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Speech therapy is torture
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<blockquote data-quote="buddy" data-source="post: 528697" data-attributes="member: 12886"><p>I actually had a speech therapist who worked with Q in K who was very much like this and because it was a school Speech Language Pathologist (SLP) I was STUCK so I reduced his time and upped his private time. I believe, Ktllc, that YOU are being a much better Speech Language Pathologist (SLP) than the Speech Language Pathologist (SLP)! You are looking at whatever means of communication and interests that V can relate to and using it. THAT is the ticket. Communication is the issue here and those underlying processing issues are what will eventually influence the learning of phonics etc. Using developmentally appropriate activities to achieve that, like pictures plus words etc... and Marg is right, you CANT stop a kid who is into that from using it! Signs on buildings are what I swear taught Q to read. He loves those kinds of things and he is not even a high reader. IT is just his interest and helped him to achieve HIS level of performance. </p><p></p><p>I think you Speech Language Pathologist (SLP) sounds like he is saying book things and hasn't yet put his book learning together with the big picture of child development and the variety of unique issues that many kids can have. He may mean that just rote learning a word will not make him a socially competent communicator in and of itself, but that is not the point. You are not saying if he learns to sight read words he will have no issues, you are gathering all of his language strengths and using them to move things along. (SO it seems to me when I read your posts anyway)....</p><p></p><p>Really, we do need to put together a series of "through the parents' eyes" seminars for every profession that touches our kids. Sometimes it is just too much to take! </p><p></p><p>I hope you can find another Speech Language Pathologist (SLP) who is more seasoned and understands auditory and language processing issues better. There sounds like there might be other formulation issues (whether word finding or a hard time sequencing the words or ??? lots of reasons) that the Speech Language Pathologist (SLP) should be watching for and supporting. </p><p></p><p>V is lucky to have such an aware mom. If any kid is going to make progress you bet your bottom dollar it will be V!</p><p></p><p>What you described with singing is EXACTLY what Q went through. He is only NOW learning about clapping to the beat of the music (check out metronome therapy, it is well researched, not considered off the beaten trail or anything...it is really crazy, Q can now bounce a ball and even bounce it to another person and catch with either hand because he has been bouncing it to the beat they set....it is really cool) THose kinds of temporal lobe issues are all tied together. Rhythm, language processing etc... (both rt. and lt sided) so it makes sense he is having these issues neurologically. If you can, there are cd players that allow you to SLOW the speed of music (they also sell slower music but why not get all the music he likes slower???). I literally had to sing at the pace of a word every second for Q to hear it...imagine row......row.......row...... your.......boat..... OH MY WORD...but he loved it and could actually sing! He also never watched cartoons or movies because they said nothing to him...he is now starting to understand but of course he can watch things over and over then finally get it. </p><p></p><p>There is so much going on here... and really it seems he is jumping the gun to work on phonics with V (IF I am understanding what he is doing right). I think you are saying your concerns are more that he is not processing, and it seems like much of it is related to speed of processing right now (which can influence all the types of processing issues) so if slowing it is one thing that works, then for sure go for it.</p><p></p><p>by the way, we used lots of pics on rings too....we did not do PECS but rather supportive pictures to help clarify when rules were hard to understand or directions or when he needed to use them to ask for things. We also used pictures of different emotional faces plus the words to help teach and express emotions.</p></blockquote><p></p>
[QUOTE="buddy, post: 528697, member: 12886"] I actually had a speech therapist who worked with Q in K who was very much like this and because it was a school Speech Language Pathologist (SLP) I was STUCK so I reduced his time and upped his private time. I believe, Ktllc, that YOU are being a much better Speech Language Pathologist (SLP) than the Speech Language Pathologist (SLP)! You are looking at whatever means of communication and interests that V can relate to and using it. THAT is the ticket. Communication is the issue here and those underlying processing issues are what will eventually influence the learning of phonics etc. Using developmentally appropriate activities to achieve that, like pictures plus words etc... and Marg is right, you CANT stop a kid who is into that from using it! Signs on buildings are what I swear taught Q to read. He loves those kinds of things and he is not even a high reader. IT is just his interest and helped him to achieve HIS level of performance. I think you Speech Language Pathologist (SLP) sounds like he is saying book things and hasn't yet put his book learning together with the big picture of child development and the variety of unique issues that many kids can have. He may mean that just rote learning a word will not make him a socially competent communicator in and of itself, but that is not the point. You are not saying if he learns to sight read words he will have no issues, you are gathering all of his language strengths and using them to move things along. (SO it seems to me when I read your posts anyway).... Really, we do need to put together a series of "through the parents' eyes" seminars for every profession that touches our kids. Sometimes it is just too much to take! I hope you can find another Speech Language Pathologist (SLP) who is more seasoned and understands auditory and language processing issues better. There sounds like there might be other formulation issues (whether word finding or a hard time sequencing the words or ??? lots of reasons) that the Speech Language Pathologist (SLP) should be watching for and supporting. V is lucky to have such an aware mom. If any kid is going to make progress you bet your bottom dollar it will be V! What you described with singing is EXACTLY what Q went through. He is only NOW learning about clapping to the beat of the music (check out metronome therapy, it is well researched, not considered off the beaten trail or anything...it is really crazy, Q can now bounce a ball and even bounce it to another person and catch with either hand because he has been bouncing it to the beat they set....it is really cool) THose kinds of temporal lobe issues are all tied together. Rhythm, language processing etc... (both rt. and lt sided) so it makes sense he is having these issues neurologically. If you can, there are cd players that allow you to SLOW the speed of music (they also sell slower music but why not get all the music he likes slower???). I literally had to sing at the pace of a word every second for Q to hear it...imagine row......row.......row...... your.......boat..... OH MY WORD...but he loved it and could actually sing! He also never watched cartoons or movies because they said nothing to him...he is now starting to understand but of course he can watch things over and over then finally get it. There is so much going on here... and really it seems he is jumping the gun to work on phonics with V (IF I am understanding what he is doing right). I think you are saying your concerns are more that he is not processing, and it seems like much of it is related to speed of processing right now (which can influence all the types of processing issues) so if slowing it is one thing that works, then for sure go for it. by the way, we used lots of pics on rings too....we did not do PECS but rather supportive pictures to help clarify when rules were hard to understand or directions or when he needed to use them to ask for things. We also used pictures of different emotional faces plus the words to help teach and express emotions. [/QUOTE]
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