Thursday, 4 November 2010

Sign a Story Project

I'm delighted to welcome Katja O'Neill as this month's guest blogger. We came across each other via the blog and it's already been a pleasure to know her:


Running my own classes for babies and toddlers for the past 7 years, I thought I had probably seen all the fantastic benefits the Signing can do in terms of language development and confidence in those little ones.

Nothing quite prepared me, though, for what I experienced with some 4-5 year old children last year...

I was approached by the Luton Borough Council to help them run a project in Preschools and Reception age children – primarily in settings which had been found to be well below average in their scores for Language for Communication as well as Dispositions and Attitudes.  I jumped at the chance as it provided me with a huge challenge – over  two 8 week periods I visited over 300 children in 10 different schools to help improve one particular aspect of their language – Story telling and sequencing, by accompanying spoken words with signs taken from British Sign Language.
We called the project ‘Sign a Story’....

Sign a Story aims to teach 3-5 year old children the language of storytelling kinaesthetically, using sign language for key storytelling words, so that new words and phrases are literally at their fingertips! The children internalise storytelling phrases, sequencing language and connectives such as “first”, “next”, “finally”, “after that”, “suddenly”, “unfortunately” and “once upon a time” by learning traditional tales accompanied by signs. This project takes inspiration from Pie Corbett’s “Talk for Writing” materials, with the added benefit of consistent signs taken from British Sign Language and a complete teaching package including DVD, puppets and laminated story cards, which we developed.

Data from our initial research shows that the percentages of children at risk of delay in EYFS Language for Communication and Dispositions and Attitudes fell rapidly during the eight week research period, in some cases by up to 60%, with the percentages of children at and above age related expectations in these two key areas increasing rapidly. There is also clear evidence that the children quickly apply this learning into their writing – and teachers reported on average a 300% increase in the numbers of children at risk of delay who achieved EYFSP Reading point 7 “Retells narratives in the correct sequence drawing on language patterns of stories” following the Sign a Story project.

The extend of the success of this programme has surprised all of us  The teachers, in particular, are really keen to bring Signing into other areas of the curriculum.
One teacher told us:

“I have not been this excited about an initiative in a long time. You can see the impact almost immediately in the children’s attitudes, speaking and writing. It helps all abilities to understand and retell the story and engages my boys as they are telling the story kinaesthetically. I am especially pleased with the impact it has had on the shyer children and those who have very low language as they can now sign to show me what comes next in the story, allowing me to provide them with the language they are looking for. It has also helped my highers with their writing and compared to this time last year they are using more story language in their writing and find it easier to retell events, normally structuring their writing using first next and finally (some of the first signs we learnt).” Reception class teacher, Beechwood Primary, Luton
.
For more information, including the Sign a Story package or to attend a workshop, contact Katja@sign2learn.co.uk or Susan.Thomas@luton.gov.uk



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Smart Talkers Pre-School Communication Groups from Small Talk SLT Ltd

I wanted some photographs that I could use which really showed the children 'at work'. Horn End Rugeley allowed us to photograph a group there. Thank you so much to Emma and staff! Sara Moseley, my favourite photographer came and coped extremely well, despite the very small space, to achieve some great shots. Here are a taster!


They show how the children concentrate, puzzle over things and generally have a good time while working on attention, listening, social interaction, auditory memory, vocabulary, understanding and expressive language skills. 


We use songs, games, puppets, stories and signing to achieve the aims.... the children just think they're having fun!

Who is the strange woman with Jack? Answers on a postcard please....................

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Tuesday, 2 November 2010

ASD can be easy to miss or dismiss:

In a week, during which I've had to be the bringer of bad news to two families, I thought that the following article from the BBC was worth sharing. Parents often ignore the signs, even if they are well educated and, in this case, should have known. It's very common and very understandable that they often choose to push their fears to the back of their minds in the vain hope that it might be OK, that miraculously their child will be 'normal'. It's also very hard for professionals to be the first one to discuss the problem. I would never mention autism, only the speech, language and functional communication issues but this has become easier with time, experience and age perhaps, as I find I'm older than the parents now.


I admire the GP in this tale, who has admitted what many would have kept quiet. I hope it will have a happy ending too!


Even a GP can miss her son's autism By Jane Elliott  BBC News Health reporter 
When Dr Sylvia Bond's son James was slow to speak she worried about his development.She decided to have his hearing checked, but what the GP of eight years - and practice lead in child health services with a diploma in child health - did not expect to hear was that her little boy was autistic.
Just after his third birthday, however, that is the diagnosis she was given.
Despite her experience she had missed all the signs and says it showed her just how easy it can be for the professionals as well as lay people to miss the subtle signals.
Unlike many autistic children James was affectionate to his family and a very happy little boy.
And although he had no proper speech by the age of two his mother was sure there was another explanation.
Tell-tale signs
It is very difficult to put a date on when I first noticed there was a problem, she admits.
“ If I had not been a GP I would have probably taken him to the doctor sooner. ”
Dr Sylvia Bond
"He was not speaking. I think he might have said dog and duck once, but a trip back to the park to see if he would say them again had no response."And he never pointed at anything.
"He did not develop speech and he was a child who did not understand speech. I thought he could understand the word 'no', but he just understood the tone of voice that I used.
"He did understood the word 'pop' as in ice pop.
"I did not see the lack of eye contact, you don't when your child is cuddled into you. It takes someone else to discover it.
"As a parent you know something is wrong, but you do not know what.
"If I had not been a GP I would have probably taken him to the doctor sooner.
"If I had not been a doctor I would have asked for him to go for speech and language therapy."
So she referred him to an audiologist.
"I thought he had a hearing problem.
"I referred him myself to the hearing clinic as I was aware there were waiting lists for the speech therapists.
"I thought he needed intensive speech therapy."
Solo play
Dr Bond, a GP in Romford, Essex, said James would sit for hours playing happily with his Thomas the Tank Engine babbling to it in make-up speech like Star Trek's Klingon.
He could do complicated jigsaws and soaked up hours of television, but was unable to respond to his name.To him 'James' was merely Thomas' red friend, the number five engine.
The audiologist confirmed that James was able to hear and referred him to the community paediatricians, who highlighted his high intelligence levels, total lack of language and mixed social skills.
Dr Bond became aware that James might be autistic, although there was still no official diagnosis.
"Despite being a GP my experience was of children who are extremely autistic, whereas James is at the mild end of the spectrum.
"But these are the children for whom an early diagnosis can be most useful."
Home help
While waiting for his diagnosis James was signed up for the home tuition service for pre-school children (known as portage) and speech and language therapy (salt).
Dr Bond was taught how to communicate with James without the use of verbal language through symbols and signs.
His final diagnosis was made after he was observed not reacting in the assessment centre when another child hit him.
James, at the age of three, learned to read, say and then finally understand words - in the way in which someone might learn a foreign language.
Now aged six his reading and writing are above average.
He is in a mainstream school and he shows academic potential.
And as a high-functioning autistic boy there is every hope that James will go on to have a very successful academic life.
Struggle
But as his mother explains it has been and still often is a struggle as it is difficult to keep him focussed and he needs his full-time teaching assistant support on a one-to-one basis.
"As he started getting older I noticed other signs of autistic behaviour. Loud noises would upset him.
"He loves salt and certain foods, but is also very finicky about eating foods with certain colours or tastes and will not wear silky type clothing because it distracts him.
"He has had to have the labels cut out of his clothes because they distract him, but as he has grown older he is becoming more tolerant."
James now has a gluten/casein-free diet and takes omega 3/6 oil supplements.
If they stick to this they have a happier and calmer child.
But even the smallest diet changes can leave him distracted and obsessive and waking at 3am.
Social side
Although lessons are rarely a problem for James the social side of school sometimes is.
He often finds it difficult to interact and play time and lunch time can still be a bit of a struggle for him, so he only has three school lunches each week.
But Dr Bond says James' problems have made her much more sensitive to autism and she can now make a diagnosis in ten minutes, although she would always refer a patient for a full assessment.
She also tells affected families about James as she hopes she can help them relate to the problems.
Diagnosis vital
A spokesman for the National Autistic Society (NAS) said that a speedy diagnosis often made a big difference to the help and support a child could receive.
"Once a child is diagnosed it's desirable to access an early intervention programme as this will help the child and the whole family.
"There is no cure for autism it is a lifelong condition.
"However, there are various interventions or therapies available that can make a real difference and help the person achieve his or her full potential.
"There is evidence to suggest that intensive early intervention can result in a positive outcome for some children with autism."
The NAS said that the first port of call for parents worried about a child was the local GP, who they could ask to refer their child to a local diagnostic and assessment expert like a paediatrician, clinical psychologist or child development team.
But they said that there was still a 'widespread lack of understanding' about autism among professionals who often missed the signs and they called for better training into the condition.
In a 2002 NAS survey 'GPs on Autism', four out of ten GPs said they didn't have sufficient information to make an informed assessment about the likelihood of a patient having an autistic spectrum disorder.
Over one in eight said they would not know how and where to refer a patient with autistic spectrum disorder.Story from BBC NEWS:http://news.bbc.co.uk/go/pr/fr/-/1/hi/health/3937493.stm Published: 2005/01/05 15:08:12 GMT 

© BBC MMX

If you have any concerns about your child, Small Talk Speech & Language Therapy have 3 Specialist SLTs www.private-speech-therapy.co.uk. We Can offer assessment of language & communication skills or provide a full assessment and diagnosis service in conjunction with an expert clinical psychologist.
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Sunday, 24 October 2010

A sign of things to come?

Speech & Language Therapy has always been the 'Cinderella' of the services within the NHS, historically, whenever there have been cut-backs to be made, the NHS bosses have known that it's an easy option. This is in, part due to the fact that the departments are mostly staffed by very nice ladies who wouldn't complain (or of they did, it would be 'ever so politely' and not very loudly). They know there would be little chance of strike action or industrial dispute. And who else would moan? Our clients have problems communicating their everyday needs, thoughts and wants, never mind be able to make a statement in support of the shortage of therapists. 


Yet, any communication difficulty, however small, can be devastating to the individual and have a major impact on the whole of that person's life. As I've put at the top of the blog, and can't say any better,‘The ability to communicate is central to all that we do, to who we are, how we learn and how we relate to others’ (Ross, Leeds Metropolitan University, 2007). Communication problems of any kind, however mild, will certainly lead to isolation, frustration and an inability to fully integrate into society. Children will have a harder time making friends and fitting into nursery or school while adults will have inummerable social, emotional and day to day difficulties.


Whether it's an adult who has suffered a stroke or a young child who is not developing language as they should, it is vital that they receive the help they need from suitably qualified, experienced professionals...I.E. SPEECH & LANGUAGE THERAPISTS. The Royal College of Speech & Language Therapists' Giving Voice Campaign is an excellent attempt to bring home the issues from the clients point of view. Unfortunately, this might have little impact in today's climate of cut-backs see http://www.northernireland.gov.uk/news/news-dhssps/news-dhssps-20102010-lack-of-funding.htm for what's happening in one area.


Am I falling into 'nimby-ism' (i.e. not in my back yard')? No, as I'm an independent therapist, who is likely to benefit from any NHS cutbacks. I am, however, a sad observer of what is happening to an essential service. I know speech, language and communication problems are not life threatening but they are thoroughly life impacting.















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Wednesday, 20 October 2010

Difficult to swallow!

An earlier blog post looked at Sumathi Sinnapan's vital-stim therapy. I want to look at her personal pioneering plight as she brings the practise to Britain.


Introducing anything new is always hard. People like familiar, tried and tested systems and methods in just about anything. However, the only way we can progress or move forwards is to make alternations, look for better alternatives and analyse what works.


One of the little known areas that speech and language therapists (SLTs) work with is dysphagia which is an inability to swallow. This means all eating and drinking could be banned to prevent life-threatening choking.
Imagine if you had a head injury (which could happen at any time!) or stroke, which made normal eating or drinking impossible. How would it affect  your social life, could you still go to restaurants, bars, pubs? What would you do at the theatre or football match during the break? Family life would be completely changed too; no Sunday lunches with everyone round. You would probably just want to avoid food and drink situations all together.


Vital-stim involves electro-muscular stimulation administered by a speech and language therapist. This is usually the domain of physios but they only go as far as the neck and don't study the larynx. SLTs on the other hand spend hours studying the larynx but they don't traditionally use muscle stimulation techniques. This is the problem; the SLTs governing body The Royal College of Speech & Language Therapists have not been persuaded by the trials so far, despite an apparent wealth of evidence from the US and Asia to support it as a method.


Sumathi came across the principle while working in Asia, she looked into it and decided it was extremely convincing.


Sumathi has her work cut out to enable patients to be able to add this therapy as a choice to treat their dysphagia and to make Vital-stim a natural option for clinicians. She has a steep hill to climb but with something so important it's essential she carries on despite many set backs so far. She has invested a great deal of time, money and personal reputation. I wish her every success!!





Glenys Watkins and Sumathi Sinnappan with Vital Stim equipment
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Saturday, 16 October 2010

Nearly one in six children - and almost one quarter of boys - have difficulty learning to talk, research suggests.


A YouGov online survey of 1,015 parents found only half of children with speech problems received expert help.
The survey, for England's first "Communication Champion" Jean Gross, found some three-year-olds were unable to say a single word.
Ms Gross said the proportion of children with problems is "high" and that getting help early was essential.
"Our ability to communicate is fundamental and underpins everything else. Learning to talk is one of the most important skills a child can master in the 21st Century," she said.


Click to play
"The proportion of children who have difficulty learning to talk and understand speech is high, particularly among boys.
"It is essential that all children get the help they need from skilled professionals as early as possible."
Six out of 10 people questioned for the survey said the ability to talk, listen and understand was the most important skill for children to develop in the early years.
This priority came ahead of the ability to interact with others (26%), reading skills (11%), numeracy skills (2%) and writing skills (1%).
FIRST WORDS
Dada - 15%
Daddy - 13%
Mama - 10%
Dad - 10%
Mummy 8%
Mum - 7%
Cat 2%
No - 1%
Dog - 1%
All those questioned said they looked at picture books with their children, told them stories and sang nursery rhymes with them - all activities which boost language development.
The survey showed that the majority of children (51%) did not enjoy looking at picture books with their parents until they were over six months old, but 18% enjoyed this at three months or younger.
Children from more affluent families were reported to enjoy looking at picture books, and listening to stories and rhymes, at a younger age than children from less affluent families, researchers said.
First words
The most common age for children to say their first word, according to the parents surveyed, was between 10 and 11 months.
More girls than boys (34% against 27%) said their first word before they reached nine months. But 4% of children had not said their first word by the age of three.
There were no real social class differences in when children said their first word, the researchers said.
Most parents (95%) could remember what their child's first word was.
Among those surveyed, that word was most likely to be "Dadda" (15%) or "Daddy" (13%), with "Mama" (10%) and "Mummy" (8%) trailing a little behind.
Speech experts generally think the "da" sound is easier for babies to say than "m".
The YouGov research involved 1,015 parents of children aged one to to seven, questioned online in December. The figures have been weighted to provide a representative sample.