Language Pyramid from Gemiini

In 2014 Laura Kasbar's speech and language program that she created became available to all of us.  Gemiini, which offters educational videos for people on the autism spectrum, brain injuries, Down syndrome and other types of learning disabilities.

After Emma started showing signs of echolalia we thought it would be a great addition to our daily routine.  Gemiini has certainly proven that video modeling intervention is one of the most effective way to promote speech.  Studies have proven that video modeling is a viable intervention.

Video modeling and word identification in adolescents with Autism Spectrum Disorder

To best describe what Gemiini is and why is was created please check out this video.

Recently Gemiini created a series of videos called The Language Pyramid-Growing a Confident Communicator, which illustrates the language development process.  Please take the time to watch these short videos for better understanding.

Video 1:  The Language Pyramid-Growing a Confident Communicator

Video 2:  Sparking Imitation

Video 3:  Animal Noises

Video 4:  Basic Word Labels

Video 5:  First Action Words

Video 6:  Putting Sentences Together

Video 7:  More Action Words-Tenses and Pronouns

Video 8:  Modifiers

Video 9:  Chunking with Phrases

Video 10:  Conversation Builders

Click here for more information on how to get started.

Nightly Rituals...Make It More than Bath and Bed

Robin and I talked tonight regarding some new directions we are going to go with this blog.  We have both had our children on a ND program for the last 4 years.  We have both reached out to physicians that are willing to treat our children bio-medically.  We have realized how alike yet how different our girls really are.  In the past 4 years we have probably talked every day searching for new ideas on how to handle roadblocks, how to make therapy appear fun, how to hold our chin up when faced with struggles, how to balance life between nuerotypical children and special needs, and how to help someone else with their current struggles.

We quickly came to realize that everyday was a different path and a different mountain to climb.  Sometimes a slight incline and others Mt. Everest.  No matter the climb, no matters who's journey it was, we made a silent pact 4 years ago to never walk away from fear.  Along our journey we have met some amazing families.  For some it is DS, others Autism, or Sensory Processing, or a learning disorder and then there are those that just can not put their finger on it.  We have now grown into a small group of mothers that text, message and call each other regarding struggles, opinions and new ideas.  

We decided the ideas we share among ourselves could certainly benefit someone else.  The teaching methods that we discover today with our older children can be revisited in a couple of years for our younger kids.  We will be opening this blog to guest bloggers in hopes of gathering as many ideas as possible to make your job as parent, teacher, counselor, advocate, therapist and researcher easier.

We will not share parts of our ND program on these posts. ND programs are child specific and what is right for one may not be right for another.  If you are not currently on a ND program I strongly encourage you to reach out to one of the following neurodevelopementalists.  

NACD     or     ICAN

Let us move on to why you are reading this particular post. Nightly Rituals...Make It More Than Bath And Bed

Not one of our nightly rituals but certainly a great chore for all ages....LAUNDRY!

We just returned home from a trip so it was added to our "To do list" tonight.

• Emma's job is to put clothes in the appropriate basket which involves reading the the label, following direction and staying on task.

• Olivia's job is to decide where each clothing item belongs, relay that information to Emma and ensure Emma is following her direction.

• They both help take the clothes to the laundry room and put the clothes in the washer.  It is Olivia's job to set the washing machine on the appropriate settings and start the wash.

• Grant's job is to hang and help fold.  He will point out that his clothes are first priority when he has a load to hang dry. 

My labels originally were: whites, lights, colors and gentle, but light and whites sounded too much alike for Emma so Chad changed it to gray.  Works out perfect now.

Next we were off to bath.  Each bath consists of Epsom salt and lavender for detoxing and relaxation benefits.  I try to have the girls stay in the bath at least 20 minutes to get the full benefit from the soak.  If it was a day that involved swimming in chlorine I will add vitamin c to the bathwater. Wellness Mama put together a great post on the Health Benefits of Magnesium Salt Baths. Here is a great article regarding the importance of removing chloramines after swimming. 

After bath I apply coconut oil to their skin while applying deep pressure.  It is also a great time for Emma to practice dressing herself.  Check out Andi Durkin's post on the benefits of coconut oil. 

Next it is time to feed the baby, give the baby a bath, put the baby to bed, sing to the baby and clean the dishes.  

Olivia and Emma choose the songs for the night.  Tonight it was the ABC song and Finger Family.  This is also a great time to sneak in some processing.

Next it is time to get clothes for tomorrow and take them downstairs.  

Both girls gather their outfits for the next day and place them on a chair downstairs.  So so many lessons taught in such a short period of time.

When I have a sound sleeping Emma in her bed I take a little over 10 minutes and do rhythmic therapy.  Learn more at Move Play Thrive. 

I turn on Emma's classical music and her essential oil diffuser and fill the air with Idaho Balsam Fir which has been known to enhance the production of hGH and reduce levels of cortisol.

Each night, after they are resting comfortably, I quietly enter their rooms for a prayer focus with a matching verse.

Tonight I prayed for kindness.

Loving Father; as (Grant, Olivia, Emma) comes in contact with new people in his/her life, may he/her treat them as a friend.  Help (Grant, Olivia, Emma) to love, accept and show compassion for the people he/she encounters.

 "Do to others as you would have them do to you."  

Luke 6:31

  

Special Needs Parenting, What We Are Really Thinking

As I sit here to write this post, I realize how hard it really will be.  These are my thoughts, my emotions and right now they are safe. They are safe from criticism, judgment, stares, whispers, finger pointing, grieving, apologies and guilt.

I want to write this for many reasons, but the main reason is to help people understand who we really are.  For all of my peers in the special needs community, I think of you every minute of every day, I love you and you inspire me.  This post is not about recognition for what we do, this is to help you (our friends,  family, co-workers, therapist, teachers and doctors) understand who we REALLY are.  Why we did not call you back, why we forgot your birthday, why we showed up late for your event, why we just could not stop to say "hi", why we really had to cut you off mid sentence, why our hair is not always fixed or makeup on, why we always look disorganized, why we asked you for help, why you saw us holding back tears, why we really don't sweat the small stuff, and why you saw us smiling and laughing for no apparent reason.  These are not to be considered excuses, because we try, believe me we really really do try not to let our world interfere with your world.

First of all, WE MISS YOU...we miss you beyond measure.  It is incredibly difficult to put in to words how much we miss you.  We either miss you because you stopped coming around or we miss you because we are always out of time.


Second, we are strong but we are weak.  Today we can climb a mountain but tomorrow we will spend hours trying to get over a speed bump.  There will be days that we have worked all day teaching our child to do the most miniscule task, only to fail and try again tomorrow.  Then, just when we feel our prayers are going unanswered, we are feeling defeated, and we just don't know if we can stand in front of a light switch and say "on and off" or "up and down" over and over again all day that day....they do it.  They do  it all by themselves.  We are on top of the world, not because of what they did but because they learned.  Thank God they learned, and we taught them how to do one more thing. We rarely cry because we are always looking for a solution.  We rarely cry because we know we can tackle what ever is thrown our way.  When we do cry though, hear us and hold us, our heart truly is broken...but I promise you we will recover, we will stand strong, we are simply sad in that moment and we need to get it out. 

Third, we are tired but we will never say it out loud.  Here is what our therapy month really looks like behind closed doors.  Physical Therapy times 8+, Occupational Therapy times 8+, Speech Therapy times 8+, Hippotherapy times 4+, 125 Vision therapy exercises, 55 Oral Motor Therapy exercises, 30+ Sessions of Flashcards, 200+ Reading exercises, 45 sessions to help support fine motor, 40 math sessions, 500 + processing activities and 40 sessions of music therapy.  Now the reason we don't complain...we know how hard our child works.  Our checklist is a cake walk considering what they have to do to learn.

Fourth, we really have researched it over and over and over.  We make decisions for special diets, special vitamins, special supplements based on our research and based on our child's behavior.  Our decisions are based on what our special needs child can or can not handle.  Emma really can not handle a lot of things.  She really can not process things, her body really does not work like our typical children's bodies.  Believe me it would be a lot easier to do it the "typical" way, but it is not what is best for our special needs child.  She needs her DHA, probiotics, enzymes, specially designed multi-vitamin and the rest of the long list of supplements.  She can not handle dairy, she can not handle gluten, she can not handle dyes.  She can not break down processed foods, she can not handle added hormones, antibodies and pesticides.  She can not handle most medications and go ahead and brace yourself...she can not handle most vaccinations.

Fifth, yes we really do know our child better than the doctors.  Physicians are trained to treat typical kids, they are not taught to treat my special needs child.  This is not their fault, I do not expect them to do all the research for my child.  We are blessed with an amazing genetics clinic and we have some very smart physicians that understand Down syndrome and how gene mutation works and what it does to the body.  When we have to go toe to toe with a physician to get what our child deserves, it is because we are the only voice that our child has.  We hate the words, "that is typical for Down syndrome" because we know that what is "typical" is not, it has simply become acceptable for most.  Doctors do not see our child all the time, they do not see the mottled skin, the constipation, the dry skin and hair, the brittle nails, the irritability and the hour to hour changes with our children.  We know her body inside and out.  We monitor her CBC, Iron, Vitamin A, D, C, B12, Folate, Zinc, Selenium, Copper, Iodine, Sodium, Calcium, Creatine, TSH, FT3, FT4, RT3, Homocystine, Lipid Panel, GABA, Glutamate, Dopamine, Cortisol levels and all of the other labs that we have so neatly charted on a spreadsheet that dates back to her birth. We will travel to different states and Skype with doctors and therapist to get the answers and guidance that we need.  We have searched and searched for the best, not the best for typical kids but the best for our special needs child.  We have spent endless hours building a team for our child, not just any team but a damn good team I must say.  To put it in perspective, consider someone telling you that your child is sick and there is nothing they or you can do to help them. Do you leave them in a corner and allow the sickness to penetrate their body and soul day in and day out, or do you search and search until someone helps you treat them?  We will turn over every stone and look around every corner and ask every question to find a solution. 

Sixth, we look at things completely different than you.  We have to be hypersensitive to noise, texture, smell, taste, light, and many other things.  We know what concerns our child, we know what makes her scared, we know what is unhealthy for her brain.  You see my child twirling, tapping, staring and rocking and think nothing, while we know our child is stimming and attempting to go "inside" herself.  You see a child running up and down a hall, I see a child stimming on the lines or patterns that make up the wallpaper.  You see a child singing a repetitive sound and I hear a child getting unhealthy audio input.  You see our child running around having fun, I see a child fixating on a power outlet every time she passes it.  You see a child swinging and having fun, I see a child getting too much unhealthy peripheral input to her brain.  You see a crossed eye and assume she can't see, we see a muscle that needs to be strengthened.  You see a tongue that pops out every so often and we see a sign that more oral motor therapy is needed.  You see our child running across the play ground, we see her arms up and wide stance because her core muscles still need so much work and we try to make a mental note that her right foot is turning in again so we need to adjust those shoes.  You hear a little voice saying something, we hear words that lack articulation and know that we are working on it.  You see a cute pouty lip, we see that her sensory input has reached its boiling point and try to get prepared.  You see a child throwing a fit or yelling, I see a child that may have some other problems that I am not aware of.  Finally, you see her Down syndrome but we do not.

Seventh, she is not typical.  We do not wish for her to be typical, we would not change her for the world and we would not take away the Down syndrome if we could.  She was designed by God and she is exactly who she is suppose to be.

Eighth, our hearts really break daily because so many people just do not get "it".  When you are blessed with a special needs child there are a lot of things put into perspective.  As harsh as this may seem, this post is about honesty.  You find out who your friends are and you find out who your family is, and we have truly  been disappointed in both.  We have discovered who has real concern, real compassion and who does not.  We really do not worry about the small stuff.  We hear you complaining because the cashier is too slow, the kids is yelling in the restaurant, the guy got your order wrong, the long line in the store and so many other "wrongs" that you feel there is in the world.  We see people that may just be a little slower than us and we are more patient with them. We trust that God has us in traffic and in that long line because he has us exactly where he needs us to be at that moment in time.  Now with all that said, I am not angry with the people that I do not have patients with because I know that they are blind to it all just as I use to be.  At one time I did not understand how hurtful the "R" word really could be.  Three years later, it will stop me in my tracks and hurt me to my core.

Ninth, we are not big fans of the term "high functioning".  Imagine me walking up to your typical child and referring to them as "high or low functioning".  Our kids our doing good because they have worked very hard and we have worked very hard for them to succeed.  Typical children do good because they too have worked hard and you have worked hard with and for them.

Last, we are humbled daily.  We are blessed to have a child to hold, kiss and love.  We are blessed to have our child at home and not in the hospital.  We keep our thoughts inside because we know that we are one of the lucky ones.  We get to leave the hospital, we get to watch our child grow and progress.  We do not take for granted the fact that Emma can see, hear, feel, taste, smell, walk, talk, look us in the eyes, love us, eat, express emotion, learn, heal, grow, ask for help, live without daily pain, face minimal testing and procedures.  We pray for those that have a hill much steeper than ours.  We pray for people that just can not get the answers they are looking for.

As I said before, this is not about recognition for what we do, we do not see ourselves much different then the rest of the world of parents.  We simply have emotions that are very hard to explain.  Some of those are just part of being a parent to any child and some are because we are the parents of Emmalin.

O Sweet Lord through the intercession of St. Robert Bellarmine, I ask for your merciful hand to guide me with sacrificial love to raise my beautiful child of light, your perfect creation. Lord, help me to know that Your burden is light and Your yoke is easy as I care for my precious child whose humble soul shines with purity, beauty and the Love of God.

This Mother Tore Off Labels And Nurtured Her Son’s Hidden Genius

I just finished listening to this amazing story.  This is a great example of fighting for your child's abilities that you know as a parent they possess.  We have got to help people understand that a child that is "labeled" should not be forgotten and NEVER underestimated.  Be your child's voice, YOU were selected by God for a reason.  Dig in your heals, do your research, follow your instinct, DO NOT give up, DO NOT accept "that is normal for kids with....",.  You are strong, you are compassionate, you are a fighter, you are resilient, you are the parent of one amazing child that needs motivation to beat the odds and climb each mountain one step at a time.


By Stephanie Broadhurst/The Mother List


Here’s an incredible story about a mother who totally disregarded what experts said about her son and threw off the label that was slapped on him as a toddler. Instead, she followed her own instincts – with astounding results.

Kristine Barnett’s son Jacob was diagnosed with autism when he was 2, and doctors said he would never speak. She tried special education programs and therapies aimed at addressing his limitations. When teachers told her there was no hope, she rebelled and took her own path.

“A lot of people thought that I had lost my mind,” she recalls.
Instead of focusing on Jacob’s limitations, Kristine nurtured his interests. Now her 15-year-old son is on track to win a Nobel Prize for his work in theoretical physics.

Relying on the insights she developed at her in-home daycare, Kristine resolved to follow Jacob’s “spark” — his passionate interests. Why concentrate on what he couldn’t do? Why not focus on what he could? This philosophy, along with her belief in the power of childhood play, helped her son grow in incredible ways.
“He liked repetitive behaviors. He would play with a glass and look at the light, twisting it for hours on end. Instead of taking it away, I would give him 50 glasses, fill them with water at different levels and let him explore,” she says. “I surrounded him with whatever he loved.”

The more she did that, the more it worked. Then one night, as he was being tucked in, Jacob spoke. “It was like music … because everybody had said it was an impossible thing,” Kristine recalls.”I would tuck him in every night and say, ‘Goodnight, baby Jacob, you’re my baby angel, and I love you very much.’ One night he looked me straight in the eyes and said, ‘Night-night baby bagel.’ All along he must have thought I had been calling him a bagel!”
Jacob is now a student of theoretical physics at the Perimeter Institute in Waterloo, Ontario, with an IQ measured to be higher than Einstein’s.

Kristine chronicles her son’s incredible journey and breakthrough in her book “The Spark: A Mother’s Story of Nurturing, Genius, and Autism.”

When she talks to other moms who have children on the spectrum, ADHD, learning disorders, or other disabilities, she tells them: “It’s really important that when you have a label, you don’t let that label define you. What are your children good at? Let that define them. Create motivations that are self-driven. Let them pursue what they love.”

“As parents, we know in our hearts what our kids need,” she says, “and we need to trust that a little more. Even if that goes against what others are saying.”


http://themotherlist.com/mother-tore-label-nurtured-sons-hidden-genius/

Hippotherapy

Hippotherapy has been on our radar for Emma for a long time.  We first ruled out Atlantoaxial Instability by x-ray when Emma turned two.  As soon as we got the okay from our pediatrician we pressed forward as quickly as possible.  Horses have always been a part of Chad's family and I wanted to continue the tradition with our children.  Grant and Olivia love the horses and enjoy riding them, I want the same for Emmalin.  We were very relieved the day we received the news that riding would be safe for her. 

 

                          

Understanding the majestic power horses yield may help explain the power of hippotherapy, which “refers to the use of the movement of the horse as a treatment strategy by physical therapists, occupational therapists and speech/language pathologists to address impairments, functional limitations and disabilities in patients with neuromotor and sensory dysfunction,” according to the American Hippotherapy Association (AHA).

The horse's pelvis has a similar three-dimensional movement to the human's pelvis at the walk. The horse's movement is carefully graded at the walk in each treatment for the patient. This movement provides physical and sensory input which is variable, rhythmic and repetitive. The variability of the horse's gait enables the therapist to grade the degree of input to the patient and use this movement in combination with other treatment strategies to achieve desired therapy goals or functional outcomes. In addition, the three-dimensional movement of the horse's pelvis leads to a movement response in the patient's pelvis which is similar to the movement patterns of human walking. A foundation is established to improve neurological function and sensory processing, which can be generalized to a wide range of daily activities and address functional outcomes and therapy goals.

Lori Garone is a physical therapist who also is a board certified clinical specialist in hippotherapy. She explains, "the horse's movement… access[es a patient's] central nervous system… by the repetitive and innate rhythm of the horse's walk."

Garone says that movement creates "new motor, sensory and speech pathways in the brain" that can help a patient reach developmental, motor and speech goals.

Garone works for AHA and is a AHA past board director. She says after being around horses her entire life, their ability to heal has never surprised her.

"Incorporating the horse into human rehabilitation certainly is a more natural way for us to heal ourselves in any variety of ways," she explains.

She emphasizes, "[Hippotherapy] is not riding a horse, nor is it horse therapy or equestrian therapy. It is either physical, occupational or speech therapy, and when a specially trained team of therapist, horse, horse handler and side helper incorporate it into a patient's therapy, goals are reached faster."

Hippotherapy is a treatment strategy that "has been incorporated into patients [Plan of Care] for over 25 years in this country and over 40 years in Germany, Austria and most of Europe," Garone explains. Garone began a private practice on Long Island, New York, in 1990 called Physical Therapy In Motion, which incorporates hippotherapy into patients' treatment.  AHA's website shares testimonials from parents of children who have achieved significant success through treatment with horses. "Hippotherapy is more effective than traditional therapies because horses have a unique ability to motivate children to try new things," explains the parents.

For a parent of a child with Down syndrome, the hint of a promise at progress is compelling enough to pursue hippotherapy even when health insurance provides no coverage.

"I cannot say enough wonderful things about [hippotherapy]," shares Ashley, whose 8-year-old son has Down syndrome and recently began treatment at Horse ”N” Around in Lancaster, South Carolina. "It was expensive for us; insurance did not pay," she says. "But, when we were there, I always had a moment of: 'This is worth it, and I will do whatever it takes!'"

As Ashley watched her son interact with his speech therapist (who is trained specifically in hippotherapy), she marveled at his response on various levels, from following commands to talking to and guiding the horse.

His therapist adapted the treatment plan to his sensory issues, finding a larger and thus stronger horse with a heavier trot. "He didn't do as well with the smaller horses," Ashley explains. "He needed the strong input of the bigger horses."

"He was so at peace there," she shares. "I loved hearing him talk so much, follow directions, smile and just enjoy the whole atmosphere and experience."

To find a physical therapist, occupational therapist or speech/language pathologist who is trained in hippotherapy, visit AHA’s resource page.

We currently use Beyond Boundaries and they are amazing.  Our OT, Lori Tankersly, who has been one of my anchor's over the past couple of years, works with Emma during hippotherapy.  She is assisted by Tyler Stone, who Emma absolutely LOVES, and Kandi Brandon, so sweet and patient.  Below is a video of our experience with hippotherapy.

I also want to recognize Jimmy McMinn who is the Barn Manager at Beyond Boundaries and Beth Stamp who is the Executive Director and owner of Allied Therapy and Consulting Services.

You can read more about Down syndrome and Atlantoaxial Instability at http://www.ndss.org/Resources/Health-Care/Associated-Conditions/Atlantoaxial-Instability-Down-Syndrome/


Beyond Boundaries is located at 2195 Peyton Street in Ward AR.  For more information call 501-941-1522 or visit their website. http://www.beyondboundariesar.org

Strategies to teach your young child to read (Down syndrome & typical)

By: Robin Tolliver












My background:

*  Flight medic, LPN, RN
*  Emergency Medicine Physician Assistant
*  22 years Army National Guard, retired MAJ
*  Precious Baby Ministry for children with Down Syndrome
*  I do not have a degree in education, but I have two daughters ages 2 and 4 who are reading well. I would genuinely like to share what has been successful for us and perhaps provide ideas and motivation for parents.

I implemented the following programs for Payton from 3 months old.  Looking back, it seemed so easy.  I really took it up a notch though when Presley was born.  I added much more to the program to ensure she would someday read as well as her sister.

This is Payton reading a poem the week of her 4th birthday I printed this off less than 24 hours before.  She makes it look so easy.
http://www.youtube.com/watch?v=WT1L2SVVAwQ


However, everything was different from the beginning with Presley.  When Presley was born, in our fog of mixed emotions, we heard the words "I'm sorry" many times as they told us Presley was born with an extra 21st chromosome (Down syndrome).  Next, the doctor told us all the potential health issues she may have.  Then, he began to tell us everything she would not do, such as "read, write, drive a car, or have a decent IQ".  I remember thinking "he is not talking about my child, and why is he is already placing limits on what she can do".  As I began my research, I came across a website called Einstein syndrome  (http://einstein-syndrome.com/).  I loved their philosophy and felt renewed.  They basically said, what if the doctor had come to you instead and said "Your daughter has Einstein syndrome. She has the potential to be brilliant, but it is up to you to expose her to a rich learning environment, teach her, show her one of everything and expect her to absorb it all".  At that moment, every parent would leave the hospital and begin this incredible educational journey with their child, believing they had unlimited potential.  This is how is should be.  No one can determine your child's future or abilities.  No one should place limitations on your child.  We need to believe in them and raise our expectations to help each child reach their maximum potential and determine their own point of success.

Here is Presley reading:

Age 19 months video #1 http://www.youtube.com/watch?feature=player_detailpage&v=UNjDuaMPmvw

Age 19 months video #2
http://www.youtube.com/watch?v=acI-pzwOzuA

Age 25 months http://www.youtube.com/watch?v=Cs5MGkiewGY

This is Presley showing she knows her alphabet by choosing letters:

Age 24 months: http://www.youtube.com/watch?v=ZiSyhSZehLg
Age 28 months: http://www.youtube.com/watch?v=LJNAEgEnEJg

I think both of our girls are pretty amazing!


Nutrition:

I believe each child gets a immune and cognitive boost through good nutrition.  Here are some of the basics to consider:

* Minimal amount of sugar - this causes inflammation throughout the body and feeds infections and bad bacteria.  Sugar is also hidden in large amounts in juices, kool aids, along with artificial colors. Read your labels.

* Avoid processed foods as possible

*  ACH study connecting “gut bacteria” with autism (http://arkansasautismalliance.org/in-the-news).  It states that children with autism possess a certain gut bacteria that thrives off of unhealthy diets and therefore increases the autistic symptoms.   It is obvious there is a gut-brain connection.  Think about how seeing something distressing causes immediate nausea or when you get "butterflies" in your stomach because you are nervous.

* 3 meals daily with healthy snacks

* Smoothies - we sneak lots of fruits and vegetables in our smoothies

* Help strengthen immune system - 80 % of our immune system is located within the gut.  Every child needs a healthy system to learn.

Recommended books for early nutrition:
                                                                                                                                           
  Super Baby Food by Ruth Yaron. Tells you directly what food to introduce each month in the first year.  Also gives lots of healthy recipes for older children. 

  Deceptively Delicious - helps you hide all types of healthy foods (esp vegetables) in regular recipes to secretly add nutrition to your children's meals.



Laying the foundation for learning:

* First five years very important in development - I read once that most of what a child will learn will be in the first five years. Don't wait for a teacher to begin laying this foundation.  Begin early. 

* Input, input, input for receptive language.  Do not expect output yet, just repetitively continue inputting.

* Frequency, consistency – 5 minutes here and there will make a difference

* TV is not recommended before 2 years old

* No more than 2 hours total screen time age 2-5 (Per American Academy of Pediatrics)

* Good time to increase auditory skills
         -Turn on the radio
         -Children’s songs on Pandora - sing songs that encourage participation
         -Audio books
         -Work on auditory sequential processing (keep reading for further
           explanation)

*  Use multiple techniques to keep interested

*  Multisensory approach – involve as many senses as possible to leave a vivid mental imprint (ex apple – see the apple, touch the apple, taste the apple, smell the apple, hear the apple crunch) This is a Montessori type approach.



Determine your child’s best learning type: While most people will use a mixture of each, there should be a dominant one

Visual
Auditory
Kinesthetic

.


Visual spatial learners

*Learning comes through imagery of the whole concept
*Visualization provides organizational construct for assimilating and processing new ideas, excellent organizer
*Astute observers
*Need more time to process information and think in pictures
*Need to see a concept in order to understand it
*Focus on ideas not details
*Often generate unusual solutions to problems and perceive the whole quickly
*Can recognize patterns easily
*Can experience difficulty with verbal instructions, sequential problem solving, and with drill and practice

Visual learners can learn best by handouts, studying alone, overhead slides, powerpoint presentations, watching videos, watching a demonstration, creating outlines, using various colors of highlighters, writing practice test, and mind mapping.



Auditory spatial learners:

*Good listeners - they recognize changes in tone easily
*Learn sequentially
*Rapid processors
*Think in words
*Well developed short term “working” memory
*Remembers what they hear, can follow complex set of oral directions and memorize easy
*Can express themselves well and fluently
*Can show their work easily b/c they took a series of steps that they can retrace, orderly, well organized which helps academic performance
*If hearing issues early in childhood, often experience language delays and difficulty with comprehension
*They typically are recognized as high achievers in school because school is geared more towards the auditory learner.  This is why auditory sequential processing is so important to help improve your child's ability to learn.

Auditory learners can learn best by working in groups or with a partner to discuss things out loud, recording their classes or lectures, reading assignments out loud, audio books, associating music with ideas/concepts, giving oral reports, mnemonics, rhythms, talking to oneself, and singing their notes,


Kinesthetic learners:

*“Tactile learners”
*Learn best by demonstrations and manipulating things
*Needs a “hands on” approach
*Usually volunteer to help with demonstrations
*May become bored trying to listen to a lecture.
*Like to experience the world and act out events
*Can remember complicated directions once they have acted them out
*Good at sports
*Typically can not sit still for very long
*Likes adventure books and movies
*Likes martial arts, dance, role playing
*Can study with loud music on
*Handwriting is usually not the best
*Likes science lab and doodling

Tactile learners can learn better with short study periods, taking lab classes, role playing, using flashcards and highlighters, having a "worry rock" in their pocket to fidget with when they have to be still and learning on the go.

If you have a child that is struggling to learn, please have his vision and hearing checked.  You can not learn if you can not see or hear the information accurately. During this presentation, we also discussed the importance of hand, eye, ear congruency.  If you are right handed, you should be right eyed and ear as well.  Information will not be processed correctly as a child.  



Increasing auditory sequential processing:

This is a way to increase their auditory learning ability.  A typical adult should be able to process a 7.  That is why phone numbers in the United States are 7 digits long.   A child should process roughly 1 for each year old.  1 year old processes a 1.  2 years old processes a 2. 

"Simply smarter" app  for the computer or IPAD/iphone by NACD takes the thinking out of it.  It does the processing and reverses it also.  You have a variety to choose from, just auditory, just visual, or combination.  You choose whether images, colors, animals, or what you would like your child to use. I highly recommend this app. http://www.nacdstore.com/collections/software

*  Stay 1+/- their processing level through out the day
*  In car (for example: sign, car, park, horn)
*  While cooking (spoon, pot, oven, sink)
*  Increase with following 1,2,3 step directions
*  Advance to reverse processing
*  Learn more: http://nacd.org/journal/auditory_processing.php



Techniques to develop reading skills:

Your Baby Can Read
Brillkids
Flashcards
Books
Ipad
Videos
Labels
Introducing them to their world

Using variety, repetition, and frequency enhances success.



Your Baby Can Read: 

*  We began at 3 months old – no other TV
*  Similar to learning sight words
*  Same concept as Rosetta Stone with picture word combination & repetition
*  20-30 minute video twice a day
*  Flashcards 5-10 min once or twice a day
*  Books once or twice a day
*  Your Baby Can Discover as they are older
*  Youtube – videos available for free but not as good of quality
*  Sight word recognition gives the child confidence as they begin to recognize words and see the parents positive reaction.
*  As with any program, it is very successful if you follow through with it

 

 

Brillkids:





 


*  Little Math, Little Musician, and Little Reader
*  Downloadable program
*  Discount to children with disabilities (50-100%)
*  Large resource for additional downloads
*  Can modify program to your child
*  One year curriculum 1-2 times a day for 5 minutes
*  www.brillkids.com
*  Also has app for iphone
*  Both of my girls loved the books.


Flashcards:

 

*  Typically cost $1-$14

*  Make your own.
*  Lamination machine: $25 at Wal Mart
*  Lamination sheets: $10 for 50 sheets (fit 4 cards on each sheet so
    approx .05 cents a card)
*  Laminate: personal photos: mom, dad, objects, actions (begin with
    immediate surroundings then expand out)
*  Store bought cards, stickers, preschool activity book pictures, magazine
    photos - just print a word label for the back and laminate
*  PSB Cubed – http://www.psbcubed.com/program-support-services-custom-flash-cards.html . Girl with Down Syndrome who prints flashcards for cost/S&H only.

*  Fast flash techniques (1-3 seconds)
*  Emphasize phonics while doing alphabet cards 2 minutes 2-3 times a day *  Stop while they are still interested and before they are bored
*  Add 10 cards each week,  Review old each day.
*  Keep moving whether they know the old or not




Other programs:  I have not used each one, but I know parents who liked each of these.

*  See &Learn
*  Love & Learning
*  How to teach your baby to read – Glenn Doman
*  Reading the Alphabet – PreK reading ciriculum that is a combination of Montessori, Handwriting w/o Tears, & word study. http://thisreadingmama.com/free-reading-curriculum/reading-the-alphabet-prek-curriculum/  I found this more than I could do with our current neurodevelopmental program too, but she gives out free printables almost daily that are extremely good.




Additional online reading resources for children:

*  Starfall   http://www.starfall.com/
*  Clifford interactive stores and books: http://teacher.scholastic.com/clifford1/index.htm 
*  Owl and Mouse:  http://www.yourchildlearns.com/learn-to-read.htm
*  Reading Bear:  http://www.readingbear.org/
*  Between the Lions (PBS) http://pbskids.org/lions/
*  Readeaz: http://vimeo.com/search/videos/search:readeez/st/6407bb8c




Books:

*  Goal 5-10 each day.  These may only have 3-5 words on the page.  It is
    about exposing your child to various books and developing a love for
    reading also.
*  If too many words then just talk about the pictures, point out details (“red
    ball”)
*  Be very animated Picture – word books, hand over hand technique



Reading area:  This is their special place dedicated for reading and learning.  Small, comfortable, well lit and easy access to lots of books!

The following books are for beginner readers such as Presley.  These are examples of books that use color, texture, sound, and associate and image with a word.  Here is a detailed list of good learning books for children with special needs:  http://dsdaytoday.blogspot.com/2011/03/books-to-read-to-your-baby.html


Starting out: contrast colors, large pictures, very simple.  I wrote the words in this book as we began to work on sight words.




Simple pictures with sound: 

See more examples at: http://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Dstripbooks&field-keywords=let%27s+say+our

Lots of word books for receptive language :  shows the word with the picture  (example is by Priddy)

Little Scholastic – touch, feel, lift flaps = stimulating more senses

 

Brainy Baby:  colorful, interested, simple yet covers topic well

DK books – always very detailed and uses real pictures. DK also has extremely informative books and videos as children get older. Look for the videos on youtube.

Make your own book. We made this one to try to get Presley to talk more. We used words that we knew she would say as soon as she saw the word or picture. Seeing, hearing, doing, repetition.  It requires a printer and laminator.  Super easy!

https://www.youtube.com/watch?v=cyXCaBC43Pc
 

Videos:

 

*  Brainy Baby (DVR smile of a child channel for free)
*  Signing Times –early communication
*  Rock & Learn – lots of videos with music
*  Make your own videos: cheap, easy, fun. Make large print words. Display things around the home. Add clips to windows movie maker, pick transition method. Hit play! I plug the computer into our TV and they watch their home video on the TV. Watching themselves keeps them interested and they do not even realize they are learning words.

* Here is one we made just reviewing colors with the left over balloons we had from a party.  There is also a clip of the girls playing and wrestling in bed, which keeps them interested in the video.  They ask to watch this video EVERY day!  Word movie: http://www.youtube.com/watch?v=vE274mSuI5A




IPAD, Iphone, Ipod:

*  Flashcards: ABA, animated, sight words, talking cards on youtube
*  Matching shapes & colors that say it out loud
*  Little Reader, Laugh & Learn, Fisher Price
*  Phonics games Talking books
*  Videos on youtube
*  Search apps: baby reading, early learning, baby’s first words


Introduce them to their world: (yes, this is actually our house)

*  Labels through the house
*  From early age, tell them what everything is
            Walking around the house
            While shopping, especially produce section
            Walking outside, acknowledge sounds you hear





Here is a link to an extraordinary Mom whose son is an excellent reader. She shows you all the techniques she used.  She also gives links to other children with Down syndrome who are successful readers for even more inspiration.  http://dsdaytoday.blogspot.com/2011/03/teaching-your-baby-to-read.html


My last advice is to remove limitations and raise your expectations.  Typical child or special needs child, we should expect more. Invest the time, you will never regret it. Continue with large amounts of input, and wait patiently on the output. It will come when they are ready. Watch them absorb the knowledge and enjoy it. Thank you for your time and interest.

Many blessings,
Robin Tolliver