Speech

Brooklyn and Family have been working on a potty routine.  Today mom, Brooklyn and SLP attended home visit.  Mom reports that Brooklyn is demonstrating an increased awareness of wet/solid pants. Family will try to implement "potty routine" on a daily basis.  Brooklyn verbalized "poop" "pee" several time during therapy.  Today therapy focused on /K/ /G/ Sounds and colors.

Plan: Daily routine, vocabulary.  Sounds discovery books.  Labeling.  T

TX: Barney Colors and K/G sounds

*Mom note: I have noted Brooklyn increase in 2-3 work combos.  She communicates for everything she wants/needs.  She has been doing pretty well with colors, Surprised me when she said "brown" out of no where and pointed to the correct color.  She has been loving her 123s and the whole alphabet.  We are thinking of dropping the Speech therapist.  She has done such a great job, and has helped us and Brooklyn.  We will see.

Speech

Completed 6 month review with family today.  SLP discussed 6 month ELAP evaluation results with mom.

GM: 36 month
FM: 30 months
CG: 24 months
LN: 21 months
SH: 24 months
SE: 36 months

Cognitive Development (CG)This is the child's ability to learn and solve problems. For example, this includes a two-month-old baby learning to explore the environment with hands or eyes or a five-year-old learning how to do simple math problems.( potty training)


Social and Emotional Development (SE) This is the child's ability to interact with others, including helping themselves and self-control. Examples of this type of development would include: a six-week-old baby smiling, a ten-month-old baby waving bye-bye, or a five-year-old boy knowing how to take turns in games at school.


Speech and Language Development (LN)   This is the child's ability to both understand and use language. For example, this includes a 12-month-old baby saying his first words, a two-year-old naming parts of her body, or a five-year-old learning to say "feet" instead of "foots".


Fine Motor Skill Development (FM) This is the child's ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw.
Gross Motor Skill Development (GM) This is the child's ability to use large muscles. For example, a six-month-old baby learns how to sit up with some support, a 12-month-old baby learns to pull up to a stand holding onto furniture, and a five-year-old learns to skip. 






Discussed current level of functioning and goals.  Reviewed modified goals to appropriate level of unctions.

Plan: Potty routine/ size discrimination

* Some of the 6 month plans we have is saying name/size discrimination/ more prepositions and potty. :)

Speech

Brooklyn is starting to combine two-word phrases.  Dad reported Brooklyn saying "catch me" SLP and Dad discussed community-based activities to promote play interactions with Brooklyn.  Family has been focusing on first consonant-vowel sounds of words to increase Brooklyn's intelligibility.  Brooklyn was able to produce 24/25 cv combos today.
Plan: /t/ sounds with eye contact.  Limiting questions to avoid no answers.

Speech VIII

Brooklyn is beginning to use new words more spontaneously.  Family reported that Brooklyn is starting to verbalize the alphabet.  Great job Brooklyn!  Today Brooklyn sad "clock, hi, boo, bee, bye, not and oh no, during therapy.  Reviewed consonant-vowel combination.  Brooklyn was able to verbalize 18/25.

TX: Card labeling 

   spot goes to school book

  word flip book.

Plan:  Echo expansion-adding one word to Brooklyn's vocab.  Attention component with time unit.

Speech VII

Brooklyn is transitiong into the imitation state.  Family worked on /h/ words in the past couple weeks.  Brooklyn was able to verbalize all 9 words.  Family has been working on yes/no questions as well. Brooklyn will say "sss" for "yes".  When Brooklyn verbalies "no" in a "yes" situation, family gives verbal feedback with cues.  

TX:  /m/ cards

Brown bear

fish grab

Labeling body parts 12/12 - Great Job!

Plan: /m/ workshet

Positive reinfrcmen

song with actions activities

Early Intervention VI

Brooklyn increased her vocabulary by 6 words this week.  New words include no, cheese, why, go, what, hot.  Family and Brooklyn have been working on /h/ combos this past week. Brooklyn demonstrated 4/5 cv combs. Today SLP/family worked on /h/ worksheet. SLP provided /h/ sound activites. 

TX: Snowy days.
    /H/ Worksheet
    Receptive labeling 5/8

Plan: /m/ With Vowels
         /h/ Worksheet
Echo: Expansion=-adding one word to Brooklyn's Vocabulary. ie.  Ball. Red Ball.

Early Intervention V

Notes from Teacher Abby:

Brooklyn used several new words (mine, ball, buzz) and new animals sounds ( sheep, cow, duck). Great Job!  Brooklyn continues to imitate sounds and words.  Brooklyn does great with verbal/physical prompts.  Brooklyn learned 4/5 vowels this week and is able to produce independently.  Brooklyn will show signs of frustration with challenging speech tasks.  

Tasks: Cups-prepositions/request in

            Leaves Book- increase vocabular

Flip book- repetion

Vowels: A E I O = GREAT  

U=Working on

Plan: /H/ sound with turtle vowels, Ha, He, Hi, Ho 

    Yes and No questions-nodding/words.

In Future work on:

/B/P/M/N/M/W/H/D/K/G  * H articulation cards new week.

I ( the mommy) are proud of the progress Brooklyn is making, she imitates very well and is picking up works on her own.  She has gone a long way knowing her Vowels now, and the next step is adding a consonant to the beginning of the vowels. :)  and getting the sounds to come from the back of the mouth ie. G and H.

Yeah Brooklyn!

Early Intervention IV

10.22.10

Brooklyn spontaneously used three words these past couple weeks.  Brooklyn's new words are "eyes, this, up".  Great job Brooklyn! Mom and dad have been positively reinforcing communication behaviors (gestures/signs/word approx.) Brooklyn will frequently be more verbal for desired items/activities.  Brooklyn did a great job imitating sound/words today.  Introduced turtle vowels to mom/Brooklyn.

Plan:  Practice turtle vowels and actions- keep up the great work.


I have been really proud of her recently, she has tried so hard to say the words and is having great progress.  Her speech therapist said since she is imitating so well, the next step is usually spontaneous, which means just saying words.  YEAH!!! 

Early Intervention - Tot and me class review

We went to a tot and me class earlier in the week, the class was very similar to "Nursery" if you know how that works.  Play time with toys, singing time, some sort of craft and then treats.  I know she enjoyed it a lot, however i am not sure it will help her with her speech.  The teachers were great with reinforcing her to talk and use her word.

So what does that class have to do with her eating pudding at home, well in the class we were playing with pumpkin guts and Brooklyn wanted no part of it.  She is a very clean girl, for the most part. Always wants a napkin, cleans her hand right after they get dirty. .etc.   So the teacher was explaining to me after the class, some studies have shown, that children who are always wanna be clean are usually a little slower in speech, the reasoning behind that is, they don't put food in their mouth and explore their lips, mouth and movements and realize they can move it around to talk like mom and dad.  not sure how true it was but with that i went home and made chocolate pudding with gram crackers.  She eat some but wanted to get more messy then anything.        glad bath time was next.

Early Intervention

A few months ago before Brooklyn turned two, I was become more and more worried about her speech.  She wasn't using the amount of words a toddler should be using at that age. daddy, mommy, dog, uh oh. but nothing more than those.  She was doing a lot more grunting and pointing then she should of been doing also.  So i did some research and talked to Eric about my concerns.  We found this web site for early intervention for children. http://www.utahbabywatch.org  It is amazing and close to nothing to pay for it.  We contacted them, made appointments and here we are.  She was evaluated to make sure she actually qualified for the program a few weeks ago.  She definitely qualified for her speech.  Her motor skills ,  gross motor skills, socializing and problem solving were all right on track for her age.  A few days later (9-15) Brooklyn was tested for her hearing and seeing and she passed with flying colors. As we expected.  On Thursday( 9-16) we had Brooklyn's Speech Therapist come to our house and set goals for Brooklyn 6 months from now.  Some of the goals were:

Using 50-75 words

Using Signs  80% of the time

Answering "yes" or "no" questions 75% of the time

Mimic animal and environment sounds 

Yes, Eric and I have a lot on our plate, and we have been asked a few times, why put her in speech? She will learn it eventually and once she talks you will wish she would stop.  Two reasons, one I had speech problems growing up due to numerous ear infections and went to speech in and out of school. Thus i was made fun of by other kids.  I, of course, don't want the same thing to happen to my own child, so i will do everything i can to get her a head start or improve her abilities.  Second,  if she catches up very quickly, the skills we learned from the therapist will only help us in the future, there is no harm in catching it, if it is a true problem.

The therapist comes back to our house to do her first session with Brooklyn next Friday,  until then we are told to simplify our speech with her and introduce some simple signs ie eat, bed, drink, and all done.  I explained this to Eric last night, and he was a little overwhelmed, like i felt.  But i am looking forward to watching him, sign "eat" with Brooklyn and see how she response.  I am ready for her to start talking for one other reason...potty training...Yippy! 

Have you experiences any of this before? If so i would love to know what worked and anything else.