SLP Corner: How to Listen So That Your Toddler Can Talk

Editor’s Note:  Written for parents and guardians, this is a nice post worth sharing

[Source:  Child Development Club]

cdcThis is not the post I thought I was going to write. I set out to write about sneaky tricks to encourage talking (temptation tasks, turn taking, adding language: it was going to be a masterpiece), but as the introduction section became two, and then three, and then four, and then five paragraphs long, I realized that perhaps I was getting ahead of myself. Before you start encouraging talking, you have to learn to listen. This is how.

Follow Your Child’s Lead
Many of us have a secret, perhaps deeply buried agenda when interacting with a child. Though this may sound sinister, I suspect that you will recognize yourself in this simple example. You sit on the floor to play with your child (first of all, good job on that). You see the shape sorter and think “what a great opportunity to teach Maddy about shapes” (again, good job!). However Maddy’s eyes go to the ball across the room and she begins to reach for it. You show her a square, “Look Maddy, it’s a square, where does the square go?”

SCREEEEEEEECH!! Uh oh. The well intentioned language train has been derailed. At this point Maddy has to split her attention between the shapes (which she frankly could take or leave at this point) and the ball (which she currently thinks is awesome). She has to process the shape language that you are providing while taking in information about the ball, which she likes, and the square that you have (very lovingly) shoved in her face. System overload!! Language not learned. Instead, see her eye gaze go to the ball and follow her lead. “Look, a ball!” Ah ha, Maddy thinks, this awesome thing must be a ball! Language learned. Let your child use the full power of his or her developing mental capacity on objects that are of high interest in the moment. And if you really can’t let go of the shape thing, I suppose that you can mention that the ball is round.

Read the Rest of his Article on the Child Development Club blog

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Clinicians Corner: Yes, Siri! Voice to Text makes Therapy Note Documentation a Smooth Experience!

by Ruth Morgan, CCC-SLP

siriMany of you have newer iPhones.  I have an iPad Air.  I have shaved valuable time off of my therapy session documentation by dictating my notes into the iPad.  My colleagues who have iPhones do the same. Handwriting is going by the wayside!  I have terrible handwriting, but when I type or dictate, my notes are detailed and organized (and Medicaid compliant).

How do we set up notes for dication?  First, make sure Siri is enabled on your iPad or iPhone.

1.  Create Google forms for each student. Google forms can have specific questions geared to your students’ IEPs. I also have a place on each form for a synopsis of the therapy session.  Tutorial for this is here.

2.  Add the child’s Google form to your home screen on your iPhone or iPad. Keep in mind that you need to have an Apple gadget that is more recent than an iPad 1 or 2.  A tutorial for adding the Google form to the home screen is here.

3.  Then dictate your notes!  When you open the form, touch a cell.  The keyboard will open, and you will see a microphone icon in the bottom row.  Touch that, and talk……slowly. 

Read the Rest of this Article on Chapel Hill Snippets

Posted in OT, Psych, PT, School Nursing, SLP, Special Ed | Tagged , , , , , ,

Down Syndrome Study Sheds Light on Alzheimer’s

[Source:  Psych Central]


New research suggests the quest to understand the mechanism by which Alzheimer’s disease impacts memory and cognition may be more complicated than previously understood.

University of Wisconsin researchers, including lead study author Sigan Hartley, Ph.D., and Brad Christian, Ph.D., looked at the role of the brain protein amyloid-beta in adults living with Down syndrome, a genetic condition that leaves people more susceptible to developing Alzheimer’s.

As published in the journal Brain, their findings reveal more information about the earliest stages of the neurodegenerative disease.

“Our hope is to better understand the role of this protein in memory and cognitive function,” said Hartley.

Read the Rest of this Article on Psych Central

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Babies Learn Words Differently As They Age, Researcher Finds

[Source: Science Daily]


Research has shown that most 18-month-olds learn an average of two to five new words a day; however, little is known about how children process information to learn new words as they move through the preschool years. In a new study, a University of Missouri researcher has found that toddlers learn words differently as they age, and a limit exists as to how many words they can learn each day. These findings could help parents enhance their children’s vocabularies and assist speech-language professionals in developing and refining interventions to help children with language delays.

“We found that babies’ abilities to accurately guess the meaning of new words increases between 18 and 30 months of age, and by 24 to 36 months, toddlers are able to accurately guess the meanings of new words at a significantly higher level,” said Judith Goodman, an associate professor in the MU School of Health Professions and chair of the Department of Communication Science and Disorders. “Interestingly, we observed that even from the time children mature from 18 to 30 months of age, the cues toddlers use to learn new words change.”

Read the Rest of this Article on Science Daily

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PediaStaff Placement of the Week: Early Intervention PT in Dallas Metro Area!


Congratulations to Wendy B., LPT on her full time position with one of PediaStaff’s Early Intervention clients in the DFW Metro area!

Wendy will be serving young children throughout Northwest Dallas in their natural environments in this salaried, direct hire position.

Great Job, Wendy!



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