Using music with your child with ASD

When Franky and I worked at Longdon Hall, which was a residential special school for children ASD and complex communication difficulties, we worked very closely with music therapists. We saw how music could be used to calm, soothe and motivate but also as a powerful means of working on communication skills.

Georgina brought this article, by Ryan Judd, to my attention this week. It makes interesting reading for parents wanting to use music with their children http://expertbeacon.com/helping-kids-autism-spectrum-disorder-bond-over-music/#.UlqBFVDrxHb

Ryan Judd is a board certified music therapist with a master's degree in Music Therapy. He has been in private practice and specializing in children with special needs for more than 13 years. Ryan is known for his ability to connect with and motivate the most challenging of clients through music, humor and drama. Ryan is also the founder of The Rhythm Tree, which is dedicated to educating parents, therapists and teachers on how to use music to help children with special needs learn, grow and thrive. Ryan has an educational video blog atwww.TheRhythmTree.com and has developed an award winning DVD and Music Kit for Children with Special Needs. You can learn more at http://www.therhythmtree.com/store

Small Talk Speech and Language Therapy comes to Derbyshire

Georgina White, speech and language therapist is very excited to be leading Small Talk Speech and Language Therapy in Derbyshire; as she lives in the area. ‘I am particularly excited as I know what great results Small Talk Speech and Language Therapy can achieve as I have been working for Small Talk in the South Staffs area for nearly 12 months; and they have been achieving great results there since 2007.’

Small Talk Speech and Language Therapy are a team of speech and language therapists and assistants who work independently with children, from babies to teenagers. They can deal with a wide variety of speech, language and communication problems including, speech sounds, autism, problems with understanding and expressive language difficulties. They specialise in complex communication and ASD but can see any child about whom a parent is worried. The waiting list is usually less than 2 weeks from initial enquiry.

Small Talk Speech and Language Therapy visit children where they are most comfortable, either in nursery or at home. Georgina believes that this is far better for little ones who may be intimidated by a clinic setting, ‘Sitting with a child on the floor playing with their own toys makes them feel more relaxed so we can establish a rapport much more quickly. This means I can assess the situation more easily.’

Georgina White says, ‘We give parents a choice but, can also support the work of NHS Speech and language therapists.’ This is very important as 40,000 children start school each year without the necessary levels of spoken language (Wright, J., 2008); and a Government report in 2008 showed that this can be as high as 50% of children in some areas (Bercow, J.). But, there is so much that can be done to prevent this and to help when things go wrong.

It is these sorts of concerns and evidence that led Libby Hill to set up the Smart Talkers pre-school communication groups which are for all children to encourage confidence and the best communication possible. Libby Hill says, ‘We can give advice and support to parents of little ones who are not developing their speech and language as expected’. Georgina will be starting Smart Talkers pre-school communication groups soon in Derbyshire; she will also be offering training opportunities for parents and early years practitioners.

To find out more please visit www.private-speech-therapy.co.uk , and http://www.smarttalkers.org.uk/ for current pre-school communication groups; or please ring 0844 704 5888.

We all know that interacting with children is important, but are we RESPONDING to our child’s interactions?

How do children learn new words and use them correctly? Yes, you got it, from us, the adults; and their peers. But, children can watch and listen to adults on the television and on DVD’s etc. is that just as good? The answer is NO! Children need the response of others to help guide their learning of language and communication.

I was really interested to read the following link the other day:

http://www.sciencedaily.com/releases/2013/09/130924091802.htm

Detailing a new study by researchers at the University of Washington, Temple University, and the University of Delaware, appears in the journal Child Development; and they have questioned why learning from video has proven to be more difficult for children to learn words. They have found that it's the responsiveness of the interactions that's key: ‘When we respond to children in timely and meaningful ways, they learn -- even when that response comes from a screen.’ i.e. skype.

This also supports my previous blog regarding the fact that mobile phones can be a barrier to successful and effective communication.

http://www.smarttalkersblog.com/2013/09/mobile-phones-are-huge-barrier-to.html

It is so important to let children know that their attempts at communication are valued and important! To do that, all you need to do is listen attentively, and respond to what they said. This doesn’t necessarily mean you have to go into elaborate detail of what paint and brush they used to paint their picture in nursery, nor should you just give an uninterested response of ‘that’s nice dear’ etc. Get down on their level, give them plenty of eye contact, use facial expressions and gestures, intonate your voice etc. None of which is rocket science but, it will have wonderful effects on your child’s self-esteem.

As Libby Hill has mentioned previously, Hanen have a great term called 'owling' and we all need to do more of this:

• Observe
• Wait
• Listen

So, take a step back and see every day activities as an opportunity to listen to your child and respond to their communication attempts. You are your child’s ‘model’ of communication!

Georgina White

Would you like to be your own boss, do something you love, make a difference AND have fun?.... you can as a Smart Talkers franchisee?

 

pre-school communication groups

All children can benefit from our award winning pre-school communication groups. They are designed to help develop confident, successful communicators. Spoken language skills are the basis for most educational tasks so the better the speech, language and communication skills the easier they will find it when they start school.

We use puppets, games, stories and songs to make it as fun as possible. We get great feedback from parents, carers and the children themselves! It's not really like working, as it's tremendous fun working with pre-school children.

We have lots of different groups: Small Talkers. Teeny Talkers. Baby Talkers, Chatter Tots and Stories and Songs. There are also lots of other packages for nurseries and projects for schools that we do.

We are looking for franchisees in many areas of the UK or further afield. No experience or qualification required as full training is given. Business support and back-up is an important part of the package. We also have licenses for speech and language therapists so they can run groups in their areas.

We are having an open afternoon so you can find out more::

26th October 2013

2-4 pm

Uttoxeter Fire Station

Cheadle Rd

Uttoxeter

Staffs

Places are limited so early booking advised

www.bookwhen.com/smalltalk

www.smarttalkers.org.uk

Tell us a joke.........

The communication Trust has teamed up with the Royal College of Speech and Language Therapists (RCSLT) to launch Voice Box 2013 – a national joke-telling competition designed to raise awareness of the fun and importance of communication.

RCSLT are inviting mainstream primary and special schools in England to work on their own, or with their speech and language therapists, to hold a joke-telling competition between 2nd September and 4th October 2013. You then send RCSLT the winning joke from your school by Monday 7th October and a judging panel will shortlist the 10 best jokes they receive.

RCSLT will invite the shortlisted joke tellers and their parent or guardian to the Houses of Parliament on Monday 28th October for a national final, hosted by The Rt Hon John Bercow MP, Speaker of the House of Commons.

For more information please click here.

The confusing terminology used by speech and language therapists, hopefully will become clear.....

I am always conscious of the terminology we, as speech and language therapists use when talking to other professionals and parents, and those terms that we use in our reports. To us, after 3-4 years of training these terms become second nature; and sometimes we can forget that the words we use can seem a little confusing to say the least. So I thought I would define some commonly used words and terms used by speech and language therapists. But first, maybe it would be useful to know what speech and language therapy is, what we do, where we work, with whom we work etc.

Speech and Language Therapy is used to help people that have speech, language, and communication difficulties; it can also be used to help people who have difficulties swallowing, eating and drinking.

The role of a Speech and Language Therapist, or commonly used term SLT, or even SALT within a hospital environment, is to assess and treat speech, language and communication problems in adults and children. With the desired outcome that individuals will communicate to the best of their ability. They may also work with people who have eating and swallowing difficulties.

What type of difficulties will a SLT come across?

•       difficulty in producing and using speech

•       difficulty understanding language

•       difficulty using language

•       difficulty with feeding, chewing or swallowing

•       a stammer

•       a voice problem

Where do SLT’s work?

•       Schools (mainstream & special schools)

•       Hospitals (inpatients & outpatients)

•       Clinics/community health centers

•       Clients homes

•       Hospices

•       Sheltered accommodation

•       Prisons, young offenders institutes

•       Courts, as a intermediary

•       Mental healthcare settings

•       Private/independent practice

•       Assessment units & day centers

What type of work does an SLT do?

•       work directly with children & adults e.g. using games and interactive learning; carrying out exercises e.g. speech exercises, breathing exercises etc.

•       provide clients with work to carry out at home

•       work with children & adults with similar difficulties in a small group

•       provide clients with relevant resources & information

•       provide clients with relevant contacts and support with other professionals, co-workers, support groups etc.

•       an SLT will also endeavor to provide clients and their parents or carers with emotional support and appropriate skills to help them on a daily basis.

•       a large part of a SLT’s role involves working closely with others e.g. teachers, physiotherapists, occupational therapists, doctors, nurses, GP’s, psychologists, health visitors, social workers , orthodontists/dentists, dieticians,  audiologists, politicians/government, other SLT’s i.e. team work.

Ok, so what about some of those terms we use, what do they mean?

Attention and Listening is the foundation to all learning. Children must practice, and learn to ‘listen’ and ‘look’ appropriately to control their own focus of attention. The ability to listen and concentrate is an important part of all children’s speech, language and communication development. It is so important to encourage and develop ‘good’ attention and listening skills for all children; especially those that have difficulties in speech and/or language development.

Communication is the exchange of information between two or more people; using verbal and non-verbal means.

Language takes the form of two parts; receptive language is the ability to understand what someone communicates, either through sound (auditory), or visually (reading and interpretation of sign). Expressive language is the ability to formulate a message into words and sentences; which can be spoken, written or signed.

Non-verbal communication (NVC) is the process of communication through sending and receiving wordless messages. For example, your facial expressions, gestures, tone of voice etc. can all convey meaning to our listeners i.e. about how we are feeling; without actually using words. NVC, is influenced by culture and society, and is shaped by experience, observation and practice.

Phonology is the sound system of a language, and the rules for combining these sounds to produce meaningful units of speech.

Play, why do SLT’s look at this? Symbolic play skills are important for language development. It is a lovely way for children to learn about communication, language and other people. A child’s play skills can help to aid a diagnosis, and is the best way to implement therapy as it is fun and interactive!

Pragmatics/social skills refer to the ‘rules’ of language in social situations. It includes the speaker-listener relationship, the context, and the intentions of the communication. Therefore, speech and language are not the only components important for effective communication.

Social interaction skills include:

·         appropriate eye contact,

·         ability to listen,

·          ability to express ourselves,

·          ability to take turns,

·         ability to process what others are saying,

·         ability to initiate a conversation,

·         ability to maintain a conversation

·         ability to close a conversation appropriately,

·         awareness of a listeners feelings,

·         an awareness of the impact of what you are saying on others

·         the use of appropriate gesture, and the ability to understand it

·         the use of appropriate facial expressions, and the ability to understand them

·         ability to understand the intent of the communication, not just the literal interpretation

·         ability to be flexible in using and adapting language in a particular context

Phew, amazing isn’t it? All these things we do all day everyday; and we quite often take it for granted! So how do we do it? Well, all these social interaction skills are culturally determined, and learned through observation, trial and error, and life experience!!

Semantics is the meaning behind the language that is transmitted by words, phrases and sentences.

Speech is the physical production of sounds e.g. p, t k, d etc.

There may be more terms that you have probably heard used by professionals but I hope this clarifies some things for you. My advice would be, if you’re with a professional i.e. doctor, dentist, teacher, SLT etc; and they are using words you find confusing don’t be afraid to stop and ask them what they mean. Sometimes we can forget how ambiguous we can be!

Georgina White

Mobile phones are a huge barrier to communication development!

I just wanted to take the opportunity to respond to another report in a newspaper:

http://www.dailymail.co.uk/news/article-2420526/Parents-ignore-mobiles-talking-children-know-views-important.html

Head teachers have accurately said that parents shouldn't check their phones when their children are talking to them, as this can make sure they feel important and valued.

Why is this so important?

Communication is a two way interaction between people, children need to have the opportunity to interact with people that will listen to them; and respond to their questions and comments about the world around them. This will help them to learn how to communicate and use language skills that are appropriate and expected by others i.e. turn taking, listening attentively etc.; and also why we communicate i.e. for our needs and wants to be met.

Realistically can this be done if mum or dad or, our child’s carers spend a large proportion of this valuable time texting, responding to emails, accessing social media etc. Previously, a large impact on a child’s speech, language and communication was the effect of ‘wallpaper television’ i.e. the television being on constantly in the background, impacting on effective interaction and communication between children and adults. Today, I think another challenge is the mobile phone, as this can be taken anywhere.

What affect can mobile phones have on effective communication?

·        Reduces the time spent talking to each other, face to face

·        Reduces vocabulary expanding opportunities

·        Reduces effective modelling of social interaction skills i.e. listening attentively to the speaker, turn taking, ending conversations appropriately etc.

·        Reduces opportunities for parent-child interaction, affecting the quality and quantity of that interaction

·        Prevents good eye contact

·        You may not be aware of non-verbal communication i.e. pointing, body language, gestures; your child may be using to support his/her communication

Fortunately, I have not come across many parents in my pre-school language groups who regularly access their phones rather than join in with the session. However, I do know that many of my colleagues have. So if you work with parents and their children, think about talking to them about the use of mobile phones and the impact it can have on their children’s speech, language and communication skills.

Georgina White