1. Parent Night March 2009

2. Welcome Introductions –Office Manager –Program Coordinators

3. About TES Services Locations Staff Mission

4. Clinical Procedures Attendance Policy Absence Policy Clinic Parent/ Guardian Policies

5. Speech and Language Services

6. Pediatric Speech and Language Providers We are trained professionals who work with children of all ages who have: –Speech Needs –Language Needs

7. Our area of expertise How well child produces speech How well child understands and uses language How well child communicates wants and needs at home and away from home

8. Producing Speech How well child produces the speech sounds of his/her language Typical Speech Needs –Young child produces only ma; OUR GOAL: child needs to produce more early consonants (p, b, w, h, n, d) & vowels (ee, u, oh) –Older child produces t for k in words (tey for key); OUR GOAL: child needs to produce k in all positions (key, lucky, sock) in sentences

9. Understanding Language How well child understands words and sentences Typical Language Understanding Needs –Young child understands just a few words (juice, mama, shoe); OUR GOAL: child needs to understand more words (nouns and verbs) & follow simple directions (e.g., Come here, give me, put in) –Older child understands short statements but not questions; OUR GOAL: child needs to understand simple Who? What? Where? Why? questions

10. Using Language How well child uses words and sentences to convey ideas Typical Language Use Needs –Young child doesnt use words; cries and points to communicate OUR GOAL: child needs to increase use of single words (nouns and verbs) to convey ideas; –Older child uses 2 word sentences; OUR GOAL: child needs to increase sentence length to 4 words (e.g., I want more juice)

11. Communicating Wants & Needs (at home & away from home) How well child interacts w/ familiar & unfamiliar listeners to make requests (e.g., for food, help), to protest, to answer, to get listeners attention; Typical Communication Needs –Young child does not make eye contact or interact w/ parent OUR GOAL: child needs to increase eye contact, engage in play and take turns (provide foundation for communication) –Older child does not make requests when hungry OUR GOAL: child needs to make requests for food at home (e.g., banana; want burger)

12. Additional Areas of Expertise Children who stutter –repeat initial sounds or syllables in words during conversation (e.g., BBBB before I go to school, I get dressed); Children who have voice difficulties due to: –Cleft palate –Chronic yelling/screaming Children who have feeding and swallowing needs –Multidisciplinary team approach with Occupational Therapy

13. Our therapy sessions Are play-based Use age-appropriate toys and fun activities After each session we write progress notes as to how well child is meeting his/her goals We want you to participate so that you can continue to work w/ your child at home

14. How can you help? PLAY with your child everyday –get at eye level; follow childs lead; encourage turn-taking; READ to your child everyday –simple books with clear / colorful pictures of objects & people doing activities; TALK to your child everyday –look at your child; use slow speech and simple language about what child is experiencing and what is happening in the immediate environment

15. Understanding Visual Schedules

16. What is a visual schedule? Why are they important? Creating a visual schedule Materials Helpful hints Examples

17. Homework / Study Tips for Parents

18. Show Interest Show an interest in your child's homework assignments. Ask about the subjects and the work to be done. Establish consistent communication with the teachers. Show appreciation for education.

19. Be a Role Model Take the opportunity to read a book or newspaper while your child studies. Reading together helps create a learning atmosphere. Model lifelong learning. Express positive attitude about learning.

20. Organization Teach your child how to be organized. Be sure he or she keeps a homework assignment book. Separate subjects using colored folders or binders. Designate a homework location.

21. Eliminate Distractions Eliminate as many distractions as possible during study time. Turn off media. Designate a quiet work area with low traffic and proper materials. Good lighting and ample space is key.

22. Types of Support Provide guidance, not answers. If teachers ask for parent participation, provide it. If assignment is meant to be done alone, stay away. Help student recognize hard vs. easy homework. Start with hard homework.

23. Occupational Therapy

24. What is Occupational Therapy (OT) A treatment approach focused on helping children to become as independent as possible in all areas of their lives through engaging them in play, self-care and school-related activities they need to do to improve their overall development, performance, health and well-being.

25. Common Concerns Addressed 1.Activity Level E.g. too much energy; low energy; cant sit still, etc. 2.Attention to tasks 3.Ability to use hands and fingers appropriately to play, do school work, eat, etc. (Fine motor skills)

26. Home Strategies Activity Level & Attention Involve child in heavy work activities E.g. carrying laundry basket, pushing shopping cart, moving toy bend, etc. Create a corner in a room with pillows that is as free from distractions as possible Allow child opportunities to play at the park, emphasizing climbing, running & jumping Crunchy snacks while doing school work Remove excess materials from the work surface Dim the lights

27. Home Strategies Fine Motor Hide small coins or tiny objects in putty or playdough & have child pull them out Plant spray bottles Puzzles with small handles Craft activities Games that use tweezers, clothespins, or coins/chips Use shorter crayons or pencils Cooking activities The most important thing is to make the activities FUN, FUN, FUN

28. Conclusion Questions?