some websites my son's speech path has used.

_http://nathhan.org/ResourceRoom/straight_talk.htm_

(http://nathhan.org/ResourceRoom/straight_talk.htm)

_http://www.sayitright.org/index.html_ (http://www.sayitright.org/index.html)

_http://www.superduperinc.com/S_Pages/ssb5.htm_

(http://www.superduperinc.com/S_Pages/ssb5.htm)

Here are some tips for younger children:

-Use good speech that is clear and simple for your child to model.

-Repeat what your child says indicating that you understand. Build and

expand on what was said. " Want juice? I have juice. I have apple juice. Do you

want apple juice? "

-Use baby talk only if needed to convey the message and when accompanied by

the adult word. " It is time for din-din. We will have dinner now. "

-Make a scrapbook of favorite or familiar things by cutting out pictures.

Group them into categories, such as things to ride on, things to eat, things

for dessert, fruits, things to play with. Create silly pictures by mixing and

matching pictures. Glue a picture of a dog behind the wheel of a car. Talk

about what is wrong with the picture and ways to " fix " it. Count items pictured

in the book.

-Help your child understand and ask questions. Play the yes-no game. Ask

questions such as " Are you a boy? " " Are you Marty? " " Can a pig fly? " Encourage

your child to make up questions and try to fool you.

-Ask questions that require a choice. " Do you want an apple or an orange? "

" Do you want to wear your red or blue shirt? "

-Expand vocabulary. Name body parts, and identify what you do with them.

" This is my nose. I can smell flowers, brownies, popcorn, and soap. "

-Sing simple songs and recite nursery rhymes to show the rhythm and pattern

of speech.

-Place familiar objects in a container. Have your child remove the object

and tell you what it is called and how to use it. " This is my ball. I bounce

it. I play with it. "

-Use photographs of familiar people and places, and retell what happened or

make up a new story.

-When your child starts a conversation, give your full attention whenever

possible.

-Make sure that you have your child's attention before you speak.

-Acknowledge, encourage, and praise all attempts to speak. Show that you

understand the word or phrase by fulfilling the request, if appropriate.

-Pause after speaking. This gives your child a chance to continue the

conversation.

-Continue to build vocabulary. Introduce a new word and offer its

definition, or use it in a context that is easily understood. This may be done

in an

exaggerated, humorous manner. " I think I will drive the vehicle to the store. I

am too tired to walk. "

-Talk about spatial relationships (first, middle, and last; right and left)

and opposites (up and down; on and off).

-Offer a description or clues, and have your child identify what you are

describing: " We use it to sweep the floor " (a broom). " It is cold, sweet, and

good for dessert. I like strawberry " (ice cream).

-Work on forming and explaining categories. Identify the thing that does not

belong in a group of similar objects: " A shoe does not belong with an apple

and an orange because you can't eat it; it is not round; it is not a fruit. "

-Help your child follow two- and three-step directions: " Go to your room,

and bring me your book. "

-Encourage your child to give directions. Follow his or her directions as he

or she explains how to build a tower of blocks.

-Play games with your child such as " house. " Exchange roles in the family,

with your pretending to be the child. Talk about the different rooms and

furnishings in the house.

-The television also can serve as a valuable tool. Talk about what the child

is watching. Have him or her guess what might happen next. Talk about the

characters. Are they happy or sad? Ask your child to tell you what has happened

in the story. Act out a scene together, and make up a different ending.

-Take advantage of daily activities. For example, while in the kitchen,

encourage your child to name the utensils needed. Discuss the foods on the

menu,

their color, texture, and taste. Where does the food come from? Which foods

do you like? Which do you dislike? Who will clean up? Emphasize the use of

prepositions by asking him or her to put the napkin on the table, in your lap,

or under the spoon. Identify who the napkin belongs to: " It is my napkin. " " It

is Daddy's. " " It is 's. "

-While shopping for groceries, discuss what you will buy, how many you need,

and what you will make. Discuss the size (large or small), shape (long,

round, square), and weight (heavy or light) of the packages.

Last summer I heard about the Hanen Program but have never used it

personally because my son receives speech and language therapy twice a week,

however,

if he had been 2 to 5 when I first found out about it I would have pursued

it for use at home. The below info is from their website. There is a center in

Sugar Land Texas that conducts workshops on the Hanen Program and I realize

that's very, very far away from Big Springs.

(http://www.hanen.org/web/Home/Parents/ChildrenwithAutismSpectrumDisorder/tabid/\

96/Default.aspx) The Hanen Centre has resources and programs that can

help you promote your child’s language and early literacy development.

It Takes Two to Talk® — The Hanen Program® for Parents is a well-known

model

of family-focused early language intervention for young children with

expressive and/or receptive language delays. The goal of It Takes Two to Talk

is to

enable parents to become their child’s primary language facilitator, thereby

maximizing the child’s opportunities for communication development in

everyday situations. It Takes Two to Talk is designed for toddlers and

preschool-age children with specific language impairment, as well as to

children with

cognitive and developmental delays under age five. It Takes Two to Talk has

three objectives: parent education; early language intervention and social

support.

_http://www.hanen.org/web/Home/Parents/ChildrenwithAutismSpectrumDisorder/tabi

d/96/Default.aspx_

(http://www.hanen.org/web/Home/Parents/ChildrenwithAutismSpectrumDisorder/tabid/\

96/Default.aspx)

The Hanen Centre has two Programs for Parents of children with Autism

Spectrum Disorder.

More Than Words is a family-focused program that gives parents of children

with Autism Spectrum Disorder (ASD) and related social communication

difficulties, practical tools to help their children communicate.

TalkAbility™ – The Hanen Program for Parents of Verbal Children on the

Autism Spectrum. The first TalkAbility workshop is scheduled for spring 2008.

TalkAbility is being designed for families with children aged three to seven

on

the mild end of the autism spectrum. These children can talk, but having

extended conversations and making friends is very challenging for them.

Hanen Programs are research-based and workshops are designed for small

groups of parents. They take a practical approach and help parents learn how to

foster their child's language development during everyday routines and

activities. The programs are supported by beautifully illustrated guidebooks

and

inspiring videotapes that bring Hanen strategies to life.

Has your child been evaluated by a Speech and Language Pathologist? There

are several approaches depending on needs:

Oral Motor Therapy

Articulation and Phonologic Process Intervention

Apraxia Therapy

Auditory Processing Therapy

Stuttering Treatment

Feeding Disorders and Swallowing Intervention

Tongue Thrust Intervention

Pragmatic Language Therapy

Therapeutic Listening

Fast ForWord and Earobics Computer Programs

CReece

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