Search Results

The California Scottish Rite Foundation has valuable partnerships with several universities which grant them the ability to offer a greater breadth of services to a wider range of children in various communities. These partnerships also enable aspiring graduate students at these universities to obtain the necessary hands-on experience they need under the supervision of their clinical professors so that they can make an immediate difference as a Speech-Language Pathologist upon graduation. The California Scottish Rite Foundation is currently partnered with California State University Long Beach, California State University Los Angeles, Chapman University in Orange County, Fresno State, Pasadena City College, and University of the Pacific in Stockton. In this article, we will highlight the work being done at California State University Long Beach, home to the Long Beach Scottish Rite Childhood Language Program, one of the many amazing programs made possible by the foundation's partnerships. History of The Long Beach Scottish Rite Childhood Language Program The Long Beach Scottish Rite Childhood Language Program, founded in 1978, has been a transformative force in the lives of children living in Long Beach and its neighboring communities. This program offers invaluable speech, language, and literacy interventions for childhood language disorders, free of charge, to children ranging from 18 months to 18 years old. Through its services, the program has made a lasting and positive impact on the lives of countless children and their families. Community Involvement The Long Beach Scottish Rite Childhood Language Program is truly outstanding. Not only do they provide exceptional services to at-risk youth, but they go above and beyond to ensure their widespread impact. They share an unwavering commitment to the foundations' missions to support and assist children in California by providing childhood speech-language, literacy, and education programs for a lifetime of improved communication and confidence. Putting this mission into action, they actively engage with their surrounding community, further amplifying their reach and leaving a meaningful impact on the lives of many. Driven by a profound sense of purpose and passion, the staff—consisting of clinicians who double as mentors, as well as graduate students—extends their influence beyond the program's walls. They understand that true change and lasting impact are achieved through meaningful connections with the community. By fostering these vital connections, they establish a strong network of support, empowering children, and families to thrive. Recent Charitable Event: Celebration of the Young Child Recently, The California State Long Beach Speech and Language Program participated in The City of Long Beach’s Celebration of the Young Child at the Billie Jean King Main Library on Saturday, April 27, 2024. The student clinicians conducted articulation screenings, under the supervision of Deanne Wayt, The California State Long Beach Speech, and Language Clinic Director, at the event, which was a collaboration between the Long Beach Department of Health and Human Services, the Long Beach Public Library, and the Mayor’s Fund for Long Beach. More than 50 organizations provided resources, hands-on learning, and entertainment to over 1,000 families. Importance of University Partnerships University partnerships such as this one provide the California Scottish Rite Foundation an extraordinary opportunity to make a difference in diverse communities. Through their unwavering dedication and genuine care, Long Beach Scottish Rite Childhood Language Program has become a shining example of how compassion, expertise, and community engagement can deeply impact the lives of children, nurturing their growth and empowering them to reach their full potential. Giving to The Long Beach Scottish Rite Childhood Language Program The Long Beach Scottish Rite Childhood Language Program, a program of the California Scottish Rite Foundation, is a 501(c)(3) non-profit organization, reliant on philanthropy from individuals, foundations, and corporate partners. The program does not receive any state or federal funding, making donations, awareness, and community involvement imperative. Consider donating today; your generosity will reach countless individuals and communities, giving voice to the future.

Individualized Education Plans (IEPs) are legally documented plans designed to promote academic and overall success for children with identified disabilities while attending educational spaces. Covered by the Individuals with Disabilities Education Act (IDEA), these plans ensure that children with disabilities receive the appropriate and effective education, to which they are entitled under the law. Individualized Education Plans provide special instructions, structures, and services tailored to meet the unique needs of each individual's disability or combination of disorders and struggles. They serve as a roadmap to success, allowing peers, educators, and caregivers to better understand and accommodate the child's needs, helping them perform at their grade or developmental level. Having access to an IEP is incredibly valuable to children with disabilities. Early intervention and utilization of these plans can significantly impact a child's foundational learning experience. In this article, we will explore the world of IEPs to bring light to their existence as a resource and the importance of individualized needs for neurodivergent children. The Importance of IEPs In Education Equity Education, particularly at a young age, is not a one-size-fits-all approach, and individualized support is crucial for children with disabilities. IEPs bridge the gaps presented by various challenges, bringing these students closer to their goals by utilizing the support systems in place around them. It's important to recognize that an IEP carries no negative connotation; instead, it is a positive step toward ensuring equal access to education. IEPs provide a framework for measurable goals and objectives, allowing for effective collaboration between educators, peers, and parents. By outlining a child's present levels of performance, learning goals, and necessary services, IEPs create a comprehensive plan for success, tailored to the individual's needs after a thorough evaluation process. Who Is the Best Candidate for an IEP? IEPs are designed for children ages 3 and up who require special education services and need a comprehensive educational plan. These plans are not limited to learning disabilities but also cater to individuals with autism, intellectual disabilities, physical disabilities, and a vast array of other categories that may necessitate specialized support. IEPs are particularly beneficial for children who require a broader, more holistic approach to their education, addressing their unique needs and challenges. Determining If Your Child Is a Candidate for an IEP There are several indicators that may suggest your child could benefit from an IEP including, 1. Developmental delays: If your child is not meeting typical developmental milestones, an IEP can provide targeted support to address these delays. 2. Educator recommendations: Educators are trained to identify areas where students may need extra help. If a teacher or school professional suggests an IEP, it's essential to consider their expertise. Caregivers are not solely responsible for identifying the need for an IEP. Trained professionals, such as teachers and specialists, are equipped to recognize when a child may benefit from additional support and can guide families through the process. In some cases, the need for an IEP may be evident from birth or early childhood, such as when a child is born with a physical disability or diagnosed with a condition that affects their learning or development. Benefits of an IEP in a Child’s Educational Journey IEPs provide numerous benefits to support a child's educational journey including, 1. Educational Advancement: By documenting a child's needs, IEPs enable teachers and other educational professionals to better understand and adjust their instructional approaches, accordingly, fostering an inclusive and tailored learning environment. 2. Goal Setting: IEPs establish measurable goals and objectives, allowing for progress monitoring and the ability to tailor or modify the plan as needed, ensuring continuous growth and achievement. 3. Structure: IEPs provide a legally supported framework, offering parents peace of mind knowing that a comprehensive plan is in place to promote their child's success. It clearly outlines how their child will be taught, eliminating uncertainty. 4. Plan of Action: IEPs identify specific roles and responsibilities for each individual involved in the child's education, fostering collaboration, and ensuring a cohesive approach to meeting their needs. Obtaining an IEP for Your Child If you believe your child may benefit from an IEP, here are the steps you can take: 1. Identify Your Child's Needs: Gather information about your child's physical, emotional, intellectual, learning, and developmental needs. Collect relevant documentation and assessments to paint a comprehensive picture. 2. Request an Assessment: Contact your school district or write a letter to the appropriate committee members, formally requesting an evaluation to determine your child's eligibility for an IEP. 3. Attend the IEP Meeting: Once the evaluation is complete, you will be invited to an IEP meeting. Advocate for your child's needs, ask questions, and provide personal insights to the team, who will work together to develop a holistic plan with these insights in mind. 4. Review the IEP: Carefully review the proposed IEP, ensuring it accurately reflects your child's needs and the services to be provided. 5. Implement, Review, and Continue Advocacy: Work closely with the school to implement the IEP, regularly reviewing its effectiveness and advocating for any necessary modifications or additional support as your child progresses. Remember, obtaining an IEP is an ongoing process that requires active involvement and collaboration between families and educational professionals to ensure the best possible outcomes for your child. Inside An IEP An IEP typically includes the following components: 1. Goals: Specific, measurable goals targeting areas of need, such as academic, social, or functional skills. 2. Supports: Outlined supports and accommodations to be provided, such as assistive technology, modified assignments, or specialized instruction. 3. Placements and Services: Details on the educational setting (ex., general education classroom, resource room) and related services (ex., speech therapy, occupational therapy) the child will receive. 4. Present Level of Performance: A description of the child's current academic and functional performance levels, strengths, and needs. 5. Impact of Disability: An explanation of how the child's disability affects their involvement and progress in the general education curriculum. In Conclusion, Living with a disability can be challenging for individuals and their families, but IEPs provide a pathway to making educational goals and peer interactions more accessible. Obtaining an IEP not only brings peace of mind but also empowers families to join a team of professionals dedicated to their child's well-being. It is a collaborative effort focused on creating a tailored educational experience that addresses the unique needs of each child, fostering an inclusive and supportive learning environment. Remember, advocating for your child's rights and utilizing the resources available is a crucial step in ensuring they receive the support they need to thrive academically, socially, and emotionally.

Art is an exciting, engaging, and accessible tool for promoting positive mental and behavioral health in children. In this article we will explore utilizing art at ho me to bridge communication gaps, providing a safe space for non-verbal self-expression. More than just a creative outlet, art engages both expressive and receptive language skills, benefiting all children, including those who struggle with verbal communication. Easily incorporated into everyday life, at-home art activities empower caregivers to foster development, self-expression, and emotional regulation. How Art Nurtures Non-Verbal Communication In Children Art has the unique ability to be a positive and influential aspect of a child's development as it offers numerous benefits for their overall well-being. For children, engaging in artistic activities can lower anxiety levels, helping them to cope with large emotions and promote a sense of calmness. With this understanding caregivers and peers can utilize art as a tool for regulating behavior and providing a constructive outlet for emotions and energy. Art empowers children with the freedom to control their communication, allowing them to convey their emotions and experiences in a non-verbal way, which is oftentimes more comforting for a child. Any creation, no matter how simple or complex, can be celebrated as a connection with others and the world around them as they seek to tell stories that might not otherwise be heard through traditional verbal communication. A child's non-verbal communication skills are vital as language is both receptive and expressive. During their formative years, children often have limited means of expressing themselves due to their developing vocabulary and speech abilities. However, art offers them and encourages them to freely explore and communicate their thoughts, feelings, and experiences without these constraints. This tool does not need to be facilitated by a professional to be done properly as there is no right and wrong in the world of creativity! Creativity In The Comfort Of Your Own Home Engaging in artistic activities at home is a valuable opportunity for continued learning and development outside structured environments. Caregivers often seek ways to support their children's progress and regulate their behavior at home. Fortunately, there is a wide variety of art tools and activities that are easy, minimal, and effective. Creating art at home or in a familiar environment allows children to explore and express themselves without the potential pressure or overstimulation of a dedicated learning or therapy setting. This is also an opportunity for a learning activity to be prompted and accompanied by someone they are familiar with. By positioning art as a tool for positive mental and behavioral health, caregivers can turn everyday activities into increasingly beneficial experiences. Art at home is accessible, requiring limited time and resources, and can be enjoyed together as a bonding experience. Three At-Home Art Activities To Nurture Non-Verbal Communication 1. Drawing Prompts: Engage your child's creativity and self-expression through simple drawing prompts. Ask thought-provoking questions like "What does happiness look like to you?" or "Can you draw yourself when you're happy?" You can also provide environmental clues or prompts related to their favorite activities or experiences. Drawing prompts allow children to explore their emotions and perspectives in a fun and approachable way. 2. Painting Self-Portraits: Self-portraits offer a unique opportunity for children to explore their self-perception and identity. Encourage your child to paint a self-portrait, either realistically or abstractly, capturing how they view themselves. This activity can be a powerful tool for fostering positive self-image and self-awareness. Additionally, you can join in and paint a portrait of your child, highlighting the qualities and strengths you see in them. 3. Coloring Books for Emotion Regulation: Coloring books can be a calming and therapeutic activity, particularly for emotion regulation. When your child is feeling overwhelmed or dysregulated, introduce a coloring book as a strong distraction. This activity can help children come down from heightened emotional states and develop coping strategies for managing their emotions. In Conclusion, Leveraging art as a tool is increasingly important for children struggling with speech-language disorders. Children with speech-language disorders or other developmental disorders experience more constraints as they begin to navigate the world around them compared to their peers. Giving the opportunity for them to communicate in a way that is similar to their peers can improve their confidence and show them that they are understood beyond their hardships with communication and expression.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most commonly diagnosed neurodevelopmental disorders in childhood. Children with ADHD often struggle with paying attention, controlling impulsive behaviors, or managing excessive physical movement. There are two main subtypes of ADHD – inattentive and hyperactive/impulsive – though some children exhibit a combination of both. What Does Attention-Deficit/Hyperactivity Disorder (ADHD) Look Like in Children? The patterns of behavior seen in Attention-deficit/hyperactivity disorder can significantly interfere with a child's development and daily functioning, impacting academic performance, social interactions, and overall well-being. With recognition of ADHD’s impact on a child’s development and daily functioning parents and caregivers must understand more about this disorder and how it manifests. Foundational knowledge of this disorder can prompt early recognition and intervention that can make a substantial difference in a child's life trajectory. While behaviors like inattention, hyperactivity, and impulsivity are common to some degree in all children, what sets ADHD apart is the severity and persistence of these behaviors. Children without ADHD may exhibit such behaviors occasionally, but for those with Attention-deficit/hyperactivity disorder, these patterns are more frequent, intense, and disruptive compared to peers of the same age and developmental level. Inattention vs. Hyperactivity: Subtypes of ADHD in Children While some children exhibit characteristics of both subtypes, understanding the core presentations of inattention and hyperactivity is crucial for identifying ADHD and developing appropriate strategies to support these children in their daily lives, including fostering healthy social interactions and friendships. Inattention The inattentive subtype of ADHD manifests in children as limited attention spans, distractibility, forgetfulness, and procrastination. These patterns of inattention can present in several ways: Trouble organizing activities and tasks. Being easily distracted by external stimuli. Avoidance of tasks that require sustained focus and effort, such as homework. Difficulty following instructions, even simple ones. Appearing not to listen, even when spoken to directly. Forgetfulness in daily activities and routines. A spacey or unmotivated demeanor. Children with the inattentive subtype may struggle to remain engaged and on task, often appearing as though their minds are elsewhere. Hyperactivity The hyperactive subtype of ADHD is characterized by difficulty with self-control, restlessness, and an inability to remain still or engage quietly. Common patterns of hyperactivity in children include: A constant need for motion or fidgeting. Excessive talking or interrupting others. Difficulty waiting their turn. Frequently interrupting others or intruding on activities. Acting impulsively without considering the consequences. Struggling to engage in quiet activities. Navigating Friendships in Children With ADHD ADHD impacts every aspect of a child's life, including the ability to form and maintain friendships. While academic and behavioral challenges are more widely discussed, the social and emotional difficulties faced by children with ADHD are just as significant. As children begin to navigate the world around them, their peers become increasingly important. Peer relationships aid in fostering a sense of belonging, help to understand group dynamics, and teach crucial social skills, boosting self-esteem and overall well-being. These interactions teach identity, social cues, and proper behavior. Friendships in childhood are more than just having someone to play with; it is the foundation upon which vital life skills are built. The Core Challenges: Social Cognition and Emotional Regulation For children with ADHD, building and maintaining successful friendships requires navigating two significant hurdles within the disorder: social cognition and emotional regulation. Social cognition refers to the ability to identify and interpret social cues, understand mental states, emotions, motives, and desires. It is the emotional intelligence that guides how children engage with those around them. Emotional regulation involves having an appropriate emotional response, energy level, and control for different situations. It is crucial for positive interactions, managing distress levels, and understanding emotions in relation to the world. Social Cognition For a child with ADHD, social cognition poses a significant challenge. Their heightened emotions, behavioral struggles, and difficulty perceiving others' perspectives hinder their ability to navigate social interactions effectively. These skills are less intuitive for them, leading their peers to perceive them as different due to their inconsistent engagement in age-appropriate behavior. When a child experiences inattentiveness due to ADHD, they may appear disinterested or defiant to their peers, despite not intending to be. Understanding social cues, such as when to speak and how to regulate volume or intensity, can be particularly challenging for them. Additionally, hyperactivity, another characteristic of ADHD, can manifest in behaviors that seem overly aggressive or excited to others. Their tendency to "over behave," such as not waiting their turn or unintentionally intruding on activities, can strain social interactions as peers perceive their behavior as inappropriate or hurtful, even though the child may not fully grasp the impact due to difficulties in self and other perception. Emotional Regulation Emotional regulation is particularly complex for those with ADHD. The foundational mechanisms of regulation, such as behavior control and expression, are the same areas impacted by the disorder, intensifying the complexity of managing emotions. Children with ADHD exhibit diverse ways of expressing their emotions, often characterized by intensity and exacerbation. These intense emotions can heighten sensory experiences and potentially trigger dysregulated behavior. It is important to note that these emotional responses are not inherently "bad" or "good" and may not always align with intention. Due to limited self-perception and understanding, children with ADHD may match the intensity of their emotions, leading to perceived overreactions or exaggerated responses in comparison to the situation at hand. The interaction of various triggers and responses can disrupt social, emotional, and environmental patterns, further complicating the regulation of emotions. For example, these children frequently experience heightened frustration due to the learning and comprehension challenges associated with ADHD. Given their limited self-perception and understanding, children with ADHD often require additional support in self-soothing and calming techniques to regulate their emotions effectively. Strategies For Fostering Social and Emotional Growth While the social and emotional challenges posed by ADHD can seem intimidating, there are strategies that parents, caregivers, and peers can employ to help children further develop these crucial skills. The foundation of nurturing these skills lies in practice and observation – children learn best when they can actively engage in and witness the desired behaviors. By incorporating these strategies into a child's daily routine, you will be equipping them with the tools they need to build and sustain meaningful friendships – a vital component of their overall well-being and personal growth. Taking Turns and Sharing One of the fundamental building blocks of friendship is the ability to take turns and share. Demonstrate these behaviors explicitly with the child, showing them how to politely wait their turn and share their toys or possessions. Reward them when they exhibit these behaviors appropriately and reinforce the positive emotions associated with sharing and taking turns by using phrases like "please" and "thank you." Resolving Conflict Conflict resolution is another vital skill for maintaining friendships. When conflicts arise, take the time to identify the root cause of the heightened emotions or disagreement. This momentary pause allows the child to practice self-soothing techniques rather than acting on impulse. Work with them on developing emotional impulse control, and approach the situation neutrally, showing them the cause-and-effect of their actions. Focused Attention Engage the child in activities that require their focused attention, maintaining both verbal and non-verbal cues to model active listening skills. Encourage them to mirror these behaviors, immersing them in the experience of communication while minimizing distractions. This practice will help them develop the attentiveness and display of understanding necessary for successful social interactions. Arranging Playdates While group settings such as school and afterschool activities can be overstimulating for children with ADHD, arranging one-on-one playdates can provide a safe environment for them to practice their friendship skills. These individual interactions often allow children with ADHD to thrive and feel confident as they interact with a peer in a minimally distracting environment. It may also provide the unique opportunity to be present during these social interactions, you can guide them through conflict resolution, turn-taking, and maintaining attention when needed all while observing areas that may need some extra work. Conclusion In conclusion, ADHD poses unique challenges for children, affecting their social and emotional development. Understanding the core presentations of ADHD, including inattention and hyperactivity, is essential for accurate diagnosis and tailored support. While the social and emotional challenges posed by ADHD can appear overwhelming, there are strategies that parents, caregivers, and peers can employ to help children further develop these crucial skills. By addressing the interrelated issues of social cognition and emotional regulation, caregivers can provide crucial support, fostering the growth and well-being of children with ADHD. Through patience, consistency, and understanding, we can empower these children to thrive socially and emotionally, laying the foundation for a fulfilling life.

Learning how to regulate emotions is one of the most important skills for children to develop. Emotional regulation lays the foundation for how kids relate to the world around them, their peers, and their families. Emotions are responses to our thoughts, feelings, and what is happening in our environment. What is Emotional Regulation in Children? Emotional regulation refers to a child's ability to identify and manage their emotions. It is an emerging set of skills that children develop as they learn about the relationship between feelings and expressions. This area of development is ever-present and constantly evolving for children. From birth, kids begin feeling a range of emotions, and that range expands as they grow. They must be supported and prompted to skillfully encounter, identify, and act upon their emotions. Emotional regulation dictates a child's success in most aspects of life - at home, at school, and beyond. Remember, it is how they engage with their surroundings. Proper emotional regulation helps build skills like self-soothing, working through frustration, building empathy, and reacting appropriately in different contexts. It is important to note that a child's emotional understanding builds upon cultural and social contexts. What regulation looks like can differ for each child. The goal is for children to naturally think, plan, and react appropriately to situations over time. Emotional regulation at an early age is vital. By recognizing emotional regulation's importance early, skill development can start young when it is most impactful, benefiting the child, family, peers - anyone the child interacts with. Emotions in Children Children experience emotions intensely and their feelings can shift quickly, which can be confusing for caregivers as they seek to understand what emotion triggered the reaction. As children learn and experience new emotions, they also learn how to react to those feelings. Due to their age and limited life experiences, children tend to experience all-or-nothing thinking. They see things as either good or bad since they have not developed enough awareness to have perspective. Perspective allows us to understand there might be more to the story than just "good" or "bad." Because of this black-and-white way of thinking, children's emotions are more intense as they act upon purely positive or purely negative feelings. A child's behavior is heavily influenced by their thoughts and feelings. Proper behavior aids them in: Making friends Learning at school Behaving in socially acceptable ways Increasing independence Grounding themselves when experiencing big emotions Feeling better about themselves With better emotional regulation, children have less opportunity to feel the shame and anxiety that comes from uncontrolled emotions. It allows them to cope with challenges and thrive. Developing Emotional Regulation Skills in Children To help children build emotional regulation skills, there are several strategies caregivers can employ: Teach and Talk When calm, intentionally teach children about different feelings. Avoid lessons in the heat of big emotions when they will be less receptive. Practice labeling and discussing emotions naturally throughout the day - while reading, playing, etc. "Can you guess how they're feeling? What does that face mean?" Model emotional expressions and have children mimic/identify them. Children learn by watching. Be thoughtful in modeling emotional behavior. Promote Self-Awareness Help label their feelings and identify situation triggers: "You seem frustrated that the tower keeps falling." Explain emotions stem from reasons - not out of nowhere. Validate their self-awareness: "A lot of kids feel nervous starting a new school." Do not dismiss feelings as wrong. Allow expression of emotion, while setting limits: "It's okay to feel angry, but not okay to hit." Teach Calming Strategies "Cope ahead" by identifying situations that may trigger big emotions. Reflect after: "How did your body feel then vs. now? What could we do differently next time?" Try calming auditory resources like music. Practice breathing exercises presented as games, like "rainbow breathing." Start by standing with your arms by your sides. Inhale as you raise above the head then, exhale as you lower them. The key is building emotional self-regulation skills through modeling, discussion, and coping practices. Every child's journey will look different. Conclusion Developing emotional regulation skills is crucial for children's overall well-being and success. By learning to properly identify, experience, and manage emotions, kids build vital abilities that will benefit them at home, at school, and in forming healthy peer relationships. Emotional regulation is an ongoing process of children gaining self-awareness and learning strategies to cope with big feelings in a constructive way. But by making it a focus from an early age, caregivers can instill invaluable lifelong skills. The path looks different for every child based on their unique personalities, experiences, and environments. Some may need more support than others. But no matter where a child is starting from, promoting emotional regulation through open conversations, modeling behavior, and practicing calming techniques can have a profound impact. With knowledge and awareness of emotional regulation in children, we can empower them with powerful emotional skills that will serve them for the bright futures ahead of them.

The California Scottish Rite Foundation is dedicated to amplifying voices, especially those of the youth we serve, recognizing the profound impact of communication and connection. Today, we are excited to spotlight a distinctive voice within our community, Grace LaBranche M.S., CCC-SLP, a Speech-Language Pathologist at the RiteCare Childhood Language Center of Bakersfield. However, Grace's involvement with the California Scottish Rite Foundation did not start there. Grace's remarkable journey began when she pursued higher education to achieve her goal of a career in speech-language pathology. Motivated by her passion for helping others communicate effectively, Grace applied for and was awarded a scholarship from the California Scottish Rite Foundation. This scholarship not only provided financial assistance but also served as a source of encouragement, affirming her dedication to her chosen field. Her transition from scholarship recipient to esteemed professional highlights the transformative impact of the California Scottish Rite Foundation's scholarship program. With over $200,000 awarded annually to deserving California students, this program serves as a vital investment in tomorrow's future leaders. Grace's story emphasizes the significance of this partnership, as her scholarship enabled her to pursue higher education and ultimately contribute to her personal and professional success as a speech-language pathologist. By supporting individuals like Grace, the foundation not only fosters academic achievement but also cultivates a sense of connection and involvement within the communities it serves. Grace's journey is a testament to the foundation's commitment to empowering individuals to reach their full potential and make meaningful contributions to themselves and their community. Recently, we had the privilege of engaging in a meaningful conversation with Grace about her journey with the California Scottish Rite Foundation. We invite you to find out more about her story by following along… A Conversation with Grace LaBranche M.S., CCC-SLP How do you believe being a scholarship recipient has contributed to your long-term career goals and ambitions as a speech-language pathologist? Grace LaBranche: “When I received the scholarship, it gave me encouragement knowing that there were people who believed in my education and knew that it would have an impact on future generations of children needing support. The scholarship helped me by ensuring my basic needs were met so I could focus on school and not be worried as much on the financial end of providing for myself. Graduate school is expensive, so any scholarship helps lift a weight off the shoulders.” What attracted you to the California Scottish Rite Foundation scholarship and how did you find out about it? Grace LaBranche: “I was excited about applying for the scholarship because it was specifically geared towards students pursuing careers in speech- language pathology. It was encouraging because speech pathology is continuing to emerge as a career so I felt like I would have a better chance of receiving a scholarship because it was geared towards a specific group of students. I found about the scholarship through my mother who works as the Office Manager for Bakersfield Scottish Rite. I also knew previous applicants who had applied and received awards.” What advice or guidance do you offer to those who are considering applying for the 2024 scholarship opportunities provided by the California Scottish Rite Foundation? Grace LaBranche: “The greatest piece of advice I would offer is be yourself in the essay portion of the application. The scholarship committee wants to get to know you on a personal level through your writing.” Could you share some of your thoughts on the importance of scholarships in promoting equal access to education and the support of students? Grace LaBranche: “Scholarships are a tool to help you stay out of student debt as much as possible. Student loans are possible to pay back, but it takes time. If you’re able to get through school with little debt you’re able to use the money you’ve worked so hard for the way you want to; rather than having to pay for school.” In your role as a speech-language pathologist, how do you see yourself making a difference in the lives of your clients and/or their families? Grace LaBranche: “I love my job as a speech language pathologist. It is so rewarding to help children find their voices in this world. I also enjoy collaborating with parents and teaching them strategies to be successful with their children in developing language.” As a former scholarship recipient currently employed as a speech-language pathologist at a RiteCare Childhood Language Center, what message would you like to convey to both the current donors and potential donors of the California Scottish Rite Foundation? Grace LaBranche: “I sincerely appreciate all the past, current, and future donors for investing in the California Scottish Rite Foundation. Your generous donations are funding education for future speech- language pathologists as well as children in need of speech and language services. Every dollar given is impacting a life in a positive way.” It's clear from Grace LaBranche's insightful reflections that scholarships, like those provided by the California Scottish Rite Foundation, play a pivotal role in shaping the futures of aspiring professionals. Grace's journey, from scholarship recipient to accomplished speech-language pathologist, highlights the transformative impact of the support from donors, past, present, and future, whose generosity enables the creation of opportunities and changes lives. Her words echo the Foundation's unwavering commitment to nurturing future leaders and amplifying voices across the state of California. Grace's success not only brings light to the significance of equal access to education but also the ripple effect of such initiatives, as her work as an speech-language pathologist impacts countless children and families at the RiteCare Childhood Language Center of Bakersfield. It is in stories like Grace's where the true heart of the California Scottish Rite Foundation shines. Each member of the community behind the foundation is truly meaningful, and we are thankful every day to have individuals like Grace, our donors, and more who enable us to continuously pursue our mission of empowering lives through education and communication.

If you're familiar with how children behave, you know that they are keen observers. Younger children learn the majority of what they know from observing others. As their cute little eyes are fixated on you, their brains are quickly recording all your actions for future reference. This is why they can easily be trained via modeling. When you consider all its features, it's clear modeling is crucial to train your child’s receptiveness and overall communication. But what really is it? And how can it be applied as a part of speech therapy? What Is Modeling in Speech Therapy? Modeling is one of the most effective speech therapy strategies for building receptive language in young children. It's when a caregiver or therapist performs an action while verbalizing the sequence simultaneously. For instance, the caregiver may say, “I am kicking a ball” while performing the action. The truth is modeling is only effective when you can effectively connect with the child. You must show the action before the child can replicate it. Your youngster should be able to see your face throughout the entire process. It's crucial to ensure they can see your mouth clearly. The child’s positioning is the most important factor here. As part of the effort to build a connection with the child, ensure they stare at your mouth. It's a good idea to model the sound slowly to allow the child to study your mouth’s movements and learn proper pronunciation. You may also encourage your child to imitate the sounds in your statement. Before pressuring your child to imitate your sound or action, remember that you'll be deviating from the main goal of modeling. This aspect of speech therapy is only concerned with showing young children how to communicate effectively from an early age. Many parents aren't familiar with modeling. As a result, you'll find many of them instructing their wards on what and what not to say. More often than not, this strategy yields no results because it's a forced approach. It may even strain the parent-child connection. Instead of giving out instructions, you're meant to use your language and vocabulary system to model the expressive language you want in your child. You're supposed to familiarize your child with certain words as they grow. After some time, they will learn to say these words instantaneously. The unique thing about modeling is it allows you to develop any aspect of speech or language. You can use it to teach your ward how to speak clearly and slowly. If you want your child to learn more 4-letter words, it's up to you to model 4-word utterances. If you also don't like how your child expresses emotions, model positive coping techniques. The key to effective modeling is keeping in mind that you're teaching your child to communicate. Over the long run, modeling will create a language-rich atmosphere for your child to develop their communication. Watch your child outshine his peers on the playground with a superior vocabulary. Modeling for Different Age Groups Are you wondering when to start speech therapy for your youngster? Most parents would do well to note that modeling can be introduced at any aspect of a child's development. What's really important is for you to determine the language you wish to model and how you wish to do it. However, every child is different. While some children can quickly go through several modeling stages, others may need more time to do the same. Study your child and opt for a strategy that works. Always be ready to increase the complexity of your models as the child's cognitive capacity improves. Example of Modeling in Speech Therapy Modeling may sound like a new concept, but it isn't. In fact, many parents have a mild grasp of it. However, they may be unaware their actions have a deeper meaning. Here are the most common examples of modeling in speech therapy: Recasting: This concept involves building your child's vocabulary by repeating what they say with additional details or with correct grammar. For instance, your child may say, “Daddy go”. Simply respond with whatever's more appropriate: “Yes, Daddy went to work.” It's an immersive process for parents and children, and they must pay close attention to each other for it to work. Self-talk: Self-talk involves narrating your actions with correct expressive language. To provide a comprehensive language system, parents are advised to narrate their actions to their kids. By doing this, your child will quickly develop labels for common actions they've witnessed or objects in their environment. They will also understand different sentence structures and functional language to use when upset. For example, you may describe your actions while serving dinner: “I'm serving a bowl of your favorite stir-fry spaghetti.” Another good idea is to verbalize your feelings in tense moments: “I lost my keys. I feel so disappointed. I'm going to relax to try to recollect where I kept them.” Parallel-talk: Parallel-talk is somewhat of an inverse of self-talk. It involves narrating the child’s actions. For instance: “You're eating a bunch of bananas. That's yummy!” Forced stimulation: This form of modeling has a structured approach. All you have to do is provide different models of certain words you'd love your child to learn. You'll need to repeat the word severally and even use it in different meaningful contexts. How to Model a Child as Part of Speech Therapy? Yes, modeling is an effective way to build your child's vocabulary and language system. But how can you practice it? Take a look at the following steps. Start early: It's a common mistake to wait until your child is older to start modeling. However, the best time to start is when the child starts to speak. You'll need to closely monitor your child's development to spot when this happens. Within the first few months after their birth, children cry to express their emotions. After some time, they begin to develop new gestures, such as stretching out an open palm or pointing at objects. There are even toddlers adept at using gestures at focalization to get their message across. The next stage is to pronounce the first words, and this will typically happen around the child's first birthday. Start small: Modeling is somewhat overwhelming because it's an immersive process that continues till the child is fully developed. However, there are ways to break things down. It's important to always model in stages. If your child has only started speaking, you can use single-word models to show them what to say. Avoid starting with complex models if your child is yet to grasp the simpler ones. Don't ask your child to repeat after you: Modeling isn't a coercive system where you ask your child to repeat after you. While it's tempting to ask your kid to repeat what you've said, it may only contribute to frustrating them. If you start modeling early enough, your child will be used to your techniques, and your speech therapy relationship will be instantaneous. Ensure your child can see and hear your modeling. After some time, you'll notice the differences. Increase the complexity of your models: Never forget that modeling is an extensive process that encompasses your child's entire developmental stages till they can learn to process language systems themselves. This means you'll need to improve the complexity of your models as the child grows. If your child has mastered 2-word utterances, you can move on to 3-word models and so on. Learn how to get your child’s attention: Before modeling, it's essential to choose a time of day when your child can watch you closely. If you don't have your child’s attention, your modeling will be relatively ineffective. To help your child maintain a long attention span, ensure all your actions are performed at his or her eye level. Remember to model requests too: It's possible that you focus on other vocabulary and forget to model your child on making requests. Modeling requests are different from normal language systems. You'll need to identify an ideal opportunity to talk. If you find your youngster reaching for a glass of juice, you can simply mouth: “Juice, please.” When they are able to imitate this phrase, you can modify a longer phrase: “Please I want apple juice.” Repeat difficult phrases: Once in a while, your child may encounter certain phrases that they'll struggle to imitate. When this happens, the key is to not give up. Repetition is the ideal way to help kids master tough models. You may introduce rewards to encourage children to perform better. Think of how to model your child with speech therapy at any time, even when they're playing. Never repeat your child's mistakes: In a bid to create a playful atmosphere, many parents repeat their children's modeling mistakes. What they don't know is that these thoughtless repetitions may do more harm than good. When you repeat your child's mistakes, it may confuse them and lengthen the learning curve. Instead, take your time to help them identify the correct things to say. Be dynamic if your child is struggling: It's not uncommon to find children who struggle to grasp your models. While this should be a reason for concern, there's no need to panic. If you've repeated certain models and the child has failed to grasp it, switch things up a bit. Sticking to the same approach will frustrate your kids and fail to get the desired result. Use another set of models to reinforce previous lessons. Direct Vs. Indirect Modeling Speech Therapy By now, we've established the importance of modeling speech therapy and extensively discussed how to practice it. Now, let's distinguish between the major types of modeling available to parents. They are direct and indirect modeling speech therapy. While both have a similar underlying approach, the techniques used to apply these concepts are different. What Is Direct Modeling Speech Therapy? Direct modeling speech therapy involves hiring an expert to model your child. Most times, parents may hire a speech therapist to work closely with their child. This professional will be responsible for taking the child through the different developmental stages. He will also have to figure out the best way to engage your child. Direct modeling may be relatively costly because you'll have to hire a professional to engage your child, and this training may extend over a long period. Gradually, small fees will accumulate. However, the fee structure will vary based on the expert in question. What Is Indirect Modeling Speech Therapy? Indirect modeling speech therapy involves training those around the child with the necessary skills to train the youngster. People around the child, such as parents and siblings, will be responsible for modeling without any direct contribution from a therapist. Indirect modeling may be cheaper than the direct method. More often than not, wards will pay once for this training. However, it's an immersive approach that involves everyone at home. For optimal effectiveness, every family member is expected to contribute to the therapy. Why Is Modeling Important in Speech Therapy? There's a common misconception that modeling speech therapy is meant for children with speech difficulties caused by health conditions like dyslexia. However, this isn't the case. While children are capable of learning language systems and vocabulary through other means, modeling shows them how to do it firsthand. As a result, modeling lessons have a more profound and lasting effect. By adopting modeling speech therapy, parents can boost the lessons their children learn at school. They will grasp English language concepts easily because of the foundation laid by their parents. Overall, children with foundation lessons in speech therapy modeling display better expressive language and communication skills. They will stand out because of the additional effort put in behind the scenes. Conclusion No doubt, the best way to teach a child something is by showing them how to do it. And that's the major concept behind modeling in speech therapy. Modeling allows parents to show their children how to pronounce certain words and use specific language systems. Read this piece for a comprehensive guide on how to use modeling as part of speech therapy.

April marks Autism Awareness Month, a time dedicated to raising awareness and understanding about Autism Spectrum Disorder (ASD). Autism, also known as Autism Spectrum Disorder (ASD), is a complex neurodevelopment disorder that affects communication, social interaction, behavior, and sensory processing. It is characterized by a wide range of symptoms and challenges that can vary from person to person. During this month, the world seeks to illuminate the diverse needs and experiences of individuals on the autism spectrum. Amidst the discussions, one aspect often understated is the influence of color psychology in creating autism-friendly spaces. While many factors contribute to supporting individuals with ASD, the role of color in sensory experiences is significant and can profoundly impact well-being. Colors possess the remarkable ability to evoke emotional responses and influence mood, making them invaluable tools for shaping sensory environments and enhancing the overall quality of everyday life for individuals with autism. In this article, we will explore atypical color preferences and discover how they can be leveraged to create more supportive and inclusive spaces for individuals on the autism spectrum. Color Perception and Autism Spectrum Disorder Children with ASD often perceive colors in unconventional ways compared to neurotypical children. Individuals on the autism spectrum experience heightened sensory processing difficulties, including sensitivity to light, sound, textures, taste, and other stimuli including color. These sensory processing differences can make certain colors that may look vibrant and playful to one child seem intense and uncomfortable to a child with autism. Recognizing the difference in perception becomes imperative to minimize sensory triggers and design spaces that offer comfort, alleviate stress, and promote overall safety within educational settings, at home, or within the broader community. Best Color Options for Autism-Friendly Space With a deeper understanding of the difference in perception of color for children with autism, we can now recommend those that are most beneficial. Opting for soft, muted tones and duller shades such as a range of pastels is often the preferred approach. These hues are known for their calming properties offering a soothing ambiance, playing a vital role in reducing overstimulation. Specific Hues That Minimize Sensory Triggers Greens Blues Lilac Pale Yellow Soft pink Warm Cream These specific hues have been shown to mitigate sensory overload, promote relaxation, and facilitate emotional regulation creating a sense of security and peace for individuals with autism. It is important to note here to avoid stark white, this is not considered autism-friendly as its harshness can cause agitation and unease and is often associated with visits to environments such as doctors' offices, potentially triggering an unwanted reaction. Colors To Avoid for Autism-Friendly Space As we have discovered, while there are numerous autism-friendly colors to consider, it is equally important to be mindful of those to avoid when designing an autism-friendly space. Vibrant, highly saturated hues, particularly colors like red and yellow, can elicit feelings of distraction, and discomfort, and potentially trigger sensory overload for individuals on the autism spectrum. Additionally, intense color contrasts can lead to feelings of disorientation and promote negative associations, potentially exacerbating sensory sensitivities and increasing stress levels. Specific Hues That Heighten Sensory Triggers Yellows Reds White Neons Selection Process for Your Space The selection process involves assessing how colors impact emotions and tailoring them to meet specific needs and objectives within the designated space. Consideration should be given to the individuals who will inhabit the space, addressing their individual or group needs, as well as any personal triggers that may need to be accommodated. While these considerations provide a foundation, whether you are a caregiver, parent, or clinician, investing time in thoughtful color selection can yield significant benefits for all involved. Conclusion Whether you are designing an autism-friendly playroom, bedroom, or treatment center, there is a color suited for every purpose! By carefully considering the psychological effects of different hues, you can create environments that promote comfort, emotional stability, and overall wellness for individuals on the autism spectrum.

Executive function encompasses the mental processes enabling individuals to plan, initiate, and complete tasks. You can think of it as our brain's “management system.” Executive functions are categorized under three main skill-based areas: working memory, flexible thinking, and self-control. When these skills are weak or impaired, individuals, especially children, may face significant challenges in effectively engaging in daily activities at home and in school. Understanding executive function skills in children is crucial for identifying difficulties, reinforcing weak areas, and adapting to the needs of those who think, learn, and behave differently. Children and Executive Function Difficulties with executive function can manifest differently in every child, as it relates to their specific challenges and behavioral processes. Although executive function itself is not a specific disability or diagnosis, struggles with the key skills involved are common in children who are neurodivergent. Often, behaviors stemming from executive function skill deficits can be mistakenly viewed as intentional misbehaviors or lack of motivation, rather than an underlying impairment in these critical cognitive abilities. With increased recognition of the importance of executive function, let's discuss the main skills associated with it: working memory, flexible thinking, and self-control, and what deficits in these areas may look like in children. Working Memory: An Overview Working memory in children is defined as the ability to keep information active in one's mind for a short time, involving the active process of holding onto information and recalling it when needed. What Does Working Memory Look Like in Children? In children, the skill of working memory is essential as they complete tasks such as following instructions and repeating them back accurately, as well as processing, using, and remembering short-term information effectively. It is best to think about working memory as a child's “temporary thinking,” they are tracking information in real-time to carry out an action. Children who struggle with working memory may appear to be inattentive, as they can get lost in executing directions unless they have sufficient time or support to think and break down tasks. They may need assistance staying organized mentally to see tasks through to completion. Flexible Thinking: An Overview Flexible thinking in children, commonly referred to as cognitive flexibility, is the ability to adapt one's thinking and behavior to new or changing situations and demands. What Does Flexible Thinking Look Like in Children? In children, cognitive flexibility enables them to effectively adapt their mindsets and behaviors in response to changing situational demands. Children who excel in cognitive flexibility demonstrate the capacity to transition smoothly between tasks and change of routine, modify behavior for the environment (classroom vs. playground), and adjust their approach to problem-solving when initial attempts are unsuccessful. In contrast, children who struggle with cognitive flexibility may become rigidly stuck in routines or single mindsets, have trouble multi-tasking, and struggle to adapt their behaviors appropriately across different situations. They may also demonstrate repetitive patterns of thinking and behaving despite changing circumstances. Self-Control: An Overview Self-control in children, commonly referred to as inhibitory control, is the ability to control urges or impulses while expressing cognitive, emotional, or behavioral responses. What Does Self-Control Look Like in Children? In children, the skill of self-control enables them to regulate and execute appropriate responses to various stimuli. Effectively employing this skill involves the ability to suppress a dominant response, such as interrupting, when it is not appropriate according to the situation's rules. This capability is evident in various contexts, including school, home, and social situations. Children who excel in self-control demonstrate the capacity to pause and consider how their actions or responses affect others or their surroundings before acting impulsively. In contrast, children who struggle with inhibitory control may act impulsively without pausing to consider the consequences of their actions on others or their environment. Conclusion Executive function skills - working memory, flexible thinking, and self-control - are critical for children to effectively manage thoughts, actions, and emotions successfully in their daily lives at home and school. Weaknesses in these areas can manifest as difficulties following instructions, struggling with transitions, or changing routines, acting impulsively, disorganization, and inattentiveness. By understanding each child's strengths and challenges within executive function, parents and educators can better support skill development with early intervention through activities, accommodations, and therapies. Nurturing executive functions helps children build the foundational cognitive skills necessary for success with goal-directed activities, emotional regulation, and adaptive problem-solving as they grow. Recognizing issues with executive function allows us to adapt how we guide children rather than mislabeling skill deficits as behavioral problems.

Speech-language pathologists play a pivotal role in enabling effective communication and enhancing the quality of life for individuals across various age groups, especially youth, as they begin to develop the foundational communication skills needed to navigate the world around them. The field of Speech-Language Pathology is abundant with opportunities, offering individuals the chance to make a profound impact on other's lives as they advance professionally and personally. Recognizing the significance of this profession and its contribution to our mission and success at the California Scottish Rite Foundation, this article aims to provide guidance and support to individuals at various stages of their journey toward becoming a Speech-language pathologist. Whether you are just beginning to explore this career path, embarking on your journey, or seeking assistance along the way, we are excited to offer our help and resources. What is a Speech-Language Pathologist and Their Role? Speech-language pathologists commonly referred to as SLPs, work to evaluate and provide therapy for children and adults who experience difficulties with communication including speech-language disorders, swallowing disorders, and other language-based impairments. Their expertise involves identifying, diagnosing, and treating these challenges by providing individualized therapies that aid academic, social, and cognitive communication. Ultimately, Speech-Language Pathologists empower individuals with increased independence, decreased frustrations, and a pathway to future success. The Journey Mapped Out: Key Milestones The journey to becoming a practicing speech-language pathologist can be broken down into four major categories: undergraduate education, preparing and applying for a graduate program, obtaining a state license and certification, and determining your ideal role or career path as a speech-language pathologist. In the following subsections, we will explore each of these key areas in more detail. Laying the Foundation: Undergraduate Education Coursework and Degree Requirements Pursuing a career in speech-language pathology begins with exploring undergraduate coursework offered by your university that pertains to communication sciences and disorders or related fields. If your institution does not offer degrees specific to speech-language pathology this will work to build your foundational knowledge and understanding of various aspects of the field as well as appear well on your transcript later when applying to graduate programs. Most importantly, both paths will aid you in finding your areas of interest, giving you a clearer view of what exactly you hope to pursue further. Seeking Support and Resources Obtaining higher education can present barriers such as cost and accessibility factors. It is important to explore your options for financial aid and scholarship opportunities that can help alleviate these challenges. For example, we at the California Scottish Rite Foundation offer scholarships to support students in the pursuit of higher education. If you feel unsure of where to begin, seek guidance from advisors at your current school or prospective university. Do not hesitate to take advantage of the resources available to guide you through the process as these support systems are in place to help you overcome obstacles and succeed in your educational journey. Advancing Your Education: Preparing and Applying for Graduate Programs The Graduate Degree Requirement Transitioning to a graduate program involves applying to Masters of Science programs in Speech-Language Pathology or related disciplines. The Application Process Understanding the steps involved in researching, selecting suitable programs, preparing application materials, and meeting deadlines is crucial to your success in attaining acceptance into a graduate program. To begin, thoughtfully research and evaluate programs that align with your interests and goals. This research can be conducted through conversations with peers, comparing prospects for experiential learning and chances to apply field-based knowledge at each school as well as considering personal lifestyle needs and priorities. Proceeding with this knowledge allows you to execute program-specific application requirements and timelines. Gaining Practical Experience Completing practical experiences is essential when seeking to become a competitive applicant. Practical experiences can include clinical observation hours, volunteer work, internships, research projects, and other immersive field opportunities. Not only will this enhance your application, but it will also help you better understand the various paths within speech-language pathology, allowing you to discover your true calling before committing to a specific graduate program. Achieving Professional Certification: Obtaining Licensure The Licensure Requirements To obtain state licensure and certification to practice as a speech-language pathologist you must have earned your master's degree in Speech-Language Pathology, completed clinical hours under the supervision of a licensed SLP and have taken and passed the board-approved exam. Recognizing State Regulations and Requirements As you navigate this phase, be proactive in understanding exactly what is necessary to obtain licensure in your desired practice location as each state has its own specific licensing and certification criteria. Consult credible sources like state licensing boards, professional associations, or academic advisors to ensure you follow the proper steps and documentation protocols. The Praxis Exam and Clinical Hours This process involves taking and passing the Praxis exam, which assesses your knowledge and skills. Adequate preparation through study groups, reviewing materials, or guidance from experienced professionals can improve your chances of success. Upon passing the exam, the next step is completing clinical hours under the supervision of a licensed speech-language pathologist. Applying For Your Licensure When you have passed the Praxis exam and met the clinical practicum requirements you are now ready to apply for your license. This application can be submitted online and should include passing scores, graduate transcripts, and other necessary documentation. Determining Your Unique Path: Exploring Career Options Navigating the Diverse Career Landscape After years of schooling, clinical work, and, passing the exam you now can delve into the unique opportunities and benefits offered by each practice setting. There is a diverse landscape of speech-language pathology career settings, including schools, hospitals, rehabilitation centers, private practices, and research institutions. As you reflect on where you fit in the field, consider factors like preferred client demographics, work environment, and specialization areas. Exploring networking opportunities, seeking advice from experienced professionals or peers, and leveraging clinical experiences can help guide you toward a thoughtful decision-making process while navigating your path with confidence and purpose. Conclusion Navigating the path to becoming a speech-language pathologist is a rewarding process that holds the promise of making a profound impact on individuals' lives while advancing professional growth. As we have explored in this article, the path is multifaceted, requiring perseverance, a commitment to lifelong learning, and dedication to serving those in need. From the foundational steps of undergraduate and graduate education to obtaining licensure and certification, each phase presents its challenges and opportunities for growth as aspiring speech-language pathologists gain the knowledge and skills necessary to address a wide range of communication disorders and make meaningful contributions to their communities. While you navigate your journey, remember the importance of seeking guidance, leveraging resources, and staying true to your passion. Whether you are just beginning to explore this career path or nearing the end of your journey, know that you are part of a dynamic and impactful profession that positively impacts countless lives each day. We at the California Scottish Rite Foundation are here to support you every step of the way, providing resources, scholarships, and encouragement as you pursue your goals in speech-language pathology.

As summer approaches, caregivers are often seeking engaging activities that will keep children entertained when school is out while continuing to foster their growth and development. In this article, we'll explore a variety of interactive summer activities designed to support speech and language development in children. From outdoor adventures to creative games, these activities offer opportunities for learning and fun that can adapt to everyone's lifestyle. Remember, learning doesn't have to stop when school does, and these activities provide a perfect opportunity to continue speech and language growth in a relaxed and enjoyable environment. Summer Activities to Support Speech and Language Growth: Water Play Dive into the world of water play, an immersive activity that can promote language development. Whether splashing in the pool, filling and emptying buckets, or exploring water tables, children can engage in language-rich experiences that aid in their communication journey. As you facilitate water play, encourage descriptive language as they narrate their actions, such as "pouring," "squirting," and "splashing." Teach them new words as you model their meanings, “this bucket is full”, and “now empty”. This activity offers many opportunities for vocabulary building, practice with action verbs, and more that keep children involved in social interaction and communication. Nature Walks and The “5 Senses” Game Explore your neighborhood and embark on a nature walk to observe the sights and sounds of your surroundings by playing the “5 Senses” game. This game is an excellent way to advance your child's communication through a multi-sensory activity that promotes observation skills, descriptive language, speech sound recognition, and word association. You can adapt this game for children of all ages and abilities. Begin by prompting children to describe what they see, hear, and feel using descriptive language. Ask questions like, "Do you see something green?" or "Can you feel something soft?" For advanced play according to a child's ability, you can include questions such as, "What do you smell that starts with the letter 'g'?" Focus on their five senses: point out objects of interest to facilitate conversations about their characteristics. Nature walks with the "5 Senses" game provides a stimulating environment for language learning and sensory exploration. Bubble Fun Use bubble wands or blowers to create bubbles of different sizes and shapes while modeling words, practicing speech sounds such as "b," "p," and "m," and building vocabulary. Blowing bubbles aids in developing oral motor skills as children naturally use the back of their mouths and position their tongues correctly, strengthening the mouth movements vital for speech. Prompt children to describe their observations of the bubbles, such as their size, shape, color, and movement. Bubble blowing integrates oral motor skill-building into a preferred, child-directed activity that feels more like fun rather than practice. Storytime Adventures Host a story time picnic in the park, backyard, or even inside your own home, combining literacy with a relaxed outdoor or familiar environment. This will allow children to feel at ease as they listen and engage. Select some of their favorite books according to their language level and encourage the child to take turns reading aloud, retelling stories, or simply listen to you as you read. Bring stories to life by using toys you have for interactive storytelling. This interactive approach validates their current level of comprehension while fostering positive associations with books and reading. They can actively take part and feel included, even if their literacy skills are still developing. Conclusion These interactive summer activities offer valuable opportunities for children to enhance their speech and language skills while enjoying the outdoors or a relaxed familiar environment. From water play to nature walks, bubble fun, and story time picnics, each activity fosters language development playfully and naturally. By incorporating these activities into your summer routines, you can support your child's speech and language growth while creating lasting memories together. Remember, these activities can be adapted to fit your lifestyle, time commitments, and other daily factors. Children are naturally curious and will be constantly learning naturally with each new day. These suggested activities serve as minimal maintenance starting points to foster their development in an organic way that can seamlessly integrate into your existing routines!

In the realm of cognitive function, the brain's intricacies continue to captivate researchers and professionals alike. One area of particular interest is the comparison between dyslexic and neurotypical brains. Dyslexia learning disorder characterized by difficulties with reading, writing, and spelling despite normal intelligence and adequate educational opportunities, contrasts with the neurotypical brain, which refers to individuals without neurological conditions affecting their cognitive abilities. This article aims to explore the fundamental differences between these two brain types, shedding light on the neurological underpinnings of dyslexia and the distinct cognitive processes involved in neurotypical individuals. Understanding Dyslexia Dyslexia is a multifaceted condition rooted in differences in brain structure and function. While the exact causes remain elusive, studies suggest a combination of genetic, environmental, and neurological factors contribute to its development. Neuroimaging techniques such as functional magnetic resonance imaging (fMRI) have provided valuable insights into the neural mechanisms underlying dyslexia. One key aspect of dyslexia is atypical activation patterns in brain regions responsible for language processing. Research indicates that individuals with dyslexia often exhibit reduced activation or abnormal connectivity in areas such as the left temporoparietal region, which plays a crucial role in phonological processing and decoding written words. Additionally, differences in the development and organization of white matter pathways, particularly the arcuate fasciculus—a fiber tract connecting language-related regions—have been observed in dyslexic individuals. Furthermore, dyslexia is associated with deficits in rapid automatized naming (RAN), working memory, and auditory processing, further highlighting the complexity of the condition. These cognitive challenges contribute to difficulties in decoding words, recognizing sight words, and comprehending written text, despite efforts to remediate reading skills through specialized interventions. Contrasting Neurotypical Brain Function In contrast to dyslexic brains, neurotypical brains exhibit typical patterns of neural activation and connectivity associated with language processing and literacy skills. For neurotypical individuals, reading acquisition typically follows a predictable trajectory, beginning with phonological awareness and progressing to fluency and comprehension. Brain regions involved in these processes, including the left hemisphere's superior temporal gyrus and inferior frontal gyrus, demonstrate coordinated activity during reading tasks. Moreover, neurotypical brains demonstrate efficient integration of visual, auditory, and linguistic information, facilitating rapid and accurate word recognition and comprehension. This integration is supported by the synchronized activity of multiple brain networks, including the dorsal and ventral attention networks, which play essential roles in directing attention and processing semantic information. Additionally, neurotypical individuals typically exhibit intact working memory, executive function, and cognitive flexibility, enabling them to adaptively navigate various reading and language-related tasks. These cognitive abilities contribute to proficient reading skills and academic success across different domains. Key Differences Several notable differences distinguish dyslexic from neurotypical brains: Neural Activation Patterns: Dyslexic individuals often exhibit atypical activation or reduced connectivity in language-related brain regions, particularly those involved in phonological processing and word recognition. In contrast, neurotypical individuals demonstrate coordinated neural activity supporting efficient reading and language comprehension. White Matter Organization: Variations in the development and organization of white matter pathways, such as the arcuate fasciculus, contribute to differences in information processing and neural connectivity between dyslexic and neurotypical brains. Cognitive Skills: Dyslexia is associated with deficits in phonological awareness, rapid naming, working memory, and auditory processing, whereas neurotypical individuals typically demonstrate intact cognitive skills across these domains, facilitating proficient reading and language acquisition. Reading Acquisition: The trajectory of reading acquisition differs between dyslexic and neurotypical individuals, with dyslexia often characterized by persistent reading difficulties despite intervention efforts, while neurotypical individuals typically follow a predictable path toward literacy. How Does Dyslexia Affect Children? Dyslexia exerts a multifaceted impact on children's academic, social, and emotional development, presenting challenges that extend beyond the realm of reading difficulties. Academic Challenges At its core, dyslexia disrupts the acquisition of reading skills, impeding children's ability to decode words, recognize sight words, and comprehend written text. These difficulties often manifest early in childhood, affecting academic performance across various subjects that rely heavily on literacy skills, including language arts, social studies, and science. Despite adequate intelligence and educational opportunities, children with dyslexia may struggle to keep pace with their peers, leading to frustration, low self-esteem, and academic underachievement. Social and Emotional Implications The pervasive nature of dyslexia extends beyond the classroom, impacting children's social interactions and emotional well-being. Frustration and embarrassment stemming from reading difficulties may lead to social withdrawal, avoidance of literacy-related activities, and feelings of inadequacy among peers. Moreover, the persistent academic challenges associated with dyslexia can erode children's self-confidence and self-esteem, exacerbating feelings of anxiety, depression, and low self-worth. Family Dynamics and Support Systems Dyslexia also exerts a profound influence on family dynamics and support systems. Parents of children with dyslexia may experience feelings of confusion, guilt, and frustration as they navigate the complexities of the condition and seek appropriate interventions. Siblings may grapple with feelings of resentment or jealousy, as parental attention and resources are often directed toward supporting the dyslexic child's educational needs. Nevertheless, with access to timely interventions, parental advocacy, and a supportive home environment, families can play a pivotal role in fostering resilience and empowering children with dyslexia to overcome challenges and achieve academic success. Intervention and Support Strategies Recognizing the multifaceted impact of dyslexia, it is imperative to implement comprehensive intervention and support strategies tailored to address children's . Multisensory structured literacy instruction, phonics-based tutoring, assistive technology, and accommodations are among the evidence-based approaches that can facilitate reading acquisition and promote academic progress. Additionally, fostering a supportive and inclusive school environment, raising awareness about dyslexia, and providing educators with professional development opportunities are essential steps toward creating a conducive learning environment for children with dyslexia. Dyslexia poses significant challenges to children's academic, social, and emotional development, necessitating a holistic approach to intervention and support. By leveraging advances in neuroimaging technology to elucidate the neurological underpinnings of dyslexia and implementing evidence-based interventions, we can empower children with dyslexia to thrive academically and realize their full potential. Moreover, fostering understanding, empathy, and acceptance within schools and communities can cultivate an inclusive environment where every child, regardless of their reading abilities, feels valued, supported, and capable of success. What Support Groups Are There for Children with Dyslexia? Support groups play a crucial role in providing children with dyslexia and their families with valuable resources, guidance, and a sense of community. Here are several types of support groups available for children with dyslexia: Parent Support Groups: These groups cater to parents and caregivers of children with dyslexia, offering opportunities to connect with others facing similar challenges. Parent support groups provide a platform for sharing experiences, exchanging information about interventions and resources, and offering emotional support. They may also organize educational workshops, guest speaker sessions, and social events to empower parents and equip them with strategies to advocate for their child's needs effectively. Student Support Groups: Student support groups are designed specifically for children with dyslexia, providing them with a safe and inclusive space to share their experiences, build confidence, and develop coping strategies. These groups may focus on fostering self-esteem, improving self-advocacy skills, and celebrating individual strengths and achievements. Facilitated by trained professionals or peer mentors, student support groups often incorporate interactive activities, discussions, and group projects to promote social-emotional learning and peer support among participants. Online Communities and Forums: In the digital age, online communities and forums have become invaluable resources for individuals seeking information and support related to dyslexia. Websites, social media platforms, and online forums dedicated to dyslexia offer a wealth of educational materials, personal stories, expert advice, and peer support. These virtual communities enable children with dyslexia, their parents, educators, and advocates to connect with others from diverse backgrounds, share insights and resources, and access timely support and encouragement, regardless of geographic location. Local Support Groups and Nonprofit Organizations: Many communities have local support groups and nonprofit organizations dedicated to supporting individuals with dyslexia and their families. These grassroots organizations often offer a range of services, including parent workshops, tutoring programs, advocacy assistance, and community outreach initiatives. By collaborating with schools, healthcare providers, and community stakeholders, local support groups and nonprofits strive to raise awareness about dyslexia, promote early identification and intervention, and ensure access to quality education and support services for individuals with dyslexia. Professional Associations and Advocacy Groups: Professional associations and advocacy groups focused on dyslexia advocacy, research, and education also play a vital role in supporting children with dyslexia and their families. These organizations may offer resources such as informational guides, educational webinars, policy advocacy initiatives, and referral services to connect families with qualified professionals and specialized services. By amplifying the voices of individuals with dyslexia and advocating for systemic changes in education and healthcare policies, these groups work to improve outcomes and opportunities for individuals with dyslexia across the lifespan. Support groups for children with dyslexia encompass a diverse array of options, ranging from parent support groups and student support groups to online communities, local organizations, non-profit organizations like the California Scottish Rite Foundation, and professional associations. By leveraging these resources and fostering collaboration among families, educators, healthcare providers, and community stakeholders, support groups play a vital role in empowering children with dyslexia to thrive academically, socially, and emotionally, while advocating for greater awareness, acceptance, and accessibility for individuals with dyslexia in society. Conclusion In summary, understanding the differences between dyslexic and neurotypical brains provides valuable insights into the neural basis of dyslexia and its impact on reading and language processing. While dyslexia presents challenges in literacy acquisition, early identification, and targeted interventions can help mitigate its effects and support individuals in achieving academic success. Continued research into the neurological underpinnings of dyslexia holds promise for the development of more effective interventions and personalized approaches to support individuals with dyslexia in reaching their full potential.