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Showing posts with label suggestions for parents. Show all posts
Showing posts with label suggestions for parents. Show all posts

Monday, June 18, 2012

Memo From Your Child




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I would like to share with you a memo by Thomas C. Rjatt, Jr., which I absolutely adore and as a parent need to stick to. Your reflection matters to me, so place it in a "Post a Comment" section. Thank you.
Urszula

Memo From Your Child

1.      Don't spoil me. I know quite well that I ought not to have all that I ask for. I'm testing you.

2.      Don't be afraid to be firm with me. I prefer it; it makes me feel more secure.

3.      Don't let me form bad habits. I have to rely on you to detect them in the early stages.

4.      Don't make me feel smaller than I really am. It only makes me behave stupidly "big".

5.      Don't correct me in front of people if you can help it. I'll take much more notice if you talk to me privately.

6.      Don't make me feel my mistakes are sins. It upsets my sense of values.

7.      Don't protect me from consequences. I sometimes have to learn the painful way.

8.      Don't be too upset when I say, "I hate you." It isn't you I hate, but your power to thwart me.

9.      Don't take too much notice of my small ailments. Sometimes they get me the attention I need.

10.  Don't nag. If you do, I shall have to protect myself by appearing deaf.

11.   Don't forget that I can not explain myself as well as I should like; this is why I'm not always accurate.

12.  Don't make rash promises. Remember that I feel badly let down when promises are broken.

13.   Don't tax my honesty too much. I am easily frightened into telling lies.

14.   Don't be inconsistent. That completely confuses me and makes me lose faith in you.

15.   Don't tell me my fears are silly. They are terribly real to me and you can do much to reassure me if you try to understand.

16.   Don't put me off when I ask questions. If you do, you will find that I stop asking and get my information elsewhere.

17.  Don't ever suggest that you are perfect or infallible. It gives me too great a shock when I discover that you are neither.

18.  Don't ever think it is beneath your dignity to apologize to me. An honest apology makes me feel surprisingly warm toward you.

19.  Don't forget how quickly I am growing up. It must be difficult to keep pace with me, but please, do try.

20. Don't forget that I love experimenting. I couldn't get along without it so please put up with it.

21.  Don't forget that I can't thrive without lots of understanding love, but I don't need to tell you that do I?

by Thomas C. Ritt, Jr., Arizona ACLD Newsletter December, 1975

Wednesday, May 2, 2012

How Tongue Twisters Sharpen Communication Skills?




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What is your favorite  Tongue Twister?
Write your reflection/opinion in a "Post a Comment" section at the end of the page. Thank you - Urszula


What Are Tongue Twisters?
Tongue twisters are words, phrases, or sentences which are difficult to pronounce properly and result in fun and humor. Why is that? It is because of a varying combination of similar sounds in them. They can be very challenging as well as motivating. They can be also fun to learn. Evan adults want to repeat tongue twisters to impress the others.

What Can Tongue Twisters Help With?
  • Language: The child learns meaning, synonyms, antonyms, or homonyms, correct form of the word and how to use it in context.
  • Auditory Discrimination: The child listens and identifies correct or incorrect productions.
  • Articulation: The child practices using articulators (lips, tongue, jaw), proper breath support and vocal cords.
  • Fluency: The child practices a smooth rate and rhythm of speech by increasing mean length of utterance, and improving self-monitoring skills.

You Can Use Tongue Twisters In The Following Ways:
  • Language: Have the child complete sentences, answer “Wh” questions, and identify regular and irregular past tense verbs, adjectives, and adverbs. You can also use the target words to teach or reinforce rhyming, synonyms, antonyms, and homonyms.
  • Auditory Discrimination: The parent purposefully misarticulates a word(s) while saying the tongue twister. The child listens and identifies the incorrect productions.
  • Articulation: Have the child practice using articulators and proper breathing to the microphone or in front of a mirror.
  • Fluency: Give a model so the child can practice a smooth rate and rhythm of speech.

Examples Of Tongue Twisters For Kids

You can start with the one with visual cues:

Which witch wished which wish?
Or
If two witches were watching two watches,
Which witch would watch which watch?

Which wristwatches are Swiss wristwatches?

A noisy noise annoys an oyster.

Six sticky sucker sticks.

Silly sheep weep and sleep.

If  Stu chews shoes, 
Should Stu choose the shoes he chews?


Then go to the one which rhyme:

Fuzzy Wuzzy was a bear,
Fuzzy Wuzzy had no hair,
Fuzzy Wuzzy wasn't very fuzzy,
was he?

Why do you cry, Willy?
Why do you cry?
Why, Willy?
Why, Willy?
Why, Willy? Why?

Whether the weather be fine
Or whether the weather be not.
Whether the weather be cold
Or whether the weather be hot.
We'll weather the weather
Whether we like it or not.

Continue with the one without rhyme:

She sells seashells by the sea shore. 
The shells she sells are surely seashells. 
So, if she sells shells on the seashore, 
I'm sure she sells seashore shells.

Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
How many pickled peppers did Peter Piper pick?

For more tongue twisters go to:

Tongue Twisters in Speech Therapy
Since I’m a speech-language pathologist (SLP) I use the tongue twisters with my clients. I apply them exactly the way as presented above.
Here are the steps in the therapy:
  1. I begin by saying the tongue twister completely so as to emphasize the targeted sound. Next, the child identifies the target sound. If I see that it is too difficult I help the child to do that. At last the child says the words, producing the target sound correctly.
  2. Then the child says the tongue twister by either repeating after me, one line or phrase at a time, or by choral reading (reading the same thing at the same time).
  3. When accuracy improves, I encourage the child to read a little faster. Each repetition of a complete tongue twister is a little faster than the one before. The child tries to keep the words from becoming “twisted.”

Friday, April 27, 2012

Picky Eater and New Food




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If you have one I would  encourage you to get familiar with the abstract. 
Pleases let me know if you have found it useful by leaving your opinion in a "Post a Comment" section at the end of the page. Thank you - Urszula


We should provide a toddler with three well-balanced meals each day.

Why? Simply because he or she is growing, needs lots of energy to play and to explore the world. Good nutrition is important to his/her overall health. It can also prevent many medical problems, including becoming overweight, developing weak bones, and developing diabetes.

What if my child has only one or two full meals each day? If your toddler has had a good breakfast and lunch, then it is okay that he doesn't want to eat much at dinner. The only time that you should worry is if your child isn't gaining weight or isn't very active.


You shouldn't worry about a toddler that:

·         Doesn’t seem like he/she eats a lot. Remember that as long as he/she is gaining weight and is active and healthy, then he/she is likely getting enough calories.
·         Only eats a few kinds of food each day, such as peanut butter and jelly sandwiches or chicken nuggets and french fries.
·         Won’t try any new foods. You still should keep trying to introduce new foods offered it 10 or more times.
·         Doesn’t eat a balanced diet each day. Most kids don't. As long as his/her diet seems balanced over a week or two, he/she is likely getting enough variety. If he/she really isn't, talk to your Pediatrician about a vitamin supplement.
·         Doesn’t finish everything on his/her plate. The idea that children should sit at the table until they 'clean' their plate is out of fashion. Instead, children should be taught to recognize when they are full and then stop eating. If your toddler isn't finishing what you offer, learn to offer smaller portions.
·         Doesn’t eat what you prepare for him/her. Try to avoid making elaborate meals for your toddler or offering foods with a lot of spices or sauces. Instead, keep things simple. While you shouldn't have to prepare a separate meal for your toddler every day, don't be surprised if he/she doesn't want to eat 'adult' foods.
·         Is overweight. Okay. Instead of restricting calories provide a healthy diet and encourage regular physical activity. Be sure to watch your serving and portion sizes (offer toddler size portions) and don't offer too much milk, juice, or high calorie snacks.

Feeding youngsters can be challenging. They are often picky eaters, are hesitant to try new foods, and in general, don't seem to eat very much.

You can keep trying to introduce new foods by putting a very small amount (like 1/2-1 tablespoon) on his/her plate and don't force him/her to try or finish it. Many kids won't try a new food until they have been offered it 10 or more times.


The best nutrition advice to keep your child healthy 
includes encouraging him/her to:

·         Eat a variety of foods.
·         Balance the food you eat with physical activity.
·         Choose a diet with plenty of grain products, vegetables and fruits.
·         Choose a diet low in fat, saturated fat, and cholesterol.
·         Choose a diet moderate in sugars and salt.
·         Choose a diet that provides enough calcium and iron to meet their growing body's requirements.

The best way to promote good nutrition is starting from yourself by setting a good example for your child. Healthy eating habits and regular exercise should be a regular part of your family's life. It is much easier if everyone in the house follows these guidelines, than if your child has to do it alone.


Additional tips for caregivers:

  • Use lean meats and skim or low fat dairy products.
  • Use unsaturated vegetable oils and margarines.
  • Read the nutrition label on foods to check for the amount and type of fat it includes.
  • Limit foods that contain a large amount of saturated fats.
  • Limit foods high in sugar and avoid adding extra sugar to your foods.


To prevent child from being too full you must remember:

  • Do not let your child to drink more than 16-24 ounces of milk each day.
  • Do not let your child to drink more than 4-6 ounces of juice each day.
  • Do not let your child to fill up on sweets and snacks.
  • Do not force your child to eat when he/she is not hungry.
  • Do not give your child servings that are too big. The average toddler serving is about 1/4 of an adult serving size. Don't go by the serving size listed on nutrition labels, as these are mainly for older children and adults.


To prevent feeding problems we also need to remember:

  • Not to use food as a bribe or reward for desired behaviors.
  • Avoid punishing your child for not eating well.
  • Limit mealtime conversation to positive and pleasant topics.
  • Avoid discussing or commenting on your child's poor eating habits while at the table.
  • Limit snacks to two nutritious snacks each day.
  • Not to prepare more than one meal for your child. If the child doesn't want to eat what was prepared for the rest of the family, then he/she should not be forced to, but you should also not give him/her something else to eat. He/she will not starve after missing a single meal, and providing alternatives to the prepared meal will just cause more problems after.


Food Pyramid

There is not a toddler food pyramid. The Kids' Food Pyramid is for children aged 2-6 years, but you can still use it to guide what your younger toddler eats, including 6 servings of grains, 3 servings of vegetables, 2 servings of fruits, 2 servings from the milk/dairy group, 2 servings from the meat and protein group, and a limited amount of fats and sweets. Just remember that the serving sizes will be smaller for younger toddlers and are equal to about 1/4 an adult's serving size.
The Basics of a Toddler's Diet is about 1300 calories each day. Bigger kids will need a little more and smaller kids a little less. A good hint is - 40 calories each day for each inch of his /her height.
Although you shouldn't usually count calories, knowing how many calories your toddler needs can help when planning his/her diet and can also help reassure you that your child is getting enough to eat.
A common problem is observed in a kid who don't eat much, but drinks 4 cups of milk and 3 cups of juice each day. That can add up to 1350 calories, which is probably more than he/she needs for all day. It is not surprising then that this child wouldn't be hungry for other foods.

If the parent follows the American Academy of Pediatrics (AAP) recommendations as to how much milk and juice he/she drinks, that will take care of:
·         300-455 calories (about 19 calories per ounce) from whole cow's milk (or a similar amount from breastmilk if you are breastfeeding your toddler 2-3 times a day) if he/she is drinking 16-24 ounces a day. Remember to not give low fat milk until your child is 2-3 years old and don't overdo it on milk. If he/she gets up to 48 ounces of milk a day, then he/she is getting over 900 calories a day just from milk, which is almost 70% of the number of calories he/she needs all day.
·         60-90 calories (about 15 calories per ounce) from juice. Don't overdo it on juice either. If your child is drinking 2-3 10 ounce sippie cups of juice that is giving him 300-450 extra calories.
·         So you now have only another 550-950 calories to get in him/her, divided between three meals and two snacks. That is very little if you look bellow at the number of calories in foods kids usually eat.


Product
Calories
american cheese (one slice)
apple (1/2 small apple)
banana (1/2)
beef, ground ( ounces)
bologna (1 slice)
bread (1/2 - 1 slice)
breakfast cereal (1/4-1/2 cup)
chicken nuggets (3 - 6 pieces)
eggs (1/2 - 1 egg)
french fries (7 - 15 steak fries)
french fries (8 - 17 Funky Fries)
fruit cocktail, canned (1/4 ounce)
Grahm Crackers (1 - 2 sheets)
grape jelly (1 tablespoon)
hot dog (1/2 - 1 hotdog)
ice cream (1/2 cup)
Macaroni & Cheese (2 1/2 ounces)
mozzarella cheese (1 ounce)
pancakes (1)
peanut butter (1 tbspoon)
pizza, cheese (1/2 - 1 slice)
Pop Tart (1/2 - 1 pastry)
popsicle (1)
pudding (1/2 cup)
vegetables (1 tbsp per year of age)
yogurt (1/3 cup)
45 calories
40 calories
50 calories
85 calories
90 calories
20-40 calories
40-80 calories
105-210 calories
35-70 calories
60 - 120 calories
150-300 calories
50 calories
60-120 calories
50 calories
60-120 calories
135 calories
260 calories
80 calories
60 calories
95 calories
140-290 calories
1-200 calories
70 calories
110 calories
25 calories
50 calories


Sample Diet

Breakfast
·         1/2 cup (4 ounces) of cereal, + 1/4 cup of milk + 4 oz of orange juice = 230 calories.
·         Or a slice of bread with 1 tablespoon of peanut butter and jelly + 4 oz of orange juice = 250 calories.
Lunch
·         1/2 sandwich (one slice of bread - 40 calories) + 1 slice of luncheon meat, e.g. bologna (90 calories) and cheese (45 calories) = 175 calories.
·         Or a tuna fish sandwich (add 1/2 tablespoon of mayo to the tuna to get 50 extra calories).
·         Or a sliced and quartered hot dog + water, juice or milk.
Dinner
·         1-2 ounces of chicken (75-100 calories) or beef (120-165 calories) + 2-3 tablespoons of vegetables (50-75 calories) + some bread (40 calories) + 1/2 cup of milk (76 calories) = 361-456 calories.
Snacks
·         Your child will likely need a couple of small snacks mid-morning and in the early afternoon. These might include 1/2 cup of milk (76 calories) or juice (60 calories) + 2-3 tablespoons of fruit (50-75 calories), or a slice of cheese (45 calories). Alternatives might include some jelly, pudding, or yogurt.

            This sample diet will give your child well over 1000 calories. In reality, he/she may not eat 3 full meals each day though. Many toddlers just eat one good meal a day and it is usually still fine. If he/she eats a good breakfast (250 calories), a small lunch and dinner (100 calories each), has a couple of snacks (150 calories each), 16 ounces of milk (300 calories), and 6 ounces of juice (90 calories), then he/she is still getting almost 1200 calories.

            The Food Guide Pyramid was designed by the US Dept. of Agriculture to promote healthy nutrition in children age of 2 - 6 years. It is just a general guide. The focal emphasis is on the five major food groups, all of which are required for good health. The second emphasizes is that fat, oily and sweet food should be used with a big caution.

            After the age of two or three years, you can begin to use 2%, low fat, or skim milk instead of whole milk. Your child's diet should resemble that of the rest of the families, with 3 meals and 2 nutritious snacks each day. You should limit milk and dairy products to about 16-24 oz each day and juice to about 4-6 oz each day and offer a variety of foods to encourage good eating habits later.

            Feeding practices - avoid giving large amounts of sweet desserts, soft drinks, fruit-flavored drinks, sugarcoated cereals, chips or candy, as they have little nutritional value. Also avoid giving foods that your child can choke on, such as raw carrots, peanuts, whole grapes, tough meats, popcorn, chewing gum or hard candy.

What counts as one serving?

To ensure good nutrition in your child and that they grow up healthy, they will need to eat a large variety of food. The amount of food is much less important. Remember that your child's appetite may decrease and become pickier over the next few years as his growth rate slows. As long as they are gaining weight and have a normal activity level, then you have little to worry about. You can still offer them a variety of foods, but can decrease the serving sizes if they don't eat a lot.


I. Grain group
6 servings a day, e.g.:
1 slice of bread,
1/2 cup of cooked rice or pasta,
1/2 cup of cooked cereal, and
1 ounce of ready to eat cereal

II. Vegetable group
3 servings a day, e.g.:
1/2 cup of chopped or raw vegetables, or
1 cup of raw leafy vegetables

III. Fruit group
2 servings a day, e.g.:
1 piece of fruit or melon wedge,
3/4 cup of 100% fruit juice,
1/2 cup of canned fruit, or
1/4 cup of dried fruit.

IV. Milk group
2 servings a day, e.g.:
1 cup of milk or yogurt or
2 ounces of cheese

V. Meat group
2 servings a day, e.g.
2 to 3 ounces of cooked lean meat, poultry or fish,
1/2 cup of cooked dry beans.
You can substitute
2 tablespoons of peanut butter or 1 egg for 1 ounce of meat.


Fats, Oils and Sweets

No more than 30% of your diet should come from fats. For a 1600 calorie diet, that would equal 53g of fat each day, with most preschool children requiring even less. The type of fat that you eat is also important. Saturated fats in foods such as meats, dairy products, coconut, palm and palm kernal oil, raise cholesterol more than unsaturated fats, which are found in olive, peanut, and canola oils, or polyunsaturated fats in safflower, sunflower, corn, soybean and cottonseed oils. Limit saturated fats to no more than 10% of daily calories.
Sugars supply is a large amount of calories, with little nutritional value. They include white sugar, brown sugar, corn syrup, honey and molasses and foods like candy, soft drinks, jams, and jellies.

References:

Monday, April 23, 2012

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.
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
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.

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.