Child Language Disorders Video Analysis

The video in which part of this paper will be involved in is about early childhood Education: constructive learning environments. I also initiated a search for additional information on the subject provided in the video and as requested is part of this paper. Both the website and video correspond with the style of learning geared towards Reggio Emilia teachings, putting emphasis on fun. The teachers provide a gentle and easy environment in which the children can learn and have fun while learning. In other words learning while playing.

On Friday, March 31st I observed Northside Elementary School in the Brookville school district. I watched in a separate speech therapy classroom for students who also require special education. There was only one student who attended each session and the only professional in the classroom was the speech language pathologist, Miss. Haag.

Communicating With Children, Adolescents and More Than One Patient at A Time. (2002). Retrieved from http://www.skillscascade.com

Lighthouse Project is a pediatrics mental health clinic that integrates therapies, such as play therapy, to assist children in overcoming problems at home and in school due to their disorders and disabilities. The staff at Lighthouse Project split their time between clinic-based work in their San Jose clinic and school-based work at various Gilroy school districts. At the clinic the staff works strictly with high functioning children, providing both individual and group therapy sessions, similarly, in the school-based setting they do individual and group sessions, however, the individuals worked with are both low and high functioning. The purpose of the Lighthouse Project clinic is to incorporate different programs to engage the child and improve abilities that are debilitating, this is done with programs at the clinic involving social skills development, sensory integration and sensory processing, as well as fine motor/handwriting skills. At the schools the purpose is to close or minimize the gap between how much the child can achieve on their own and what other classmates are able to achieve on their own, the basic ideology is to have the child be able to achieve specific goals that those in their grade level are able to do, such as by first grade the child should be able to cut out outlines on paper with scissor, however some of our children are unable to do so and instead can only manage to snip the paper. Our organization also works with other agencies and individuals.

In the preschool setting there are many kinds of occupational therapy interventions that can be made in the classroom. Examples of occupational therapy interventions in school settings can include: classroom consultation, creating learning environments that eliminate visual distractions, preferential seating, positional adaptations such as adapted seating or cushions that enable children to move while seated, individualized or small-group therapy to improve visual-motor skills, writing alternatives, such as one-handed typing, for students with disabilities , and adaptations such as a pencil grip or weighted spoon to improve fine motor control . These interventions are done by the early interventionist, speech therapist, and the occupational therapist. (Khol 1984) The amount of time the occupational therapist spends with a child depends on the need of the child. A lot 3 and four year old receives occupational therapy one time a week for 30 minutes. It is an IEP team decision when deciding times for any type of therapy. Parent, teacher, and service providers will look at the deficits and then decide the amount of time that would be beneficial to meeting the student’s

A well-known ASD adult, Temple Grandin suggests caregivers of ASD children that if the environments are organized to the “think in pictures” nature of ASD children, learning will be a lot easier for such children. She explains this nature to the Language-based thinkers as she translates every word that she hears or reads into the pictures and even movies. (Grandin, 1996) According to literature reviews conducted by Dettmer (2000) and Meadan(2011), the researches up to date the papers were published, agreed on the success of using visual supports to aid ASD children to social interactions, sequence and organize their life, transitions between activities, maintain attention, auditory processing, and behavioral challenges (Dettmer et al.,

A speech language pathologist, otherwise known as an SLP, deals with many people throughout their career, which includes patients who do and do not want to receive assistance for their disorders. Sometimes a patient might refuse because they are too young to understand why they need therapy, and adults might refuse the aid of an SLP because they do not find it necessary to receive treatment for the speech, language, or hearing disorder. To address these problems SLP’s will have to give the proper help to the patient as needed. For a child, the SLP might use toys or activities to get the child involved in a talking atmosphere. In a adult’s case, it would be ideal to give the patient as much information as possible in order to let them fully

To help EE107 process information, teaching with visuals, demonstrations, videos, etc., may be helpful, as learning solely through verbal information is difficult for her.

With this population the occupational therapist used many techniques to help the children stay on task during the treatment sessions. While observing I noticed that some of the children were distracted by objects in the room, other activities that were laid out for their session, or other children while in the classroom setting. Some of the children became upset when they didn’t know what was going to happen next, or when they didn’t like doing a certain activity. An example of this consisted of the child getting up from their seat to pick up an object for an activity planned for later in the session followed by therapist redirection which upset the child when they had to go back to the task they were previously doing. This scenario was demonstrated by multiple children, it slowed down the progression of therapy and decreased the therapy sessions overall productivity. This is a problem because it took away from the treatment time and the child/children became less cooperative. To help prepare the child for the different tasks a picture schedule was used. A picture schedule is a tool that uses pictures, symbols, or words to demonstrate a task or tasks that are going to take place. The picture schedule works as a visual prompt with the purpose of helping the individual complete the task or tasks. More specifically the picture

clinical team greeted Oscar and his mother at the door. His mother directed the team and Oscar to the family room. The clinical team engaged Oscar with a puzzle and a rubix cube. Oscar put the puzzle pieces in his mouth and the clinical team blocked and redirected him, mom added that Oscar mouths small objects. The clinical team probed various skills with Oscar. Based on direct observation Oscar displays difficulty with one-step instructions (i.e. “Give me.” (2x), “Stand up,” (2x) and “Come here”); on four out of five of the one-step instructions he required one to two prompts. Oscar did comply with “Come here.” Ms. Moran reports that when Oscar is hungry he will pull her arm and guide her to the stove. Oscar was also observed to not turn his head to sound and look when his name was called. Oscar did not look when his mother or the clinical team called him. Oscar was not able to imitate simple sounds such as “Ma” “Ba”, and “Da.” Oscar was observed to not know his body parts, such as nose, eyes, and head, each time he needed physical prompting. Finally, Mom reports that Oscar understands simple functions such as a bathroom is for toileting & bathing; the table is for eating; and the TV is for

Listener responding was probed next. Brenden was able to looked 80% of time (or 8 out of 10 times) at his communicative partner. Then, the clinical team presented Brenden with playdoh. Fine motor skills where probed during playdoh activity, using playdoh scissors. Brenden was observed to have difficulty griping and using Playdoh scissors. Body parts where probed, he was successful at labeling his body parts (i.e. eyes, nose, ears, head, mouth, etc.). More communication skills were probed. He struggled with “What questions” with actions, he just echoed questions (i.e. “What are you doing?”). Colors where probed. Brenden was successful at labeling colors on his toys and clothing. Then, personal questions were probed, he knew his name, age, and parents as mommy and daddy. Finally, Brenden was observed to ask for attention by saying "Look" and upon departure, he said, “Bye” with no assistance/prompts.

There are some specific things we can do to help us communicate with our young children. The next series of articles will cover some of these ideas.

Fine motor development is the ability to coordinate smaller muscles in the legs and fingers that

Question 1: Compared to the position and opinions that you had before completing this module, what is your position now? Briefly explain what has changed and how.

When the clinical team arrived, Josue was playing with his trains on the living room floor. The clinical engaged Josue with his trains. The clinical team probed appropriate play, Josue was able the roll his trains, however, he did not play appropriately with his other toys (i.e. electronics and figurines). He was also observed to get upset whenever his trains would roll more than two feet away.The clinical team then probed, the one-step instruction, “Go get it” and he did not comply. Instead, he would stand up, cry, and hit mom and the clinical team with an open hand. Mom and the clinical team would block the hitting. Mom would hug, hold,and sang to Josue. Mom added it was hard watching Josua cry. Josua was observed to look at mom as he engaged in behaviors. When mom ignored (not look at him as he engaged in behaviors) he then got onto of the dinner table kicked the table and cried. He tried to pull down the bird cage and open the cage. Mom blocked him and said "No" and hugged him. Josue did not comply to the one-step instruction, “Stop” during this time, when presented by the clinical team. The clinical team probed listener responding. For example, when his name was called, he looked two out four times at the communicative partner. Greetings were also probed with Josue, he did not respond to “Hi”, however, he responded to “Bye”, he said “Bye” and waved. Body parts and labeling items in his environment was probed, Josue did not respond. Matching 3D