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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.

Word sequencing plays a crucial role in helping children understand the structure of language, organize their thoughts effectively, and communicate their ideas clearly. We'll also delve into various programs and resources available for teaching word sequencing, ranging from interactive online platforms to hands-on activities and games. Whether you're a parent, educator, or anyone interested in supporting children's language skills, join us as we uncover strategies and tools to enhance children's word sequencing abilities and foster their literacy development. What is Word Sequencing? Word sequencing refers to the arrangement of words or phrases in a specific order to convey meaning or create a coherent message. It involves organizing individual words or groups of words in a logical sequence that follows the rules of grammar and syntax to form sentences, paragraphs, or larger units of text. In language development and comprehension, word sequencing plays a crucial role in understanding and communication. It encompasses various aspects, including: Syntax: The rules that govern the arrangement of words in a sentence to form grammatically correct structures. For example, in English, the typical word order is subject-verb-object (SVO) in declarative sentences. Sentence Structure: Understanding how words combine to form phrases and clauses within a sentence, as well as how sentences combine to form larger units of text. Narrative Structure: Recognizing the chronological order of events in a story or narrative and understanding how they are sequenced to convey a coherent storyline. Logical Sequence: Arranging information in a logical order to ensure clarity and coherence in writing or communication. Improving word sequencing skills involves activities and practice that help individuals develop the ability to arrange words effectively to convey their intended meaning, whether in spoken or written form. This skill is fundamental in language acquisition, literacy development, and effective communication across various contexts. Why Is Word Sequencing Important to Learn for Children? Word sequencing is crucial for children to learn because it forms the foundation of language comprehension, literacy development, and effective communication. Here are several reasons why word sequencing is important for children: Comprehension: Understanding the order of words in a sentence or narrative is essential for comprehending meaning. By grasping word sequencing, children can better understand spoken and written language, follow instructions, and interpret stories or texts. Expressive Language: Mastery of word sequencing enables children to express themselves more clearly and coherently. They can effectively organize their thoughts and ideas into meaningful sentences and narratives, improving their ability to communicate with others. Reading Skills: Word sequencing is fundamental to reading fluency and comprehension. Children must recognize the sequence of letters and words in written text to decode words, understand sentences, and comprehend the overall meaning of a passage. Writing Skills: In writing, children must arrange words in a logical order to convey their intended message. Understanding word sequencing helps them construct grammatically correct sentences, paragraphs, and essays, enhancing their writing proficiency. Academic Success: Proficiency in word sequencing is closely linked to academic success across subjects. Whether it's following instructions in math problems, understanding science concepts in textbooks, or analyzing historical events in social studies, children need strong word sequencing skills to excel academically. Critical Thinking: Arranging words in a logical sequence requires critical thinking skills. Children must understand the relationships between words and ideas, make connections between events, and organize information effectively, fostering cognitive development. Problem-Solving: Word sequencing skills are valuable for problem-solving tasks that involve following a series of steps or procedures. Whether it's solving math problems, conducting science experiments, or completing puzzles, children must sequence actions or information to achieve a desired outcome. Social Interaction: Effective communication is essential for building social relationships and participating in group activities. Children who can sequence words and convey their thoughts clearly are better equipped to engage in conversations, collaborate with peers, and express their emotions and needs. Overall, mastering word sequencing empowers children with essential language and cognitive skills that are vital for academic success, effective communication, and social interaction throughout their lives. How a Child Can Improve at Word Sequencing? Improving word sequencing skills in children involves practicing activities that enhance their ability to arrange words in a logical and coherent order. Here are some effective strategies: Story Sequencing Games: Engage children in activities where they arrange picture cards or story strips in the correct order to tell a story. This helps them understand the concept of sequencing events. Sentence Building: Provide children with sets of words or sentence strips that they can arrange to form coherent sentences. Start with simple sentences and gradually increase the complexity as their skills develop. Sequencing Worksheets: Utilize worksheets or printable activities designed to help children practice sequencing words or sentences. These can be easily found online or created based on the child's current skill level. Reading Comprehension Activities: Encourage children to read short stories or passages and then ask them to summarize the main events in the correct order. This helps improve both reading comprehension and sequencing skills. Sequencing Stories: Have children create their own stories and then rearrange the events in the correct order. This encourages creativity while also reinforcing sequencing skills. Interactive Apps and Games: There are numerous educational apps and online games specifically designed to help children improve their sequencing skills through fun and interactive activities. Narrative Retelling: After reading a story or listening to a narrative, ask children to retell the events in the correct sequence. This reinforces comprehension and sequencing abilities. Sequencing Cards: Use sequencing cards or picture cards with events depicted on them. Children can then arrange these cards in the correct order to tell a story or describe a process. Daily Routines: Incorporate sequencing into daily routines by discussing the order of activities such as getting ready for school, making a sandwich, or planting a seed. Modeling and Guidance: Offer guidance and support as children practice sequencing. Provide prompts, ask leading questions, and model the thought process involved in organizing words or events. Consistent practice and encouragement are key to helping children improve their word sequencing skills. By incorporating these activities into their learning routine, children can gradually enhance their ability to organize and communicate ideas effectively. What Programs Are There for Teaching Word Sequencing? Several programs and resources are available for teaching word sequencing to children. These programs often utilize a combination of educational methodologies, including interactive activities, games, and exercises, to help children develop their sequencing skills. Here are some examples: Reading Eggs: Reading Eggs is an online literacy program that includes activities focused on sequencing skills. It offers interactive games and lessons designed to help children understand the order of events in stories and develop their comprehension skills. ABCmouse: ABCmouse is an educational platform for young children that covers a wide range of subjects, including language arts. It features sequencing activities where children can arrange events in the correct order to build comprehension and critical thinking skills. Starfall: Starfall is a website and app that provides educational games and activities for early learners. It offers interactive stories and sequencing games that help children practice organizing events in chronological order. Super Duper® Story Sequencing Fun Deck: This is a physical resource containing card decks with illustrated sequences of events. Children can use these cards to practice arranging the pictures in the correct order and then retell the story aloud. Sequential Spelling: Sequential Spelling is a structured spelling program that helps children learn spelling patterns and word sequences through systematic instruction and practice. Sequence It!: Sequence It! is a board game designed to improve sequencing skills in children. Players must arrange picture cards in the correct order based on a given scenario or storyline. Lakeshore Learning Sequencing Kits: Lakeshore Learning offers various sequencing kits and materials for educators and parents to use with children. These kits typically include cards or story strips that children can arrange in the correct order to practice sequencing skills. Teacher Created Resources Sequencing Activities: Teacher Created Resources offers a range of sequencing activities and worksheets for educators to use in the classroom. These resources cover different skill levels and can be tailored to meet the needs of individual learners. When selecting a program or resource for teaching word sequencing, it's essential to consider the child's age, learning style, and specific needs. Additionally, incorporating a variety of activities and approaches can help keep children engaged and motivated as they develop their sequencing skills. Conclusion As we conclude our discussion on teaching word sequencing to children, it's evident that this skill is fundamental for their language development and communication proficiency. By mastering word sequencing, children not only enhance their ability to construct grammatically correct sentences but also improve their comprehension, storytelling, and critical thinking skills. We've explored various programs like CASRF and resources designed to support children in learning word sequencing, from engaging online platforms to hands-on activities and educational games. Whether through interactive apps, physical materials like sequencing cards, or structured literacy programs, there are abundant opportunities to help children strengthen their sequencing abilities in fun and engaging ways. Ultimately, by providing children with the necessary tools and opportunities to practice word sequencing, we empower them to become confident and effective communicators. Whether at home, in the classroom, or within educational settings, let's continue to nurture and support children's language skills, ensuring they have the foundation they need for success in both academic and real-world contexts.

As you and your child begin the speech-language journey, you may wonder how to maintain the positive momentum between speech therapy sessions. Or, perhaps your child has been taking speech therapy lessons for a while, and the therapist has suggested fewer sessions, and you are worried your child still needs the extra support. Caregivers can help their children practice speech-language skills in several ways at home. These strategies can be incorporated into activities already present in your daily schedule. We have compiled 10 ways you can help your child maintain their speech-language progress between sessions. How Often Do Most Children Have Speech Therapy? According to the National Institute on Deafness and Other Communication Disorders, 5% of children ages 3-17 in the US have a speech disorder. Speech and language difficulties come in many different forms. Some children have severe language impairments while others have mild communication issues. When your child is first seen by a speech-language pathologist (SLP), he or she will perform a speech and language evaluation. This evaluation will tell the clinician how severe the language, voice, speech, or sound issue is. Based on that information and observations from caregivers, the therapist will put together a plan that best meets your child’s needs. They will set speech goals and work with you and your child each session to achieve those goals with what is called a treatment plan. The frequency of speech-language therapy sessions depends on the condition your child has. Children with articulation or phonological processing disorders need around 30-minute sessions twice a week. Others may only attend speech therapy sessions once a week. Some children with severe issues may need more frequent sessions. The more regularly your child attends speech therapy, the better the progress. However, busy schedules, holidays, and sickness may affect your child getting into the speech-language pathologist’s office, on occasion. Unfortunately, another issue many SLP offices face is a long waitlist and large caseloads which leads to delayed sessions for each child. It’s during these times that you may worry your child is losing the practice he or she needs to keep making progress. The California Scottish Rite Foundation has 17 Rite Care Language Centers that provide services to over 2,300 children with speech, language, and literacy disorders. Our centers can provide diagnostic evaluations and treatment for speech and language disorders. We also treat learning disabilities, as well. With centers, in Southern, Northern, and Central California, you can find a facility for your child at no cost to your family. Do Speech-Language Therapy Sessions Become Less Frequent As Your Child Progresses? Caregivers must ensure their child attends regular speech therapy sessions. According to the American Speech-Language-Hearing Association, around 50% of US children with speech, voice, and language disorders between ages 3-17 did not receive intervention services. Without intervention, it is harder for your child to make positive progress toward correcting their speech, language, and voice. They also tend to experience more bullying and less confidence without these services. Regular speech therapy sessions help to reinforce language strategies the therapist is working on with your child. Maintaining this consistency makes it easier for your child to make faster progress.  Most children will be in speech therapy for several months and many will be in it for years. Your speech therapist may suggest more frequent sessions if your child is not progressing toward their goals. But, if your child is progressing well, the SLP may suggest reducing the number of sessions per week. This may seem scary, at first, especially if your child has worked hard to get where they are at. You don’t want your child to suffer a regression, pushing them back in their progress. This is why you may be looking for ways you can ensure your child keeps practicing their language skills in between their sessions. 10 Ways to Work on Speech Language Goals at Home If you are looking for ways to supplement your child’s speech therapy at home, we have some strategies you can use to help your child keep moving forward. Whether you want to bolster their skills during times you cannot make it to the SLP office or to provide at-home support as your child begins to graduate from speech therapy, these 10 strategies are easy, efficient ways to maintain speech language progress between sessions. 1. Set Goals Just as your child’s therapist does, you need to create goals together for what you want to accomplish by practicing at home in between speech therapy sessions. It is important to be transparent with your child and explain the reasoning behind practicing at home. Together you can come up with communication goals you believe are achievable while waiting for your next session. The best way to create goals is by thinking about smaller parts of the larger issues. You can also mirror the goals your SLP has suggested in the office. You want to make sure these goals are achievable and are not overwhelming for you or your child. You may want to start with something as simple as practicing a certain strategy for 15 minutes a day. Making the duration of your at-home sessions shorter will ensure your child’s engagement and that you will have time to work with your child through their at-home practice. You can also consider rewarding your child with something they like after they meet a goal. This could be something small like an ice cream—anything motivating that will encourage your child to practice at home. 2. Frequently Repeat Exercises At Home Another important strategy for home practice is to take the new skills your child has learned in their speech therapy session and repeat them often at home. This way, your child is getting constant exposure to these strategies, making them more natural. This carryover into the home will allow these new skills to be tested outside of the therapy room. Many children will feel much more comfortable trying out strategies that may be more difficult at home where they feel safer. 3. Be Consistent Parent involvement in language sessions can be the key to your child’s success. Your input can make their involvement in speech therapy feel more meaningful. If you work on these skills at home, it is important to be consistent. Children thrive under consistency. If your child knows when to expect you to practice together, they can get in the habit, which will make the home practice feel less scary. Consistency also works best in reinforcing therapy goals for your child. The more your child practices, the better they progress. 4. Celebrate Success Whether your child is making small progress in the therapy room or at home, it is important to reward their forward movement. Even if they make small progress in their communication skills, you can make a big deal out of it. Treats, stickers, praise, and special outings can be a great way to let your child know you acknowledge their hard work and are proud of their progress. Positive reinforcement is an excellent strategy for encouraging your child to continue their practice at home. 5. Use Strategies From Your Child’s SLP Many SLPs will give the parent and child “homework.” This homework is usually in the form of strategies or skills that they want you all to practice together to reinforce what they are working on in the office. You don’t need to get a bunch of resources and extra items to practice with your child at home. Spending a few minutes each day going over the strategies your child’s SLP suggested is an easy and effective way of assisting your child with their speech goals. Many SLPs are trained in giving children and families ways to help their child develop not only language skills but increased self-confidence, as well. The California Scottish Rite Foundation provides life-changing speech-language and literacy programs for children. We have individualized services that address the needs of developing children and their families. These services are provided at no cost to the family because donors and granting foundations help fund the resources our Speech-Language pathologists use to help your child on the pathway to success. 6. Teach Self-Advocacy As your child’s communication skills improve, you will want to teach your child to still advocate for themselves. Some children will always have certain speech, language, voice, or hearing issues. It is important to encourage and teach your child how to ask for help and explain to teachers and others that they need accommodations. Although you can advocate for your child for a long time, as your child gets older, the responsibility will fall on them to seek out help when they need it. 7. Model Language Another simple way to maintain your child’s progress between speech-language sessions is to model language. This can be by having a conversation in the car or at the dinner table. When you speak to others, the greetings and tones you use are great teaching tools. Your child will emulate the way you speak and communicate with those around you. You can even practice greetings and conversations by playing games like house or restaurant. In these games, you and your child can play-act conversations that people have in everyday life. This will teach them the skills they need to successfully communicate in the world. 8. Practice With Games For preschoolers, children who have trouble focusing, and most children, games are an excellent way to engage your child in speech-language practice. You can make up games with flashcards that encourage your child to describe the image, using and developing vocabulary to speak about common objects. Making silly sounds can also help your child practice mouth movements and sounds in a much less intimidating way. You can play story games where you pause in the middle of a sentence and your child completes the thought. These types of games will encourage your child to describe, speak, and converse in new ways. 9. Avoid Over Practicing As with everything, too much can be a bad thing. Children need to be able to play and express themselves without worrying that what they are saying and doing is being evaluated. Even though practicing speech skills constantly may seem like the best way to ensure your child continues their progress, too much practicing can cause your child to start refusing to practice. They may begin to avoid speaking to you to get out of having to practice language skills. While practicing at home is an important part of maintaining progress from speech-language therapy, it should be coupled with a genuine connection with your child aside from working on speech skills. 10. Read to Your Child Reading daily to children at home from an early age helps children to build a child's exposure to language, reading comprehension, vocabulary, and language skills. It also helps encourage reading skills and activates areas of the brain that are connected with visual imagery. When your child hears you read, they are building connections with their caregiver, are hearing an example of language, and are learning new vocabulary. Reading can assist your child in reaching their speech, language, and voice goals, as well as helping them to learn to read. Many children with speech and language disorders also have difficulty with reading and writing. Reading to your child is a fun and easy way to encourage language development, and you can begin doing this at any age. If you don’t have a lot of money for books or don’t have books at home, the local library is a wonderful resource for finding books you and your child will enjoy together. Conclusion Whether your child is graduating from frequent speech-language therapy sessions or you want to speed up their progress and reinforce skills at home, there are several strategies for maintaining speech-language progress between sessions. By utilizing these strategies, you can build a closer bond with your child and reinforce the language skills your SLP is working on with your child in therapy sessions. Even a few minutes of practicing a day can make a big difference in your child’s communication development.

For children with few communication skills, it can be difficult to understand what they want or need. For decades, they could not express these desires fully, But, since the 1980s a new system has helped thousands of children learn how to communicate with the people around them. The Picture Exchange Communication System is a great tool to help children with autism or other communication disorders convey ideas and requests with those around them. This system also works well for preschoolers with limited vocabulary. Educators and caregivers can implement PECS to provide these children with a means of expressing themselves. What is the Picture Exchange Communication System (PECS)? The Picture Exchange Communication System (PECS) is an evidence-based practice for people with disabilities to communicate using pictures, symbols, words, or photographs. This augmentative and alternative communication method is often used for children with Autism Spectrum Disorder (ASD) as a way to communicate without relying on speech. Lori Frost, MS, CCC-SLP and Dr. Andy Bondy developed the PECS in 1984 as part of the Delaware Autistic Program. The system begins by teaching children a way to use fast, functional communication in the form of simple icons  to make requests or express thoughts. Eventually, this communication can build to a more complex sentence-like structure. Although, at first, PECS was received with mixed feelings, it is used worldwide today as an alternative means of communication. PECS and sign language are both alternative ways of communicating that can help non-verbal children produce effective communication. Facts about Picture Exchange Communication System Picture Exchange Communication System can be an effective way to improve your child’s functional communication. According to the American Speech-Language-Hearing Association, the following facts represent studies conducted about the effectiveness of PECS: PECS is more effective in younger children than older ones, with preschool and elementary aged children seeing the best results When all 6 phases were implemented, there were better results than when only the first 3 phases were implemented. The strongest area affected by PECS in children was functional communication. ASD children with multiple disabilities had smaller effects on function communication PECS did not negatively impact behavior, speech, or social outcomes PECS is beneficial in promoting speech in children with low joining attention, low motor imitation, or high object exploration PECS was associated with increased speaking and social approach. These facts are a part of ongoing studies conducted to find out the effectiveness of PECS for non-verbal children. The Benefits of PECS There are many benefits of using the Picture Exchange Communication System with your non-verbal child. First of all, PECS encourages your child to initiate conversations. During PECS training, children learn to seek out communication with peers and engage in conversations. This helps them to learn to communicate their wants and needs with those around them. Initiating conversations is one step in the right direction to learning important language skills. It also supports them in becoming more independent. By being able to communicate their own ideas, needs, and wants, non-verbal children can begin to advocate for themselves and express themselves in ways they never could before. Children who master PECS often initiate conversations that they would have never done before because they find confidence in their new ability to functionally communicate with those around them. PECS works for a wide range of disorders and age groups. Since it is a simple system to learn, children can use this visual way of communicating whether they have ASD or other disorders that affect their speech and language skills. Younger children see the most improvements using PECS, but older children can benefit from learning and alternate ways of communicating, as well. This system is easy for community members and educators to learn. Your child can begin communicating with a larger group of people than they ever have before. Since this is a picture based system, many people can pick up on how to communicate with your child without training. This is a great way to allow your child the opportunity to make new friends and learn new subjects. PECS doesn’t cost much. The training is usually where the main price is incurred, but once the training is complete, you will be able to use PECS at home and in school easily. At The California Scottish Rites Foundation, you can seek speech therapy at no cost to you in the state of California. This can help you to provide your child with an alternative communication method that can greatly improve their life. How Do You Prepare for Using PECS? Before you try to implement a PECS system with a child with communication challenges, you will need to determine some items the child likes. These are used as reinforcers to increase the child’s motivation as they learn to use this new system of communication. If you are an educator, you can ask the caregiver to help provide you with a list of items the child likes. This will begin the communication book that will be the key to communicating with the child. You can also set pairs of items before the child and let them show you which they prefer. Make note of these preferences and keep a selection of them during PECS training. You will acquire pictures of symbols of these items on picture cards to initiate the training. How Do You Implement PECS? PECS training is often conducted with a speech-language pathologist (SLP) who will work with the caregiver and child to learn this system of communication during speech therapy. There are 6 Phases to training a child to use the Picture Exchange Communication System, as outlined in a step-by-step training manual by the National Professional Development Center on Autism Spectrum Disorders: Phase 1: The Physical Aspect- a child must learn to look at a single picture card, reach for the card, pick it up and hand it to a communication partner. Prompters will use the reinforcers to motivate a child to begin these actions, expanding on them as they continue to practice. They use a verbal prompt to cue the child to the action. At first, they may need to physically move the hand to the card to initiate the exchange. Phase 2: Expansion- The child works on initiating more interaction with adults without physical or verbal prompting. They seek out desired items and are rewarded with the item after picking up the picture of the item. This is an expansion of the first phase. Phase 3:  Picture Discrimination- Once a child is able to clearly choose the picture during exchanges, you can begin to place a distractor in front of the child. A distractor is another picture of an item that is not the desired item next to a picture of the desired item. Then, they must discriminate between the highly desired item and the distractor. The prompter will teach the child using error correction to ensure the child selects the right symbol to represent their want. Phase 4: Sentence Building- As soon as a child is able to 12-20 pictures and can discriminate between them for their preferred item, you can begin transitioning to teaching simple sentence structure. This will begin with an “I want” symbol. The educator will teach the child to combine the “I want” symbol with the symbol or picture for their desired item. Slowly, children will learn to construct simple sentences using a sentence strip with velcro on it that a child can detach and move around to create meaning. Phase 5: Responding to a Specific Question- The educator will verbally prompt the child with the question: “What do you want?” In this phase, the child will work to answer questions using the symbols and pictures they have learned to get the desired item. Phase 6: Commenting- In this phase, the child will move from using PECS to request items to describing and naming things. The educator will request information and the child will respond. Eventually, the child will learn to comment without prompting from an educator. Once all 6 phases of PECS training are mastered, a child can proficiently seek their communication book, differentiate between pictures, and create sentences. They also initiate communication and complete the exchange. PECS is most successful when a child completes all 6 phases of the training. Sometimes, people will complete only the first 3 phases of the training. Although these are the most basic needs, transitioning into those more difficult tasks can really open up more opportunities for your child to learn important communication skills. What Do You Do After a Child Completes PECS Training? The prompter will continue to add new pictures to the learner’s communication book, provide copies of this book so the child will have it available throughout their community, and teach other people how to communicate using this method, so that your child can communicate with new people. When Dr. Bondy and Lori Frost first introduced PECS, many people worried at first that PECS stagnates verbal communication, this system is actually often a great way for children with autism or other communication disorders to begin initiating verbal communication. A child will continually learn new words and symbols using this method, which will improve their language skills. It is important that teachers, educators, friends, and family members who will interact with the child are also taught how to use PECS. This way, your child can communicate with the people in his or her life more effectively. What Are Problems With Using the Picture Exchange Communication System? If a child does not want to communicate with others, has poor eyesight, cannot control the movement in their arms or hands, is not motivated to request items, or cannot comprehend language, they may have difficulties with learning PECS. Children with language comprehension issues or physical impairments, they may not be able to use this system to communicate with others. Signs that a child may be struggling with learning PECS include the following: Lack of motivation to request items Resisting prompting Frustration Difficulty focusing Unable to match physical items to pictures Some of these difficulties can be overcome by finding interesting and highly motivating items for the child to request. Use a child’s dislikes to help them discriminate between pictures. You may also need to seek out an Occupation Therapist to help with sensory processing issues. The types of pictures and symbols you use could also affect how a child responds to PECS. Using real photographs of items may be more effective than drawings since they will be more recognizable as similar to the object. You can also use miniature forms of the objects to make it easier for the child to recognize the item they are requesting. Give the Future a Voice The California Scottish Rite Foundation is dedicated to supporting and assisting children in California by providing childhood speech-language, literacy, and education programs. If you are looking for a speech-language pathologist who can help your non-verbal child improve their communication skills by using the picture exchange communication system, then we can help. Our life-changing speech-language and literacy programs address the needs of developing children and their families at no cost to the family. With 17  RiteCare Childhood Language Centers located throughout California, you can find a facility to help you and your child on your language journey. Our programs are funded by donors and granting foundations who are proud to give, knowing that their contributions improve thousands of lives. So, your child can seek the help he or she needs without having to worry about the cost. Conclusion Using the Picture Exchange Communication System can drastically change a child’s life, giving him or her the ability to communicate effectively with those around them. This alternative method of communication provides your child with more initiative, improves their ability to exchange ideas with others, and increases language skills. The implementation of this system should be conducted with the help of a speech-language pathologist, but once you and your child are familiar with the system, you can continue to add new words and grow your child’s vocabulary throughout their lifetime.

A person has a lisp when they cannot correctly pronounce the /s/ and /z/ sounds. This common type of functional speech disorder affects many children and adults. Usually, the lisp develops in early childhood and goes away on its own as the child grows up, but some people have a lisp throughout their lives. There are 4 types of lisps: interdental, lateral, dentalized, and palatal. Read on to understand more about the different types of lisps, their causes, and how lisps are treated. The Four Types of Lisps Lisps are the result of incorrect placement of the tongue inside the mouth. To pronounce the /s/ sound clearly, the tip of the tongue should be just behind the front teeth in a bumpy part of the mouth called the alveolar ridge, close to the roof of the mouth but not touching it. The sides of the tongue are raised toward the roof of the mouth. There should be room down the middle of the tongue for air to travel. The teeth should be together, and the lips should be slightly parted with the corners upturned slightly. /S/ sounds are unvoiced and are created completely with the shape of the passageway you create with your mouth and teeth. Any differentiation in this formation can cause a lisp. Many children have difficulties with the /s/ sound in their early speech development. Most children master the /s/ and /z/ sounds by the time they are 5 years old. There are many kinds of lisps. This articulation problem can be frustrating and embarrassing for children and adults. Understanding the most common types of lisps will help you to understand what causes your child’s condition so you can better know how it will be treated. #1 Interdental Lisp An interdental lisp, also called a frontal lisp, is the most common type of lisp. This lisp is caused by the tongue pushing forward between the teeth, creating a /th/ sound in place of the /s/ sound. This type of lisp is sometimes caused by a tongue thrust. A tongue thrust is an orofacial disorder when a child has an abnormal tongue position. Children with a tongue thrust may have issues with eating and drinking as well as speaking. Prolonged thumb sucking, pacifier use, allergies, and mouth breathing can also cause this issue. When the tongue constantly sits too far forward, it presses the tongue between the teeth causing the interdental lisp. A child with tongue thrust needs to see a dentist, orthodontist, and speech pathologist in tandem to create a comprehensive treatment to address the needs of this condition. Many tongue thrusts resolve by age six on their own, but some continue to persist. However, not all interdental lisps are a result of a tongue thrust. #2 Lateral Lisp A lateral lisp is when the tongue is almost in the correct position, but the sides of it are not high enough in the mouth. The sound a child produces with this type of lisp is a slushy, wet sound when the /s/ or /z/ sound is made. Air escapes to the sides of the mouth rather than flowing down the middle. This type of lisp is often the result of incorrect tongue placement. Teeth misalignment and weak mouth muscles may also cause a lateralized lisp. Sometimes a combination of these issues is the cause. If your child places their tongue between their teeth while making the /s/ or /z/ sounds or their teeth seem to be placed in the wrong position, then your child may have signs of a lateral lisp. You will need to work with a speech-language pathologist (SLP), dentist, and orthodontist to correct a lateral lisp. #3 Dentalized Lisp The dentalized lisp, or addental lisp,  is similar to the interdental lisp. In this case, the child pushes their tongue against the front teeth when making the /s/ or /z/ sound. This differs from the interdental lisp, where children push their tongue through their front teeth when forming these sounds. The sound produced by a dentalized lisp sounds like a muffled /s/. Many children have dentalized lisps when they are younger but eventually grow out of the y around 4-5 years of age. However, if a child is still lisping at age 7 or if you feel the lisp is problematic, it is important to have a speech-language pathologist evaluate and treat the articulation error. #4 Palatal Lisp The least common type of lisp is the palatal lisp. This type of lisp is when the tongue raises to the hard or soft palate when making the /s/ or /z/ sound. The tongue blocks the air flow causing a muffled sound that mimics the /h/ or /y/ sounds. This speech sound is not a normal part of speech development. If your child has a palatal lisp, experts advise you to seek out an SLP as soon as possible for evaluation. A speech-language therapist can test your child for speech therapy and treat the lisp before it is too late to correct this speech error. What Causes Lisps? Some lisps may be the cause of a tongue tie (ankyloglossia) which is a condition where a band of tissue connects the underside of the tongue to the floor of the mouth. The tongue is unable to move freely with this condition. Tongue ties are formed before a baby is born. The tissue connection usually goes away as the baby develops. However, sometimes the tissue, called the frenulum, may be too short or tight and stay near the tip of the tongue. It can cause issues with eating and a child’s speech. Often, tongue ties are diagnosed while a child is still a baby and the issue is corrected with a simple procedure where the frenulum is released with a scalpel. Still, some milder tongue-ties may not be detected until the child is much older. Older children often have to undergo surgery to free the frenulum. A tongue tie can result in a speech delay if it is left untreated. Lisps can also be a result of genetics. The development of a person’s jaw, teeth, tongue, and bit can cause a lisp. Abnormalities of these mouthparts make it difficult for a child to produce the desired sounds. Oftentimes, these types of issues may need surgery for correction. Also, children with mild hearing loss may hear sounds at different frequencies, which can affect their ability to hear and repeat sounds correctly. Most lisps are the result of a phonetic disorder. The person simply struggles to position their tongue, lips, teeth, and jaw correctly. A person can make the sounds, but they struggle to achieve these sounds without speech therapy. In some cases, the cause of a lisp may be a combination of the above factors. Treatment for Lisps The treatment for lisps varies based on the cause of the lisp. Some frontal lisps are simply a part of a child’s normal speech development and they will eventually grow out of it. According to the SLP's evaluation, some young children may simply be placed under observation. Most lisps are treated with an SLP over a few months to a few years. The older the child is once the intervention begins, the longer the treatment typically takes. A speech pathologist will work to help people with lisps recognize the sounds they make and be more aware of the position of their tongue. During speech therapy, your child will work on intelligibility. They will practice placing the tongue in the correct place to make the /s/ and /z/ sounds. SLPs give children exercises that involve saying words and phrases over and over as part of their language therapy. They may start by working on correcting single words, first. If your child’s lisp is the result of a dental or tongue issue, they may also need to see a dentist, orthodontist, or otolaryngologist (ears, nose, throat doctor) to help correct any obstructions to correct tongue and teeth formation. Other Similar Speech Impediments Many types of speech impediments affect the way a child produces sounds. Two other common ones include lambdacism and rhotacism. With lambdacism, a child has trouble saying the /l/ sound. They often substitute that sound with the /r/ sound. Rhotacism is when a child has difficulty pronouncing the /r/ sound. The /r/ sound is one of the most challenging letters to pronounce in the English language. There are over 32 variations on how to produce the /r/ sound. Many children have difficulty with this sound. Rhotacism is identified when a child makes a vowel-like sound or a /w/ sound instead of the /r/ sound. The causes of these types of speech impediments are similar to those of a lisp. It may simply be a placement issue with the tongue and mouth or there could be something such as a tongue tie obstructing the sound production. Evaluation by a speech-language pathologist will help you understand these conditions and how to treat them. However, children can have issues pronouncing many different letter sounds including /k/,/g/, /t/, /d/, and /e/, as well. How to Prevent a Lisp You cannot always prevent children from developing a lisp. However, there are some ways you can encourage mouth muscle strength and treat issues that may lead to a higher risk of developing a lisp. Thumb sucking can lead to dental issues or tongue placement issues that may cause a lisp. It is ideal to discourage your child from sucking their thumbs. Pacifiers can also become a problem if your child uses them for a prolonged time. The American Academy of Pediatric Dentistry suggests weaning a child from a pacifier by the time they are 3 years old. Encouraging your child to drink through a straw, blow bubbles, and play with horns will build muscle strength in the mouth that will aid in strengthening the muscles needed for producing the /s/ and /z/ sounds. Finally, if your child has allergies and sinus problems, these may eventually lead to a lisp. It is key to seek out a medical professional to best treat your child for these issues to reduce their chances of having speech development issues. If you suspect any delays in speech or speech errors, it is better to seek out a medical professional than to continue to worry whether or not it may be an issue. A speech-language therapist can evaluate and treat children for a variety of speech, language, voice, and learning disorders. Looking For A Speech Therapist to Correct a Lisp Finding the right speech-language pathologist to help your child can be a big task. You may wonder if your insurance will cover the cost or if you’ll be able to afford to get your child the therapy he or she needs. The California Scottish Rites Foundation is dedicated to supporting and assisting children in California by providing childhood speech-language, literacy, and education programs at no cost. We have 17 Rite Care locations throughout California to serve communities throughout the state. Our SLPs are trained professionals who offer individualized services that address the needs of developing children and their families. They not only help with speech, language, and education, but they also help empower children by increasing independence, decreasing frustrations, and leading children down a pathway to academic success. Conclusion A lisp is a common functional speech disorder that affects the articulation of the /s/ and /z/ sounds your child makes. The earlier this condition is detected, the easier it is to correct. The four major types of lisps: interdental, lateral, dental, and palatal are characterized by the placement of the tongue and the flow of air through the teeth. Lisps are treatable with the aid of a speech-language pathologist who will help coach your child on how to position the tongue to correctly pronounce the sounds. If your child’s lisp is caused by an issue with the teeth, tongue, or mouth, dentists and other specialists can help correct these issues alongside speech therapy to correct a lisp. The earlier you seek assistance for your child, the better the outcome on their speech development.

Learning speech is a complex process. Even though the human brain is predisposed to learning patterns of language, sometimes our brains make their own rules for how language should be spoken, especially if a sound is hard to produce. These are called speech errors, and they are more common than you’d think. Leaving off an /s/ sound in consonant clusters is called cluster reduction, and it is a phonological error that a speech-language pathologist can help correct in speech therapy. Read on to learn about the treatment for cluster reduction for /s/ in speech therapy, and how you can help your child work on this skill at home. What Is A Cluster Reduction? All languages have rules for how sounds are combined, this speech sound science is called phonology. Our brains are wired to learn the order and patterns of speech rules, which is how a baby goes from not knowing a language to eventually learning how to speak. When a child is learning to speak, sometimes these sound combinations can be difficult to create so many children will say adorable mispronunciations of words. These are called phonological errors. These mispronunciations may end up becoming rules in the child’s brain for the articulation of certain sounds. Cluster reductions are speech errors where a child condenses multiple consonants into a single consonant sound through omission. A phoneme is the smallest unit of a word that distinguishes it from another. Common phonological errors include fronting (replacing one sound for another at the beginning of a word. (e.g. tea for key), final consonant deletion (e.g. dah for dog), and cluster reduction. A common type of cluster reduction is when a child drops an /s/ sound. For example, a child may say “top” instead of “stop,” leaving the “s” off in the consonant cluster. A cluster reduction may also affect other word sounds. As a child ages, these mispronunciations can become less adorable and more problematic. Other children at school or in the community may make fun of a child for these phoneme errors. The errors may also lead to misunderstandings and difficulty in school. Is Cluster Reduction Normal? Most children go through this phonological process at some point during their language development, usually between 2-3 years of age. These issues typically resolve on their own by the time a child is about 5 years old, according to the American Speech-Language-Hearing Association (ASHA). Children may also have cluster reduction without the /s/ sound, which usually resolves itself by age 4. If your child is still leaving off the /s/ sound in words past this age, or your child’s speech is unintelligible to others, you should seek out the help of a speech-language pathologist (SLP). Your child may have a phonological disorder. An SLP can evaluate your child and determine if there are any speech delays. Then, they can suggest a treatment plan that will likely involve speech therapy to improve your child’s speech intelligibility. How Do Speech Pathologists Treat Cluster Reductions for S? There are various speech therapy activities that a speech-sound therapist may use to target consonant cluster reduction for /s/. Your child’s SLP may try some of these exercises or others to teach your child to say the /s/ sound. They will work to build these skills while speech therapy is in session, but they may also ask that a caregiver practice these techniques at home. Caregivers can use these therapy techniques while practicing at home or in between speech therapy sessions to provide a carryover of skills from your child’s last session. Many of these strategies are easy and focus on target words and sounds. They require little or no prep and can be used for young children to correct their error patterns. There are also many freebie worksheets that you can find online and print to practice sound patterns at home with school-aged children. Here are some common techniques that SLPs use to correct cluster reduction for /s/in speech therapy: #1 Minimal Pairs For this exercise, a speech therapist will target some /s/ blends by using pairs of words that only vary in one sound. An /s/ blend is a combination of sounds that go with the /s/ sound in a word. A list of /s/ blends that an SLP may target includes the following: -st -sp -sh -sw -sl You can complete this activity by using matching cards where a child has to say the blend and match the correct blends. Or, you could use concentration games where a child has to pay close attention to the target sound because just one slight variance can change the word. An example of minimal pairs is the word pair: ship and sheep. These two words sound the same except for one sound. If you say that one sound incorrectly, the meaning changes greatly. Oftentimes, language learners will use minimal pairs to help refine learning English as a second language. There are many minimal pair word lists you can find online to use and practice with your child at home. There are also several online games you could use with your child to help them practice this skill. #2 Targeting One Blend Group At A Time Another way a speech therapist may tackle treating a cluster reduction for /s/ is by focusing on a target blend. They can introduce this by using imagery. For example, with the -sl blend, many common words change once you add a /s/ sound to the beginning. (e.g. lip, leap, leave, lamb, led, and lime). The child should look at images that represent these words and then say those words. Then, have the child practice saying the /s/ sound alone. Now, the child should emphasize the /s /sound, and say the word that changes together to hear what word this makes. For example, s+ lip= slip. You can use images to represent this and coach the child through the activity. This method breaks down the sound so children develop phonological awareness of what they are saying. Soon they will be able to catch these error patterns and correct production of the /s/ sound in these blends. Once they master one /s/ blend, they can begin to work on another. #3 Use Imagery for a Helper Sound Imagery is a very powerful tool for teaching children how to recognize and differentiate the sounds they make when speaking. SLPs may use some sort of imagery to help a child think about the way they say words. They could use a “helper sound,” which is a way to get a child to add the /s/ sound to words. For example, they may use the image of a tow truck. When a child leaves off an /s/ sound, the prompter may say that the word is stuck and needs a tow. So, the child will make the /s/ sound to imitate the tow truck pulling out the stuck word. Then, they can say the word with the omitted /s/ sound correctly. So, the exchange ends up similar to this: Child: Lip Prompter: The /s/ is stuck. It needs a tow. Child: Sssssssslip. This is a fun way for children to remember to add the /s/ sound to blends. You may need to model this technique a few times before a child catches on. You can change the imagery to be something the child is interested in. For example, you could have the child imagine a fishing rod and say the /s/ sound to reel the omitted sound up and then combine that sound with the rest of the word. There are also some free resources online you can find with worksheets that can assist you in making this activity more meaningful for your child. #4 Auditory Bombardment The technique of auditory bombardment is where an SLP has a child listen to a list of words with the /s/ sound. The speech therapist reads the words, emphasizing the sounds in the words to make them clearer to the child. This activity can be repeated at home. The idea is that the more a child hears a word and the way it sounds, the more likely they are to start using it correctly themselves. As they hear the words modeled, they learn how they should be said. Caregivers can practice this technique by fitting in target words as many times as they can during a conversation. According to a study published in the National Library of Medicine, auditory bombardment is a way to enhance other language therapies for children with language disorders. These studies suggested that there was more growth in language development when this form of modeling was used together with other techniques. An example of how to practice this is to choose a target word. Perhaps your child has trouble with the word “snow.” Now, you can repeat the word as many times as possible in a conversation with your child, being sure to emphasize the /s/ sound, slowly and clearly. An exchange may go like this: Caregiver: Look at the snow! The snow is white. The snow is cold. Look, when I touch the snow it melts in my hand. Based on your child’s language development, you may be able to elicit descriptions of the snow from him or her, which can give them practice saying the word on their own. #5 The Complexity Approach This method of treatment involves teaching a child more complicated sounds, even ones beyond their developmental level. By learning these more complex sounds, they learn the relationship between sounds, syllables, and words. In essence, they will learn the sound they are struggling with alongside the more complex sound clusters. Teaching a child sounds beyond their development level may seem counterintuitive, but language acquisition is a complex science, and the relationship between sounds is often influenced by the other sounds you combine them with. So, these more complex clusters actually help the child learn both the target sound and other sounds. Many children who are struggling with a cluster reduction for /s/ have developmental delays in other parts of their speech, so practicing complex sounds tackles several areas at once. Common complex clusters that a speech therapist may introduce for a child with a cluster reduction for /s/ are “spl”, “skw”, “sl”, and “spr”. The complexity approach is used to treat functional phonological disorders. It has been used for 30+ years by speech-language pathologists with success. Finding An SLP To Treat Your Child’s Cluster Reduction for S If you are concerned about your child’s speech development or believe your child may have a cluster reduction for /s/, you may be looking for a speech-language pathologist who can evaluate and treat your child. The California Scottish Rite Foundation can help. We offer dedicated support and assistance to children in California by providing childhood speech, language, literacy, and education programs at no cost to families. Our foundation’s life-changing programs are funded by our donors and grant foundations so that families can seek the support and resources they need to empower their children, decrease frustrations, and pave a pathway to academic success without worrying about whether they can afford it or not. With 17 RiteCare Childhood Language Centers across California, you can find the right speech-language pathologist to meet your and your child’s needs. We are dedicated to serving the children in our communities. Conclusion A cluster reduction for /s/ is a functional phonological disorder where a child omits the /s/ sound in words with /s/ blends. This speech error often develops as a child learns language skills, but it should be resolved by age 5. In the case that your child still struggles with cluster reduction, a speech-language therapist can evaluate and treat this language disorder. As a caregiver, you can also help by listening to the exercises your SLP suggests for at-home practice and mirroring some of the techniques that SLPs use at home. With time, your child will feel empowered by their newfound language skills, which will put them on the road to future success.

The time is nearly upon us, and we are thrilled to open our scholarship applications for the 2024 season starting January 15th. Here at the California Scottish Rite Foundation, we recognize the significance of financial aid in supporting your educational pursuits. To assist you in preparing for this scholarship season, we would like to highlight a few changes made to the 2024-25 FAFSA application: 1. The 2024-25 FAFSA form launched Dec. 31, 2023. Before you complete the form, make sure you are educated on which form is right for you. Take a look at this chart provided by Federal Student Aid to further understand your specific circumstances. 2. Any person who provides information on your FAFSA form will be considered a contributor. The term “Contributor” is a new term on the 2024-25 FAFSA form. This term refers to anyone who’s asked to provide their information, consent, and approval to have their federal tax information transferred from the IRS into the FAFSA form, along with their signature. These can include, (you, your biological or adoptive parent, your parent's spouse, or your spouse). Those identified as contributors are not responsible for the payment of your educational costs. Their participation helps to determines your eligibility for federal student aid. The use of the online FAFSA form will tell you who needs to be a contributor determined by your personal circumstances. 3. Both you and your contributor must provide approval and consent to be eligible for federal student aid. This approval and consent allows the IRS to transfer your federal tax information into the FAFSA form. Learn more about what it means to provide consent and approval in 2024-25 here. 4. You must have an account with StudentAid.gov to access the FAFSA form. To start your 2024-25 FAFSA form, you will need to create and/or log in to StudentAid.gov. This will allow you to access the form, provide approval and consent, sign, and, upon completion, submit the form. 5. The formula used to determine your financial aid eligibility has changed. Your Student Aid Index (SAI) is calculated using the information provided on the FAFSA form. Your SAI ranges anywhere from -1500 to 999999 allowing for your college, trade school, or career school to calculate how much and what types of financial aid you are eligible to receive. The SAI replaces the former EFC (Expected Family Contribution) starting in 2024. 6. Federal Pell Grant eligibility has expanded to more students. That's good news! You may qualify for additional Federal Pell Grant funds. This expansion is predicted to allow 610,00 new students eligible for a Federal Pell Grant. Additionally, 1.5 million students will also gain eligibility to receive a maximum Pell Grant award. Your SAI may contribute to the formula that determines your Pell Grant eligibility but it is not the determining factor as the consideration for family size and federal poverty guidelines have expanded. 7. The Student Aid Report is now the FAFSA submission summary. After your FAFSA form is submitted and processed, you will receive an online copy of your FAFSA Submission Summary. This Submission Summary replaces the Student Aid Report starting in 2024. The FAFSA Submission summary highlights your eligibility for federal student aid including your SAI and an estimate of the amount of student aid that you may be eligible for. It is important to note this Summary is not an aid offer, offers will come directly from schools listed on your FAFSA form and with admittance. For more information visit: FAFSA CHANGES COMING