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Speech therapy is torture
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<blockquote data-quote="Marguerite" data-source="post: 528573" data-attributes="member: 1991"><p>I'm amazed and unimpressed by this Speech Language Pathologist (SLP). It is not working. He is simply not geared to learning what is wanted in the way being presented.</p><p></p><p>Using the rocks was genius - if it works, do it. if it doesn't work, don't do it. And if it means that you have to do some things apparently utterly out of sequence or in ways that don't seem to make sense for most other people - so be it.</p><p></p><p>If this is the only Speech Language Pathologist (SLP) in your area, you have to work with what you've got. But I would point out - you have had advice from other people who have been there done that with Autism Spectrum Disorders (ASD) kids needing SLPand according to them, Autism Spectrum Disorders (ASD) kids do not learn in the conventional ways.</p><p></p><p>WHAT WE DID - </p><p>1) difficult child 3 was non-verbal and echolalic. The usual Speech Language Pathologist (SLP) did not work. He was actually very resistant. The Speech Language Pathologist (SLP) at the time scolded me for letting difficult child 3 learn to read any words, but it turned out to be what really helped us. beside,s I couldn't stop him - we are surrounded by words and letters in every street sign, every shop sign and ads. The first thing we did, was use Compics. These are simplified pictures on a curtain ring which he can use to communicate. They might have a picture of a drink of milk, for example. A lot of these have the word written in, so a parent/caregiver can understand what the picture is supposed to be. The idea is, when you give the child a drink or he asks for one, the Compic is shown to the child (or to the caregiver) to symbolise the request. So instead of a child grabbing you by the hand and dragging you to the fridge, he learns to show you the appropriate Compic. You can download Compics online and print them off. Laminate them and thread them on a string or curtain ring.</p><p></p><p>2) Next step - I made special disposable books for difficult child 3. Take a sheet of paper and fold it in half. Turn and fold in half again. And again. Staple down one side then tape over the staples (for safety). With scissors, cut the 'pages' free (by cutting along the folds on the non-stapled side). Then on each page, do one word. Choose words your child needs or already knows. Draw a simple picture and write the word carefully. Then sit with your child and read each word. if you can, act out the words. For example, with "stop" and "go", I drew them in red and green respectively. I had a stick figure standing in "stop" and a walking stick figure in "go". We would read each word as we walked along and as I said "stop", we stopped. Then I would say "go" and we would walk again. We made a game of it.</p><p>Over time we added more words. Past a certain point difficult child 3 began to seek out words (even ones he didn't know) and try to read them. So I incorporated those words into these mini-books. </p><p></p><p>3) I wrote social stories for him and put them in an old photo album with pictures For example, I wrote a story about him and his daily routine. The text I used covered stuff he needed to be able to repeat on demand, such as his name, address and phone number. We would read this together and he memorised the text even before he could read it. However, after using the mini-books for some time difficult child 3 had a vocabulary of nouns and verbs. These were not sufficient to build sentences, but using the social story with photos exposed difficult child 3 to written sentences and he had learned enough about reading to identify the different sentence building blocks. He learned to use other sentence words and began to really communicate.</p><p></p><p>Using all these techniques, difficult child 3 learned to read by whole word recognition.</p><p></p><p>NEXT STEP - phonics. This usually comes first, but for difficult child 3 had to come much later. We bought a Leapfrog Phonics desk which helped enormously. It was a lot of fun and taught him the difference between the name of a letter, and the sound it makes. It also showed him the difference between the sounds letters make in different positions in a word. </p><p></p><p>As difficult child 3 got older we introduced different things, according to what he seemed to need or want. But it had to be something he was ready for. </p><p></p><p>The whole word recognition thing might be a better option to focus on for him for a little while. If you think about it - learning to recognise that a thing we know and understand can be represented by a symbol, is a huge abstract step. if you try to AT THE SAME TIME teach the concept of individual letters, it has far less relevance for the child. At least a whole word has relevance. "Mummy" for example. Or his own name. Or "car". Or "dog". Or "cat". I suspect "rock" would be a good early choice for a word for him. And once he can say "rock" in response to seeing the written word, you have also taught him the letters R, O, C and K. Then you can try "big rock" and "small rock" and maybe even "stone". Or you can go straight to "basalt", "granite", "sandstone" etc. If he uses the words, write therm down for him. Don't worry if he's still at the C-A-T stage with reading, let him learn "muscovite" if he knows the mineral and uses the term. Whole word recognition works very differently and seems to be more holistic. And these kids do seem to learn better when it's presented holistically.</p><p></p><p>Share this with the Speech Language Pathologist (SLP) and if there is still scepticism, I am prepared to put your Speech Language Pathologist (SLP) in touch with our current Speech Language Pathologist (SLP) who endorses everything we've done.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 528573, member: 1991"] I'm amazed and unimpressed by this Speech Language Pathologist (SLP). It is not working. He is simply not geared to learning what is wanted in the way being presented. Using the rocks was genius - if it works, do it. if it doesn't work, don't do it. And if it means that you have to do some things apparently utterly out of sequence or in ways that don't seem to make sense for most other people - so be it. If this is the only Speech Language Pathologist (SLP) in your area, you have to work with what you've got. But I would point out - you have had advice from other people who have been there done that with Autism Spectrum Disorders (ASD) kids needing SLPand according to them, Autism Spectrum Disorders (ASD) kids do not learn in the conventional ways. WHAT WE DID - 1) difficult child 3 was non-verbal and echolalic. The usual Speech Language Pathologist (SLP) did not work. He was actually very resistant. The Speech Language Pathologist (SLP) at the time scolded me for letting difficult child 3 learn to read any words, but it turned out to be what really helped us. beside,s I couldn't stop him - we are surrounded by words and letters in every street sign, every shop sign and ads. The first thing we did, was use Compics. These are simplified pictures on a curtain ring which he can use to communicate. They might have a picture of a drink of milk, for example. A lot of these have the word written in, so a parent/caregiver can understand what the picture is supposed to be. The idea is, when you give the child a drink or he asks for one, the Compic is shown to the child (or to the caregiver) to symbolise the request. So instead of a child grabbing you by the hand and dragging you to the fridge, he learns to show you the appropriate Compic. You can download Compics online and print them off. Laminate them and thread them on a string or curtain ring. 2) Next step - I made special disposable books for difficult child 3. Take a sheet of paper and fold it in half. Turn and fold in half again. And again. Staple down one side then tape over the staples (for safety). With scissors, cut the 'pages' free (by cutting along the folds on the non-stapled side). Then on each page, do one word. Choose words your child needs or already knows. Draw a simple picture and write the word carefully. Then sit with your child and read each word. if you can, act out the words. For example, with "stop" and "go", I drew them in red and green respectively. I had a stick figure standing in "stop" and a walking stick figure in "go". We would read each word as we walked along and as I said "stop", we stopped. Then I would say "go" and we would walk again. We made a game of it. Over time we added more words. Past a certain point difficult child 3 began to seek out words (even ones he didn't know) and try to read them. So I incorporated those words into these mini-books. 3) I wrote social stories for him and put them in an old photo album with pictures For example, I wrote a story about him and his daily routine. The text I used covered stuff he needed to be able to repeat on demand, such as his name, address and phone number. We would read this together and he memorised the text even before he could read it. However, after using the mini-books for some time difficult child 3 had a vocabulary of nouns and verbs. These were not sufficient to build sentences, but using the social story with photos exposed difficult child 3 to written sentences and he had learned enough about reading to identify the different sentence building blocks. He learned to use other sentence words and began to really communicate. Using all these techniques, difficult child 3 learned to read by whole word recognition. NEXT STEP - phonics. This usually comes first, but for difficult child 3 had to come much later. We bought a Leapfrog Phonics desk which helped enormously. It was a lot of fun and taught him the difference between the name of a letter, and the sound it makes. It also showed him the difference between the sounds letters make in different positions in a word. As difficult child 3 got older we introduced different things, according to what he seemed to need or want. But it had to be something he was ready for. The whole word recognition thing might be a better option to focus on for him for a little while. If you think about it - learning to recognise that a thing we know and understand can be represented by a symbol, is a huge abstract step. if you try to AT THE SAME TIME teach the concept of individual letters, it has far less relevance for the child. At least a whole word has relevance. "Mummy" for example. Or his own name. Or "car". Or "dog". Or "cat". I suspect "rock" would be a good early choice for a word for him. And once he can say "rock" in response to seeing the written word, you have also taught him the letters R, O, C and K. Then you can try "big rock" and "small rock" and maybe even "stone". Or you can go straight to "basalt", "granite", "sandstone" etc. If he uses the words, write therm down for him. Don't worry if he's still at the C-A-T stage with reading, let him learn "muscovite" if he knows the mineral and uses the term. Whole word recognition works very differently and seems to be more holistic. And these kids do seem to learn better when it's presented holistically. Share this with the Speech Language Pathologist (SLP) and if there is still scepticism, I am prepared to put your Speech Language Pathologist (SLP) in touch with our current Speech Language Pathologist (SLP) who endorses everything we've done. Marg [/QUOTE]
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