Tag Archives: family

How to Talk to Your Baby: Tips for Parents Expanding Speech/Language Skills

By: Valerie Heneghan, CCC-SLP/L

Each baby’s development is unique and magnificent! However, parents will often ask us these questions:

  • How do I know if I am doing enough to foster speech and language development to keep my baby on track?
  • What communication milestones should I be looking for?

In general, these are a few communication milestones that you should be looking for in the first year of life from the American Speech-Language Hearing Association (ASHA). 

Birth-3 Months

  • Seems to recognize your voice and quiets if crying
  • Makes pleasure sounds (cooing, gooing)
  • Cries differently for different needs
  • Smiles when sees you

baby34-6 Months

  • Moves eyes in direction of sounds
  • Babbling sounds more speech-like with many different sounds, including p, b and m
  • Vocalizes excitement and displeasure

7 Months – 1 Year

  • Begins to respond to requests (e.g. “Come here” or “Want more?”)
  • Babbling has both long and short groups of sounds such as “tata upup bibibibi”
  • Uses gestures to communicate (waving, holding arms to be picked up)
  • Has one or two words (hi, dog, dada, mama) around first birthday, although sounds may not be clear

Here are 8 tips to help meet these milestones, engage, and expand your child’s ability to communicate.

  • Child-directed communication. The amount and quality of language has a huge impact on your child’s communication development. Research has shown that babies benefit greater from child-directed communication rather than language that is overheard (e.g., asking your child a question vs. listening to the TV in the background) Take the time to smile and enjoy your child through communication exchanges.

 

  • Imitate your child’s sounds and actions. Imitation is a very important skill for your child to learn.  Imitating your baby encourages him/her to notice you and even imitate your actions and/or words. This skill is vital for expanding babbling to initiating first words (e.g., “Mamama”, “babo”, etc.).

 

  • Put the child’s message into words.  When your child sends you a message by reaching, pointing, looking, or making a sound; put into words what you think he is trying to tell you.  Be repetitive, children learn through repeated exposure to target words. (e.g., Do you see the ball? Ball, Here is the ball.).

 

  • Talk with your child during every day routines and activities. When your child hears familiar words and sentences in the same contexts every day, it helps to build his understanding of language.  This is one of the best ways to learn more difficult concepts as well such as verbs, prepositions, etc. (e.g., Look the dog is running. He is running so fast!)

Baby nico on swing

  • Be face to face. When playing with your child, get down to his/her eye level.  Sit facing him/her when he is in his high chair or while playing on the floor.  This way, your child can see and hear you better fostering communication and imitation attempts. During this time, use gestures such as pointing, and imitating daily routines (e.g., washing hands, stirring spoon, kissing babies, etc.)

 

  • Offer your child choices. Hold up two objects and show each object as you name it.  You can ask, “Do you want crackers or bananas?”  Observe how your child communicates his/her choice-looking at the one he/she wants, reaching toward it, pointing to it, making a sound or saying the word.  As soon as your child lets you know what he/she wants, give it to him/her which will allow him/her to experience the power of communication!

 

  • Pause during a familiar routine to tell your child it’s his turn. When you and your child are doing something repeatedly (e.g., swinging, tickling).  Pause during the activity from time to time.  For example, after you have tickled your child, stop the game and WAIT for him/her to let you know that he/she wants more.  Don’t say anything-just look expectantly.  See if your child will tell you to continue in anticipation for that desired activity.

 

  • Sign Language. Sign language is the use of a gestural system to communicate. Signs can be used to reduce frustration and give the child a way to communicate his wants and needs while he/she is still coordinating their speech production system. (My personal favorites are “more”, “all done”, “milk”, and “up”).

    all_done
    From babysignlanguage.com

 

In summary, the best way to foster speech-language development with your child in their first year of life is to: TALK, PLAY, READ, and SING!  If you have any questions or need additional support, please contact a speech-language pathologist for more information.

If you are concerned about your child’s language or other development, take our free online developmental screening tool for children birth to age five. The Ages and Stages Questionnaire (ASQ) will showcase your child’s developmental milestones while uncovering any potential delays. Learn more at askeasterseals.org. 

 

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My Kid is a Picky Eater and I Need Help!

By: Laura Van Zandt, OTR/L

peblog2Around 2 years of age, children enter the age of autonomy where they become aware of their individuality and become increasingly independent. This is also the age where they become increasing comfortable testing limits. Around this age, kids are most likely to start becoming “picky eaters.” By the time children enter preschool, many have begun to move past this phase and start to expand their food preferences; however, some children don’t move out of the picky eating stage and continue to refuse foods. Foods once liked may become dropped and not added back into their diet. The big difference between typical picky eating and avoidant /restrictive food intake disorder (AFRID) is that typical picky eating fades away in conjunction with repeated food exposure and a positive mealtime environment.

Children with ARFID may also have other health issues or conditions such as attention deficit hyperactivity disorder, autism, sensory processing, food allergies, constipation, and/or anxiety. Some children who were born prematurely may have required breathing and feeding tubes during hospitalization which can increase oral sensitivity. A child who had a choking episode in the past, was forced to eat, or who had multiple respiratory infections at a time when she was learning to eat may have developed negative associations with eating. Some children may have a sensory system which is offended by the texture, smell, odor, or appearance of food. These sensitivities may alter how kids experience food and result in their refusing to eat many foods. Anxiety can stem from the food itself, especially if it’s unfamiliar or disliked, or it can result from other factors such as pressure to eat at mealtime or a negative memory of eating. Older kids may experience social anxiety around their peers.

Parents often have good intuition and know when something is not right with their child’s eating patterns. Some signs of AFRID include refusing food due to its smell, texture or flavor, or a generalized lack of interest in eating. Children may have poor eating or feeding abilities, such as preferring pureed foods or a refusal to self-feed. They may be underweight or demonstrate slowed growth due to inadequate or poor nutrition. They may also show signs of anxiety or fear of eating. If you feel like your child’s eating patterns is moving beyond typical picky eating, please schedule an appointment with a pediatric occupational or speech therapist that specializes in feeding.

What can be done:

  1. Schedule a comprehensive evaluation with an occupational or speech therapist can assist you in helping rule in/out other medical conditions which may also be influencing your child’s eating behaviors and patterns. A therapist may also be able to make recommendations to further evaluate nutrition or evaluation for gastrointestinal issues causing discomfort or pain influencing feeding. They will help develop a comprehensive treatment plan that addresses all different angles of feeding.
  2. Read occupational therapists Maureen Karwowski’s blog regarding playing with your food. Research suggests that when too much negative pressure is placed on the child for eating, the child’s appetite may also decrease and could spur an emotional response leaving the child to dread mealtimes. Vice versa, additional research also suggests that when children are allowed to mess with their food and are given permission to touch, handle, and even squash foods they are actually more likely eat them. Allowing your child to handle food without the expectation to eat the food allows them to gradually desensitize their body to the sights, smells, and feeling of a variety of food. Allowing your child to play with food helps to build new brain pathways that help to reshape prior negative experiences with food.
  3. peblog1Recruit your child’s help. If you do not already meal plan, start meal planning and involving your child as much as possible in the process. When at the grocery store, ask your child to pick out food on the grocery list (even if it is not food your child regularly eats). At home, encourage your child to help rinse fruits and vegetables, stir batter, use scissors to cut herbs, or set the table. During mealtimes, serve dishes family style where everyone passes the different food bowls.
  4. Be patient and start very small. Your child might need repeated exposure to try a new food. You may also need to start by presenting a single bite of a vegetable or a fruit versus presenting a lot of the food immediately off the bat. Sometimes, even reading books about different foods, might be the place to start with your child.
  5. feast for 10.pngThink of fun and creative ways to present the same food. For example, if you child is learning how to like pizza, you can try serving pizza on a tortilla shell or on an English muffin. The following are a few books on food that are good to read with children:
  • Eating the Alphabet: Fruits and Vegetables from A to Z by Lois Ehlert
  • Cloudy with a Chance of Meatballs by Judi Barrett
  • I Will Not Ever Eat a Tomato by Lauren Child
  • The Seven Silly Eaters by Mary Ann Hoberman
  • Growing Vegetable Soup by Lois Ehlert
  • Feast for 10 by Cathryn Falwell
  1. Enroll your child in a food group. Easter Seals has routinely been offering an occupational therapy and speech therapy group called “Fun with Food” that helps children learn how to explore foods using all their senses, including touch, smell, sight, and taste. Each session will utilize sensory “warm up” games prior to heading to the kitchen for our snacks. Parents are encouraged to continue with food exploration at home based on weekly recommendations following each session.

Learn more about our occupational therapy services at http://www.easterseals.com/dfv/our-programs/medical-rehabilitation/occupational-therapy.html. 

All About Adaptive Bikes

By: Bridget Hobbs, PT, DPT

img_7454.jpgWant to see pure joy in a child’s face?  Put him on a bike!  Children of all abilities love the freedom, weightlessness and fun that bicycles (and tricycles) provide.  Just like children, bicycles come in all varieties and can be adapted for children with special needs.

Bicycle riding provides not only the physical benefits such as leg strengthening, increased balance, coordination and endurance, but also the social benefits of riding with family and peers.  Below are just a few examples of modified cycles that are made to assist children with special needs in their bike riding goals.

bike

Adaptive tricycle: The three wheels on this tricycle provide a wide base for increased stability which helps children feel safe not only when riding the bike, but when getting on and off it as well.  The high back and seat belt also provide proper trunk support to help a child stay upright and midline.  There are also Velcro foot holders to prevent feet from sliding forward.

Rhys

Tandem bicycles: Tandem bicycles allow for a parent to propel the bicycle with the option to turn the child’s pedals on or off, which enables a child to rest and enjoy the ride when they are tired. The tandem bicycle also allows for communication while simultaneously enjoying the benefits of exercise.

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Bicycle Trailer: A bicycle trailer is a good option for longer family bike rides where everyone in the family can be included.  The bicycle trailer allows for a lot of leg room and a child or adult can be easily transferred in and out of the trailer and positioned in many different ways.

cycle

Hand and Foot Cycle: A hand and foot cycle can be used for children who have lower extremity weakness, spina bifida, cerebral palsy or low muscle tone. This type of tricycle has the ability to be propelled with either arms and/or legs.   A benefit of this type of tricycle is that children can increase their range of motion in their arms as well as work on a reciprocal motor pattern of their upper extremities.

Your child’s physical or occupational therapist is a great resource to help you and your child learn what kind of bicycle or tricycle would be good for your child.   A few companies/websites that may be helpful in adapted cycles are below:

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Thanks to a generous donor, we are pleased to launch the Jonathan Goers Bike Club at Easter Seals DuPage & Fox Valley. This program was established to share Jonathan’s joy of biking with children who have developmental delays and/or disabilities and may not otherwise have the opportunity to ride or own a bicycle. The program will provide a child with an adapted bicycle free of charge.

Any family of a child with a developmental delay or disability is eligible to apply to this program. The bike must be returned to Easter Seals DuPage & Fox Valley if the child outgrows or no longer uses the bike. This will allow another child to enjoy the benefits of biking. Speak with your Easter Seals DuPage & Fox Valley therapist for more information on the application.

The first bike giveaway will be at our 2nd Annual Bike for the Kids event on September 17 in Elgin. Adapted bikes and trailers are welcome and all ages and abilities are encouraged to participate. Choose your distance from 100 Miles to the 2.5 Mile family ride. Learn more at www.EasterSealsDFVR.org/BikeForTheKids.

Back to School…. Yay or Nay?

By: Sharon Pike, Parent Liaison

As the first day of school is fast approaching I am hearing two camps of parents.  The ones that are counting the days till the bus comes with the routine of school that brings a sense of normalcy and structure to their homes.  The other camp, is the one that are holding onto summer with all their might, dreading the routine and busyness that the school year promises.

Marita Blanken_4 cropped MG_9142BWhichever camp you’re in, know you’re not alone! Either way it’s time to shift gears and focus your energy on getting everyone ready for earlier bedtimes and wake ups, school lunches and getting out the door in time to catch the bus.

By now you’ve learned who your new teachers are so the kids know it’s coming. No one wants to send their child off to school frazzled so I recommend getting as organized as possible.
How to prepare your child

  • Move bedtime back and set alarms for earlier wake ups.
  • Start having the kids pick out their outfits the night before so everything is together in one spot for quick dressing.  If a schedule in your child’s room helps, make one that outlines the morning routine.
  • Have them help make lunch the night before so it’s all ready to go in the morning.

Preparations with the school before the first day

  • Review your child’s IEP especially the accommodations page so you can go to school and ask that things are in place before the first day of school. You don’t want to wait for the sensory diet items or special chairs to be available weeks later.
  • If your child has medical issues and things changed over the summer, ask to schedule with the school nurse to review any changes.
  • cammy can.pngCreate a one page at a glance about your child in a nut shell.  So, everyone from the principal, school secretary, janitor and lunch ladies understands your child’s unique needs and abilities.

Then hang on, as the first couple of weeks might be difficult. While there may be a few bumps to work out, before you know it will be October  and a nice routine will be established.

For help with your child’s IEP or other back to school assistance, contact our parent liaisons and visit our web resources at: http://www.easterseals.com/dfv/explore-resources/for-caregivers/iep-help.html 

Another great resource for back to school tips is from the American Academy of Pediatrics.

 

 

 

Benefits of Outdoor Play

By: Laura Van Zandt, OTR/L

While visiting my family recently, I was reminded of the importance of outdoor play. I was lucky to grow up with a two-acre yard and large untamed wood behind my house. It granted me endless hours of exploring and freedom. Now, children have highly-scheduled lives and don’t have the opportunity to play outside as often. Safety is another legitimate concern for families reluctant to allow their children unsupervised play time outside.

But the whole family can benefit from play time outside. The benefits for children include:

9_DyeAsherLGross Motor Skills: The outdoors is one of the very best places for children to practice and master emerging physical skills. Children can freely experience gross motor skills like running, skipping, and jumping. It is also an appropriate area for the practice of ball-handling skills such as throwing and catching. There are also tons of opportunities for strengthening and coordination through sensoriomotor and heavy work activities such as sitting on a swing, pushing a swing, pulling a wagon, and lifting/carrying objects.

Fine Motor Skills: When children are playing outside they are constantly using their hands to pick up and hold an endless number of items. Each time they pick up something new, they must form their hand around a variety of different shapes. In turn, they learn to separate the two sides of their hands as well as learn how to develop grasp patterns.

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Sensory Processing Skills: The outdoors are full of boundless sensory processing opportunities. Each of our seven different senses (vision, auditory, tactile (touch), olfactory (smell), gustatory (taste), vestibular (balance), and proprioception (body’s ability to sense itself) are constantly given a vast array of opportunities.

Just close your eyes and listen to all the different sounds. Can you identify the different birds? Open your eyes and now look. Can you find the bird that made that sound? Sit down and feel the grass on your skin. Talk a walk down to a neighborhood garden and smell the different flowers. Which one is your favorite? Can you find the fresh vegetables and fruits? How do they taste? Bend down and simulate your vestibular sense as you pick the different vegetables and fruits. Put them in your wagon and give your proprioceptive system a workout as you pull it up the hill.

Cognitive and Social Skills: Without all the bells and whistles of electronics, children are more likely to invent games as they learn how they can interact within the outside world. Who can jump the furthest over the stick? Who can run the fastest to the biggest tree? Where can I find the best hiding spot for hide-and-seek? Inventing games offers children the possibility to test boundaries and invent rules. In the process, children learn why rules are therefore necessary. They also learn the fine art of flexibility, and give and take with others. Children learn how to work together for a common goal and how to problem solve and use materials in new ways. They can also learn how to take turns and wait while playing on the playground.

Health: Playing outside is also a natural way to relieve stress. Sunlight provides vitamin D, which helps prevent bone problems, heart disease, and diabetes. Our vision is also known to be helped by playing outside (Optometry and Vision Science, 2009 January). Believe it or not, playing in the dirt also helps boost the immune system and handling bugs can help with auto-immune diseases.

Studies show that as many as half of American children are not getting enough exercise, and that risk factors like hypertension and arteriosclerosis are showing up at age 5. So simply going for a walk can greatly help children. Studies have also suggested that playing outside may help to reduce the signs and symptoms of ADHD in children by reducing attention deficit symptoms (American Journal of Public Health, 2004 September).

Activities by Age for the Great Outdoors

Infants:

08_Finn
Photo by Petra Ford
  • Lay a blanket down and have tummy time outside
  • Introduce grass, leaves, and sand in their hands as they exercise fine motor skills of touching and holding
  • Face the infant toward children at play to stimulate their eyes
  • Place the infant in a safely secured swing
  • Push an infant in a stroller around the neighborhood or park

Toddlers:

  • Blowing bubbles and trying to catch
  • Peek-a-boo around trees, bushes, and playground equipment
  • Explore in a sandbox
  • Encourage exploration on small playground equipment
  • Water play with cups and plastic containers
  • Push and pull equipment

Preschool:Gardening Blog1

  • Create a garden or plant some flowers
  • Go on a nature hike with a scavenger list of items to find
  • Use sidewalk chalk to create pictures
  • Collect twigs, branches, and sticks
  • Collect pinecones for making nut butter bird feeders
  • Fly a kite
  • Allow free time/ independent play

 

School Age:jorge-on-bike

  • Running outside
  • Kick a ball
  • Jump rope
  • Hop-scotch
  • Go on hike
  • Plant and maintain a garden
  • Ride a bike
  • Build forts outdoors

Easter Seals DuPage & Fox Valley’s therapy is modeled on play. If you have concerns about your child’s development or want an evaluation, visit www.eastersealsdfvr.org for more information.

10 Things You May Not Know About Our Parent Resource Library

By: Family Services Department

  1. Our Mary Alice D’Arcy Parent Resource Library at our Villa Park center was created for you! A key part of our mission is to “…provide support for families who love and care for (infants, children, and adults with disabilities) …” We have listened and responded to the many questions we receive by finding highly rated books on those topics.
  2. We have listed many of the books housed in our library onto goodreads to make it easier to browse our shelves from any location. Click HERE to see our goodreads profile and view our book list.
    parent resource lib
  3. We add new books all the time and they may not yet appear on this list. Please ask!
  4. Our children’s section is separated from the parent books and off to the right side of the library. These books can be great for siblings to help understand a diagnosis or for when talking with your child about challenges they may be facing.
  5. Our Naperville and Elgin centers also have small library collections with many of the same books.
  6. We labeled our “bookshelves” on goodreads to match our library shelf subjects. If you find a book you want to look at and it is listed as being on the “behavior” shelf on goodreads, you will find it on that shelf in our library.  If you have any trouble finding a book you are looking for please ask a staff member for help.
  7. Checking out books is EASY! Here’s how:
    Books may be signed out for 3 weeks
    • Please complete the card located in a pocket inside the front cover of the book and return the card to the front desk
    • Please return all books to the front desk

Enjoy!

8. One of the most popular books (please ask for help if it is checked out when you look for it!) is:

parent resource lib 2

  1. We love feedback, suggestions and requests. There is a place for parent comments located inside the back cover of most of the books.  Please share your opinions so we can let other parents know what has been most helpful. If there is a book or a topic we don’t seem to have please come on in and ask.  We have staff bursting with ideas and suggestions and file cabinets full of referral sources we would love to share! If you cannot find a staff member please ask the front desk for assistance.
  2. Our expert social service staff encourage you to come on in, hang out, use the computer, look over the books, read a book to your child, ask a question or simply stop in and chat with a staff member – we are here for our families and we are great listeners and problem solvers!

For more information on our family services including additional resources visit: http://www.easterseals.com/dfv/explore-resources/for-caregivers/family-services.html.

Simple Strategies for Picky Eaters

By: Mandy Glasener, Lead Preschool Teacher and Danni Drake, Teacher Assistant

As pre-school teachers, we are all too familiar with this battle. How do you get a 3-year-old to try something new or eat their vegetables? We will share with you some of our tried and true secrets!

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The key is to disguise it!

We managed to get a whole classroom of preschoolers to eat their peas and want more! Crazy! Right?

We made pea pancakes.  A savory treat full of fiber, protein and fun!

Focusing on the aesthetics makes it fun for all kids to eat. Can you eat the nose? Who will eat his eyeballs first?

Not only are you making it a learning experience, you are eating healthy right along with your child.

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Also, we LOVE Pinterest. We have found many easy recipes that are quick and healthy that the children love and ask for us to make together. Some of our favorites are below!

  1. The rice cake face.  You can change it up and use fruit and yogurt too! The possibilities are endless!
  2. A favorite pre-school activity is mixing and making zucchini bread is a winner to make for snack time every time!
  3. Dips are popular too! This ranch hummus dip is a winner!

peblog4.jpgWe use the hummus as “glue” and go fishing for goldfish with our veggie stick rods! Not only are you eating an amazing, fiber, protein packed snack, you are also having fun playing a game!

Growing a garden (even a few small containers) is a rewarding experience even for the youngest of gardeners. Everything is more delicious when you grow it all by yourself!

We grow our own vegetables here at “The Lily Garden” and harvesting is always a very exciting time. We have tomatoes, pumpkins, cucumbers, zucchini and broccoli  growing this year. In the past we have done rainbow carrots, kale and potatoes too!

Involve your kids in the food preparation and it will make them want to try it too. Research shows that if your child is involved with the meal prep they are much more likely to eat it. Also be a role model and show them that you like to eat your fruits and veggies too!

picky eating blog 2

Please share your favorite healthy snacks in the comments.

Happy snacking!

The Lily Garden Child Development Center incorporates a play-based program philosophy. We understand that children learn best when provided with experiences in an environment that is positive, nurturing and developmentally appropriate. Learn more about the Lily Garden Child Development Center here.

 

 

Myths and Facts About Raising Bilingual Children

By: Jessica Drake-Simmons, M.S. CCC-SLP

There are many misconceptions about raising bilingual children.  Many well-meaning professionals can perpetuate myths that scare parents away from speaking to their children in their native language.  However, research supports the many benefits of being bilingual.  Let’s disprove some of these perpetuated myths:

MYTH: Parents should primarily speak English to their children regardless of their native language.

01_Lucas_VasquezFACT: Parents should be supported to speak in the language they feel most comfortable.  Speaking their primary language will provide the most complex language models.  If a parent is learning English himself, he will not provide rich vocabulary and grammar models.  The child will be exposed to simpler linguistic models than if the parent spoke to the child in their stronger language.  Providing a more complex model in the stronger language is more beneficial to the child than reducing to just speaking English.

MYTH: Raising my child bilingual will cause a delay in language development.

FACT:  Children all over the world learn more than one language without developing speech or language problems. Bilingual children develop language skills just as other children do. If a child has a speech or language disorder it will show up in both languages.  However, these problems are not caused by learning two languages.

MYTH: Raising my child bilingual will cause him to suffer academically.

FACT:  Research indicates that being bilingual makes your brain healthier and more actively engaged.  It leads to better executive functioning skills, enables one to learn more languages easily and have more job opportunities in the future.

MYTH: My child will feel different than his classmates if he speaks another language.

FACT: Your family’s heritage and culture is a valuable part of who your child is.  Keeping him connected to your community and feeling secure in his identity will give him more self-confidence.

MYTH:  I shouldn’t expose my child to my family’s native language because he has a language disorder.

FACT:  It is a common misperception that when a child has a language disorder, its better to reduce to one language.   It may seem counterintuitive to continue to expose the child to two languages but the evidence does not indicate that bilingualism will impede a child’s English language learning growth.  If it is important to the family, they should feel supported in their decision to raise their child with two languages.

MYTH: I should only speak English to my child until he starts school so that he is ready academically.

FACT: The younger a child is, the easier it is for them to learn a language.  The most effective ways to raise bilingual children are:

Successive language learners: Speak to your child exclusively in your family’s native language. Developing a strong foundation in the first language will pave the way for developing the second language of English.

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Simultaneous language learners: Use two languages from the start.  Some families choose to have one parent speak their native language and the other parent speak English.  Some families choose to speak a given language on certain days of the week or certain times of the day.

If you are concerned about your child’s language or other development, take our free online developmental screening tool for children birth to age five. The Ages and Stages Questionnaire (ASQ) will showcase your child’s developmental milestones while uncovering any potential delays. Learn more at askeasterseals.org. 

10 great books to help you talk to children about disabilities

By: Karyn Voels Malesevic, Au.D., CCC-A

Many of us have struggled to find the right words when talking to our kids.  Knowing how much to say, or how little, or what type of words to use can be a challenge.

Enter the power of a good book!

Sitting down and reading a book about a character that may have the same disability as your child can be a great way to start the conversation.  Sharing stories is also a great way to help siblings and classmates understand and appreciate differences, or to help your child(ren) prepare for a big transition or difficult news.  A good book helps finding the right words much easier.

We’ve complied a list of ten great children’s books to help confront tough issues.

To view our complete list of book recommendations for parents, caregivers and children, follow us on Goodreads.

  1. Rolling Along with Goldilocks and the Three Bears by Cindy Meyers- In this story baby bear uses a wheelchair, goes to physical therapy, and ultimately makes friends with Goldilocks. The story unfolds many of the familiar scenes of the classic tale ending on a hopeful note.349042
  2. Wonder by R.J. Palacio- August (Auggie) Pullman was born with a facial deformity preventing him from going to a mainstream school that is until now. He’s about to start 5th grade and being the new kid can be hard. Auggie’s just an ordinary kid, with an extraordinary face. But can he convince his new classmates that he’s just like them, despite appearances?
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  3. We’ll Paint the Octopus Red by Stephanie Stuve- Bodeen- Six-year-old Emma is gladly waiting for  the birth of her new baby brother or sister. She imagines all of the things they can do together. They’ll go to Grandpa’s farm to feed the calves, ride in the back of the mini-van making faces at the cars that go by, fly on airplanes, and someday, they’ll even go to Africa on a safari.264878
  4. Kids Talk about Bullying by Carrie Finn-  People make fun of me for wearing glasses. What should I do? Super Sam the problem solver will give you some strong advice on bullies.1172876
  5. The Way I Act by Steve Metzger- This vividly illustrated story is a fun way to show children how their actions may affect others. This book explores a variety of attitudes and traits, like compassion and bravery. Children will instantly recognize and identify scenarios such as meeting new kids, romping on the playground, and finishing a puzzle. Each scene illustrates proper ways to act and encourages readers to do the right thing.10253343
  6. Rolling Along: The Story of Taylor and His Wheelchair by Jamee Heelan- Taylor and Tyler are twin brothers and best friends. But the twins are different in one significant way: Taylor has cerebral palsy, while Tyler does not. Taylor explains to readers why wheelchairs allow many people to be more independent. This triumphant story offers a valuable look at both adjusting to a wheelchair and facing physical limitations with boundless energy and determination.1403392
  7. No, David! by David Shannon- When author David Shannon was five years old, he wrote a semi-autobiographical story of a little kid who broke all his mother’s rules. He chewed with his mouth open (and full of food), he jumped on the furniture, and he broke his mother’s vase! As a result, all David ever heard his mother say was “No, David!” Here is his story.1062516
  8. Nobody Knew What to Do: A Story about Bullying by Becky Ray McCain- This story tells how one child found the courage to tell a teacher about Ray, who was being picked on and bullied by other kids in school.805575
  9. Sara’s Secret by Suzanne Wanous- This author skillfully manages to go beyond the message to the heart of Sara’s guilt and embarrassment. Sara and Justin are more than stiff cardboard characters, and their humanity poignantly validates the feelings of children who have disabled siblings. Haas’ fluid, striking watercolors convey Sara’s emotions with an intensity that is well matched to the text.3937661
  10. Let’s Talk about It: Extraordinary Friends: Let’s Talk About It by Fred Rogers- How do you get to know someone in a wheelchair? Sometimes it’s hard to know where to begin. In his characteristically wise and gentle way, Rogers challenges the stereotypes that often plague children with special needs and celebrates six children who are extraordinary friends.

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There are many great books out there, too many to list here!
Click this link to take you to our virtual bookshelves.  Here you will find the entire list of our recommendations, all available to check out in person at our Parent Resource Library.  Your local library should have many of these as well.

Another extensive list of books can be found HERE.

If you find your family confronted with a serious  issue or unexpected change that impacts your child, it’s important to prepare yourself before having a difficult conversation.  Here are some resources to help guide your first steps in talking about illness, death, divorce or autism:

  1. Helping children when a family member has cancer HERE.
  2. Helping your child deal with death HERE.
  3. An age by age guide for talking with kids about divorce HERE.
  4. Telling your child that they have autism HERE.

It often helps to connect with a professional who can answer questions and recommend an approach.

 

To connect with a social worker or parent liaison at Easter Seals DuPage & Fox Valley visit: http://www.easterseals.com/dfv/explore-resources/for-caregivers/family-services.html


 

SpellLinksLearn more about how Easter Seals DuPage & Fox Valley is supporting literacy for children with special needs, check out our latest course offering in partnership with Dr. Jan Wasowicz and SPELL-Links.
Building the Brain for Literacy: Prerequisites for Successful Spelling & Reading A Multi-Linguistic, Prescriptive Assessment and Speech to Print Instruction

How Loud is Too Loud?

May is Better Hearing and Speech Month!

By: Cindy Erdos, Au.D., CCC-A

The Stanley Cup playoffs are underway, and the finals start next week.  I love watching hockey and I am an audiologist, so when I came across an article titled “Can hockey playoffs harm your hearing?”  I had to read it.  The research says,  “YES,”  the level of “leisure” noise present during a hockey game is loud enough to damage your ears and hearing.  If you are lucky enough to get tickets to the Stanley Cup, or any hockey game, you should consider getting some ear plugs or earmuffs for your children.

Most people tend to think that hearing loss caused by noise only happens to adults who work in noisy environments or those who attend lots of rock concerts or elderly adults who have had a life-time of noise exposure.  Exposure to loud noise without proper protection can cause hearing damage to anyone, at any age.  There is a growing concern about noise-induced hearing loss in our children.  We need to protect our children’s ears from noise-induced hearing loss and we need to teach them to continue protecting their hearing throughout their lives.

Our Noisy World

Do you remember that last time you “heard” silence?  We live in a very noisy world.  We encounter sounds every day, all day long.  Traffic, sirens, machinery, lawn equipment, concerts, movie theaters, sporting events are just some of the sounds we encounter on a daily basis. Sound Sense points out that a lot of our children’s activities involve some degree of noise: school lunchrooms, sports and sporting arenas, movies, and electronic media.  As you look around you are likely to see children, and adults, listening to some type of personal listening devices.

Even some children’s toys produce high levels of sound.  The Sight and Hearing Association publishes the Noisy Toys List annually and recommends downloading a sound meter app on your smartphone to help measure noise.  Their rule of thumb is, “if a toy sounds too loud to you, it is too loud for the child.”

Top 3 Noisiest Toys via Sight & Hearing Associations Noisy Toy List 2016

WWE

 

WWE 3-Count Crushers: Roman Reigns
Ages 6+
104.4 dB(A)

 

roadripper

 

Road Rippers Rush & Rescue
Ages 3+
103.9 dB(A)

 

tonak.jpg

 

My First Tonka Wobble Wheels
Ages 1+
103.2 dB(A)

 

The Center for Disease Control (CDC) recently published an article titled, “Too Loud!  For Too Long!” The article reports that hearing loss is the third most common chronic health condition and a major cause of hearing damage is noise exposure.  The World Health Organization (WHO) estimates that a billion-young people worldwide could be at risk of hearing loss due to unsafe listening practices.

audiology

How Loud is Too Loud?

First thing to keep in mind is noise does not need to be unpleasant, or even physically uncomfortable to cause damage to your ears or hearing.   The intensity (loudness) of the sound and the time spent (duration) listening to the sound are critical. Intensity of sound is measured in decibels (dB).  Conversational speech is around 60 dB; a soft whisper is around 30 dB and a shouting directly into someone’s ear can be as high as 110 dB.  Your dishwasher probably runs about 70 dB and the sound of your hair dryer is around 90 dB.  City traffic (inside your car) is around 80-85 dB, but when riding a motorcycle, you are listening to around 95 dB of noise.  Watching your favorite sports team live may expose you to as much as 100 to 120 dB – depending on if your team is winning.

So how much is too much and how long is too long?  85 dB is the “magical” number. Occupational Safety and Health Administration (OSHA) recommends any employee who is exposed to 85 dB of noise be included in a noise conservation program to ensure their hearing is monitored and they are instructed on hearing protection practices.  The American Academy of Audiology recommends any time you are exposed to 85 dB or louder you should use hearing protection.   In addition to how loud the sound, you need to be concerned about the length of time you spend listening to the sound.

The chart below gives more examples of typical sounds and the maximum recommended duration:

Leaf blower:                                       90 dB (2 hours can cause damage)

Sporting event:                                 100 dB (14 minutes can cause damage)

Rock concert:                                     110 dB (2 minutes can cause damage)

Siren:                                                    120 dB (1 minute can cause damage)

SOURCE: CDC Vital Signs, February 2017

Unless you have a sound level meter app on your phone, you may not know if a sound is 85 dB, 70 dB, or 110 dB.  Here are some signs that a noise may be too loud:

  • You need to raise your voice to be understood by someone standing nearby
  • The noise hurts your ears
  • You have a buzzing or ringing in your ears, even temporarily
  • You don’t hear as well as you normally do until several hours after you get away from the noise
  • When listening to music through your headphones you cannot carry on a conversation without shouting

Prevention & Protection

Most of us rely on hearing to communicate and stay connected to others.  As we know hearing is critical to speech and language development, speech and language are critical for learning and academic progress.  Even mild hearing loss can affect a child’s academic success.  The damage from noise not only causes hearing loss, but it can cause tinnitus (buzzing or ringing in the ears) and/or hyperacusis (increased sensitivity to sounds).

The good news is ear damage due to noise exposure is almost completely preventable.  With a little knowledge, you can protect your child’s ears, as well as your own.  You can also teach your child to recognize when sounds are dangerously loud and how to protect their ears and hearing for a lifetime.  It’s a Noisy Planet has activities and suggestions for encouraging children to protect their ears.

More tips for safer listening are:

1) Turn the noise down

2) Walk away or avoid the noise

3) Take breaks from the noise

4) Block the noise or use hearing protection

5) Use the 60:60 Rule:  listen to music at 60% maximum volume for no more than 60 minutes a day.

Putting cotton or tissue in your ears may make you feel like you are protecting your ears, but most likely you are not providing appropriate protection against sound and possibly causing more damage as you may feel like you can stay longer in the noise because you have “protected” them.  You should use products that are made specifically for protecting your ears from noise.  You can purchase disposable earplugs from a pharmacy.  You can order earmuffs for you or your children.  You can even have customized earplugs made which are often more comfortable as they fit your individual ears.
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Damage due to noise is completely preventable.  First you need to recognize when a noise could potentially be dangerous, and then take step to prevent the sound from damaging the delicate structures or your ear.


 

If you are concerned that you or a loved one may have noise induced hearing damage, contact an audiologist at Easter Seals DuPage & Fox Valley for a complete hearing evaluation and more information on how you can keep the hearing that you have. Visit our website here.