Advice for Parents/Caregivers How to Develop and Improve Child’s Oral-Motor Strength and Sensitivity.

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Rules to follow for a success
Try to apply and look for a triumph. Good Luck!

Let me know if you found it useful by sharing your opinion in a "Post a Comment" section at the end of the page. Thank you - Urszula

Make exercises fun as much as possible!

Modify environment by minimizing distractions!

Sit behind a child, the way you both face a mirror!

Make sure your child is in comfortable, supported position!

Explain what you are doing in a simple, narrative way!

Provide exercises for short periods of time!

Don’t do all learned exercises at the same session!

Provide exercises before each meal not during a mealtime!

Pause to allow time to swallow any saliva that may have accumulated!

Don’t attempt swallowing if your child has a cold!

Stop if your child becomes distressed at any time!
Be patient!

 

Exercises to develop and improve oral sensitivity and muscle tone

1. First, before you approach the child’s face verbally explain what are you going to do and what for.
2. Use slow, firm strokes over the hands, arms, shoulders, neck with rough texture (e.g. towel, etc.)
3. Next start at the sides of the face, forehead, chin, gradually working towards the centre of the face.
4. Massage the cheeks using circular movements, particularly around the mouth.
5. Using thumb and index finger press the top and bottom lips firmly together. Hold for a while and release.
6. Stroke firmly downwards on the area between the nose and top lip while using your finger to push the bottom lip upwards.
7. Using 2 fingers pull the top lip down, starting under the nose and working towards the top of the lip (without touching the lip itself).
8. Do the same for the bottom lip, working from the chin to the lip. Support the jaw if necessary.
9. Gradually introduce stronger flavors at mealtimes:

a.       Using seasoning (curry, garlic, etc.)

b.      Introducing organic chips of different flavor (vinegar, pepper, etc.) and dips (mayonnaise, ketchup, etc.)

c.       Offering tangy, bitter flavored fruits or yoghurts (kiwi, lemon, grapefruit, cranberry, etc.)

10.  Introduce food of different temperature (ice-cream, popsicles, etc.)

11.  Gradually introduce sensory toys (textured teethers, etc.)

Exercises to develop and improve lip movements

 

1. Child will drink from a cup making very small sips.
2. Child will drink using straw (tight/round lip seal around the straw; straw has to be held just by lips, not deeply.)
3. Child will blow bubbles in the air, bubbles in the water using a straw, cotton wool balls across the table, whistles/party blowers, etc.
4. Child will make /oo/ sounds (imitating a ghost, owl, monkey, wind) and /ee/ sounds, like E-I-E-I-O in Old McDonald song, using exaggerated lip movements. You might need to gently push the lips from a tight stretched position (smile shape) to the round position (kiss shape).
5. Child will blow kisses. (You might need to gently push the lips from a tight stretched position  -smile shape to the round position - kiss shape. Put on some lip stick or face paint and make kiss marks on a mirror, tissue, paper etc.

Exercises to develop and improve jaw and tongue movements

1. When side-spoon-feeding your child, place spoon on the lower lip. Let the child to clean the spoon.
2. Over time place food at the sides of the mouth, between the teeth. This will encourage munching/sideward tongue movements.
3. To stimulate biting, munching and sideward tongue movements.

a.       Do exercises at times when your child is relaxed.

b.      Exercises should not be done at mealtimes.

c.       Place the item in the mouth, between the teeth, along the line of the jaw and ensure that it is not placed so as to stretch the lips. Do not place too far back in case your child gags.

d.      Place on the best side initially, than move to the other side.

e.       If the child is not munching, pull the item out slightly and gently or press down.

f.       When you feel your child is confident about biting skills, introduce food items. Initially use bite-and-dissolve foods (biscuits, snacks, etc.)

g.      If the child is not biting off the food, break it off for them while they are biting down on it. Do not force your child to take foods that their mouth is not ready.

h.      Over time, gradually introduce chewier foods in the same way.

How to help a child to manage Auditory Processing Disorder

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There are many suggestions how to help a child to deal with 

Auditory Processing Disorder (APD), also known as 

Central Auditory Processing Disorder (CAPD).
Read an abstract and let me know if you found it useful by sharing your opinion in a "Post a Comment" section at the end of the page. Thank you - Urszula

Basically a caregiver or teacher should:

1.      Treat a child with APD as you would treat a child with a hearing loss.

2.      Help a child to avoid breakdowns in auditory processing by 

setting the environment to be friendly for him/her.

3.      Teach a child to use some strategies independently.

http://www.amazon.com/dp/1557047251/ref=asc_df_15570472512001468?smid=ATVPDKIKX0DER&tag=pg-1583-17-20&linkCode=asn&creative=395097&creativeASIN=1557047251 

Suggestions for the parents and teachers how they can set the environment and help the child:

• Seat a child away from visual, auditory, and motor distractions, such as fans, heaters, windows, doors, and pencil sharpeners.
• Make sure light is on a speaker’s face, not child’s.
• Allow a child to move to a quiet area when doing silent reading and independent work.
• Wait for the room to become quiet before giving instructions or directions.
• Enforce appropriate speaker-listener manners for all children when together – one person talks at a time; others listen quietly.
• Gain child’s attention before giving new work or directions.
• Speak clearly, with a moderate rate, and stand in one place, facing child.
• Give child a longer time to respond, beyond what you might consider normal, when asking questions.
• Simplify/explain new vocabulary; encourage child to ask questions for clarification.
• Give concrete, interesting examples, demonstrations, and written or pictorial information when presenting new concepts orally.
• Break complicated directions into fewer parts and give child time to complete the first step before going on to the next part.
• Prior to a discussion, write down two or three main points for child to listen for; then check for memory and understanding of those points.
• Use child’s strengths to convey information (e.g., if your child is a good reader, give reminders in writing; use closed captioning during TV or video programs.)

Go on

http://specialchildren.about.com/od/auditoryprocessing/tp/capdbooks.htm

to see more books of interest to parents of children with

Central Auditory Processing Disorder (CAPD)

Instructions for a child to follow to avoid auditory processing breakdowns:

• Keep your eyes on the speaker, and try to get eye contact.
• Use good listening behavior - quiet body and closed mouth.
• Ask to have directions repeated or clarified when you feel confused or unsure of what to do.
• Repeat information quietly to yourself, after directions or information are presented orally.
• Ask someone to explain what words mean, or use a dictionary or electronic thesaurus, when you aren’t sure.
• Visualize – make a picture in your mind, to help you remember important points.
• Wait until your parent or teacher finishes giving directions and answers questions before starting a task.
• Write down your assignments at school to help you remember what you’re supposed to do when you get home.

http://www.amazon.com/Get-How-John-Figures-Out/dp/0984738002/ref=sr_1_2?ie=UTF8&qid=1336069125&sr=8-2

A parent/care giver can also reach for other type of intervention, such as:

1.      Speech therapy provided by a therapist experienced in Auditory Processing Deficits.

2.      Environmental aids, such as Auditory Trainers or Assistive Listening Devices, either individual or group, which can be used at home or in classrooms.

3.      Phonemic Training and other reading methods.

To learn more about Auditory Processing Disorder please see below webs:

http://www.asha.org/public/hearing/disorders/understand-apd-child.htm

http://kidshealth.org/parent/medical/ears/central_auditory.html

http://www.ldonline.org/indepth/processing

Activities for child & Tips for parents

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Get familiar with an abstract and let me know if you found it useful by sharing your opinion in a "Post a Comment" section at the end of the page. 
Thank you - Urszula


R.O.C.K.

Repeat what you say and do!

Offer opportunities for your child to take his turn!

Cue your child to take his turn!

Keep it fun! Keep it going!

Encouraging Face-to-Face Communication

The following activities encourage children to look at the faces and eyes of others. Fun games like below can be a good starting point for children to realize that they can get important information by watching people's faces, especially by looking at what the eyes are "saying."

 “Let's Face It!”

We've all heard the expression, "It's not what you say, it's how you say it."
Well, an important part of how we communicate with each other has a lot to do with our faces and gestures, rather than our actual speech and language.
In fact, research shows that:

• Non-verbal communication conveys 93 % of the meaning of what we say.
• 55% of that meaning is conveyed in facial expression alone!

As part of typical development, most children naturally learn how to "read faces" and understand what different facial expressions mean. Even a very young child can tell if a parent is happy, angry or worried by looking at her eyes and the expression on her face.

However some children have trouble reading faces. These children often experience social challenges, because they do not respond to the non-verbal messages of those around them. They need help to learn to look at the faces and eyes of those around them.

“Follow My Eyes to The Prize”

You need:

• a small toy or treat
• a scarf to use as a blindfold

How to play:

1. Tell your child that you are going to hide something, then show him the toy or treat that you will be hiding.
2. Tell your child that he needs to close his eyes while you hide the "prize" (alternatively you could place a blindfold over the child's eyes or have him leave the room).
3. Hide the "prize."
4. Have your child open his eyes.
5. Tell your child to watch your eyes to find out where the "prize" is hidden.
6. If your child can't follow your eyes at first, point to the hiding spot.
7. After your child masters the game, let him be the one to hide the prize and direct you with his gaze.

“The Hat Game”

You need:

• A fun hat (e.g., cowboy hat, fireman hat, etc.)

How to play:

This game works best in a group, where children have an opportunity to scan the crowd. If you are playing with only one child, sit across from him or her. If you have more than one child, sit in a circle.

1. Chant: "(Your Name) has a hat! What do you think of that?! She takes off her hat and passes it to _______!" (name the child and put the hat on his or her head)
2. Repeat the same chant, using the name of the child now wearing the hat. Let him then put the hat on another child's head as everyone calls out the recipient's name.
3. Go around the circle and play over until the children let you know it's time to end the game.

“Tornado Tubes”

It is an inexpensive toy to encourage your child to communicate. Tornado tubes are small plastic connections you can use to join two plastic bottles together and create a water tornado for your child.

You need:

• 1 tornado tube (available in science or teacher stores )
• 2 empty plastic water or pop bottles
• food coloring (optional)
• glitter (optional)

How to make it:

1. Fill one bottle about 3/4 full with water and screw the tornado tube onto it.  Before placing the second bottle on top of the first bottle, put several drops of food coloring, some confetti or glitter, if you want. Then attach the second bottle by screwing the empty bottle to the end of the tube.
2. Placing a hand securely on top and resting the bottom bottle on a flat surface, shake the upper bottle briefly in circular motion. You will create a swirling funnel that looks exactly like a tornado.

How to play:

1. Place the bottles in front of your child.
2. Wait for your child to let you know with a look, a smile or a word that he wants you to make another tornado.

“Play-dough Activity”

           Play-dough is a long time favourite kids’ activity. The fact that the play dough can be edible makes your child happier, so give a try and make some with your child.

A. Cooked version play-dough recipe

This is more work and takes longer due to cooking and cooling, but it is smoother than the non-cooked one. 

Ingredients:

·         1 cup flour

·         1/2 cup salt

·         1 cup water

·         1 Tablespoon oil

·         2 teaspoons cream of tartar

·         Food coloring by drops

How to make it:

1.      Combine all ingredients in a pan and stir. Cook over low heat, stirring until a ball forms.

2.      Add food coloring and mix thoroughly until desired color.

3.      Cool on foil.

4.      Store in covered container.

B. No-Cook Play-dough Recipe

This is an easier to make version of a play-dough recipe, where no cooking is involved.

Ingredients:

·         1 cup salt

·         1 1/2 cup flour

·         1/2 cup water

·         2 Tablespoons oil

·         A few drops of food coloring

How to make it:

1. Mix all ingredients very well.
2. Store in plastic bag or covered jar.

How to play:

Before you start, choose a space where clean up is easy and where you and your child can sit face-to-face. Have a sink or cloth close by for easy clean up. As you gather the ingredients, comment on what you’re doing. When possible, let your child help carry ingredients to the table. Be sure to go slow - even set up can be an interactive language-learning opportunity. Once you have all the ingredients and tools you’re ready to start. As you follow the recipe, point to the print and illustrations and use language at your child’s level. No need to worry about using exact measurements! If the play-dough is too sticky, add more flour. If the play-dough is too dry, you can knead in more water (always be careful with hot water). If your child is old enough, let him carefully stir the dough. Once the play-dough is mixed it will be quite hot. As you continue to knead, it will gradually cool. You can take a handful of play-dough and flatten it down to help it cool more quickly, and your child can start with this piece while waiting for the rest. With the play-dough made, you’re ready for fun! Be sure to join in and follow your child’s interest – it gives them the opportunity to use language. You can add tools and other materials to expand the experience, such as flour in a shaker, a small rolling pin (or piece of dowel), play dishes, a garlic press, Popsicle sticks or birthday candles. Don’t add too much at once; expand the activity slowly and over separate occasions. As you both play you can comment on what your child is doing, using language at his or her level. When you’re finished playing, remember that clean up can also be a time for language learning if you keep it fun! Store the play-dough in an airtight plastic bag or container to help keep it soft.

You may also notice that play-dough offers another benefit: the sensory experience of kneading and squishing the dough can have quite a calming and relaxing effect! 

  “Sing a Song”

Right from birth, children love music. Singing songs and enjoying music and rhythm together are wonderful ways for parents to connect and have fun with their child while helping to nurture language skills. We’ve assembled the lyrics to some all-time favorites that you can print off from our web site and enjoy. Remember to sing the songs slowly to make it easy for your child to learn and follow along! If your child is not yet using words, don’t worry. You can encourage her to take part in songs that include gestures and movement.

http://www.amazon.com/It-Takes-Two-Talk-Practical/dp/0921145195/ref=sr_1_1?ie=UTF8&qid=1336186058&sr=8-1

References:

1. It Takes Two To Talk Guidebook, Pepper & Weitzman, 2004
2. Gutstein, S., & Sheely, R. (2002a). Relationship development intervention with young children: Social and emotional development activities for Asperger Syndrome, autism, PDD, and NLD. London: Jessica Kingsley.
3. Gutstein, S., & Sheely, R. (2002b). Relationship development intervention with older children, adolescents, and adults: Social and emotional development activities for Asperger Syndrome, autism, PDD, and NLD. London: Jessica Kingsley.