Costume Time of the Year

Halloween is just a few days away!  The night of candy collection! Whatever will your child wear?  How many times will that choice change? If your children are anything like the majority of the universe, she/he will have a definite idea of what they would like to be and then about 23 hours before the big night – change their mind!  Hopefully this will NOT be the case for your and your world this year!

Choosing a Halloween costume, while exciting, can create a completely different set of stressors one might not typically consider.  While being able to see clearly as well as being seen clearly is of utmost importance, there are more significant issues as well adjustments that need to be made for choosing a costume if your child experiences any sensory issues.

Masks – they are fun for some and not so fun for others.  When a mask might be part of the costume, have your child wear it around the house prior to the ‘big night’.  All children will tell you they LOVE the mask while in the store but when faced with having to wear it longer than 2 minutes, they are unable to manage.  Consider a soft version to a hard mask or even a half-mask. Using make-up vs a mask might really make a difference. Really look at the costume –  is covering the child’s face necessary?

Hats or headbands – here too are lovely items that make sense for some but will ruin an evening for others.  Similar to a mask, have your child wear it around the house for longer than 2 minutes. Initially you may have to start at 2 min and work his/her tolerance up to 15-20 minutes.  Consider a softer version and/or if it HAS to be part of the ‘look’.

Major clothing part of the costume  – tags, buttons, velcro, and zippers are scarier to some children than goblins and monsters! You might consider taking a page from your mother’s or grandmother’s handbook – make your own costume. Please do not think for one moment we are talking about getting the sewing machine out or whip stitching something together!  Consider the following ideas using the clothes that are hanging in the closet now:

Jeans and a flannel shirt:

  • Adding a tool box or tool belt = construction worker, carpenter, Paw Patrol character
  • Adding a piece of fake wood (ie: cardboard tube) = lumberjack or jane

Leggings and a long shirt:

  • Adding a cape on the shirt = superhero
  • Adding a belt with a few fake flowers on it = fairy

Jeans and a white t-shirt:

  • Adding maybe a scarf around the neck = ‘50’s girl
  • Rolling up the sleeves = ‘50’s guy

Shirt and bottoms that are the same color =

  • Tape a white ‘M’ on the shirt = M&M character
  • Tape a picture of any character from the movie “Inside Out” on the shirt

Look at the PJs your child currently wears – chances are those worn to school or to a party could pass as a costume without issue.

By now, your costume creator self has probably more than enough ideas for this Halloween. Feel free to share pictures of your costume creations with vkotansky@lakeshorespeech.com and we’ll post them on our Facebook page.  Your photo might be the inspiration which makes a difference in the life of a little one this year or for years to come.

Happy Halloween Prep!  And above else, remember to enjoy the time with your child making memories that will last a lifetime!

Yours in Speech,

Lakeshore Speech Therapy, LLC

 

Friday Night Lights

Friday night lights! High school traditions!  Go Team!

Fall is the time of year to grab your favorite sweatshirt and enjoy an evening of high school football.  “Enjoy” – that’s the difficult part especially for some. The many sounds and smells as well as the number of people all in one place can cause loved ones with integration issues difficulty in large  crowds. There are a number of proactive steps families can take to help loved ones adjust to these situations.

Paint a picture of what the individual will experience during their time at the game.  For example:

  • We are going to park the car in the parking lot (or, in some instances, the – field, street, etc.)
  • We will walk to the gate or entrance of the field.
  • We will have to stand in line to get our tickets.
    • Note: if available, please consider purchasing tickets ahead of time.  Less time anxiously waiting, the better.
  • There will be a lot of people around us; you will hear them talking and shouting.
  • We will walk to our seats
  • We will walk up or down the stadium steps
    • Note: if the stadium steps are open (meaning you can see the ground below) you may want to consider sitting in an area closer to the ground or where the steps are solid.
  • We will sit in our seats
    • Note: if the individual is sensitive to pressure – consider bringing a blanket or stadium chair to decrease the sensation of the ‘hard’ stadium bleachers.
  • Etcetera
    • Don’t forget to include what will be
      • heard (band, horns, cheering, etc.)
      • seen
      • smelled

Carry an ‘important tools’ bag.  This bag should contain items that calm the individual, items that may distract attention from an unpleasant sensation and items that will help to diminish non-preferred sensations. The bag may include noise canceling headphones, headphones and a music source,ear plugs, fidget toys, extra blankets, weighted blankets, etc.

Plan your arrival and departure around preferred events.  If the individual loves watching the marching band, but is bothered by all the whistles during the game, arrive at the game 15-25 minutes late. If the individual does not appreciate the marching band, make arrangements for an activity or get special permission to leave and re-enter the the stadium during halftime.  If the individual does or does not like the mascot, plan your seats in the location accordingly.

Give your loved one a voice during the game.  Pre-record a cheer or a special message on a voice recorded switch.  No need to get too high tech, this is a high energy exciting time, it’s more important to get the message out! If a device is not an option, make a sign that shares the message or use a horn or bell for the individual to be part of the roaring crowd.  If you need more information or ideas, please do not hesitate to ask any speech therapist at Lakeshore Speech.

Friday night lights shine brighter when everyone is involved.  Go Team!

Yours in Speech,

Lakeshore Speech Therapy, LLC.

Love of Learning

School can be stressful - even more so when testing is part of it.

Labor Day, the holiday of the working women and men in our country, a holiday honoring us for what we do day in and day out. When what you do everyday is something you love and are passionate about, it’s hard to consider it ‘work’.

The anonymous quote, “Find something you love to do, and you’ll never have to work a day in your life” holds more true today than ever before.  In this fast paced world, with the use of computers and smartphone technology, getting ‘away’ from work is almost impossible. Finding the balance between work and the rest of one’s life at times can seem impossible, but is definitely made easier when the ‘job’ doesn’t feel like a job at all.

It’s equally important to ensure our children’s’ ‘jobs’ are loved as well.  Children’s jobs? You might be asking yourself what jobs can a 2 year old, 6 year old, 10 year old possibly have.  The job children have day in and day out is learning….learning is the job every child holds. Loving the job of learning will take children to places we have yet to  imagine.

Helping a child to love learning can be trying, but knowing when to push a little more or step back can really alter the how a child perceives learning. Challenges are adventures that need careful navigation.  Becoming a partner in discovery of these adventures helps a child realize challenges can be overcome and are not insurmountable. Those easy “lessons” are opportunities for the adult to step back and follow the child’s lead.  These opportunities help to build independence and practice leadership skills. Those lessons that keep reappearing can be looked at as steps and with every time the child get to practice her/his skills building confidence and positive self-esteem. And let’s not forget the lessons that do not result in the intended or anticipated outcome.  These lessons provide the opportunity for child and adult to reevaluate the strategy and prove that we are all human. The less than perfect lessons help a child realize it is okay to not be perfect and in that imperfection is beauty. These are the lessons that are sometimes most important.

The love of learning will span a child’s lifetime and influence every decision.

Yours in Speech,

Lakeshore Speech Therapy, LLC

 

How to “Flex” your social skills!

Were you ever in public with your child and his/her behavior made you wish the floor would open and swallow you whole?  Ever been without words following your child’s painfully truthful comment? Remember that time when no matter what you said or what you offered your child she/he could not and would not get his/her mind off of the one little thing that made them upset and therefore ruined the event/day/situation?

We have have experienced these ‘moments’ in life and for most these situations are not a daily occurrence, however for some these ‘moments’ happen daily.  The ability to communicate, verbal or non-verbal, as well as interact with those in our environment in a socially acceptable manner is called social skills.  Social skills are typically not taught in an out right manner, rather a child ‘picks’ up these rules and skills by watching adults interact. For example, chances are you were never sat down and given a full explanation as to why when you meet someone, you extend your hand.  There’s a pretty good chance that you had seen this occur enough times that without really thinking about it, you appropriately responded when an adult extended their hand to shake yours. All children require some level of direct instruction (formal or not) when being ‘taught’ social skills.  How many times have you said under clenched teeth in an audible whisper, “Get your finger OUT of your nose immediately. HERE is a tissue!” or “Please, when you are at your grandparent’s house, please to not burp at the table, please!!! For some children (and adults) these social nuances are not easily ‘seen’.  For some, these social skills, social graces, manners, whatever you want to call them, are very difficult skills to learn, remember and execute.

We are proud to offer the small group program based on the Superflex: A Superhero Social Thinking Curriculum by Stephanie Madrigal and Michelle Garcia Winner.  Your child will experience the adventures of our hero Superflex conquering the dastardly Team of Unthinkables such as “Rock Brain” , “WasFunnyOnce”, and “Glassman”.  All of the villains embody different challenges or behaviors that your child may experience everyday. Using ‘Superflex” as an example, your child will learn techniques and acquire ‘super powers’ to manage these villains!

Julie Ruddy will be leading our band of Superflex Heroes into battle against the Team of Unthinkables.  Julie brings 24+ years of experiences working with children with special needs grades K through 12 as an Intervention Specialist.  Julie received her Masters in Curriculum Instruction and is a proud graduate of Ohio University. Julie has super powers of her own which she will share at Lakeshore’s Superflex Main Command Room in a six week program on Tuesdays from 6:30pm – 7:30pm.  Class size is limited to 6 SuperHeros in training. Registration is open until Wednesday, September 12, 2018. Find more information at https://www.lakeshorespeech.com/events/ .

Yours in Speech,

Lakeshore Speech Therapy, LLC

How to Manage Parades, Picnics and Firewords this 4th of July

Don’t let the ‘ring’ ruin the day!

July 4th week!  Picnics! Parades! Fireworks! Tantrums!  Wait, what? Yes, you read that correctly, tantrums! Otherwise known as ‘melt-downs’, ‘explosions’, ‘losing your marbles’, whatever the name, the result of these moments in time can create a stressful situation for everyone involved, child, parent, siblings, and casual observers. As mentioned in previous posts, one way to better manage these moments is count on them and plan for them.

Count on the fact that there will be something your child will not understand, wants but won’t be able to clearly communicate, be afraid of, not want to wait for, etc.  You probably already know what that ‘something’ is without having to even be in the situation. This year, proactively prepare your child for these situations.

Parades-

In the town I live in, the 4th of July parade is one of the premier events of the Summer – one NOT to miss! The parade route is lines with friendly faces 3 and 4 deep.  There will be at least 3 bands, firetrucks, and emergency trucks to entertain young and old. AND the best part – CANDY!!!! Every float will be tossing candy to the crowd! Fun?!??!  Not for everyone! If your community has a parade or if you will be at a parade at anytime with your child, consider a few of these tips:

  • Find a location along the route that is less populated and stake your claim.
    • Typically the start of the parade or early into the route is less crowded.  
    • Ask the homeowner if you can sit on their tree lawn (this simple question could be the start of a new friendship).
    • Ask if you can put lawn chairs or a blanket in the area that you will be sitting either the evening before or early in the AM – now you don’t have to be haired looking for a place to sit/stand during the parade.
  • Consider using some sort of music or headphones to help regulate the noise.
    • If your child will wear ear plugs or has noise canceling headphones make sure to use them before the parade starts – don’t want your child to be startled by the marching band’s drumline or the fire engine’s siren.
    • If your child will listen to music, have his/her favorite playlist on a portable device.  She/he can still enjoy the parade while listening to preferred music which will help dampen the other sounds.
  • Typically, the parade line-up is available somewhere – city website, friend of a friend is the chairperson, etc.
    • Preview the parade  – “First we will see the fire trucks, then we will see the marching band, then we will see the baseball teams, etc.”.
    • Help anticipate what is happening next – “After the clowns, we will see and hear the huge fire truck.”
    • Plan your entry and exit – “After the dance float, the parade is over and we will go home.”
  • Somehow, someway, make sure your child’s name and YOUR cell number are on your child.
    • Use a marker and write it on his/her arm.
    • Make a name tag and put it on your child’s BACK
    • If she/he will keep a necklace or bracelet on make one  – Pintrest is FULL of ideas.

Picnics –

Many choices and  many new foods can make for a frustrating mealtime for everyone.  Not only preparing the meal (or part of it) is stressful, but worrying that your child may or may not eat all day adds another layer of stress.  Do yourself a favor and try one or all of these tips.

  • Offer to bring something that requires little to no preparation – you’ll have your hands full – paper products, beverages, chips are all great options without the fuss.
  • Bring food you know your child will eat – it’s OK if she/he is not eating what everyone else it eating – it’s a picnic.  What’s on the plate is not what’s important; those sitting around the table are!
  • Make your child’s favorite breakfast – and plenty of it – so you know he/she has eaten a complete meal, even if the rest of the day is a steady diet of chips and watermelon.
  • Bring a special blanket or lawn chair for specific for your child.  Maybe it has a character on it that is calming or ‘hugs’ your child when he/she sits in it. Don’t give it up to anyone else, make it a special ‘safe’ place for your child.
  • Create or bring a small tent for your child.  Give them a space (much like the chair or blanket) that is away from the bustle of others – you may want to crawl in it with them at some time :).
  • Make a quick choice board of the different foods.
    • Bring tape, scissors and a piece of paper to the picnic.
      • Cut labels off of foods and tape them on the paper
    • Use your cell phone
      • Take pictures of the different food items
      • Put them in a collage – instant communication board

Fireworks –

Amazing and scary all in one! Hopefully some of these ideas will end up in you and your family enjoying the fireworks versus fearing the fireworks.

  • Location, location, location –
    • Look for a location where you can see the fireworks but maybe not hear them
    • Find a location where you can watch them from inside (ie: upstairs bedroom window)
    • Discover a location where your child (and you) feel safe
  • Headphones/music – see above in the parade section
  • Watch them on TV

Remember, these are just moments in time, so enjoy every one!  Prior planning puts everyone in a better place! Happy Fourth of July!

Yours in Speech,

Lakeshore Speech Therapy.

3 Easy Suggestions to Decrease Stess When Visitors Come

Vistors bring joy and sometimes stress

Summer not only is a time to travel, but a time when others may be traveling and staying with you!  While these visits are important and eagerly anticipated, having Gramma and Papa or Auntie and Uncle staying in with you can really create situations where you and your child may not be at your best.

For some children, upsetting the routine at home can create a rather unsettling feeling that may last for the day, the week, or the month.  Children may ‘express’ these feelings verbally, vocally or physically. Working through daily meltdowns is not a vacation for anyone – parent or visitor.

Making a plan ahead of time will save stress for everyone

Proactively planning for visitors, no matter the length of the visit, should not only include cleaning and food prep, but working with your child AND your visitors so everyone can enjoy the time together.

Location…..

If you child will be sacrificing their bedroom to Gramma and Papa or Auntie and Uncle you may want to :

  • Weeks ahead of the visit warning your child verbally of the change
  • Having a ‘pretend’ visitor (a nice use of that entirely too large of a stuffed animal living in your attic) stay in your child’s room; giving them the opportunity to sleep in the location they will be sleeping in when the ‘real’ visitor is in town.
  • Have your child help in preparing their room for the visitor
    • let them pick out the color sheets that will be on the bed
    • Make a ‘game’ of hiding toys/games, etc.

Routine….

Without a doubt your child’s routine is going to be ‘off’ while there are visitors in your home.  You may want to consider:

  • Getting the daily routine down on paper (use pictures, words, etc)
  • Reach out to your visitors and share the ‘typical’ daily routine and explain to them the importance of them understanding the routine, not that they will need to follow it minute to minute, but to realize how or why your child might be acting differently (ie: Typically after lunch, your child has rest time, however while visitors are in town, he/she may not get rest time until later in the day – this change MAY result in a meltdown.)
  • Practice changing up the daily routine weeks prior to the visitors arriving.
  • Give ample time for your child to process the ‘change in routine’ (some children will require a warning days prior to a major changes, others manage the change given a moments notice).

Have a Plan….

Life is life, so anticipate there will be a time and place while your visitors are in town when everything is going along well and BOOM your child unexpectedly melts down. You may want to consider:

  • Having an “emergency melt-down kit” at the ready.  A small bag that contains a favorite snack, fidget toys, favorite smells (ie: cinnamon candy, cotton ball with your perfume/colgan, etc), a ‘lovey’ or stuffed animal), etc.  
  • A playlist on a device (probably your phone) with favorite or soothing music
  • Willingness to leave a location until your child is feeling better (ie: go to the restroom, go outside, take a walk away from the area)
  • Talk less, act more – less is more in these instances. When your child is experiencing difficulty managing, having everyone talking to them could actually increase the confusion and escalate the melt-down. Stay calm, talk less, and move quickly to enact the plan may result in a shorter less dramatic event.
  • Let EVERYONE know the plan.  If you do not want or need help to execute the plan – LET EVERYONE KNOW.  Your visitors, while meaning well, may try to help and in doing so create a larger issue.

Enjoy your time together and create memories that last a lifetime!

Yours in Speech,

Lakeshore Speech

5 Simple Games to Make Travel Fun for All”

Making Travel Fun for All

While Cleveland is a ‘go to’ destination for many people during the Summer months, you may be leaving for a get away of your own.  Whether basking in the sun, sleeping under the stars or reading every historical marker/plaque across the country is your idea of a vacation, it’s easy to weave in a few moments of language enrichment or practice.

Enjoying time with family and friends does not necessarily mean you can’t work on your speech-language skills.  If your child is working on articulation, listen for correct production of sounds and use reminders to help correct errors.  If your child is working on language, use these games to practice vocabulary. If your child is working on following directions, these games are perfect for working on those skills (not to mention passing time in what can feel like and endless car ride!).

Simple Games to Enjoy!

I Spy…

“I spy with my little eye, something blue.” Directions: One person spies something and recites the line, ending in a clue. Everyone else takes turns trying to guess the mystery item.

I’m Going on a Picnic/Trip/Space Adventure…..

Directions: The first player says “I’m going on a picnic/trip/space adventure (or whatever interests your child)  and I’m putting in my suitcase…” followed by something that begins with A (apple/air/ape). The second player repeats what the first person said, but adds something that begins with B (“I’m going on a trip and I’m putting in my suitcase and apple and bermuda shorts.”). And so on with C, D, and the rest of the alphabet. If someone forgets an item, he/she is out OR you can allow everyone to chime in to help OR the next person just starts over with A.

Add-on Storytelling…..

One person starts a story with only one or two sentences and stops in the middle of the next sentence (“Once upon a time, there was a lovely princess.  The princess lived in a huge…..”). The next person starts their story where the previous person left off (“igloo on a mountain. The princess has long brown hair and her eyes were …..”) You cannot negate or poo-poo another’s idea, you can only build on the story (“on the top of her head.  She was a martian princess from the land of ….”)The stories are sure to start get everyone giggling. An adaptation to this game could be an adult tells the full story and the children add the descriptors/objects/verbs when the adult pauses.

20 Questions ……

Directions: One person thinks of something (you may want to determine a category or area to narrow the choices for beginners), and everyone else has only 20 YES/NO questions to ask to try to guess what it is. If someone guesses correctly before the 20th question, that person get to think of an item and ANSWER the yes/no questions. If no one figures it out, the person answering gets to go again.

Category Naming Game….

Directions: The ‘announcer’ (typically a parent) sets a time limit (ie: 60 seconds), that person announces “Name all the pick a category you can think of starting NOW!” The player starts naming all the items in that category.  If the player names an incorrect item, the announcer starts counting down from 10, if the player cannot come up a correct item in the category by the time the announcer gets to 1, it’s the next players turn.

Ask your friendly speech therapist for more ideas that will not only make the journey fun, but practice critical speech skills as well.

Safe Travels!

Yours in Speech,

Lakeshore Speech

Practical Ways to Survive the Season of Summer: Everyone’s Home

Relaxing during the Summer is easier for some.

School’s OUT …….Summer’s HERE……and within two  seconds, the kids are bored! Nothing says Summer like the sweets sounds of “There’s nothing to do” and “I’m bored” seeming on loop from most children’s mouths.  AND if they are not outright saying it, you know they are thinking it by the glazed look in their eyes when they are offered a suggestion of how to fill the ‘endless’ hours of a day.  

Following Schedules Makes for Helps this Time of Year

Believe it or not, most children crave schedules and structure.  Seems completely against all that the lazy days of Summer imply, but on the whole, children (and most adults) are more productive and have fewer meltdowns when a schedule is in place.  I have no empirical data to offer on the previous statement, just years of experience at home, in school and in the clinic watching the change in those around when even the simplest schedule is laid out.

Toddlers to Teens to Twenties and older benefit from knowing what’s happening, what is expected and how long it will last. This is not to say every minute of every day of every activity needs to be spelled out, but here are 2 techniques that might be worth a try in mapping out the days of Summer.

Steps to Creating Simple Schedules

The Verbal Set-up:

Simple, easy and always with you.  This schedule techniques is used by millions, yet has never been given the credence  it deserves. At breakfast (no tv on, no digital devices, just their little eyes focused on Y.O.U), lay out how the day is going to roll. Chunk the day up because that’s a lot to think about and chances are you will not have had all the necessary cups of coffee yet for maximum functioning ability!

“Good morning, here’s our morning: We are going to finish breakfast. Then change – don’t forget to brush your teeth. We have 2  places we need to go to – the store and the library. First we’re headed to the library – this will be a SHORT visit. We need to run in and get the books I have on hold.  We will not be going to the children’s section, THIS TIME. I will need someone to help carry my library card going in and someone to carry the books – volunteers? Then we are headed to the grocery store.  I will have a list of what we need. This isn’t a LONG visit, we should be able to get what we need and get out quickly. I will need help finding some of the stuff and I know I can count on you all. After the grocery store, we are coming right home.  We will all put the groceries away. Once the groceries are put away you can go outside (or play or whatever they can do at that time).

Pictures Speak Louder than Words:

A little more involved, but might be just what is needed. You know the type of pictures your child tunes into most (photos, your artistic renderings, clipart, etc.).  Spend some time gathering these pictures (ie: get the old 35mm camera out use your phone and take pictures of your car, the stores/locations you visit most), print and laminate (easiests cheapest lamination is clear contact paper or packing tape). Start the same way as the ‘Verbal Set-up’, in a calm undistracted situation (typically when eating 😉) and lay out the schedule, again chunking it.

“Good morning, here’s our morning: We are going to finish breakfast. [photo of empty plate (can stand for finishing any meal)] Then change – don’t forget to brush your teeth. [photo of closet or draw with clothes (can stand for change clothes anytime)] We have 2  places we need to go to – the store and the library. [photo of car and specific buildings]. First we’re headed to the library – this will be a SHORT visit.  We need to run in and get the books I have on hold. We will not be going to the children’s section, THIS TIME. I will need someone to help carry my library card going in and someone to carry the books – volunteers? Then we are headed to the grocery store.  I will have a list of what we need. This isn’t a LONG visit, we should be able to get what we need and get out quick. I will need help finding some of the stuff and I know I can count on you all. After the grocery store, we are coming right home. [photo of home] We will all put the groceries away.  Once the groceries are put away you can go outside (or play or whatever they can do at that time). [photo of playroom/outside, etc.].

If you would like more information or need help in getting started using these techniques, ask your Speech Therapist.  If you don’t have one to ask, give Kelly a call at Lakeshore Speech (1-440-471-7190).

Yours in Speech,

Lakeshore Speech Therapy