Hello – It’s Darcy!
I’m back with answers to your most recently asked questions! Feel free to keep the questions coming in the comments below and I’ll be happy to answer them in upcoming posts. Please be as specific as possible with your questions (i.e. age of your child, developmental concerns, etc…) so that I can provide tips that are helpful to you and your families. Thanks!
Q1 – I’ve noticed that my speech therapist uses sign language with my son. He says a few words here and there, but is it true that the use of sign language can delay a child’s use of speech?
This is a great question and one we get quite frequently. The use of sign language or picture communication systems does NOT delay or inhibit verbal speech production – it actually enhances it. The goal of using gestures, sign, pictures, pointing etc is to provide a functional communication method for a child who otherwise struggles to communicate with the world. The act of effectively communicating – regardless of the modality – is so self-reinforcing that it encourages ALL types of communication, including verbal communication. By using signs, children are learning that they can create change in the world around them – including changes in your behavior – with their behavior! They already know this to a degree (tantrums, anyone?) but language is a specific set of rule-guided behavior that results in the same environmental change over and over again. Training in and consistent use of gestures (including sign language) is actually included in our best practice guidelines as Speech Language Pathologists to support children with a speech delay, as it is considered a “pre-verbal” skill that lays the foundation for verbal communication. Your speech language pathologist is likely pairing the sign language with the spoken word (e.g. performing the sign for “more” while simultaneously producing the word). Once your child becomes successful at using the physical gesture, the sign may then incorporate a sound, consonant, or approximation of the actual word. But first – your child needs to know they CAN communicate, in whatever form that takes initially. This is the foundational motivation for all language. For whatever reason, expressing ideas or needs is difficult for your child, so utilizing language or communication of any kind is imperative for your child’s further linguistic development. So sign away! Use the signs with your child throughout the day, pairing with over-exaggerated lip movements for the word, and encourage interaction and requesting as your child continues to grow.
Q2 – What games can I play with my toddler to encourage speech development?
Any game you game with your toddler that involves words is an excellent game! Make games active but repeat the same ideas and concepts throughout. Use a lot of concrete nouns, naming the items you are playing with. Emphasize the actions taking place, and introduce some key descriptive words, including size, speed, color, and appearance. Try to use words in the games that are just slightly advanced of the words they are already using – for example, if playing with cars and your child says “Car go!” you then build on his statement by adding one of the above characteristics, either “yes! The red car goes” or “the car goes fast!” Try to avoid adding too many words or concepts at once, as this may be overwhelming.
As for the specific type of toddler games, developmentally toddlers will represent their daily experiences. Play with cars/trains, stuffed animals, or household activities including pretend food, cleaning tools, and use of baby dolls. The pretend toys need to be realistic in appearance and close to life size, not miniatures such as a doll house. Young toddlers (2-3 years) will not be able to sequence full stories but may be able to place food on a plate and then use a spoon to feed a doll, or put food in a pan and stirring it. As they get older they will be able to sequence longer stories using the same toys. Sand and water play is excellent as it introduces a lot of familiar actions as well as sensory information. Block play is also excellent, initially limited to stacking in order to knock down (ages 2-2.5) but later progressing to building structures and integrating into pretend play.
Finally, continue to sing songs, play finger games (“Where is Thumbkin?,” “Pattycake”), and tell nursery rhymes (“Mary Had a Little Lamb, Hickory Dickory Dock, The Ants Go Marching”). These songs and games introduce your child to the rhythm and sounds of language.
Q3 – My child (5) has some issues with reading and comprehension due to her speech delay. What are some things that I can do to encourage her to read more?
If you seek to encourage your child to read more, show them you value reading! As with anything that is hard, motivation is key – if your child sees you being excited by reading and sees “reading time” as quality time with the people they love, they too will come to value reading and will push through the difficulty. Make time to read with your child, using books with lots of pictures to support the words of the story and bolster their comprehension. Read with different voices, modifying the pace and asking questions about the story as you go (“Oh no who is coming now?” “where are they going now?” “What’s going to happen next?”). Point to the pictures as you read the story to highlight the words you are saying. If the child is older, follow along each word with your finger, asking your child to identify one word in each sentence that you feel they might be successful in identifying. Reading in school is really, really hard – as caregivers and parents we have the delightful job of helping children see that reading is worth the struggle and can be fun too! If you have fun with reading, they will too.
Take every opportunity to help your child identify letters and sounds – this promotes what is called phonemic awareness. Phonemic awareness is our ability to break down words into individual sounds (e.g. “cup” is made of three phonemes/sounds: c – u – p). We as literate adults immediate pair these sounds with letters (called graphemes) however this is a pre-literacy skill that is critical for your child’s ability to learn to read. Ask them to identify the first sound of the word, and when they are ready, to identify the sounds that a single letter makes. Many children now learn a combination of sight words and phonics in school, but having strong phonemic awareness can provide a good foundation for later reading ventures. Find out what sounds or words your child is focusing on in school and point them out to them in every day life.
Finally, if you are really seeking to set an example, consider switching some of your reading from a tablet or phone to reading an old fashioned book or newspaper. Your child cannot tell if you are reading on the phone or playing a game (they likely assume you are playing a game because that’s what they do on your phone!) but if they see you reading a physical print publication, it will reinforce to them that this is something you value.
Some additional facts and suggestions can be found at: http://www.asha.org/uploadedFiles/Build-Your-Childs-Skills-Kindergarten-to-Second-Grade.pdf
Q4 – My child sometimes struggles to communicate his basic needs and wants. What can I do to help him express himself more effectively so that both of us do not become frustrated?
Reducing frustration is a huge motivating factor for improving communication. Unfortunately, each child and each child-parent dynamic is different, as are the situations that result in increased frustration. Sometimes children are frustrated because they want something and cannot figure out how to tell you. While it is time-consuming, asking questions that provide what we call “forced choices” can be helpful, versus just asking “what do you want?.” For example, asking “do you want something to eat or something to drink?” “do you want something in your room or in the toy chest?” can help a child reorganize his thoughts enough to at least get you both on the same page. If your child is frustrated with feelings they cannot express, try labeling the emotion or feeling for them “It sounds like you are very hungry right now” or “I hear that you are upset because you have to stop playing and take a bath”. Labeling an emotion or feeling can later help your child recognize and identify those feelings for themselves. However, specific plans are best developed with someone who knows your child, and can see you interact together. Talk to the staff at your child’s day care or preschool – they have likely worked with other children who have had similar struggles and can offer suggestions or techniques to try.
Q5 – Does diet have an effect on children with speech delays?
As with any child, diet is very important for overall brain development. Vitamins and minerals found in many of our foods support strong and prolific neural development, which in turn helps children meet their developmental milestones. There is no special diet or supplements that a child with speech delays should specifically be on, however it is very important that any child (especially those at risk for developmental delays) be meeting their nutritional needs on a daily basis. This means eating a well-balanced diet of protein, carbohydrates, fruits/vegetables, and yes, some sugars and fats. Your pediatrician will be able to provide advice regarding a balanced diet that is appropriate for your child’s age, as not all foods are appropriate for a young child’s developing digestive tract. They may also recommend a multi-vitamin supplement to ensure that your child is meeting their daily nutritional needs. If necessary, they may refer you to a nutritionist who specializes in developing children to be sure all nutritional needs are being met.
However, there is no specific diet or supplement that can help a child with speech delays other than eating healthy, well-balanced meals and getting plenty of exercise!
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