Speech & Language Consultants

I recently went to a LAMP training given by PRC and cringed when the first sequence for communication training instructed the use of "more".  Sadly it's more common than not.  I interviewed and SLP and during her demo session with the child with Autism, she decided he needed to say the word "more".  And early in my career, I too thought teaching "More" was important for first words...but its not.  Here's why:

•  When your child says "more"..you are probably thinking "more what?!?"  
•   If a child says "more" and doesn't have the nonverbal skills to look, point, turn their body towards the object.  Is that true communication?
• If a child has a reduced level of patience, high levels of frustration...teaching more is not effective and results in screaming because communication has not happened.

In natural conversation between typical brain learners, words and vocabulary are shared.  Labels are produced.  

• Baked Lays
• Book
• Radio
• Music

Typical people use words!  The interesting thing is that in ABA teaching sessions, in language teaching sessions...children with special needs are learning words.  The are learning to label and receptively identify nouns, actions, location, etc.  

The SAD TRUTH is that therapists are not often thoughtful in the programming to create a true bridge between the words taught and communication.  

How do I know this?  Well I meet parents daily who want their children to communicate with them.  When I ask for the word lists and what words have been taught in the program...there are categories upon categories of word lists!  But no true communication.

Here is the TRUTH: If communication were taught in conjunction in building word lists...the parents and families would be able to talk to each other.  This is generalization...from the beginning.  When you teach more...you don't teach independence but increased dependence resulting in a cyclic breakdown in communication.

So as I sat and cringed at the LAMP training and the sequence of language teaching for "more"...I created a new curriculum for labels that moves along the ABA-VB sequence for mands, tacts, intraverbals.  

That's what any behaviorally based speech-language pathologist would do :-)

Enjoy and Be Empowered.

Landria Seals Green

While there is much controversy over the use of computers and technology with children wtih special needs and using technology and videos for language learning.  I'd like to point out that adults use technology all the time: We use Rosetta Stone when planning a trip to Italy and identifying the need to learn a new language.  We use organizers electronic or paper to organize our lives.  We use our mobile phones to communicate and send text messages to one another.  The question of "Should technology be used to teach or support education is not a vaild one, I think. 

But the statement of "Too much of any of one thing isn't great! 

• Too much Baby Einsten does interfere with real social interfacing and talking with parents. 
• Too much My Baby Can Read may be neglecting other needed areas of development (motor, social).
• Too many activities can create an overscheduled family with no quality time.
• Too much pizza can add inches ... a personal reminder for me :-) 

It is necessary when creating and developing a cognitive set for children (nontypical or typical brain developers), the practice makes perfect mantra must ring true.  For someone with severe cognitive challenges to learn...3 hours of practice in speech, reading, or writing is not enough.  The number of hours needed and the consistency needed to create the neuropathways needed or regenerate those brain cells is tremendous.  Think about it...people who are identified as "experts, prodigy's, superhuman" did not wake up that way...they PRACTICED!

• They practice daily
• They practiced more than one hour per day
• They practice. They practice. They practice.

With the practice.  The brain learn.  The brain creates new pathways.  New cells are formed.

Can this practice be achieved in the classroom alone?  Can it be achieved in private therapy alone?  NO!!!  The supporter of the classroom, the supporter of the private therapist is technology.

To continue to make special education SPECIAL...educators must

1.Recognize and Implement the philosophy that technology is essential

2. Understand what technology is out there and thoughtfully implement it for their students.

3. Not be afraid of the technology and see its value.

4. Abandon sticking children on the computer in the name of "assistive technology" 

5. Make special education, SPECIAL by TEACHING WITH THE BRAIN IN MIND.  Children with special needs must have educators and therapists who understand and create programs that train their brains...the purpose of therapy is so people actually get better...and not just by the aide of development and growth...but by concentrated influence from the knowledgeable therapist.

Check out this article about technology and education

Enjoy and Be Empowered!

Landria Seals Green

I have always always been a therapist on the go!  Whether it's a school observation, therapy appointment, PPT or IEP meeting, phone conference...JUST ALWAYS MOVING!

My Treo died almost 6 months ago and against my fiance (now husband's) suggestion, I bought an iPhone!  What encouraged me most was watching my clients with their iTouch's sitting in the waiting room developing leisure skills with technology.

Now that I have an iPhone, I will never turn back.  Here are some apps that have enhanced the ease of my life as therapist.

1. Camera: I can take great photos and videos of my clients while in the session. The quick editing allowed for the use of videomodeling!

2. iTalk Lite: This allows for recording of speech samples.  Although speech-language samples are long to analyze and require a great level of attention...they are great in looking at speech intelligibility ratings, language, and social language use.

3. Behavior Tracker Pro: This is great for school observations for the behaviorally based SLP and the ABA therapists.  It allows you to track and record behaviors of your students.

4.ICD-9: Enough said!

5. You Tube: I can have quick access to reinforcers that include Little Bill, Cailou, and much more

6. Pandora: I created music stations based on what my clients like.  Another reinforcer.

7. Flash Cards: There are many many apps for flash cards!

8. Munch Munch: For clients on a food sensitivity/eating program..this allows me to take a picture of the target and let the kids watch the character munch munch munch.  Disclaimer: Therapist should follow a specific sensory program specifically created for their clients.

9. IEP Checklist: This is a great tool and FREE app for parents  and teacher. So that you don't forget anything while you are in the IEP meeting!

I have many many more apps that I absolutely love!  And then I have some development ideas too!!!

My goal for health was to save my back and body and reduce the bags and load as I travel.  So now with my trusty HP Touch Smart laptop and my iPhone no need to carry materials!  I have it all on my technology...what do I do if it fails?  It's all backed up and any therapist worth her weight can make a dynamic lesson based on anything! (inside joke of the elite SLP- JK)

Enjoy and Be Empowered,

Landria M. Seals Green, M.A., CCC-SLP

NEW YORK, NY (June 10, 2009) -- Autism Speaks, the nation's largest autism science and advocacy organization, today joined the Connecticut autism community to praise Governor M. Jodi Rell for signing into law Senate Bill 301, which requires insurance companies to provide coverage of evidence-based, medically necessary autism therapies. Connecticut is now the thirteenth state in the country to enact comprehensive autism insurance reform.

The Connecticut law requires insurers to provide coverage for behavioral treatments, including Applied Behavior Analysis (ABA) therapy, of up to $50,000 for a child who is less than nine years of age, $35,000 for a child who is at least nine years of age and less than thirteen years of age, and $25,000 for a child who is at least thirteen years of age and less than fifteen years of age. ABA therapy is recognized as an effective, evidence-based treatment for children with autism.

“This new Connecticut law is another significant victory in the national effort to secure autism insurance coverage in all fifty states and provide families with the help they so desperately need and deserve,” said Bob Wright, Autism Speaks co-founder and Fairfield, CT, resident. “We thank Connecticut’s legislators and Governor Rell for having the courage to put families and their needs first.”

Read the rest of the article on the Autism Votes website

This important bill to families has finally passed and is soon to be on the Governor's desk!  Many thanks to the tireless efforts of Autism Votes and many other organizations in CT.  

It is my hope that the insurance companies are already working on policy and have a realistic timeline and date to start covering these services!

Putting The Pieces Together Conference is still open for registration!  Please email April Stanley at admin@speechandlanguageconsultants.org

Over 200 social stories created by this 16 year old student.  Her brother has autism, and she is the author of his social stories!

We are fortunate and appreciate her willingness to share the stories with us!

http://freewebs.com/kidscandream/main.htm