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Functional communication refers simply to being able to effectively communicate or inform about one’s feelings or basic needs. Usually, functional communication begins as early as the first year of life in the way of gestures and signs. As the child gets older, it extends into word use and then, later, stringing sentences together.  However, children with speech and language delays , such as autistic kids, may experience the development of functional communication differently. It could delay, only beginning to develop much later, and slowly, at that. If a child has a major language impairment, there’s a chance that they would still have to keep working on it even when they are much older.  Why Is Learning Functional Communication Important?  Learning this is especially crucial for children because it could greatly reduce the exhibition of challenging behaviors. The baseline for teaching functional communication is to first teach the communication strategies that are synonymous with behavior.  These are the basics that serve as a channel for communicating for the several reasons that we have to communicate, including rejecting, requesting, emotional expressions, and protesting, amongst others. When kids can communicate functionally, they generally do better.  How Do You Handle Functional Communication Issues In Children? While kids may have difficulty with functional communication , there’s a good chance that they may have well-developed rote skills. Rote skills comprise things like speaking properly, naming items, or having an extensive vocabulary. Since these are already developed, you should look out for avenues for your child to practice conversation and social skills generally.  There are two options you can explore, and doing both can ensure you get comprehensive results: Handling communication practice outdoors  Handling communication practice indoors  Handling Communication Practice Outdoors  For this, you are looking at a controlled environment of sorts without excessive overstimulation. You also want adults present who are serving as facilitators. Some excellent options include art classes, rec center gymnastics, and cub scouts, all supervised activities. Being in spaces like these opens your child to several opportunities for practicing social language.    To ensure that your child is properly catered to, ensure that you inform the facilitator that your child is experiencing some challenges with communicating effectively. This is because the facilitator would be playing a central role – one that involves regularly reminding your child to request help at any time that they need it. This could be as simple as requesting a trip to the bathroom or a cup of water.  Handling Communication Practice Indoors Your child very likely spends most of their time at home, as such, the efforts you make at home  are crucial. Here are some tips to help you along on this quest: Prompt your child to make requests : if your child is making actions or gestures that indicate wanting something specific or even whining or screaming, get them to calm down and make an actual request. You could have them repeat after you in this manner – “Say I want some water,” or “Can you help?” The moment they make the request, go right ahead and fulfill their wish. This in itself is a form of positive reinforcement.  Up the stakes over time : it’s crucial to allow your child a form of independence as they get better. This independence is in the form of reducing the amount of help you provide when they want to make a request.  Go from saying the sentence and getting them to repeat it to saying the incomplete version and getting them to complete it. For instance, provide a prompt like “I want some…” so your child only has to respond “water.”  To up the ante, you could tell your kid to say what they want – simply say, “Tell me what you want.” Over time, you can eliminate the words and simply wait expectantly for them to make their request.  Don’t encourage bad behavior : discouraging bad behavior as much as possible is crucial to this venture. If your child is yelling for a toy or throwing a tantrum, do not give it to them simply to keep them quiet. This reinforces bad behavior. Rather, wait until they stop yelling and ask for the toy nicely. At this point, you can give it to them. This teaches the lesson that to get what they want, they would have to ask nicely or calmly.  Allow for downtime : after a long and particularly tasking day, allow your child some space to relax and collect themselves before engaging them in conversation. Remember that this is work for them, so they would need to gather as much strength as they can before proceeding.   Aid the experience sharing : there’s a good chance that a lot happened throughout their day, and sharing can be pretty overwhelming. So, you can provide very specific prompts that they simply have to complete. For instance, “Today, I spoke to…,” “At recess, I played with…” These are prompts that would provide an avenue for your child to share the happenings in their day much easier. This strategy is also called “scripting.”  Teach and practice feeling words : teaching your child to communicate feelings can be done in several ways, and a pretty effective method is using feeling cards. Think of this as a fun project that you can even do together. Use emoticon-like faces drawn on cards to depict emotions like happy, sad, worried, tired, and mad. Have your child make these faces and show how the facial expressions are pretty similar. Using these cards, they can share how they are feeling per time.    What Is Functional Communication Training? Functional communication training (FCT) is a process that entails natural ways of teaching children with developmental disorders  such as autism spectrum disorder (ASD) meaningful and functional communication.  How Does Functional Communication Training Factor Into Behavior Analysis?  Applied behavior analysts make use of functional communication training to teach children with autism spectrum disorder proper and acceptable communication styles to replace difficult behavior. It is also called positive behavior support intervention, and it has been proven to be pretty effective at helping affected individuals communicate their needs effectively.  Difficult behavior encompasses various acts, including: Self-harm Aggression Non-compliance Escape Destruction Functional communication training is heavy on the use of words for expression; however, it isn’t limited to just words. A more accurate description would be that it is a method of teaching communication suitably. Some other methods employed could be sign language, picture exchange communication system (PECS) , gestures, or using icons and pictures.  In essence, FCT is also appropriate for children with limited vocabulary or non-verbal children.  What Is the Goal of Functional Communication Training?   The primary goal of functional communication training is to facilitate proper expression or effective communication. FCT provides children with various ways of communicating, strategically eliminating the frustration of being unable to communicate properly. FCT is usually applied as a standalone measure or used alongside other measures aimed at behavioral intervention.  What Are the Symptoms of Functional Communication Problems in Children? Functional communication issues present in pretty apparent ways if children are closely observed. It can present in any of the following ways: Tantrums: crying and acting out when they want something rather than simply asking  Trouble with self-expression: inability to ask for help when they need it  Yelling: screaming ‘Water’! rather than simply requesting, “I want some water.” Squirming in seat: peeing in pants or moving around uncomfortably when they need the bathroom instead of just asking to go  Poor behavior: when the means to properly express wants and needs is absent, frustration can build up, leading to the child being really upset. This further leads to major behavior issues because of an inability to properly communicate emotions and needs. The physical manifestation of this could happen in several ways including hiding, throwing fits, aggressive acts, or running away.  Functional Communication in Speech Therapy for Non-Speaking Children If you notice that your child is finding communication of basic wants and needs difficult, your next port of call should be to a certified speech-language pathologist (SLP) . This is because they are in the best position to address functional communication issues. Here are some of the steps that they would typically take to help your child: Step 1: Determining the Mode of Communication This step lays the foundation for the entire functional communication process. It determines the way the child would be communicating with people around them. Most adults combine spoken speech, body language, and gestures to communicate. This combination is the most common manner of communication. However, for a child with major speech or language delay, the spoken speech aspect could be pretty tough. Therefore, coming up with an alternative is imperative.  Rather than a specific means of communication, the main goal is to provide them with A  means of communication. The main factor taken into consideration when choosing this communication means is that the child should find it easy to use and adults around should understand. Once the process starts, it can be developed over time until it becomes more advanced.  Here are some means of communication that could be used in this kind of situation: Sign language  Voice-output device  Communication board Picture exchange communication system (PECS) Gestures and body language  Step 2: Choosing New Target Words  After determining the means of communication that you would be using, the next step is to begin a comprehensive tutorial on how they can communicate using that means.    Depending on how developed their communication is at present, you could stick with teaching a concept or two. Consider opting for concepts that would actually interest the child, such as a social interaction like swinging or bouncing. A food or toy that they like would suffice too.  Step 3: Modeling the New Words  It goes without saying that you don’t instantly expect the child to immediately begin to use the words chosen. You would have to model the word or say it over and over, applying it in a range of contexts and situations. Saying the word singly and in a combined fashion is a great way to show how to use it.  Beyond saying the word, putting in some action in the form of demonstrations would help a great deal too. If the communication method is sign language, say and sign the word simultaneously. If you’re working with a voice-output device, say the word when pushing the talker’s button.  Repetition as often as possible is crucial to get the child get used to the new words.  Step 4: Supplying Inducements to Say the Word  This step sees you cajoling the child to use the word, and you can do this in different ways. For instance, you could put an object just out of reach so that they would be pushed to use the word.  If they gesture at it, try to induce a response out of them by question lines like ”What do you want?” Allow a gap for them to say or sign.  If it looks like they need further help, you can ask “Do you want the cookie? Cookie.” Ensure that while you’re saying this, you’re either signing or pointing at the picture or using the voice output device. Give them time to process.  If the appropriate reaction still isn’t gotten, go right ahead and give it to them anyway. Do this while modeling the word. The key is to push reasonably, without frustrating them.  Step 5: Exercising Patience  Functional communication in therapy follows these steps, and what caps it up is patience. You would need to keep trying until the child gets familiar with and is finally able to use the communication method. If one word doesn’t seem to be working out, explore others, and then come back to it. Provided you don’t stop trying, there’s a chance that they will be ready to communicate with you eventually. Ensure that you don’t push the child too hard. Depending on their progress, you can improve and expand the child’s skill set to allow them to communicate even better.  Conclusion  Functional communication is a vital tenet of development in children, particularly since communicating their most basic needs is crucial. In the way of social interactions it also plays a major role. This is why the importance of building functional communication skills cannot be overstated. If you notice any of the signs highlighted, be sure to reach out to a certified SLP.

Self-motivation describes a drive that keeps you going toward achieving a goal. This trait is crucial in children. The truth is low motivation can make your child unambitious. As a result, parents must contribute to childhood motivation from an early age. Are you confused on what to do? This piece will show you effective tips to encourage self-motivation in your child.  What Are the Signs of an Unmotivated Child? An unmotivated child  will fall behind his peers. If left unattended, he or she may become nonchalant and unambitious. To tackle low childhood motivation, you need to be able to spot it at an early age. These are some of the common behaviors of unmotivated children:  Poor grades An inability to focus Increased rebelliousness in school and at home Inability to complete academic tasks Truancy Importance of Self-Motivation in Kids Children who enjoy considerable academic growth and development have a high self-motivation. If your child falls in love with activities like reading , they will be more motivated to attend school daily. A self-motivated child will also cooperate easily and boast stronger grades. Before long, they will use this motivation to overcome life's obstacles. To boost childhood motivation, schools have incorporated extracurricular activities.  If you want your child to experience self-motivation, you'll play a crucial role. As a parent, you'll need to grasp the concept of self-motivation and pass it on to your child. If you ignore this aspect of their life, they will lack the self-motivation to go harder in tough circumstances. Also, your child’s potential for success may be affected.  There are two sources of self-motivation in kids: Intrinsic self-motivation : refers to a drive and desire to persevere that comes from within. For instance, some kids are inherently curious about specific lessons, tasks, and topics. Therefore, they may hurry to attempt them or display their strengths in these areas quickly. This self-motivation will inspire your youngster to go the extra mile with their assignment or research.  Extrinsic self-motivation : refers to efforts by parents and guardians to inspire their wards. Several techniques can boost self-motivation for kids. For instance, offering a reward or punishment to respond to an action will influence self-motivation.  Many parents ignore their child’s self-motivation, which may lead to burnout. You must constantly support your child, or they will lose their desire to perform outstandingly. However, it's also essential to strike a balance to avoid discouraging your youngster.  What Are the Steps to Encouraging Self-Motivation in Your Child?  As mentioned earlier, parents need to pay attention to the self-motivation of their child. While it may seem like self-motivation concerns only the child, parents must play a crucial role in maintaining a healthy balance.  Are you wondering how you'll influence your child's self-motivation without counterproductive results? Follow these tips to know what motivates a child and how to implement them. Setting Goals Your child will excel at self-motivation if there are set goals, especially when you've helped select them. It's important to note any laid-down expectations will reflect their desire to grow. If the goals are too difficult or simple, it may demotivate the child. For optimal results, ensure to combine short-term and long-term goals. Your list could include homework, articulation activities , and speech therapy.  The first stage to setting goals is to create a list of your child’s goals. Next, arrange them according to priority and ease of completion. You may categorize these goals according to daily, weekly, monthly, and annual goals. Your list should contain different types of goals including financial, social, and academic goals. However, don't forget to add fun activities to your list. If you have a child with special needs, you could even include speech therapy exercises . After writing down these goals, the next thing to do is discuss them with your child. It would be best to teach them how to achieve the simple and complex tasks they've written. If they require any additional help to get it done, state it clearly. By doing this, you let your child know when to call your attention.  When setting goals, the most crucial aspect is breaking down the goals into different parts. Depending on the difficulty of your exercise, your child may require your assistance the first time they try out an activity. Gradually, they will get used to carrying out this activity. Over time, your child will teach them to break down tasks into smaller steps and complete them without your help.  Don't Shun Your Child’s Curiosity  Young children are inquisitive, to build your child's self-motivation, prepare for a barrage of questions. Despite their young age, youngsters always wish to know what's happening around them and may throw a few questions your way.  It's a bad idea to shun your child's curiosity or keep them from asking specific questions because you're stressed or uncomfortable about them. Your child’s interests are just as vital as yours. So, it would be best if you listened to their opinion on critical issues. When setting goals, you'd also do well to include some of their fundamental interests. It reduces their curiosity and helps them learn while having fun, too. Many parents underestimate the level of mental development in children . They fail to note their child’s ability to study and detect their real intentions. If your ward feels you're overhauling their significant interests, it may negatively affect self-motivation and cause defiance.  Practice Positive Reinforcement When engaging your child, you might worry about their progress. However, this should not cause you to lash out or use negative comments. Kind words do more good than negative ones, especially when your kid is struggling. A negative comment may discourage your child and affect their morale.  Using positive reinforcement does not mean you should lie to your child when they mess up. Instead, think carefully about your words. Do your best to paint a clear picture of the scenario without being too harsh.  Furthermore, positive reinforcement  should not be mistaken for praise. The purpose of positive reinforcement is to make your child feel confident, while praise is a form of reward. The difference is in how you acknowledge your kid’s success.  If your child has good grades, don't unquestioningly praise their achievements. Instead, let them know they should be proud of their accomplishments. Ensure to break down all the good things you've noticed. By doing this, you'll show your child that you recognize their efforts. This action will motivate them to strive for success without the promise of a reward.  Let Your Child Make Choices It's your duty as a parent to protect your child from harm. However, there's a slight tendency to overdo it and this can be detrimental. Oftentimes, parents forget their children have a mind of their own. As a result, they override their children's choices - to protect them from worldly dangers. This approach is counterproductive.  It's essential to let your children explore the world around them and gain their own set of experiences. Through trial and error, they will learn the importance of consequences. Don't stand in the way of your kid’s personal experiences. While they may seem unsettling, the lessons they learn from making these choices will contribute mostly to their self-motivation.  Don't be tempted to influence your child’s choices, even at an early age. Always present them with alternatives and let them make the final decision. This level of autonomy is a good way to let your child learn the importance of consequences. Whatever lessons they learn from early life decisions will stick with them. They'll be motivated to make more decisions in the future.  Don't Focus on Your Child’s Failures A good way to encourage self-motivation in kids is to avoid dwelling too much on their failures and weaknesses. Many parents forget the difference in age and experience between them and their children. When your child makes odd mistakes, avoid dwelling on them. They serve as an opportunity to teach them about bouncing back. When you inspire them, they can handle future disappointment better.  You'll need to introduce them to self-motivation at a stage of their development. However, they may struggle to grasp the concept quickly. Let them know failure is only a chance to learn crucial life lessons. Over time, they'll master how to bounce back from failure.  Pay Attention to Your Child's Interests When your child has developed a particular interest, watch closely for how to contribute. They may even set goals to pursue their interests. Engage them on any interests you've noticed, and ensure to check on their progress occasionally. They'll feel more inclined to learn from you when they gain support for their interests. Never overshadow your child's interests with yours, even if you don't enjoy it. Forcing new interests on a young child can affect their confidence and cause them to avoid engaging you.  Boost Your Child's Confidence A reliable way to encourage childhood motivation is by boosting the child's confidence. As you gradually tick tasks off your child's list coupled with positive reinforcement, their self-esteem will grow. If your child has low self-esteem, start with the more straightforward tasks. These little accomplishments will build up confidence for more significant tasks.  If your child is a young perfectionist, ensure to boost their confidence with positive affirmations. Never let them focus too much on little setbacks.  Benefits of Self-Motivation in Kids So, why should you focus on your kid's self-motivation? Consider these benefits. Stronger long-term vision : Young children spend most of their time daydreaming. However, they'll need an intense desire to achieve any of these dreams. Self-motivation is a major driving force to help kids achieve their long-term goals and objectives. Because of this trait, your child won't get deterred easily because of a deeply buried desire to excel.  Tackle indecisiveness : If you've ever worked closely with kids, you'll know how indecisive they can be. However, their hesitant nature can be costly and affect the growth rate. That's why they need self-motivation. This trail will boost your child’s decision-making capacity and ability to overcome hurdles. Additionally, self-motivation will teach them to persevere to make the right decisions.  Fight negative influences : All parents are wary of the influence of negative influences on their child’s behavior. There's a solution to this problem - self-motivation. If your child lacks self-motivation, they may struggle to fight peer pressure and the urge to indulge in social vices. Their motivation will inspire them to focus on profitable activities.  More positivity : When your child is self-motivated, it affects all areas of their life, especially your kid’s approach to things. By default, a self-motivated child will be open to trying new things. It will also teach them how to see the good in different situations.  Source of strength : Young children quickly need to get used to the notion that life is challenging, and they'll need to overcome several obstacles to gain satisfactory results. When things get challenging, self-motivation is the fuel to propel them forward. They will have the strength to persevere to achieve their goals.  Optimize their potential : Self-motivation is the best bet to advance quickly. When they don't have to wait for external factors to get moving, it'll be easy to optimize their potential. Your child will display a stronger commitment to display their strengths.  What to Avoid When Encouraging Self-Motivation in Your Child The process of encouraging self-motivation in kids is all-encompassing. However, there are a few bottlenecks that can sabotage the results you're looking for. They include:  Listing unrealistic goals : As a parent, manage your expectations to avoid pressuring your child. Always consider the strengths of your child in setting expectations. If your goals are beyond your child’s reach, you will demotivate them.  Failure to record progress:  It's important to note progress when encouraging self-motivation. If particular strategies have effectively motivated your child, note them. For instance, your child may inspired by attending music lessons after school.  Relying on criticism to motivate : Constant criticism will demotivate your child and deflate their confidence.  Conclusion If you get it right, self-motivation will set up your child for several years of success. They'll be inspired to keep their head above water, even in unfavorable conditions. However, the process may be quite comprehensive. Does your kid need help with self-motivation? Go through this piece for in-depth information on encouraging self-motivation in kids.

The California Scottish Rite Foundation’s mission is made possible by our incredible community, comprised of donors, speech-language pathologists, students, families, board members, and more. Each member of our community plays a vital role in our collective journey to give the future a voice. Our donors provide the essential funding  needed to support our programs, while our dedicated speech-language pathologists deliver life-changing services to children in need. The California Scottish Rite Foundation values and recognizes everyone's contribution, understanding that it is through collaborative efforts that we continue to achieve our mission .     Recently, we had the opportunity to speak with Laurie Lennon Thompson, M.S., CCC-SLP, a dedicated staff member at the RiteCare Childhood Language Center of Orange County. The RiteCare Childhood Language Center of Orange County provides   vital services , helping children overcome communication barriers and achieve their full potential.     Laurie’s work at the RiteCare Childhood Language Center of Orange County  has led to remarkable progress for many children, enabling them to communicate more effectively and confidently. We invite you to explore more about the RiteCare Childhood Language Center of Orange County and Laurie’s story by following along…   A Conversation with Laurie Lennon Thompson, M.S., CCC-SLP      Can you tell me about your journey as a speech-language pathologist including what sparked your passion for the field and why you chose this profession?        Laurie Lennon Thompson: “After graduating with a degree in English and Psychology, I met an amazing speech-language pathologist at a job that I had been working at. We were working in a home providing educational services to a young child with autism. She helped me understand everything. What a speech-language pathologist can do, and their important role in the development of young children who have speech and language delays.”      What is the most rewarding aspect of your work as a speech-language pathologist at the RiteCare Childhood Language Center of Orange County?        Laurie Lennon Thompson:  “There are so many rewarding aspects to what I can do here, and I love coming in here. Every week I get to work with amazing graduate students who are learning to become speech and language pathologists. But just as importantly, I can work with wonderful families and children and help parents learn strategies to help their children learn to communicate more effectively. It has been really rewarding to be able to sit down with families and communicate with them and help them understand that the challenges that their children are facing right now are not forever challenges and that things can and do get better.”      Could you share a memorable experience that illustrates the positive impact your work has on your clients and their families?      Laurie Lennon Thompson:  “One of the stories that comes to mind when I think about the work that we are able to do here happened in the early days of the pandemic. Schools closed, and many children could not access services. We were able to continue providing services through telehealth. One child came to us, and his parents were so distraught because he had such a severe articulation disorder that it was affecting his self-confidence, his ability to make friends, and his ability to participate in the classroom.    We provided services online to this one child, and he immediately won us over with his work ethic and his sense of humor. He connected really well with his graduate student clinician, and over time, as his speech skills developed, we were able to give him the confidence to participate more in the classroom so that when he did go back to school, which he eventually did, he was able to start participating in the classroom.    And even more importantly, or just as importantly, he was able to start making friends because he was not as afraid to talk to and communicate with other children. I will never forget the day that his mom approached us with just tears in her eyes, telling us how happy she was because it was such a joy for her to see her child feeling more confident, happier, and knowing how to make friends.”      How has your experience at the RiteCare Childhood Language Center of Orange County influenced your personal and professional growth?       Laurie Lennon Thompson: “I love my job and I have loved it since I started working in this field. I feel fortunate to work with such amazing, intelligent people. I love that I get to come to work and not only provide therapy for children and families but also to train graduate students and help them learn how to be speech and language pathologists.”      Why is early intervention speech therapy considered crucial in a child's communication journey?       Laurie Lennon Thompson:  “Early intervention plays an important part in the therapy process, and we know from research we know from research on the brain that the first three years of significant growth happen in the life of a child.     We know that financially and economically early intervention makes sense. But we also know that it makes sense because in their early years if children can learn to communicate, we will see fewer behavior problems. They are less likely to have challenges in school, they are less likely to have challenges making friends, and they are less likely to have challenges with reading development later on.”  What advice would you offer to prospective parents who may have concerns when deciding to enroll their child in speech-language therapy?       Laurie Lennon Thompson:  “What I would tell them is that it is a win-win situation. And we know from years of research that intervention is effective, especially early intervention. Things can get better, and they will get better. And there is a lot of support out there for families if they need it.”  What message would you convey to potential donors or community members who are considering supporting one of the RiteCare Childhood Language Centers about the California Scottish Rite Foundation's work and mission?   Laurie Lennon Thompson:  “I would really like potential donors to understand the impact that they can have upon families' lives. We see children every week and we see families every week who come in looking for answers and looking for help. And because we can provide these services to them, we can see the hope in the faces of the families. And we watch children grow, develop, and learn to communicate with others more effectively.”

At the California Scottish Rite Foundation, we take immense pride in our remarkable community. Our mission of “giving the future a voice” is supported by our various programs , including University Partnerships, RiteCare Childhood Language Centers, Private Partnerships, and Scholarships. This mission is made possible through the collective efforts of everyone involved. Our board members lead with new initiatives, donors provide funding for essential technologies to clients at our RiteCare Centers, and speech-language pathologists bring their passion to every interaction.    As a nonprofit organization, we recognize the importance of camaraderie towards a shared goal, and this spirit is reflected throughout the California Scottish Rite Foundation. Special moments within our work are often highlighted in conversations with our dedicated staff.     Leah Beekman, Ph.D., CCC-SLP, speech-language pathologist and clinical supervisor at the RiteCare Childhood Language Center of Orange County, exemplifies this dedication. We recently had the opportunity to speak with Leah to gain a deeper understanding of what it means to work at the RiteCare Childhood Language Center of Orange County. Through her success stories and messages of gratitude to our donors, Leah offers unique insights into the meaningful world of speech and language therapy and the work of the California Scottish Rite Foundation.    We encourage you to read along to learn more about Leah Beekman, Ph.D., CCC-SLP, and the RiteCare Childhood Language Center of Orange County .   A Conversation with  Leah Beekman, Ph.D., CCC-SLP     What do you find to be the most rewarding aspect of your work as a speech-language pathologist at the RiteCare Childhood Language Center of Orange County?         Leah Beekman: “The most rewarding thing that I get to watch is to see a child who comes in for an assessment, who is barely speaking or barely communicating. And then over time blossoms into this amazing little human who is sassy, and they are funny.     We get to watch that voice blossom and we get to help them find that voice. I think that is that's really cool from the perspective of the kiddos. From the perspective of being a supervisor, watching my students have those moments with those children is also simultaneously extremely special because I am the only supervisor here who is also a professor of the students, and so I have them in the classroom and so I get to teach them theoretically, which is really fun, and then give them tests and make sure they know it on paper.    But to watch them take the theoretical knowledge and apply it to the clinic. It is priceless. It just really is. And to watch students have those moments with kids, it is just the best part of my week.”      Could you please share a specific story or memorable experience that illustrates the positive impact your work has had on your clients and their families?         Leah Beekman:   “ I thought about this one a lot, trying to think of one memorable story because there are just so many. But I think the moments that are the most special to me are the interactions that I get to have with parents on the day of a child's graduation.     There was a kid in particular who I had had at the clinic for quite some time who had come a really, really long way in his communication. And the day that we graduated him from the clinic, the mom was in tears. It was complete gratitude for us helping her child find his voice and her explaining the struggle that they had day in and day out of never knowing what their kid wanted  and how gut wrenching that was for her as a parent to not be able to just give her kid basic needs. With the work that was done in the clinic, her kid was now graduating from here, moving on, and was an amazingly competent, tiny human who was expressing his needs and his wants in beautiful spoken language.    Just having that moment with those parents to see how life changing that was for them. And then just trying to imagine how life changing it is for the child as well.”        What message would you convey to potential donors or community members who are considering supporting one of the RiteCare Childhood Language Centers about the organization's work and its mission?      Leah Beekman: “Nothing is wasted. We use every gift that comes through that door, and it is being put to enhance and better the lives of tiny humans. What we have the opportunity to do here is so incredibly special. And we are giving families something that they do not get somewhere else.  Most have families who cannot afford to get services elsewhere or their kids do not qualify elsewhere, or for whatever reason, they are not able to get services. We are helping children find their voices and empowering the next generation of children and being able to bridge that gap between children and their parents and how they are able to communicate. We are allowing children to be an active part of their own family.    You are contributing to building families, you are contributing to helping a child find their voice, and then you're also helping young speech language pathologists get an amazing experience because what our students get to do here, they do not get this opportunity and any other clinical placement.    This is the only placement where they get to take on a full caseload. They're working with kids. They get to see kids from start to finish. They're writing the clinical report. They see all of the aspects of speech-language pathology. And so, it is quite the trifecta of donations. It's not just giving to a clinic. You're helping kids, you're building families and you're helping young clinicians become better clinicians.”      How has your experience at the RiteCare Childhood Language Center of Orange County influenced your personal and professional growth?       Leah Beekman: “I love that when people ask me what I do for a living, I get to say jokingly, I say I blow bubbles and play with babies, but that every night when I go home, it's a peace knowing that's what I get to do every day for work is help kids find their voice and help kids be competent communicators. I cannot think of a career that's even remotely better than that. ”  What advice or reassurance would you offer to prospective parents who may have concerns when deciding to enroll their child in speech-language therapy?       Leah Beekman: “I would validate the parent in that, reassuring them that there's something wrong with their child as a being. Your child is perfect and lovely just as they are. We're just going to give them a little bit of support . You know, we're just going to help to make sure that their voice is being heard, that what they need is being expressed and what they want is being expressed.    I think the validation piece is the most crucial and just letting the parent know that it's okay to feel that way. And we're here to support and I'm here to answer any questions and any success stories you want.”

Families of children with echolalia , a complex communication disorder often associated with conditions like autism, often seek support and resources to help their loved ones thrive. Fortunately, numerous donation programs and organizations are dedicated to raising awareness, funding research, and assisting children with echolalia and their families. In this guide, we will explore some notable organizations and initiatives, both national and local, that offer valuable support and resources. Whether you're looking for speech therapy, educational support, or a supportive community, these programs aim to enhance the lives of children with echolalia and contribute to their overall development. What is Echolalia? Echolalia is a communication disorder characterized by the repetition or imitation of words, phrases, or sounds that are heard from another person or the environment. It is often associated with various neurological and developmental conditions, including autism spectrum disorder (ASD), Tourette syndrome, and certain types of dementia. There are two main types of echolalia: Immediate Echolalia: In this form, individuals repeat words or phrases immediately after hearing them, almost as if they are echoing the speech of others without necessarily understanding the meaning behind the words. Delayed Echolalia: Delayed echolalia involves the repetition of words, phrases, or sentences that were heard previously, sometimes even long after the initial exposure to the language. This can include repeating lines from movies, books, or conversations that occurred days, weeks, or even months earlier. Echolalia can serve various functions. Some individuals with echolalia use it as a way to communicate or express themselves, while others may engage in echolalic behavior without apparent communicative intent. It is essential to understand that echolalia can be part of the communication repertoire of individuals with certain conditions, and it may not always reflect a lack of understanding or meaningful communication. Speech therapists and other healthcare professionals often work with individuals with echolalia to develop their communication skills and help them use language more effectively. Treatment strategies may include teaching functional communication skills, reducing echolalic responses, and improving overall language comprehension and expression. How Does Echolalia Affect Children? Echolalia can affect children in various ways, depending on the underlying cause and the individual child's specific characteristics. Here are some of the ways in which echolalia may impact children: Communication Difficulties: Echolalia can interfere with a child's ability to engage in meaningful communication. When a child primarily repeats what they hear without understanding the content, it can be challenging for them to express their thoughts, needs, and emotions effectively. Limited Expressive Language: Children with echolalia may struggle to initiate conversations or convey their own thoughts and ideas. They may rely on echoing phrases they've heard as a way to respond or participate in discussions. Social Challenges: Echolalia can impact a child's social interactions. Peers and adults may find it difficult to engage with a child who predominantly echoes speech, which can lead to social isolation or misunderstandings. Difficulty in Functional Communication: Echolalia may not always serve as functional communication. Instead, it can be a repetitive behavior that doesn't convey meaningful information. This can be frustrating for both the child and those trying to communicate with them. Learning Implications: Echolalia might interfere with learning, particularly in educational settings. It may hinder a child's ability to understand and respond to classroom instructions or assignments. Stress and Anxiety: Some children with echolalia may experience anxiety or frustration when they struggle to effectively communicate. This can lead to behavioral challenges or emotional distress. Diagnosis and Intervention: Echolalia can be a feature of certain developmental or neurological conditions, such as autism spectrum disorder (ASD). Identifying and understanding the underlying condition is crucial for appropriate intervention and support. It's important to note that not all echolalia is the same, and the impact on children can vary widely. Early intervention and speech therapy are often beneficial for children with echolalia, as they can help the child develop more functional communication skills, improve language comprehension, and facilitate better social interactions. The specific approach to intervention will depend on the child's diagnosis and individual needs. Parents, caregivers, and educators can play a significant role in supporting children with echolalia by providing a supportive and understanding environment and seeking professional guidance when necessary. What Causes Echolalia? Echolalia can have various underlying causes, and it is often associated with certain neurological, developmental, or psychological conditions. Understanding the cause of echolalia is essential for appropriate intervention and support. Some common causes of echolalia include: Autism Spectrum Disorder (ASD): Echolalia is frequently observed in individuals with ASD. It is considered a common feature of autism, especially in children. People with ASD may use echolalia as a way to learn and practice language, as well as to communicate their needs and desires, even if they do not fully understand the meaning of the words they repeat. Tourette Syndrome: Some individuals with Tourette syndrome exhibit echolalic behaviors, including the involuntary repetition of words or phrases. These repetitions are known as "echopraxia." 1. Developmental Delay: Echolalia can be a characteristic of language development delays. Children who experience delays in acquiring language skills may use echolalia as a way to interact with and learn from their environment. 2. Language Disorders: Children with specific language disorders may engage in echolalia as part of their language difficulties. These disorders can affect language comprehension and expression. 3. Neurological Conditions: Echolalia can also occur as a result of certain neurological conditions or brain injuries. It may be associated with damage to specific brain regions involved in language processing and communication. 4. Anxiety and Stress: In some cases, echolalia may be triggered or exacerbated by stress or anxiety. It can serve as a coping mechanism in stressful situations. 5. Psychiatric Disorders: Echolalia can be observed in individuals with certain psychiatric disorders, such as schizophrenia or obsessive-compulsive disorder (OCD). 6. Mimicry and Social Learning: Sometimes, echolalia can occur in typically developing children as part of their mimicry and social learning process. They may repeat words or phrases they hear from others, particularly when trying to acquire language skills. It's important to note that echolalia can manifest differently in individuals, and the underlying cause can vary from person to person. Additionally, not all instances of echolalia are indicative of an underlying disorder. In some cases, it may be a temporary or age-appropriate behavior that diminishes as a child's language skills develop. When echolalia is persistent, significantly impacts communication, or is associated with other developmental concerns, it is advisable to seek professional evaluation and guidance from speech-language pathologists, pediatricians, or other healthcare professionals. They can help determine the cause and develop an appropriate intervention plan tailored to the individual's needs. What Are Some Treatments for Echolalia? Treatment for echolalia typically involves a comprehensive, individualized approach tailored to the underlying cause and the specific needs of the individual. Speech therapy, led by speech-language pathologists (SLPs), is a cornerstone of treatment. SLPs work with individuals to improve their language and communication skills, targeting both expressive and receptive language abilities. Functional Communication Training (FCT) is a widely used behavioral intervention for reducing echolalia in individuals with conditions like autism. It focuses on teaching alternative, functional ways to communicate needs and desires, thereby reducing reliance on echolalic responses. Visual supports, such as communication boards and visual schedules, can aid in communication and reduce the need for echolalia, particularly in individuals who benefit from visual cues. Social skills training can help individuals with echolalia learn how to engage in conversations, interpret non-verbal cues, and interact effectively. Additionally, augmentative and alternative communication (AAC) devices, like speech-generating devices and communication apps, can provide individuals with limited verbal communication skills a means to express themselves. These treatment approaches, often employed in conjunction with one another, aim to enhance communication and improve the quality of life for individuals with echolalia. What Donation Programs Are Available for Children with Echolalia? There are various donation programs and organizations that provide support and resources for children with echolalia and their families. These programs often focus on raising awareness, funding research, and offering assistance to improve the lives of children with speech and communication challenges. Some notable organizations and initiatives include: California Scottish Rite Foundation : The California Scottish Rite Foundation is dedicated to supporting and assisting children in California by providing childhood speech-language, literacy, and education programs for a lifetime of improved communication and confidence. Autism Speaks: Autism Speaks is one of the largest autism advocacy organizations in the world. While their primary focus is on autism spectrum disorder, they offer resources, support, and information that can be valuable for children with echolalia who are on the autism spectrum. National Institute on Deafness and Other Communication Disorders (NIDCD): NIDCD, a part of the National Institutes of Health (NIH), supports research and initiatives related to communication disorders, including echolalia. They provide valuable information and resources for families and professionals. Local Autism and Special Needs Organizations: Many local organizations and support groups exist to assist families of children with autism, echolalia, and related communication disorders. These organizations often provide educational resources, therapy scholarships, and support networks. Communication and Speech Therapy Centers: Some centers and clinics offer financial assistance or sliding scale fees for speech therapy services. These services can be instrumental in helping children with echolalia develop their communication skills. Education Foundations: Some educational foundations and nonprofit organizations focus on supporting students with special needs. These foundations may offer grants, scholarships, or resources to improve the educational experiences of children with echolalia. Fundraising Campaigns: Occasionally, families and communities organize fundraising campaigns or events to support children with echolalia. These efforts can help cover the costs of therapy, equipment, or other needed services. Online Crowdfunding Platforms: Platforms like GoFundMe and Kickstarter can be used to create fundraising campaigns to support children with echolalia. Families can share their stories and fundraising goals to seek assistance from friends, family, and the online community. When seeking financial assistance or resources for a child with echolalia, it's advisable to research and connect with local and national organizations, reach out to medical and educational professionals for guidance, and explore online resources and crowdfunding options. Additionally, contacting government agencies, such as state or county disability services, can provide information on available programs and assistance for children with communication disorders. Conclusion: In the journey of caring for children with echolalia, access to support, resources, and a nurturing community can make a significant difference in their lives. From national, state-run, or private organizations like the California Scottish Rite Foundation and the National Institute on Deafness and Other Communication Disorders (NIDCD) to local autism and special needs groups, there are numerous avenues for families to explore. These organizations provide crucial information, financial assistance, and networks that empower families and caregivers. Whether it's finding funding for speech therapy, accessing educational resources, or simply connecting with others facing similar challenges, these donation programs and initiatives are dedicated to improving the lives of children with echolalia. In this collective effort, we can help these children reach their full potential, fostering communication and enhancing their overall well-being.

When children learn to read, they sound out letter sounds and blend them to produce the words they see. Most children can blend long words using phonics and decoding, even if they have never seen the word before. Words like "cat" can be easily pronounced when they blend the sounds /k/, /a/, and /t/. However, it gets tricky with words like “the.” The individual letters that make up this word are not even used in pronouncing it. Reading is an essential skill in any language. It is as important as speaking. However, this skill can be difficult to learn for children. There are many different skills and strategies needed for fluent reading. To help children get started, it's important to focus on sight words. But first, we need to answer two questions: What are sight words? And why is it important to teach them? After that, we can talk about how to teach sight words and some fun activities to help students learn. What are Sight Words? You want your child to recognize sight words just by looking at them. These words appear so frequently that beginning readers eventually don't need to sound them out. Instead, they recognize them instantly. Sight words are commonly used words that appear a lot in both spoken and written language, like "the," "come," "to," and "where." Your child needs to learn sight words because they make up many of the words used in early reading materials. A recent study shows that sight words account for up to 75% of the words in beginner-level books. Learning a lot of sight words helps kids become faster and more fluent readers. When they know a sight word well, they don't have to stop and think about how to say or spell it. Different sight words are taught at each grade level, with each set building on the previous one. This means that once your child learns sight words in kindergarten, they will be expected to recognize those words as they learn new ones in first grade and beyond. Examples of Sight Words Sight words are commonly used words in the English language that readers need to learn and recognize instantly by sight rather than by decoding or sounding out individual letters. Now, what makes a word a sight word? Here are some of the key characteristics of sight words: High frequency: Sight words are some of the most frequently used words in the English language, such as "the", "and", "is", "of", "a", "in", "to", and "that". They have irregular spelling: Many sight words do not follow regular phonetic patterns, so they cannot be sounded out using standard phonics rules. For example, you cannot pronounce the word "said" as it is spelled phonetically. It must be learned as a sight word. Essential for reading and writing: Sight words are crucial for fluent reading and writing because they make up a large proportion of the words used in written English. Taught through repetition and memorization: Since sight words cannot be decoded, they are usually taught through repeated exposure and memorization. Students are often given lists of sight words to practice reading and spelling. Often short and simple: Sight words tend to be short, simple words that are easy to recognize and remember. Teachers use various lists to determine the appropriate sight words for each grade level. In the early grades, your child's teacher may include their names on the sight word list since these words are frequently used in the classroom. While not technically considered "sight words," recognizing them will be helpful for the students. Sight word lists are typically composed of words from the Revised Dolch List of Basic Sight Words and Fry's 300 Instant Sight Words , which are also referred to as Dolch or Fry words. Each grade level has its own set of sight words, and they progressively build upon each other. Once a child learns the sight words for a particular grade level, they are expected to know those words in addition to the new ones introduced in the following grade. Sight words build on each other from grade to grade, so once a child has learned a set of words in kindergarten, they will need to be able to recognize them as well as the new words introduced in first grade. This technique is known as scaffolding, and it helps children be able to decode new words using the ones they have already learned. Here are examples of the sight words kids learn in each grade: Kindergarten: but, be, do, they, have, she, he, with, was, what. First grade: again, his, after, from, of, her, his, then, when Second grade: before, write, right, which, does, around, goes, been, because, don't. Third grade: own, better, eight, carry, light, laugh, only, myself, shall, together Fourth grade: measure, area, certain, piece, body, complete, notice, usually, questions, unit Fifth grade: special, among, shown, course, language, equation, machine, produce, minutes, quickly Sight Words vs Phonics Sight words and phonics are both methods for teaching children to read, but they differ in their approach and focus. Sight words refer to words that are recognized at a glance, without needing to be sounded out. These are often high-frequency words, such as "the," "and," and "is." Sight word instruction involves teaching children to recognize these words by sight, often through memorization or repetition. Phonics, on the other hand, is a method of teaching children to read by focusing on the sounds of letters and letter combinations. Phonics instruction involves teaching children the relationship between letters and their sounds, and how to use this knowledge to sound out unfamiliar words. Phonics instruction often begins with teaching the sounds of individual letters and then moves on to blends, digraphs, and other combinations of letters. While both sight words and phonics are important components of reading instruction, phonics instruction is considered essential for developing strong decoding skills and building a foundation for reading fluency. Sight words are also important, but they are typically taught alongside phonics instruction and are used to build reading speed and comprehension. Why Are Sight Words Important? Sight words play a crucial role in a child's reading and writing development, enabling them to read with fluency and write with ease. Mastery of sight words allows a child to understand up to 50% of written text without the need to stop and decode familiar words. Sight words can also be thought of as the "glue" that holds sentences together. In the early stages of schooling, children are often introduced to storybooks, poems, and basic picture books that contain a significant number of sight words. A strong foundation in sight words can greatly enhance a child's ability to comprehend written texts. It's important to note that a child needs a combination of phonics and sight words. When encountering an unfamiliar word, a child may rely on phonics to decode it. However, as they become familiar with a word, they can recognize it by sight alone. With exposure to more words, a child will rely less on phonics and more on sight words for reading comprehension. Here are 3 benefits of teaching a child sight words: 1. Promotes Reading Comprehension Mastering sight words is essential for promoting reading comprehension. Sight words are words that a child can recognize instantly without the need for decoding strategies. When a child understands how sight words are made, they can enjoy reading to learn and reading for fun. Through practice, we become more fluent at tasks, and as an adaptive species, we tend to perform tasks more effortlessly than we have done them before. Similarly, a child who has mastered sight words can read comprehension passages with ease. 2. Boosts Confidence During the early stages of schooling, the majority of words encountered by children are sight words. If a child learns these words, their vocabulary and reading fluency can be greatly enhanced. When faced with a book or text, a child may feel overwhelmed by the number of words on the page. However, if they are already familiar with 50% of the words, they will be less likely to feel overwhelmed. Additionally, their fluency will help them feel more confident and less doubtful. This self-confidence is crucial for a child's development, as it can impact their self-esteem. 3. Provide Clues To The Context Of The Text Familiarity with sight words can provide contextual clues to the meaning of a text. If a child recognizes sight words within a paragraph or sentence, they may be able to decode the overall meaning of the text. In conjunction with accompanying pictures, a child can often determine the story's theme and even learn new vocabulary from the text. By recognizing sight words, children can more easily understand the meaning of a text, improving their reading comprehension and overall language skills. The combination of sight words and pictures can also enhance a child's imagination and ability to create mental images of the story. Overall, sight words play a vital role in a child's reading development, helping them to understand and engage with written material more effectively. It's really important to teach students how to memorize sight words as a whole. That way, they can recognize them right away, without having to stop and try to sound them out. It would be so frustrating to have to do that with every single word! Once a reader knows sight words really well, they can understand about half of the words in any text they read. That's because they don't have to stop and decode the sight words anymore. They can just recognize them and keep on reading. Learning sight words doesn't just help students read better, it also makes them better writers too! What Is The Best Way To Teach Sight Words? If you asked five teachers this question, they might all give different answers. But one thing we can all agree on is that the best way to get young readers interested is to make learning sight words fun and hands-on. When you use activities like games, centers, and manipulatives, it can help students learn without even realizing they're doing it! Games like Hangman, Bingo, Word Catchers, and Beach Ball Toss are common games many people have found helpful to help children learn sight words. Try to make sight word learning a regular part of your reading time and change up the activities frequently. By setting aside specific time for sight words, you'll be amazed at how quickly your young readers improve. Incorporating Sight Words Into Reading Instruction When teaching a child to read, never skip sight words, or confuse them with too many rules. Take it one step at a time. Start with the most common sight words. There are about 220 sight words that make up about 75% of the words used in most texts. Begin with the most common ones, as they will give your students a solid foundation for reading. Always use them in context. Teach the sight words in context by using them in sentences and stories, and encourage students to use them in their own writing. Common Challenges In Teaching Sight Words Different children learn and grasp new concepts in different ways and at different paces. You cannot measure your child’s progress with another’s. What can you do if your child has problems learning or identifying even the most basic sight words? Don’t be quick to call names. But you may need support from professionals. Reading can be challenging for children with impairments in phonological processing, fluency, or reading comprehension. Struggling readers may become frustrated with their slower progress compared to their peers, leading to feelings of low self-esteem, depression, and anxiety. You can join childhood literacy programs for your child. These programs focus on helping young children succeed in life where they may have otherwise struggled to thrive in a world so dependent on speech, reading, and writing. Sight Words Matter! Sight words are common words we see and hear all the time, like “the” and “to”. These words can be hard to read because they don't follow the normal rules. If children have to stop and try to sound out these words, it can be hard to understand what they are reading. That's why it's important for kids to learn these words by heart. When they know them well, they can read more easily and understand better. It's important to prioritize sight word instruction for young readers. By teaching and practicing sight words, we can help children read more fluently and improve their reading comprehension. Let's incorporate fun and engaging activities to make learning sight words an enjoyable experience for our students. By giving children the tools they need to succeed, we can set them up for a lifetime of literacy success.

If your child has been diagnosed with hyponasal speech, you probably have a lot of questions. Like, what is hyponasality and how will this affect the way my child communicates? Hyponasality affects the way your child can balance nasal air emissions. It causes a congested sound as your child speaks. This can lead to difficulties with articulation and communication. However, there is hope. There are several treatment options for children with hyponasality. Read on to find out about hyponasality and how it affects children’s ability to communicate. What Is Hyponasality? A child with hyponasality has a resonance disorder where there is a disruption in the child’s speech sound because not enough air is coming from the mouth and nose. This is usually due to a blockage in the upper airway of the body. The issue is in the resonance of your child’s speech. Resonance refers to the sound produced by the vocal cords in the vocal tract. The vocal tract is made up of the pharynx, oral cavity, and nasal cavity. If anything is inflamed or in the way of the vocal tract, it can cause issues with the way your child speaks. What Does Hyponasality Sound Like? There are several resonance disorders and they can all end up sounding alike to an untrained ear. Also, the difference is language and dialect can affect how people sound when speaking. Because of these factors, sometimes a child’s school may be the first to notice hyponasality. They may send home information and refer your child for evaluation by a speech-language pathologist (SLP). If you’ve received this information, you may be wondering what hyponasality even sounds like. As a parent, it can be easy to get used to the way your child speaks, which makes it difficult for you to notice any abnormalities. Hyponasal speech sounds like your child has constant nasal congestion, even if your child is healthy. Swollen adenoids or tonsils can cause blockages in your child’s nasal air emissions that make your child sound like they have a stuffy nose, even when they don’t. This swollen tissue can make articulation difficult for your child. The position of the tongue, the degrees of the mouth opening, and the opening and closing of the velopharyngeal valve (VP) also all contribute to the shape and size of the vocal tract. When all of these achieve a balance, normal resonance is achieved. Resonance changes for vowels, oral consonants, and nasal consonants. It can also vary based on different dialects and languages. When there is too little or too much nasality in the oral sound energy, this is a sign of a resonance disorder. These are usually caused by functional or structural issues and can lead to deficits in speech such as articulation errors and mislearning of sounds. According to the American Speech-Language-Hearing Association , “Nasal airflow “errors” are related to articulation when there is an inappropriate escape of air through the nasal cavity during the production of pressure consonants.” However, hyponasality is not to be confused with hypernasality , also known as velopharyngeal insufficiency (VPI). Hypernasal speech is when too much air escapes through the nose and mouth while speaking. This is when a child makes more nasal sounds than usual. Both are types of resonance disorders. There are other types as well including mixed resonance and cul-de-sac resonance. What Are The Symptoms of Hyponasality? Hyponasality occurs in children with the following symptoms: Reduced nasal resonance on vowels, sonorants (sound produced with the vocal cords), and nasal consonants Denasalization of nasal consonants A child may say the nasal phonemes that are similar to their cognates. For example, “b” for the “m” sound, or “d” for “n.” If you’ve noticed your child with these symptoms and there is no underlying illness, it may be time to get your child checked by a pediatrician to find an underlying cause. What Are The Causes of Hyponasality? There are several causes of hyponasal speech. Most are related to a blockage in the craniofacial or upper airway of the body. A deviated septum is one cause of hyponasality. The bone and cartilage that divides the nose in half is called the septum. Sometimes it can be crooked or have an abnormality either from a break or because it naturally formed that way. The deviated septum can make it hard for your child to balance their airflow, leading to nasal resonance issues. Another common cause of hyponasality is an enlargement of the adenoids or tonsils. Enlarged adenoids and tonsils usually mean there is an infection that your child’s body is trying to fight off. However, if they remain enlarged even after infections are gone, they can become problematic. Some children are even born with abnormally enlarged adenoids. This can lead to resonance issues and a stuffy nose-sounding speech. Similar to the enlarged adenoids and tonsils, sinuses can also become inflamed. If your child’s sinuses remain inflamed even when an infection has passed, it can affect their speech. Nasal polyps, or soft non-cancerous growths on the lining of the nasal passage, is another cause of hyponasality. Foreign objects and tumors can also obstruct the nasal and upper airway passages making it difficult for your child to balance their air and speak. Some of these issues can be present from birth and others are symptoms of other medical issues. According to WebMD , children with cleft palate or cleft lip have a higher chance of developing a resonance disorder because of velopharyngeal dysfunction (VPD). VPD is when the velum or soft palate does not touch the back of the throat while speaking or swallowing. Even after cleft palate repair, these children may have difficulties with resonance. Issues with the ears, nose, and throat can lead to velopharyngeal incompetence due to the scars left from pharyngeal flap or sphincter pharyngoplasty (cleft palate repair surgery). These can cause hyponasality. Also, children who have hearing loss or auditory disorders tend to have higher incidences of hyponasality. Hearing impairments managed with cochlear hearing aids have less resonance feedback. Other causes of hyponasality include the following: Abnormal narrowing of the passageway between the nose and pharynx (choanal atresia) Problems with velopharyngeal closure timing Neurological trauma and disorders such as dysarthria, cerebral palsy, apraxia, stroke, and velar paralysis Sometimes hyponasality is not due to any structural issues but is simply a result of learned misarticulation. In these cases, the child has learned to compensate for difficulties in speaking by mispronouncing certain sounds. Your child will need to be evaluated by professionals to determine the causes of their hyponasality. How is Hyponasality Diagnosed? A pediatric doctor will look at your child’s recent health history and perform a physical exam. Then, if they believe your child’s speech disorder may be caused by hyponasality, your child will get a referral to an otolaryngologist (ENT). This doctor specialized in disorders of the ears, nose, and throat. They will perform a nasal endoscopy, which uses a small flexible tube with a camera on the end. This will be inserted into your child’s nasal cavity to look inside and figure out what is going on. Once your doctor has an idea of what is causing the speech issue, they can begin treatment. How is Hyponasality Treated? Hyponasality can be treated in a few different ways. Nasal polyps can sometimes be treated with medications to shrink them. If this does not work, then surgery to remove them will be necessary. This is usually an outpatient procedure where the surgeon will remove the polyps using an endoscope and then enlarge your nasal passageway. If there is a foreign object, it will need to be removed. This may result in surgery, depending on the object. First, your child’s doctor may try antihistamines, decongestants, and nasal steroid sprays for a deviated septum, but if these don’t work surgery at a children’s hospital may also be needed for correcting a deviated septum. In this surgery, the nasal septum is straightened and recentered. Sometimes enlarged adenoids need to be removed with a surgery called adenoidectomy. Oftentimes, the nasal passages are still swollen for several weeks after the surgery, so the articulation disorders will continue to persist. However, these phonological issues are usually temporary. Surgical reconstruction may also be needed to enlarge stenotic nares (nostrils). This will improve the amount of air your child can take in and can help to balance their airflow. Besides physical treatment, your doctor will likely recommend speech therapy as a way to help your child communicate more effectively. Even if issues in velopharyngeal function get corrected, young children will need help relearning how to balance their airflow and unlearn compensatory language development. What Role Does Speech Therapy Play? Once you have identified and treated the cause of your child’s hyponasality from the physical side, you will want to get your child in to see a speech-language pathologist (SLP). An SLP will evaluate your child’s speech samples and come up with a treatment plan. The clinician will treat speech problems with effective strategies for children with communication disorders. During sessions, the speech therapist can give your child strategies to help them improve their speech sounds. A speech therapist will teach your child how to adjust articulation placement to produce sounds correctly. They will also help your child speak, loudly, and slowly to compensate for their resonance disorder. They will also continue to practice sounds to strengthen your child’s speech muscles and improve voice quality. This will improve speech intelligibility and give your child more confidence as they speak. Where Can I Find a Good Speech Therapist? If you are looking for an SLP who specializes in resonance and voice disorders for children, then the California Scottish Rite Foundation can help. We offer California residents free-of-charge speech-language and literacy programs. These can boost your child’s confidence and give them the tools they need to successfully communicate. There are 17 RiteCare Childhood Language Centers throughout California to assist your child. Our centers partner with Universities around the state to provide services for a wide range of language and communication disorders. How Can Parents Help a Child With Hyponasality Communicate More Effectively? As with most skills, practice goes a long way. Once you have your child in speech therapy, the SLP should provide you with some strategies to practice at home. Remember to offer your child plenty of emotional support. Resonance disorders can affect your child’s self-esteem and confidence. Practicing strategies for speaking more clearly at home will give your child a chance to build up their language skills in a safe space. Then, they can take what they’ve learned and apply it to social situations outside of the home. Hyponasality and School If your child is school-aged, it is important to let the school and teachers know what is going on with your child. Especially, if they include extended absences for surgery or treatments. The school may offer speech therapy services that you can use. Also, it is important to let teachers know so that they can accommodate your child’s speaking difficulties. This way they won’t come across issues when there are activities in class that involve speaking. Let the teacher know that hyponasality can make it more difficult for your child to speak and articulate. They should also be informed that your child’s confidence may be low. This can help your teacher to praise and encourage your child for efforts in speaking to bolster their confidence. Conclusion There are options for children with hyponasality. If this resonance disorder is due to a structural issue, surgery may be needed to correct the problem. However, if it is a learned error, practice can help reduce voice sound issues. Either way, it is important to get your child treatment both by an ENT and SLP. Also, give your child the support and practice they need at home to be successful, and let your child’s teacher and school know about what’s going on. With all these factors in mind, your child can successfully communicate with hyponasality. The right treatment can make a world of difference in your child’s speaking quality and confidence.

Aphasia in children is a condition in which their communication skills do not develop at a typical rate for their age. Many people mistake this condition for autism or Asperger's syndrome. A comprehensive assessment of symptoms by a professional can distinguish aphasia from other disorders. A child with aphasia typically has difficulty expressing themselves verbally, understanding language, or both. They may struggle to form complete sentences, use correct grammar, and find the right words to convey their thoughts and ideas. Additionally, they may have difficulty following directions, answering questions, and conversing with others. Children with aphasia may sometimes exhibit frustration or emotional distress when trying to communicate, leading to behavioral problems or social isolation. It is important to note that the severity and symptoms can vary widely, depending on the individual case. Aphasia Explained Aphasia speech disorders in children are a type of communication disorder that impairs a child's ability to understand, produce, and use language. Children with aphasia often have difficulty expressing themselves and understanding the language of others. It is important to note that aphasia is not a sign of intelligence but rather a language-processing disorder. Although aphasia is not a common condition, approximately 2 million people in the United States have been diagnosed with it, with an additional 180,000 new cases each year. However, aphasia is commonly associated with certain medical conditions, such as stroke, with nearly one-third of stroke patients experiencing some form of aphasia. Early intervention is critical to helping children with aphasia, as research has shown that early intervention can help reduce the severity of the disorder and help the child learn to communicate more effectively. It is essential to understand aphasia in children for several reasons: 1. Early Intervention If you understand what aphasia is and can identify it in children, you will quickly know how to help the child. Early diagnosis and treatment of aphasia can significantly improve a child's ability to communicate effectively. Children with aphasia may struggle with language development without intervention, impacting their academic, social, and emotional growth. You can prevent many things if you identify the issue early and provide much-needed support . 2. Differentiation From Other Disorders Aphasia in children is often confused with other conditions such as autism, Asperger’s syndrome, and ADHD. Understanding the unique symptoms of aphasia can help you get the appropriate support at the right time. 3. Support for Parents and Caregivers Children with aphasia may require extra support from their parents and caregivers to cope with their condition. Understanding the disorder can help parents and caregivers develop effective communication strategies, advocate for their child's needs, and build a support network. Types of Aphasia Disorder in Children Generally, children with aphasia may find it challenging to express themselves verbally and to understand others. However, the symptoms are not the same for every child. Here are some of the known types of aphasia: 1. Expressive Aphasia Expressive aphasia can occur in children due to brain injury or developmental disorders affecting the brain's language areas. Children with expressive aphasia have difficulty expressing themselves through spoken language. Children with expressive aphasia may struggle to find the right words to express their thoughts or construct correct sentences. They may also have trouble with word order, verb tenses, and function words such as "the" or "and." As a result, their speech may sound halting or disjointed, and they may use a simpler and more childish vocabulary than their peers. Children may not have a fully developed language system yet, so it can be more challenging to distinguish between typical language development and expressive aphasia. However, parents and caregivers may notice that the child has difficulty communicating their needs or expressing their thoughts, has a limited vocabulary, and struggles to construct sentences with more than a few words. Early intervention is crucial for children with expressive aphasia to help them develop their language skills and improve their ability to communicate effectively. Treatment typically involves speech therapy to help the child improve their language production skills, develop their vocabulary, and learn alternative communication methods, such as gestures or writing. Parents and caregivers can work with speech-language pathologists to learn strategies for supporting the child's language development at home and in social situations. 2. Receptive Aphasia Receptive aphasia is a type of language disorder that affects a child's ability to understand language. It is caused by damage or injury to the brain's language areas, specifically the temporal lobe, responsible for language comprehension. Children with receptive aphasia may have difficulty understanding spoken language, written language, or both. They may have trouble understanding the meaning of words or sentences, following directions, or answering questions. They may also have difficulty with abstract languages, such as figurative expressions or jokes. The severity of receptive aphasia can vary widely, depending on the extent and location of the brain damage. Some children may have mild receptive aphasia and only struggle with certain types of language, while others may have severe receptive aphasia and struggle to understand most languages. Receptive aphasia can significantly impact a child's ability to communicate effectively, impacting their social and emotional well-being. Treatment for receptive aphasia typically involves speech therapy to help the child improve their language comprehension skills and find alternative ways to communicate, such as through visual aids or gestures. This condition is not irreparable. Parents and caregivers can work with speech-language pathologists to learn strategies for supporting the child's language development at home and in social situations. Early intervention is vital for improving the child's outcomes and helping them to achieve their full potential. 3. Global Aphasia Global aphasia is a language disorder affecting a child's ability to understand and express language. The child may struggle to write, read, speak, or understand others. Children with global aphasia have severe deficits in receptive and expressive language skills. They may have difficulty understanding spoken or written language, using language to communicate their thoughts and needs, and engaging in conversation with others. They may also struggle with word retrieval and have limited vocabulary. The severity of global aphasia can vary widely, depending on the extent and location of the brain damage. Some children may have mild global aphasia and only struggle with certain aspects of language, while others may have severe global aphasia and be nonverbal or use only a few words. Some children with global aphasia may only be able to produce and understand a handful of words . Children with global aphasia may not experience any other impairments besides language difficulties. They may use nonverbal communication methods such as facial expressions, gestures, and variations in tone to convey their message. 4. Mixed Aphasia Mixed aphasia is a type of language disorder that affects children's expressive and receptive language skills. It occurs due to damage or injury to multiple areas of the brain's language network, including Broca's and Wernicke's areas, as well as other areas of the brain involved in language processing. Children with mixed aphasia typically have difficulty with both understanding and using language. They may struggle to comprehend spoken or written language, have difficulty expressing their thoughts and needs verbally, and make grammar or syntax errors. They may also have difficulty with word retrieval and naming objects or people. Mixed aphasia is characterized by reduced and laborious speech. Children with mixed non-fluent aphasia also experience difficulty understanding speech. Children with mixed aphasia often have limited reading and writing abilities that do not extend beyond an elementary level. Causes of Aphasia Disorder in Children Aphasia is an issue linked to the brain. It can occur due to any condition that damages the brain or disrupts its normal functions. Here are some of the most common causes of aphasia in children: 1. Brain Injury A child can develop aphasia if there is an injury to an area of the brain. That means the areas of the brain responsible for language processing and production are damaged. Injuries to the left hemisphere of the brain are especially likely to cause aphasia since this is where the language centers are typically located. Depending on the location and severity of the brain injury, children with aphasia may experience a range of language difficulties, such as difficulty speaking, understanding language, reading, and writing. Brain injuries can result from various causes, including traumatic brain injury, infections, brain tumors, and strokes. 2. Developmental Disorders Developmental disorders, such as autism spectrum disorder (ASD) and specific language impairment (SLI), can cause aphasia in children. In both cases, the underlying cause of the aphasia is related to developmental differences in the brain's language centers. These differences can affect the child's ability to process and produce language, leading to difficulties with communication. 3. Genetics Aphasia can be caused by genetic factors, which means that some genetic conditions or mutations can make it more likely for a child to have language difficulties that can lead to aphasia. For example, genetic conditions like Down syndrome or mutations in certain genes like FOXP2 can affect the development of the brain's language centers, leading to aphasia. In addition, some genetic conditions can increase the risk of stroke or other brain injuries, which can also cause aphasia. For example, children with sickle cell anemia have a higher risk of having a stroke, which can damage the brain and lead to aphasia. 4. Other Medical Conditions Many other medical conditions can cause aphasia in children. Some examples include: Traumatic brain injury (TBI): TBI is a common cause of aphasia in children. It can occur due to a fall, car accident, or sports injury. Brain tumors: Tumors in the brain can cause aphasia by pressing on or damaging parts of the brain that control language. Infections: Certain infections like meningitis or encephalitis can cause inflammation in the brain, leading to language difficulties and aphasia. Neurodegenerative diseases: Diseases like Alzheimer's or Parkinson's can cause progressive damage to the brain, including the language centers, leading to aphasia. Epilepsy: Seizures can sometimes affect the areas of the brain that process language and cause temporary or permanent aphasia. Lead poisoning: Exposure to lead can cause damage to the brain, leading to language difficulties and aphasia. It's important to note that not all children with these medical conditions will develop aphasia, and some children may develop aphasia due to causes that are not yet fully understood. If a child shows signs of language difficulties or aphasia, it's essential to consult a healthcare professional to determine the underlying cause and appropriate treatment options. How is Aphasia Treated in Children? Although there is no direct cure for aphasia, it can often be managed effectively through treatment. The initial step in managing aphasia is typically to address the underlying condition that caused it. For instance, in cases of stroke, prompt restoration of blood flow to the affected part of the brain can sometimes reduce or prevent permanent damage. For some children with aphasia, their condition can improve on its own without any treatment. However, treatment can be provided for those who experience more persistent symptoms through a rehabilitation approach that focuses on developing language skills by utilizing the brain's natural ability to adapt and change (neuroplasticity). Cognitive rehabilitation is a type of treatment that involves training to improve language skills, such as recognizing and producing sounds, as well as exercises to improve gestures, oral-facial movements, and sound production. As the rehabilitation progresses, more educational activities can be incorporated, such as exercises that use drawings and text to improve language comprehension and syntax skills. Building a Support Network A support network can be crucial in helping a child with aphasia. A child with aphasia may feel frustrated, angry, and anxious about their difficulty communicating. A support network that includes family members, friends, and healthcare professionals can provide emotional support and encouragement to the child. Our programs at the CASR Foundation can engage the child in activities that promote language stimulation. We will also give you and your child access to support groups, online forums, and educational materials about aphasia. These resources can help the child, and their family learn more about the condition and connect with others going through similar experiences.

Many issues can cause speech impairments and speech disorders . But could speech impairment be caused by the tonsils? Can this often overlooked and forgotten part of the body be the problem itself? It is quite common for large tonsils to go unnoticed and undiagnosed, and therefore leave parents confused as to what is causing the issue. In this article, we will figure out the connection between large tonsils and speech. We will also explore what can be done about the issue and its effects. What are Tonsils? Tonsils are a pair of visible lymph nodes located in the back of the throat on both the left and right sides. One is positioned on each side of the uvula, which hangs down the middle of the back of your mouth. The tonsils are essentially masses of lymphatic tissue that are barely visible when the mouth is opened wide and the tongue is down saying “ahhh” during a throat exam. The most important role of the tonsils is to filter out bacteria and other germs and help the body prevent infections. The tonsils will swell in response to an infection. What are Adenoids? Above the tonsils and behind the nasal cavity are the adenoids. Like the tonsils, adenoids are made up of the same masses of soft tissue. And along with tonsils, they can react to foreign infections by enlarging which is called adenoid hypertrophy . However, adenoids are not visible like tonsils are. Everyone is born with adenoids. However, as we age throughout childhood and into adolescence, they will shrink. Typically they will disappear completely by adulthood. Small children are highly susceptible to germs. It is believed that children tend to have bigger tonsils and adenoids because they are exposed to many new germs in their early years. In this period of a child’s life, the tonsils and adenoids are working overtime to protect the child from infection. But as we age, we’ve already encountered viruses and our body does not need to process them again. Therefore the tonsils and adenoids are activated much less often. However, children will frequently experience large tonsils since their immune systems are still building. This can be even more difficult for a child to experience than an adult because they have less room in the oral cavity. This means they also have less room for breathing, speaking, and eating. Enlarged Tonsils and Adenoids Enlarged tonsils and adenoids (aka tonsillitis, tonsillitis, adenoiditis, or tonsil and adenoid hypertrophy) are common among children between the ages of three and five years old . Typically these children will show some of the following symptoms: Sore throat Trouble swallowing Unintelligible speech; can sound slurred and thick Uncontrollable drooling Excessive spittle and saliva Have the mouth agape while at rest Restless sleep Fatigue Untimely eating Have difficulty eating and swallowing certain foods Negative impact on consonant sounds made at the front of the mouth Negative impact on the voice Open mouth-breathing Nasal-sounding speech or hypernasality Hoarse voice Slurring or jumbling words Children experiencing issues with enlarged tonsils may also be experiencing: Sleep apnea Respiratory illness Nasal infections Chronic snoring Inner ear infection Bacterial or viral infection Strep throat or other throat infections Frequent misdiagnosis As we’ve mentioned, the tonsils are often looked over when it comes to diagnoses. Additionally, the adenoids are a little more hidden, and cannot be seen without the use of medical imaging scopes or X-rays. Due to this difficulty, enlarged adenoids can be mistaken for allergy problems. To prevent misdiagnosis, it can be helpful to differentiate between large tonsils and other conditions. These issues are commonly associated with and confused for large tonsils and adenoids: Sinusitis: An infection of the sinuses can have similar characteristics to having enlarged adenoids. A pediatric doctor will need to do an exam to determine if the infection is caused by a virus or bacteria. Tongue thrust: Tongue thrust occurs when a child gets in the habit of placing the tongue in the wrong place while swallowing. This could be either too far forward or too far on the sides. This causes an abnormal orthodontic condition called an open bite. Tongue thrust may also be caused by tongue tie, which is a restriction in the tongue’s range of motion. Similar to enlarged tonsils and adenoids, the tongue thrust condition can also give the speech a nasal sound, or cause unintelligible speech. Either a doctor or a speech therapist can evaluate to determine if the child’s speech is affected by tongue thrust. Snoring/sleep apnea: Sleeping can be greatly affected by enlarged tonsils and adenoids, causing snoring and sleep apnea. This will cause fatigue as well. Frequent ear infections: This occurs when fluid is being prevented from draining in the middle ear. This can cause some speech delays. Chronic nasal infections: These can affect speech quality through blockage of the nasal passages, increasing nasal resonance. Adenoid hypertrophy: Recurring catarrhal otitis media can cause rhinogenic deafness in children. This is the stagnation of the secretion fluid in the middle ear cavity from the nose and throat, causing hearing loss. This is one of the most impactful and dangerous symptoms of adenoid enlargement. The child must see a doctor of otolaryngology who can diagnose the nasal obstruction. Can Enlarged Tonsils Affect Children’s Speech? As you can see, having large tonsils can not only cause a painful sore throat but can also cause unintelligible speech. So yes, large tonsils can impact speech in children. Large tonsils may even delay speech. This is because the tongue is being pushed forward by the growing tonsils, which can make it difficult to make speech sounds. However, this is not common. For the child, the large tonsils will cause a change in vocal pitch, tone, and articulation. The quality of the child’s voice will change. Some children will sound hoarse, and muffled, with the resonance affected. This speech change will likely affect the child’s schooling. In particular, it can have a big effect when the child is learning to read . An enlarged adenoid will likely cause the child’s voice to be nasally (much like the way it sounds when plugging your nose). Treatment Options for Large Tonsils Young children experiencing enlarged tonsils will need to seek a pediatric doctor or speech therapist for their speech problems. To restore the child’s breathing and speaking capabilities, there are a few treatment options. Let’s take a close look at how to treat large tonsils. Tonsillectomy and/or adenoidectomy These surgeries remove the tonsils and/or adenoids. Removing the tonsils will allow the resonance issues to be resolved. But you may be wondering how the child will fight infection without the use of these lymph nodes. Fortunately, there does not appear to be a reduction in the strength of the immune system. Sometimes doctors think these surgeries are the only choice to get the child back to breathing and speaking normally. However, it is possible surgery may not be needed since most children will outgrow the issue before they hit puberty. Here are a few cases in which a tonsillectomy and/or adenoidectomy might be considered: Acute tonsillitis: This occurs when bacteria or the swelling of the tonsils has caused a sore throat, which is common in school-age children. Typically symptoms will go away within 3 to 4 days. For this reason, surgery will likely not be needed. While acute tonsillitis is not contagious, the cold or flu that caused it will be. Chronic tonsillitis: This is a long-term tonsil infection. In this case, it is often ideal to get the surgery. Recurrent tonsillitis: When the child gets tonsillitis a few times a year. If it is a problem, it may be a good idea to get surgery. Acute mononucleosis “mono” : Also known as the “kissing disease, mono is highly contagious and is transferred through saliva. It will often occur with fever, and acute tonsillitis and affect the lymph nodes, liver, and spleen. Corticosteroids can be given to reduce the swelling, or a tonsillectomy can be performed in severe cases. Recurring strep throat: If the child has strep throat seven or more times in one year, a tonsillectomy may be recommended by a doctor. However, it is still possible for the child to get strep throat after the tonsils have been removed. Luckily, they will likely experience strep throat less often and less severely. Tonsil stones or tonsilloliths: These are hard bits of bacteria and debris that have gotten stuck within the crevices of the tonsils. They can be painful and cause bad breath and sore throats. Tonsil stones tend to form when the stuck debris has hardened or calcified. Often this will happen to those with long-term swelling and inflammation of the tonsils, causing recurrent or chronic tonsillitis. If tonsil stones turn into a long-term problem, it would be helpful to get surgery. Enlarged (hypertrophic) tonsils: This condition has been known to most frequently affect speech patterns in children. It will also reduce the size of the airway, which can cause snoring or sleep apnea. The number of children undergoing tonsillectomies has gone down dramatically since 1965. These days, we see about 250,000 kids under the age of 15 getting a tonsillectomy, much less than the 1965 average of 1 million kids yearly getting the surgery. This is due to more commonly recurrent infections back in the day, while today the surgery is mostly used for obstructive sleep problems. Speech pathology Open-mouth breathing caused by large tonsils can have an impact on the development of children’s jaw and face structure. This can hinder speech. Fortunately, this issue can be worked on in speech pathology sessions. While speech pathology may not resolve the problem of large tonsils directly, it can still benefit children with this impairment. The child can get used to the swollen throat and nasal passage and will adapt their speech style around it during crucial stages of language development. This causes dysfunction within the speech mechanisms. Working on exercises with a speech-language pathologist (SLP), can help a child exercise and strengthen the vocals that are not being used optimally. If the tonsils remain swollen, speech pathology will not provide much auditory improvement. It would be more beneficial to either wait till after surgery or till the swelling has subsided to start speech therapy. Speech therapy can be helpful for those children who have endured enlarged tonsils and adenoids for a lengthy period during speech development. These children probably have some issues with intelligibility. The first examination can be done by a speech therapist’s oral mechanism evaluation to check the tonsils. It can be helpful for both the child’s pediatrician, otolaryngologist (ENT or ear, nose, and throat doctor), and speech therapist to accurately diagnose the child’s issue. SLPs are trained specially to notice, observe, and evaluate the tonsils and adenoids and come up with an accurate diagnosis and treatment plan. They can help the caregiver make the best decision for the child’s situation, helping to mitigate any speech delays that might occur as a result. To find an experienced and licensed SLP, parents should look no further than our Rite-Care Centers which provide beneficial individualized care for children affected by speech issues. CARSF provides direct funding to these wonderful care centers located throughout the state of California. Mitigating the Effects Large Tonsils Have on Children’s Speech If the cause of a child's speech impairment is unknown, it can be wise to have a licensed SLP look to see if he or she has large tonsils. Large tonsils and speech unintelligibility are correlated because the tonsils give the mouth less room for articulation. Luckily, there are solutions. The child can undergo a tonsillectomy and/or adenoidectomy, as well as gain some speech therapy. While speech therapy will not eliminate the original problem, it can help the child undo some of the speech patterns that were learned when the tonsils were enlarged. If you’d like to support these children in their need for ongoing speech therapy, donate to the CASRF today!

An IEP is a specialized plan to help kids with disabilities have a better learning experience and communicate with others more easily. This article will teach us about IEPs and why they are so important for these kids. We'll also see speech and language IEP goals that can help and how to set effective goals. What is IEP? An IEP, an “Individualized Education Program,” is a personalized plan to help kids with special needs, like autism, succeed in school. IEPs support these kids' learning and development by tailoring the education process to their unique needs. IEPs are legally mandated in the United States under the Individuals with Disabilities Education Act (IDEA ) to ensure that children with disabilities receive an appropriate and inclusive education. These plans provide a roadmap for teachers, parents, and specialists to work together to help the child succeed academically and socially, focusing on addressing their specific needs in areas such as speech and language development, among others. For autistic kids, IEPs can be especially helpful because they focus on improving speech and language skills, social communication, and other areas that can be challenging for them. These plans include specific goals, strategies, and accommodations to make sure the child gets the support they need to thrive in school and beyond. Speech and language IEPs are for kids with specific speech and language needs . It is designed to support the child’s development of communication skills to help them overcome speech challenges, improve their ability to communicate effectively, and access their educational curriculum more successfully. Who Determines Eligibility for an IEP? Eligibility for an Individualized Education Program (IEP) is determined through a formal evaluation process. The process typically involves a team of professionals, including educators, special education teachers and specialists, and sometimes medical or psychological experts, depending on the nature of the child's disability. The steps involved in determining eligibility for an IEP include: Referral : A child is referred for evaluation by a teacher, parent, or another concerned party who suspects that the child may have a disability that affects their educational progress. Identification : A comprehensive evaluation assesses the child's strengths and weaknesses, typically covering cognitive abilities, academic performance, social and emotional development, and functional skills. A speech-language pathologist (SLP) may be involved in the IEP meeting to assess speech and language concerns. Eligibility Determination : The evaluation team reviews the assessment results from the SLP and determines whether the student needs special education services and an IEP. Eligibility is based on whether the child meets the criteria for one or more specific disability categories defined by federal or state special education laws. Individualized Education Program (IEP) Development : If the child is found eligible, an IEP team, including parents or guardians, collaborates to create an individualized plan that outlines the child's specific goals, services, accommodations, and supports needed to address their unique needs. This plan is designed to help the child access the general education curriculum and make progress. Implementation : The child’s IEP plan is implemented at this stage. The IEP team works together to ensure that the goals and services outlined in the IEP are implemented effectively. This step involves assigning responsibilities, scheduling services, and monitoring the child's progress regularly. Understanding Autism Spectrum Disorder (ASD) Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects how a person thinks, communicates, and interacts with others and their environment. It is referred to as a "spectrum" disorder because it can vary widely from one individual to another, making each individual's experience unique. Some key characteristics of ASD include: Difficulties in social interaction, such as difficulty with making eye contact, understanding social cues, forming relationships, or interpreting emotions in others Challenges in communication, including delayed speech development, difficulty in understanding and using language, and challenges in nonverbal communication system Often engaging in repetitive behaviors or having specific interests. These behaviors can vary widely and might include repetitive movements, fixations on certain topics, or following strict routines Heightened sensitivities to sensory stimuli, such as lights, sounds, textures, or tastes. ASD is typically diagnosed in early childhood, often by the age of 2 or 3. Early intervention and support can significantly improve the quality of life for individuals with ASD by helping them develop important skills and adapt to their environment. Importance of Speech and Language IEP for Autistic Kids Speech and Language IEPs are vital tools in addressing the unique communication challenges faced by autistic children and promoting their overall development. Here are several ways in which speech goals for autism can benefit and support autistic kids: Individualized Support : Autism is a spectrum disorder, meaning it affects each child differently. Autism speech therapy goals are customized to meet the specific needs and abilities of each individual autistic child, such as providing language therapy with a speech therapist. This tailored approach ensures that the support provided is highly relevant and effective. Communication Development : Many autistic children experience speech and language development delays and may need language therapy with a speech therapist. IEPs set clear goals for improving expressive skills (speaking) and receptive language skills (listening and understanding). For nonverbal or minimally verbal autistic children, IEPs may include goals related to Augmentative and Alternative Communication (AAC) systems, which can help these children express their thoughts, needs, and desires effectively. Social Communication : Autistic children often struggle with social communication, including the ability to initiate and maintain conversations (a result of undeveloped conversation skills), make eye contact, and interpret nonverbal cues. Speech and language IEPs include goals to improve pragmatic language skills, essential for building relationships and participating in social interactions. Academic Success : Communication skills are essential for academic success. IEPs can include goals to support language comprehension, reading, and writing skills, enabling autistic children to access and understand their curriculum more effectively. Improving Independence : Effective communication skills are essential for daily living and independence. IEPs help autistic children develop the ability to communicate their needs, make choices, and engage in self-care and daily routines. Support for Teachers : Speech and language IEPs guide teachers and other professionals working with autistic children. These plans offer strategies and techniques to support communication in the classroom, making it easier for teachers to provide effective instruction and foster a positive learning environment. Regular Progress Monitoring : IEPs include mechanisms for tracking a child's progress toward communication goals. This allows for ongoing assessment and adjustments to the plan as needed to ensure continued growth. Parental Involvement : Speech and language IEPs often involve parents and caregivers in the planning and implementation. This collaboration ensures that the child's communication goals are reinforced at school and home. Speech and Language IEP Goals for Autistic Kids Speech and language IEP goals for autistic kids can be broken down into the following categories: Joint attention Social reciprocity Language and related cognitive skills Behavioral and emotional regulation Joint Attention This refers to the collective attention of two or more people on an object or action. It involves balancing one's attention between oneself, another individual, and an object or event within one’s environment. This IEP goal focuses on enhancing the child's ability to engage in joint attention, which is important for developing social interaction, language, and learning skills. Sample IEP Goals to Promote Joint Attention: Responding to a caregiver's voice. Shifting focus between people and objects. Identifying and describing their emotional states and that of others. Leaving comments to express enjoyment and interests . Recognizing what others are suggesting through gaze and gestures. Using the emotions of others to steer behavior in social interactions, such as showing empathy or praising others Social Reciprocity Social reciprocity, also known as the give-and-take in social interactions, involves the ability to respond to others' interests, engaging in back-and-forth conversations, and adapt one's behavior in a way that promotes positive and meaningful social interactions. It encompasses taking turns in conversation, listening actively, sharing attention, and understanding social norms. Children with autism often struggle with understanding and engaging in social reciprocity because they may not naturally pick up on social cues that develop social skills or know how to respond appropriately in social situations. Sample IEP Goals to Promote Social Reciprocity Taking turns in conversational exchanges by responding to other people’s comments or questions appropriately Initiating conversations with others by asking questions or making comments that are relevant to the topic. Demonstrating active listening skills during discussions, such as maintaining eye contact with the speaker. Sharing attention with others by directing attention to objects or structured activities of mutual interest. Responding positively to peers' invitations to play or interact. Using appropriate greetings and farewells during social interactions. Recognizing breakdowns in communication and attempting to repair them Language and Cognitive Goals Language goals and cognition goals are anything that has to do with the understanding and use of the child’s native language. This can also include nonverbal communication, such as gesturing. These IEP goals for autistic children, particularly language activities and goals, are essential for promoting functional communication, comprehension, and cognitive development. They include skills such as understanding spoken instructions, expressing thoughts and feelings, using appropriate gestures, and developing cognitive skills that support language development. Sample IEP Goals to Promote Language and Cognition Following one-step verbal prompts or instructions, e.g., “Touch your nose” Following multi-step verbal instructions, e.g., “First, pick up the book, and then give it to me” Using gestures or simple signs (a form of non-verbal communication or sign language) to request preferred items or activities Categorizing objects or pictures into basic groups Demonstrating improved understanding of facial expressions Identifying basic emotions and their corresponding expressions Combining words with gestures to express intentions as expressive language Turning pages and pointing at images in books similar to using the Picture Exchange Communication System (Pecs) or role-play Understanding sequence of events in stories Behavioral and Emotional Regulation Behavioral and emotional regulation goals for autistic kids focus on developing skills related to recognizing, expressing, and coping with emotions in socially appropriate ways. This can be particularly challenging for autistic children because it deals with the core of their diagnosis. Sample IEP Goals to Promote Behavioral and Emotional Regulation Identifying and communicating basic emotions in themselves using verbal or nonverbal cues, such as visual cues Using a visual or sensory calming tool when experiencing heightened emotions. Requesting a break when feeling overwhelmed or anxious. Protesting undesired activities Identifying the emotional state of others and responding with empathy and appropriate support How to Develop IEP Goals for Autistic Kids Developing IEP goals for autistic kids requires a collaborative and systematic approach involving parents, educators, specialists, and other professionals. Here are some tips on developing effective IEP goals for autistic children: Conduct an Assessment : Begin by thoroughly assessing the child's strengths, challenges, and specific needs. Use the SMART Criteria : Ensure that each goal meets the SMART criteria. Specific : Define the goal in a clear and specific manner, specifying what, where, when, and how the skill will be demonstrated. Measurable : Include criteria for measuring progress and success. What will be counted or observed to determine if the goal has been met? Achievable : Goals should be challenging yet attainable. Consider the child's current abilities and potential for growth. Relevant : Goals should be relevant to the child's unique needs and educational objectives. Time-bound : Set a specific timeframe for achieving the goal, typically within one school year. Address Priority Areas : Focus on areas that significantly impact the child's educational progress and daily life. Align with State Curriculum : Ensure that IEP goals are aligned with state educational standards and the curriculum. This helps the child access the general education curriculum to the greatest extent possible. Consider Real-Life Skills : Include goals that focus on functional skills that the child will need in everyday life, such as functional communication, social skills for interaction, self-help, problem-solving skills, and emotional regulation. Include Short-Term Goals : For some children, including short-term benchmarks within a goal may be helpful. These break down the larger goal into smaller, more manageable steps. Monitor Progress and Make Adjustments : Regularly monitor the child's progress toward each goal and adjust as needed. If a goal is not being met, consider modifying the strategies or the goal itself. Conclusion Speech and Language Individualized Education Program (IEP) goals for autistic kids are essential for addressing their unique communication needs. These goals focus on improving communication, social interaction, language development, and emotional regulation. By setting clear, measurable goals and providing tailored support, IEPs play a vital role in helping autistic children reach their full potential and thrive in educational and social settings.

Did you know children with ADHD have a higher risk of delayed speech development? ADHD and delayed speech development are two common neurodevelopmental disorders that can significantly affect a child's academic, social, and emotional development. This article discusses the relationship between ADHD and speech development delay, including how ADHD can affect speech development. We would also cover language problems, including the different types of speech and language delays and disorders associated with ADHD and the impact of ADHD and speech development delay on children and adolescents. What Is ADHD? Attention Deficit Hyperactivity Disorder, or ADHD, is a neurodevelopmental disorder that primarily affects children but can persist into adulthood. It is distinguished by core symptoms such as inattention, hyperactivity, and impulsivity. Children with ADHD frequently struggle to focus, follow instructions, sit still, and have difficulty with impulse control. These challenges can significantly impact their academic performance, social interactions, and day-to-day functioning. It could also be a telltale sign of autism and could take a toll on mental health. ADHD is considered a disability rather than an impairment. What Is Speech Development Delay? Speech development delay is a delay in a child's development by impeding the process of acquiring and using language skills at the expected rate for their age. This impairment can manifest as articulation, vocabulary, grammar, and spoken language difficulties. They may also struggle with articulation, fluency, and pragmatics. Speech development delay can lead to communication difficulties, as school-aged children may struggle to express themselves or comprehend others, potentially leading to frustration, tantrums and social isolation, so they may need speech therapy. Speech Development Milestones Speech development in children typically follows a well-defined set of milestones that indicate linguistic growth. These milestones may differ slightly from child to child, but they generally include the following stages: Babbling Stage (6-8 months): Babies start to make repetitive sounds such as "ba-ba" or "da-da," which serve as precursors to speech. Single Words (12-18 months): Children begin to express basic needs or desires with single words such as "mama," "dada," or "juice." Two-Word Phrases (18-24 months): Children at this stage (around two years of age) combine two words to form simple phrases such as "more juice" or "big dog." Vocabulary Expansion (2-3 years): Children's vocabulary rapidly expands, and they form more complex sentences. Grammar Development (3-4 years): Children's grammar skills improve and use more complex sentence structures. Social Communication (4-5 years): Children can engage in more sophisticated social interactions and storytelling by preschool age. Early language acquisition is critical for a variety of reasons. For starters, it is necessary for communication. Children who develop language skills at a young age can better communicate their needs and desires. This can result in better relationships with parents and caregivers and improved social skills among peers. Second, language abilities are required for academic success. Strong language skills help children understand and follow instructions, learn new information, and express themselves in writing. Third, language skills are crucial in cognitive development. Children who learn to speak at a young age are better able to think critically and solve problems. How Are ADHD and Speech Development Delay Related? According to research , children with an ADHD diagnosis are more likely to experience speech development delays which is something that happen with kids on the autism spectrum as well. This is due to several factors. To begin, ADHD can impact executive function skills, which are the abilities that allow us to plan, organize, and manage our thoughts and behaviors. Speech and language development require executive function skills. Second, ADHD can lead to difficulties with attention span and focus. This can make it difficult for children with ADHD to focus on the speech and language input they require to develop their speech and language skills. Third, ADHD can result in hyperactivity and impulsive behavior. This makes it difficult for children with ADHD to sit still and listen to instructions, which is essential for speech and language development. Studies show that the co-occurrence rate of ADHD and speech development delay ranges between 20% and 50%. This means 20% to 50% of children with ADHD will also experience speech development delay. These statistics highlight the importance of thoroughly understanding how these conditions interact. Understanding the relationship between ADHD and speech development delay is critical because early intervention can significantly affect the long-term outcomes for children with these disorders. When a child is diagnosed with ADHD and a delay in speech development at a young age, they have special needs and should receive the necessary support and services to help them reach their full potential. Here are some of the reasons why it is crucial to understand the relationship between ADHD and speech development delay: Early Intervention: Recognizing the link allows for early detection and treatment of both conditions. Early intervention can improve outcomes and assist children in overcoming speech development delays while more effectively managing their ADHD symptoms. Tailored Support: Educators, speech-language pathologists, and medical professionals can offer focused, personalized support and treatments that address both speech development delays and ADHD-related difficulties by understanding the comorbidity of these conditions. Improved Quality of Life: By addressing speech development delays in ADHD children, we can improve their communication skills while decreasing frustration and isolation. As a result, social and emotional well-being may improve. Holistic Care: A holistic approach to treatment can result in more thorough care and ensure that children get the support they need for all aspects of their development by considering how ADHD and speech development delay are interconnected. How ADHD Can Impact Speech Development There is a strong link between ADHD and delayed speech. According to studies, children with ADHD are more likely to have a speech development delay, with some studies reporting that up to 50% of children with ADHD will also have a speech delay. ADHD can significantly impact speech development by interfering with several key components of effective communication. Here's how ADHD can influence speech development: Executive function deficits: Executive function skills are the abilities that allow us to plan, organize, and manage our thoughts and behaviors. These abilities are necessary for the development of speech and language. Children with ADHD may struggle with executive function skills like planning speech, inhibiting impulsive responses, and monitoring speech production. Attention and focus deficits: Two of the primary symptoms of ADHD are attention and focus deficits. These symptoms may make it difficult for children with ADHD to pay attention to the speech and language input required to develop their speech and language skills. Hyperactivity and impulsivity: Hyperactivity and impulsivity can also cause difficulty speaking. Children with ADHD, for example, may interrupt others when speaking or say things without considering the consequences. This makes it difficult for them to have productive conversations. Difficulty following instructions: For children with ADHD, difficulty following instructions can be challenging. This can make learning and practicing speech and language skills difficult. Difficulty staying on task: For children with ADHD, difficulty staying on task can be a problem. Due to this, it may be difficult for them to complete speech and language therapy activities or participate in classroom discussions. Difficulty taking turns: Difficulty taking turns can lead to problems speaking. Children with ADHD, for example, may interrupt or talk over others when speaking. This makes it difficult for them to have productive conversations. Difficulty listening to others: For children with ADHD, difficulty listening to others can be a challenge. This makes it another one of the learning disabilities that can make learning new speech and language skills difficult. Types of Speech and Language Delays and Disorders Associated With ADHD ADHD has been linked to various speech and language delays and disorders, which can exacerbate the communication difficulties that people with this neurodevelopmental condition may face. Here are some common speech and language delays and disorders associated with ADHD: Articulation Disorders: Articulation disorders are problems with correctly forming speech sounds. Because of their impulsivity and hyperactivity, children with ADHD may struggle with articulation, impairing their ability to control the precise movements of their articulatory organs (e.g., tongue, lips, and vocal cords). As a result, their speech may be illegible or difficult to understand, compromising effective communication. Fluency Disorders: Fluency disorders like stuttering may be more common in children with ADHD. ADHD's impulsive nature may contribute to disruptions in speech flow, resulting in stuttering or other fluency-related issues . These interruptions can disrupt the flow and smoothness of the conversation. Pragmatic Language Disorders: Pragmatic language refers to how language is used in social contexts. Individuals with ADHD may have pragmatic language disorders, manifesting as difficulties in understanding and applying social communication rules. They may struggle with taking turns in conversations, recognizing nonverbal cues, or adjusting their speech to the social context, making it difficult to engage in social interactions effectively. Language Processing Disorders: These disorders impair a person's ability to understand and interpret spoken or written language. Children with ADHD may have delays or difficulties processing language, resulting in difficulties with comprehension, following directions, and recalling information. This can have an impact on their academic performance as well as their overall communication skills. It is important to note that not all children with ADHD will have delays or disorders in speech and language, and the severity can vary greatly. Children with ADHD, on the other hand, are predisposed to these issues. Furthermore, some children may have co-occurring conditions, such as specific language disorders, which can exacerbate these difficulties. Diagnosis and Assessment Early diagnosis of speech delays and disorders is essential for various reasons. First, it enables children to receive appropriate treatment and support as swiftly as possible. This can help to reduce the impact of the child's speech delay or disorder on academic, social, and emotional development. Second, early detection can aid in identifying any underlying medical conditions contributing to the speech delay or disorder. For example, hearing loss or oral-motor deficits can contribute to speech delays. Early detection of these conditions can lead to earlier intervention, improving the child's long-term prognosis. Assessment of Speech Development by Speech-Language Pathologists Speech-language pathologists (SLPs) assess speech development in children with ADHD using various methods. Among these methods are: Observation: SLPs will observe the child while they play and engage in other activities to assess their communication skills. They will look for the child's ability to understand and use language and their articulation and fluency. Standardized tests: SLPs may also use standardized tests to evaluate the child's speech and language skills. Specific aspects of speech and language development, such as vocabulary, grammar, and articulation, are assessed using these tests. Parent and caregiver interviews: SLPs will also interview the child's parents and caregivers to gather information about the child's communication skills at home and in other settings. Role of Parents and Caregivers in Recognizing Speech Issues Parents and caregivers are essential in identifying speech problems in young children with ADHD. Parents and caregivers should understand the typical speech and language development milestones for children of various ages. They should consult their paediatrician or a speech-language pathologist if their child is not meeting these milestones. Parents and caregivers can look for the following signs of ADHD to identify speech problems in children with ADHD: Difficulty understanding or using language Difficulty pronouncing words Difficulty speaking smoothly and without pauses Difficulty taking turns in conversations Difficulty following instructions Consult your pediatrician or a speech-language pathologist if you are concerned about your child's speech or language development. Early detection and intervention can significantly impact the long-term outcomes of children with speech delays and disorders. Here are some suggestions for children with ADHD and speech delays: Talk to your child regularly. Every day, read to your child. Play nursery rhymes and sing songs with your child. Pay attention to your child's babbling and sounds. Identify objects and actions. Pose questions to your child and encourage them to respond. Give your child opportunities to interact with other children and adults. Create a treatment plan for your child with the help of a speech-language pathologist. With the right support, children with ADHD and speech delays can thrive. Conclusion ADHD and delayed speech development are two common neurodevelopmental disorders that can significantly affect child development in academic, social, and emotional areas. However, early diagnosis and intervention from parents, caregivers, and SLPs can make a difference for young children with ADHD and delayed speech development. Children with ADHD and delayed speech development can thrive with the right support. They can learn how to communicate effectively and build positive relationships with others.

While dyslexia can impair a child’s ability to read, hyperlexia intensifies their ability to read at an early age. You may ask, “Why would a precocious reading ability need to be treated?” Unfortunately, these children will be lacking in comprehension and other areas which necessitates treatment. Treatment can help children with hyperlexia become better learners, and overall improve their successes in life. In this article, we will take a close look at hyperlexia, its symptoms, and causes, and finally, we will discuss hyperlexia treatment that can help improve the child’s symptoms. What is Hyperlexia? Hyperlexia is a learning disability that involves a child’s ability to read at levels far beyond those expected for their age. “Hyper” means better than and “Lexia” means reading or language. He or she can decode written language easily, which is the driving factor in their precocious ability to read so early. It is not unusual to see a hyperlexic child knowing how to spell long words before turning two years old! By the age of three, he or she will most likely be reading whole sentences. So how exactly is reading at a young age a learning disability? After all, aren’t these the desired outcomes when it comes to teaching a child to read? The trouble comes when these early readers struggle with understanding speech and can have comprehension deficits. Unlike other gifted readers, hyperlexic children will have below-average oral language skills. Symptoms To differentiate between a gifted reader and a hyperlexic, there are some stark differences to watch out for. Signs of hyperlexia include the following symptoms: Show strong readings skills by age 5 ; typically starts to read early, between the ages of 2 and 4, but can be as young as 18 months Reading abilities far surpass his or her peers Is fascinated by things like letters, numbers, fonts, languages, anatomy, and geography Difficulty speaking or communicating May have some behavioral problems like poor eye contact, trouble giving and receiving affection, withdrawal, and repetitive behaviors Lacking social skills Decoding words quickly but struggling to understand what they have read; low reading comprehension skills Will teach themselves to read or with little teaching Will like books more than toys or games Will show signs of a developmental disorder like autistic disorder High reading skills but lacking in learning skills Struggles with putting together puzzles and figuring out games and toys Repeats words he or she sees or hears over and over, known as echolalia Spells words out loud or in the air with fingers Types of Hyperlexia There are several types of hyperlexia. They are: Hyperlexia I: This type, though rare, includes neurotypical children with early reading skills. Oftentimes they can read at a 7th-grade level upon starting kindergarten. Hyperlexia II: This includes children who are autistic. Kids with hyperlexia II are obsessed with letters and numbers and things like birthdays, license plate numbers, or the solar system. They will show behavioral problems like avoiding eye contact, withdrawal, and easily feeling sensory overload. Besides autism, these children may also already be diagnosed with PDD/NOS, Asperger’s, a behavior disorder, a language disorder, a learning disorder, or have been qualified as gifted. Hyperlexia III: This type of hyperlexia can show some of the autistic behaviors mentioned above and be categorized as “ autistic-like ”. However, these behaviors will typically go away. Those with hyperlexia III can have amazing memory and comprehension skills but will have difficulty speaking. Children with hyperlexia III can also have trouble with auditory processing, sensory integration, and social delays. Causes of Hyperlexia Hyperlexia can be a splinter skill or savant skill in a child with an underlying autism spectrum disorder (ASD). Researchers found that almost 84% of hyperlexic children are autistic. However, as you can see from the types listed above, not all hyperlexic kids are on the autism spectrum. And not all autistic children have hyperlexia (it is estimated only between 6 to 14% of autistic children are affected by it). From a neuroscience perspective, hyperlexia is caused by dysfunction happening in the brain. Similar to developmental dyslexia, hyperlexic reading is associated with the activation of the left superior temporal cortex. But while dyslexic brains will see a hypoactivation (under activation) of this area, brains with hyperlexia will experience hyperactivation . Hyperlexia typically doesn’t develop on its own as a stand-alone condition. Children with hyperlexia can have other conditions such as sensory integration disorder, attention-deficit/hyperactivity disorder (ADHD), childhood apraxia of speech , motor dyspraxia, obsessive-compulsive disorder (OCD), depression, and/or seizure disorder. Regardless of accompanying diagnoses, the causes of hyperlexia are still unknown and more research is needed. But, even though we may not fully understand the cause of this learning disorder, there are plenty of treatment options that can make a difference. How to Treat Hyperlexia in Children? Next, we will explore how hyperlexia is diagnosed and treated in children. So let’s start at the beginning. Diagnosis Before treatment can start, a clear diagnosis of the child must be given. But unfortunately, the diagnosis doesn’t go by the book since hyperlexia is associated with a variety of possible behavioral and learning problems. And hyperlexia is also not clearly defined by the DSM-5, which makes diagnosis a bit tricky (Hyperlexia is listed as a part of autism). Hyperlexia is diagnosed based on symptoms and changes over time. However, the child may be given special tests including blocks or a puzzle that will test their language comprehension. Or they will simply have a conversation. A doctor can even check the child’s hearing, reflexes, and vision to rule out any impairments causing delayed speech or poor communication skills. There will be a difference in intervention strategies, educational placements, outcomes, and long-term implications if ASD is suspected. Therefore a differential diagnosis approach should be taken before definitively diagnosing the child with ASD. These children with signs of autism must be watched over time to eventually find whether their hyperlexia falls into type II or III. Hyperlexia can be diagnosed by a child psychologist, behavioral therapist, or speech therapist. Unfortunately, a pediatric or family doctor may need to refer to these experts and may be unable to make the diagnoses themselves. Occupational therapists, special education teachers, or social workers can help diagnose hyperlexia. Treatment options As we mentioned, there are different types of hyperlexia. Each child needs an individualized treatment plan based on their own individual needs and learning style. Treatment plans range from a few years to adulthood. Treatment for hyperlexia I: Hyperlexia I is not a disorder, so it does not need a diagnosis. Treatment for hyperlexia II: Speech and language therapy, occupational therapy, and play-based applied behavioral analysis (ABA) can improve symptoms. These children benefit from alternative placement in special education classrooms. This is because regular classroom settings can overstimulate the child. Therefore, it is more helpful for the child to be taught in relaxed, one-on-one environments that enable them to concentrate on the material. Treatment for hyperlexia III: Speech and language therapy, occupational therapy, and play-based applied behavioral analysis (ABA) can improve symptoms. These children benefit most from full integration into their classroom with other children their age. The treatment for the child should center on the child’s strengths and interests to help improve the areas of weakness. The therapists involved must be open-minded and willing to work with the child’s unique challenges. Professionals of this caliber can be found at any Rite-Care facility, with the experience and education to improve the child’s chances of success. Next, we will take a closer look at possible treatment options available for kids with hyperlexia. Language comprehension exercises Hyperlexic kids seem to struggle most with comprehension. Integrating exercises like these into the child’s treatment plan will be most beneficial for improving comprehension skills. A parent can do them with the child at home, or they can be used in school or therapy sessions. Visualizing and Verbalizing kit : Many parents and educators use Lindamood-Bell programs to help hyperlexic children work on comprehension. Though the programs can be expensive, they seem to be highly effective. This kit includes things like word cards, Sentence by Sentence lessons, Word Imaging Easel Book, and more. Story grammar and story mapping exercises: This approach is often used in schools and by speech and language therapists. It is beneficial for kids with ADHD , hyperlexia, and other learning disabilities. Story maps provide a visual-spatial display of key information in stories the child reads. Children in Kindergarten could use a story map to record the beginning, middle, and end of the story, while older children can include more in-depth information. The map prompts the child to identify story elements like the characters, time, problems, goal, action, and outcome of the story and record them. Scaffolding and the Scaffolding Interrogatives Method (SIM): Scaffolding in education refers to breaking up learning into chunks, then providing the tool or structure to use alongside each chunk. Scaffolding used in the context of reading would involve a preview of the text and a discussion of key vocabulary. Teachers could also chunk the text, reading and discussing each chunk at a time. Research surrounding the Scaffolding Interrogatives Method (SIM), has shown this method to be beneficial for reading comprehension. Speech and language therapy To help improve a child’s expressive language, spoken word comprehension, and social interaction, working with a speech therapist can help. Hyperlexic children often have issues with pronoun reversals, articulation errors, and difficulty answering questions. Speech therapy can help with these issues and more. The speech-language pathologist (SLP) will use things like visual timetables/schedules, pictures, visual prompts, association games, cause-and-effect predictions, and social stories. Occupational therapy (OT) Occupational therapy (OT) can also be of great benefit for hyperlexic kids. OT can help the child improve their fine motor skills, impulse control, sensory integration, self-regulation, motor planning, and more. The OT treatment plan will be specialized for the child and will be centered around the highest areas of difficulty. Some of these areas could include sleeping, feeding, self-care, school participation, social participation, writing, and response to sensory stimulation. Individualized education programs (IEPs) In the United States, those with learning disabilities are allowed individualized education programs (IEPs) when entering school. These plans will lay out a designated path for the child’s specialized learning needs. Learners will get extra help in difficult subjects, and with skills, they are lacking in. IEPs are made for children as young as 3 years old, and for any child who could benefit from special attention in these areas, they are struggling in. Applied behavior analysis (ABA) While some children benefit from just speech therapy, others may also benefit from applied behavior analysis (ABA). ABA is a type of therapy that focuses on improving specific behaviors, like social skills, communication, reading, and academics. It also focuses on teaching the child adaptive learning skills like fine motor dexterity, hygiene, grooming, and punctuality. It is primarily used to treat children with autism. ABA can help hyperlexic children attend to teaching or help them learn fundamentals like potty training, dressing themselves, etc. It also helps them learn to follow a classroom routine. Letter interest, word recognition, and reading can be used to motivate the hyperlexic child and teach them new skills. Medication Medication is always the last option. It must be stipulated that medications, diets, or supplements prescribed to the hyperlexic child are not cures. However, they can help with some symptoms of anxiety, OCD, and ADHD that can accompany hyperlexia. Reducing these symptoms could make it easier for the child to focus and learn. Outlook for Children with Hyperlexia The sooner the hyperlexia diagnosis is found, the more successful the prognosis for most cases will improve. These children will likely see an improvement in their language and social skills. Some of them may be able to eventually attend college or live on their own. However, others may need ongoing special education, therapy, and supervised living throughout their lifetime. Providing the Best Treatment for Hyperlexia At California Scottish Rite Foundation, we want to give these children the best resources to help them improve their symptoms. Through donations , we fund Rite Care Centers all over California that specialize in hyperlexia and other learning disorders. With the right diagnosis and hyperlexia treatment, we hope to see these children make it to lead successful, independent lives. Our goal is to secure the funding to do that. We could use your help; please donate to this very worthy cause!