Speech therapist, Logan Carter completes PECS® training

Wednesday, Jul 12, 2017 by Child & Family Development

 

Speech therapist, Logan Carter MS CCC-SLP, completed a continuing education course about the widely used Picture Exchange Communication System® (PECS).   

  • Picture Exchange Communication System® (PECS) Level 1 training
  • Picture Exchange Communication System® (PECS) to Speech Generating Devices (SGD)- Guidelines & Recommendations

PECS was developed in 1985 as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities. It has received worldwide recognition for focusing on the initiation component of communication. PECS does not require complex or expensive materials. It was created with families, educators, and resident care providers in mind, so is readily used in a range of settings.  PECS begins by teaching an individual to give a picture of a desired item to a “communicative partner", who immediately honors the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to answer questions and to comment. 

PECS has been successful with individuals of all ages demonstrating a variety of communicative, cognitive and physical difficulties. Some learners using PECS also develop speech and others may transition to a speech generating or augmentative communication device. The body of research supporting the effectiveness of PECS continues to expand, with research from countries around the world.

Read more about PECS on their website

Logan enjoyed both courses and shares: 

  • The Picture Exchange Communication System®  (PECS) is a communication training program that is designed to help students who do not speak at all, speak only when prompted to, or those who exhibit no functional or socially acceptable speech. PECS is an intervention that has been researched and proven to help students with Autism Spectrum Disorder (ASD) communicate; however, the picture based system can also be used with a variety of individuals who have other related communication difficulties. The most essential component when learning to communicate, is initiating. The student being trained to use PECS is initially taught “how” to communicate by using a single picture in exchange for a highly motivating reward, called a reinforce. Students progress through six phases starting with single pictures, then later learn to combine pictures to make sentences. These phases are implemented across environments and with a variety of people in order for them to remain effective. PECS is extremely systematic and highly tailored to each person. I am excited that I am able to provide individuals with a functional and practical method of communication. 
  • As the person moves through all the phases of PECS, a specific and customized communication notebook is developed just for him.   Once able to use PECS across settings and with multiple communication partners, some individuals may be an ideal candidate for transitioning to a Speech Generating Device (SGD). With this training, I am more able to assist with the transition of choosing a device and teaching functional use of a device. 

The Child and Family Development team of 8 speech therapists offering free phone intakes and screens.  

  Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

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Topics: C&FD Speech Therapy Services, Logan Carter

Allison Parker, speech therapist celebrates 3 years at C&FD

Friday, Jul 7, 2017 by Child & Family Development

Happy C&FD Anniversary to Allison Parker

Allison Parker MA CCC-SLP is a speech therapist at the Midtown office.  She is celebrating years at Child and Family Development this month.   

She is known for her sweet and giving spirit and gentle nature.  Kids and families love her-- and so do we! 

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Topics: Allison Parker, C&FD Speech Therapy Services

introducing solids, a speech therapy article review 

Friday, Jun 30, 2017 by Child & Family Development

Stephanie Tolley MS CCC-SLP, speech therapist at the Pineville office of Child and Family Development, recently reviewed an article from Eat Right about introducing solids to your baby.   

The article highlights how to know when your child is ready to begin eating more varied food textures and provides developmental expectations at 6 months, 9 months and 12 months.  

Stephanie shares, "I find a lot of families are unsure about when to introduce solids. I love that this article comments on what to look for so you know when baby might be ready as every child is different and some children may be ready sooner or later than others. I think it’s also a nice outline of ages for introducing appropriate foods."

Read full article here.  

Read more about C&FD speech therapy here.      

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

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Topics: Stephanie Tolley, C&FD Speech Therapy Services

Child and Family Development welcomes speech therapist, Emily Gammon

Wednesday, Jun 14, 2017 by Child & Family Development

Emily Gammon MS CCC-SLP, joined the Child and Family Development team this month.      

Emily received her BA from Indiana University and her Master of Science in Speech Language Pathology at West Virginia University.  Emily has had the opportunity to work with a vast population of children with varying speech- language, developmental and congenital disorders. She uses components of these these approaches in speech therapy: Talk Tools®, PROMPT©, Beckman© oral motor exercises and other therapeutic interventions. She has worked children with a variety of diagnoses including autism spectrum disorder, Down syndrome, sensory processing disorders, receptive and expressive language delays, Childhood Apraxia of Speech, traumatic brain injuries, non-traumatic brain injuries, cerebral palsy, auditory processing disorders, dysphagia/ feeding disorders and other developmental and genetic diagnoses. 

Emily enjoys working with children because of the connections she makes with the family. She enjoys watching kids progress, while helping their family members understand how to help their children effectively communicate.

She works at both the Midtown and Pineville offices.

Welcome Emily!  

Read more about our speech therapy services here.       

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

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Topics: C&FD Speech Therapy Services, Emily Gammon

Speech-Language Social Skills groups

Monday, Jun 12, 2017 by Child & Family Development

 

Kristin Lyman MA CCC-SLP is pleased to offer SPEECH-LANGUAGE SOCIAL SKILLS GROUPS at the Pineville office of Child and Family Development. Speech therapists work with kids and teens to improve social skills. When there are shared goals, groups can be formed to expand opportunities for practice and friendships.

Objectives Social skills groups are for children who struggle during interactions with others. Participants focus on practical conversational skills, such as:

  • Greetings
  • Turn-taking
  • Expressing yourself
  • Initiating and maintaining conversations
  • Social awareness
  • Emotions
  • Reading nonverbal language from others
  • Problem solving difficult situations

In the group setting, speech therapists facilitate the interactions to help children understand how to navigate various social situations. Sessions involve a variety of activities including lessons, turn-taking games, social stories, and role-playing for application of skills.  Groups are typically formed by age, but communication skills are considered too:

  • 6 years old and under
  • 7-14 years old
  • 15+ years old

Here's what some parents say about these groups:

  • “<My child> has achieved a refreshing confidence and a fearless daring spirit in his language skills.”
  • “<Our teen> has not only increased his speech abilities substantially, he has made a great friend!”

Scheduling These groups are ongoing, so new clients may join in at anytime. Typically, up to 4 participants are in a group.   

Cost Families may use available insurance benefits. Regular deductibles and co-pays apply. Prior Authorization, medical necessity approval and evaluations are required, as applicable by funding source. Families may also pay privately. Group services are $54/ session.      

Contact

Kristin Lyman, MA CCC-SLP, Speech-Language Pathologist, 704.541.9080 ext. 213

Click here to view and print the information page.

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Topics: C&FD Speech Therapy Services, Kristin Lyman

sensory-language LEGO® social skills program this summer

Monday, Jun 5, 2017 by Child & Family Development

In summer 2017, Child and Family Development offers a sensory-language social skills group built around LEGO® fun!

Sessions are co-led by a Speech Therapist and an Occupational Therapist.

The program is based on a LEGO® curriculum as well as LEGO®- Based Therapy: How to build social competence through LEGO®-based clubs for children with autism and other related conditions by Daniel LeGoff, Gina Gomez de la Cuesta, GW Krauss and Simon Baron-Cohen.  Main topics are:

  • WHOLE BODY LISTENING
  • BUILDING WITH A GROUP
  • READING & SHOWING EMOTIONS
  • GIVING & RECEIVING DIRECTIONS

Our group is open to all children who are verbal and can follow simple multi-step directions. A diagnosis is not required nor restricted to participation. 

At the end of the week, kids will go home with a special toy to be enjoyed!

SCHEDULING

Each child is screened by a therapist before being placed into a group. The groups are formed based on each child’s communication skills, social ability and age. To participate, a child must be able to follow basic Lego directions independently or with minimal help. 

The group meets for four 50-minute sessions, Monday-Thursday at the Pineville office.  Based on interest, there will be up to 4 groups:

  • GROUP #1: July 24-July 27 from 11-12
  • GROUP #2: July 24-July 27 from 1-2
  • GROUP #3: July 31-August 3 from 11-12
  • GROUP #4: July 31-August 3 from 1-2

COST

The cost is $220.00. All LEGO® materials are included. Payment is due at the time of registration.

CONTACT

Click here to print the info page.

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Topics: Kati Berlin, C&FD Speech Therapy Services, C&FD Occupational Therapy Services, Kristin Lyman

May is Better Hearing & Speech Month!

Wednesday, May 31, 2017 by Child & Family Development

 

Child and Family Development has been celebrating with the speech therapy team throughout May- Better Hearing & Speech Month!

We love our team, plus one starting in June!  

MIDTOWN OFFICE PINEVILLE OFFICE
  • Logan Carter MS CCC-SLP
  • Ann Guild MA CCC-SLP C/NDT
  • Allison Parker MA CCC-SLP
  • Melinda Schatz MS CCC-SLP
  • Kristin Lyman MA CCC-SLP
  • Lisa Peterson MS CCC-SLP
  • Stephanie Tolley MA CCC-SLP

Learn more about speech-language services here.

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

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Topics: Stephanie Tolley, Allison Parker, Ann Guild, Melinda Schatz, C&FD Speech Therapy Services, Kristin Lyman, Lisa Peterson, Logan Carter, Emily Gammon

Ann Guild, speech therapist and swallowing expert, celebrates 28 years at C&FD

Wednesday, May 17, 2017 by Child & Family Development

Happy C&FD Anniversary to Ann Guild 

Ann Guild MA CCC-SLP C/NDT is our most tenured and more experienced speech therapist.  She is celebrating 28 years at Child and Family Development this month.   

Ann holds a Neurodevelopmental Treatment™ (NDT) certification and a Vital Stim™ certification.  

Ann loves to teach- colleagues, parents, caregivers and kids! She has shared her expertise in how the human body functions- breathing, speech, eating, feeding, swallowing, child development & more- with countless people over the years.  We are very proud to have her on the C&FD team.

Come learn with her at the June 8 Tummy Time free seminar!  Learn more here.

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Topics: Ann Guild, C&FD Speech Therapy Services

Speech therapy and tonsillectomies & adenoidectomies

Tuesday, May 9, 2017 by Child & Family Development

Recently, Melinda Schatz MA CCC-SLP, speech therapist at Child and Family Development- Midtown office, reviewed a online Charlotte Smarty Pants post about a tonsillectomy or adenoidectomy, offered by Charlotte Eye Ear Nose & Throat

The information provides a wonderful summary about what to expect:

  • before surgery
  • the day of surgery
  • after surgery

Melinda shares: Speech therapists often recommend these procedures and can be very beneficial once recovery has occurred.   Sometimes, a child receiving speech therapy has had a prior tonsillectomy and/or adenoidectomy. Tongue movement can be impacted by the size of the tonsils and how much space they take up in the back of the mouth. Because the tongue has learned to move in a different way, it can cause problems with saying certain sounds. Speech therapy is very helpful in retraining the tongue to move appropriately for correct sound production, also called articulation.

Click here to read more about our speech therapists.  

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

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Topics: Melinda Schatz, C&FD Speech Therapy Services

Speech therapist, Hilary Frank completes picky eating food chaining course

Wednesday, Apr 5, 2017 by Child & Family Development

Hilary Frank MA CCC-SLP, speech therapist at Child and Family Development- Pineville, recently attended a course titled Treatment of Picky Eating and Problem Eaters Using Food Chaining Therapy from Northern Speech Services. 

This method trains pediatric therapists to evaluate medical, nutrition, oral motor, sensory and behavioral areas to determine the benefit of food chaining.  Food chaining is a framework of expanding nutrition and diet, starting with a list of safe and accepted foods, modifying/ altering these foods in very small ways and gradually proceeding to an expanded set of accepted and enjoyed foods.

A recent study including 10 children ages 1-14 revealed that the food chaining approach resulted in all children expanding their diet in all cases. This study concludes that Ffod chaining is an effective method in treating extreme food selectivity.

Hilary likes this program because it is evidence-based and encourages the child to feel successful within his/her eating environment. When we consider how many steps and skills are involved in “eating”, we can better understand and appreciate the supports certain children need along the way.    

She plans to use this training to provide helpful strategies for children and families focused on improving nutritional intake and expanding food acceptance. 

Read more about pediatric speech therapy, including feeding and swallowing services, here

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

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Topics: C&FD Speech Therapy Services

#WHO World Hearing Day: speech therapist sounds off! 

Friday, Mar 3, 2017 by Child & Family Development

Logan Carter MS CCC-SLP, speech therapist at the Midtown office in Charlotte, is sounding off about World Hearing Day, March 3!

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Topics: C&FD Speech Therapy Services, Logan Carter

Picky Eaters or Problem Feeders? Answers from occupational and speech therapists

Thursday, Mar 2, 2017 by Child & Family Development

Many moms and dads report that their child is a picky eater. It can be difficult to recognize if this is simply individual preference or an indication of a more significant concern.

Do you know a child described in this way?

  • She will only eat this one thing. (e.g. chicken nuggets, goldfish crackers)
  • My son gets upset at mealtime.
  • Dinner lasts for more than an hour.
  • He gags with any new foods.
  • My toddler stills eats baby food. 

Do you notice these symptoms?

  • Limited weight gain or growth
  • Dehydration and Failure to Thrive
  • Repeated respiratory infections or pneumonia
  • Nutrition concerns

Of course, adequate intake is an important component to health. Difficulties can create not only dietary problems, but also impact family dynamics and routines, social opportunities and wellness. When a medical diagnosis does not account for the difficulties, it may be a feeding or swallowing problem.

  • A feeding disorder includes problems with accepting and eating a healthy variety of foods.
  • A swallowing disorder includes problems with safely sucking, chewing and swallowing.

Feeding problems are characterized by:

  • A restricted range or variety of foods, usually less than 20 items
  • Resistance to adding new foods
  • Refusal of entire categories of food textures, temperatures or appearance
  • Crying when presented with new foods
  • Long feeding/ meal times (more than 30 minutes)
  • Frequent gagging or vomiting
  • Taking a few bites and then refusing more food

Swallowing problems are characterized by:

  • Difficulty breast feeding, drinking or chewing
  • Coughing or gagging during meals
  • Excessive drooling
  • Loss of food/liquid out of the mouth or nose
  • Difficulty chewing food before swallowing
  • Residual food in mouth after swallowing
  • Noisy breathing after swallowing 

Who can help?

Many of the speech therapists and occupational therapists at Child and Family Development have specialty training in both the sensory and motor aspects of a feeding or swallowing problem. We offer comprehensive evaluations and treatment.  Specialty services include:

  • Mealtime trials, one-on-one and groups
  • NeuroDevelopmental Treatment (NDT)™
  • Sequential Oral Sensory (SOS) Approach
  • Vital Stim™

Read more about speech therapy and occupational therapy services at Child and Family Development. 

Click here for a printable page about picky eating and problem feeding. 

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist  Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Occupational Therapist

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Topics: C&FD Speech Therapy Services, C&FD Occupational Therapy Services

Speech therapist, Melinda Schatz, celebrates 6 years at C&FD

Thursday, Feb 16, 2017 by Child & Family Development

 

Happy C&FD Anniversary to Melinda Schatz!

Melinda Schatz, MA CCC-SLP is a speech therapist therapist at Child and Family Development- Midtown.  This month, she celebrates 6 years!   

She shares her secret professional joy:

"Working with children gives me a reason to play with all the cool new games and toys!"

Have fun!

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Topics: Melinda Schatz, C&FD Speech Therapy Services

Stuttering or Developmental Dysfluency? Info from our speech therapists

Wednesday, Feb 15, 2017 by Child & Family Development

WHAT’S THE DIFFERENCE BETWEEN DYSFLUENCY AND STUTTERING?

As much as 80% of children have dysfluent speech during early childhood. It is not uncommon for kids to go back and forth between periods of fluency and dysfluency, especially when excited, tired or rushed. Usually, this is developmental dysfluency and will often disappear as a child masters articulation and communication skills.

For others, dysfluency will remain or will return in a more severe and long-lasting pattern called stuttering. This occurs when the natural flow of speech is interrupted. Usually, stuttering begins between the ages of 2-5, with a gradual onset. Although the exact cause is unknown, it is often genetic and a result of difficulty in coordinating the speech muscles in the presence of certain external demands. Risks and symptoms include:

  • Prolonging sounds
  • Inability to make certain sounds
  • Difficulty repeating sounds

FACTS ABOUT STUTTERING:

  • Affects about 1% of the world’s population
  • 4 times more common among boys than girls
  • Stuttering usually begins in childhood
  • Stuttering behaviors develop and vary throughout the lifespan
  • Many people report significant variability–sometimes stuttering a lot, sometimes a little
  • Stuttering can feel like out-of-control speech that is intermittent and unpredictable. This can cause embarrassment, anxiety and fear.

HOW TO HELP A CHILD WHO STUTTERS:

  • Don’t show a child if you are upset about his/her speech.
  • Look at a child when he/she is speaking and show by your expressions that you are interested in what he/she is saying.
  • Don’t supply words or interrupt. Let a child get his/her words out independently.
  • Don’t force a child to hurry by suggesting they talk faster or get to the point.
  • Don’t ask a child to stop and start over when he/she stutters.
  • Notice and minimize times of emotional tension when stuttering may be more severe.
  • Model a relaxed manner of speech. Remain calm, unhurried and reassuring.
  • Talk openly about stuttering if he/she expresses a desire to do so, but do not make a big issue about it.

HAVE A CONCERN?

  • Seek a qualified and experienced speech-language pathologist with expertise in this area.
  • Seek help as early as possible to educate both you and the child in the therapeutic early interventions that are most effective.
  • Under public law, stuttering is considered a disorder for which public schools are required to provide competent assistance to a child.

Click here to read more about speech therapy services at Child and Family Development. 

Click here for a printable page about stuttering and dysfluency.

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist 

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Topics: C&FD Speech Therapy Services

Speech therapists share tips to encourage speech and language development

Thursday, Feb 9, 2017 by Child & Family Development

 

The Child and Family Development speech therapy team loves to work with little ones with emerging expressive and receptive language skills.  

Often, parents ask what they can do at home to help kids stay on track with development.    

Here are some ideas.  Choose and adapt the ones that are most appropriate for your child.

 

  • When your child initiates conversation, give him your full attention.
  • Use good speech that is clear and simple for your child to imitate.
  • Pause after speaking, giving the child time to respond and continue the conversation.
  • Repeat what your child says to indicate that you understand.  Build and expand on what he says. For example, your child says "Want juice" and you respond by saying "You want apple juice."
  • Make a scrapbook of favorite or familiar things by cutting out pictures or using photographs.  Group them into categories such as: things to ride, things to eat, things to eat as dessert, etc.  Create silly pictures by mixing and matching pictures.  For example, glue a picture of a dog behind the wheel of a car.  Talk about what is wrong with the picture and ways to "fix" it.  Count items pictured in a book.
  • Help your child understand and ask questions.  Play the yes/no game.  Ask questions like "Are you a boy?", "Are you Billy?" or "Can a cat fly?".  Encourage your child to make up questions for you. 
  • Ask questions that require a choice.  "Do you want an apple or a banana?" or "Will you wear the green shirt or the blue shirt today?".  Make sure to provide choices that are both acceptable so their choice can be realized.
  • Expand vocabulary.  For example, name body parts and identify what you do with them.  "This is my nose.  I can smell cookies.  I can smell flowers." You can expand this activity by asking "What do you smell with your nose?" Place familiar objects in a container.  Have the child remove an object, tell you what it is and how to use it.  "This is my ball.  I play with it and it bounces."  Encourage turn taking and modeling the response by doing the same.
  • Use photographs of familiar people and objects to retell what happened or make up a new story about the picture.  "I went to the park with my brother.  We played on the slide and the swing."
  • Continue to build vocabulary by introducing new words as you see a novel item/concept.  Examples might include something on television, in a book or in the community (park, church, store).
  • Use sequence words (first, last, next) as well as location words (under, beside, near) and opposites (up/down, in/out).
  • Offer a description/clue of an object and ask the child to identify it.  For example, "We sleep in it" (a bed), "It is used to clean the floor." (a broom).
  • Help your child follow 2 or 3-step directions such as "Go to your room and bring me a book."
  • Encourage your child to give directions.  For example, you follow his directions, such as what to put on his toast or how to build a Lego tower. 

You don't need more or special time to practice speech and language.  Incorporate these activities into what is happening already- all day, everyday. 

  • Name objects, utensils and foods as you prepare meals in the kitchen.
  • Name the room you are in and what you are doing there. For example, "The bathroom has a sink, a tub and a toilet.  It's time to take a bath.  We need soap and a towel. You are out of the tub.  It is time to get in."

 Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

Read more about our speech therapy services here.  

Visit the Resources tab on our website to access helpful developmental charts. 

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Topics: C&FD Speech Therapy Services

How to Get the Most Out Of Therapy- Insurance and Financial Management

Friday, Feb 3, 2017 by Child & Family Development

This is the third of three HOW TO MAKE THE MOST OUT OF THERAPY AT CHILD AND FAMILY DEVELOPMENT posts. This post is about: Insurance and Financial Management

Getting started or managing a change:

  • Understand insurance benefits via discussions with us and your funding source.
  • Understand all insurance and other health care options that your employer may be offer and compare what is available. Compare plans when possible.      
  • Anticipate your out-of-pocket costs for the year. We can help project these figures.
  • Determine what tax preferred ways there are to fund out-of-pocket costs.
  • Obtain physician prescriptions to support therapy.
  • Communicate with C&FD Client Services Team:
    • Notify us anytime there is a change in insurance benefit or plan.
    • Notify us anytime there is a change in guarantor or policy holder.
    • Notify us anytime there is a change in primary doctors or specialists.
    • Coordinate insurance benefits for multiple services, as some plans have daily limitations.
    • Plan ahead for annual visit maximums.

At each visit:

  • Check in with the client services team prior to each visit.
    • Checking in notifies the therapist that you have arrived.
    • Checking in ensures that you stay current with insurance coverage of services and can apply your co-pay or coinsurance to your visit.
  • We use American Medical Association (AMA) diagnosis and treatment codes that all insurance companies and professionals can reference.
    • A therapist selects applicable procedure codes based on what happens during each session. Some sessions may include equipment checks, caregiver training, re-evaluation of progress to goals, or other services such as splinting or taping. Therefore, out-of-pocket costs may vary from one session to another.

For the full document, click here.

GET STARTED NOW

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Topics: C&FD Physical Therapy Services, C&FD Speech Therapy Services, C&FD Occupational Therapy Services, C&FD Educational Services, C&FD Psychological Services

Teaching sign language to kids, tips from our speech therapy team

Thursday, Feb 2, 2017 by Child & Family Development

The Child and Family Development speech therapy team helps young children who have expressive and receptive language difficulties.  Often, a speech therapist will recommend teaching some basic sign language to expedite improved communication.

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Topics: C&FD Speech Therapy Services

How to Get the Most Out Of Therapy- Home Programs and Follow-Through

Friday, Jan 27, 2017 by Child & Family Development

This is the second of three HOW TO MAKE THE MOST OUT OF THERAPY AT CHILD AND FAMILY DEVELOPMENT posts. This post is about: Home Programs and Follow-Through

A therapist will share information and recommendations regularly.  

  • Review the evaluation results, treatment goals and progress reports. Ask questions!
  • Talk with the therapist at each session. Observe some or all of the treatment sessions.
  • Follow the home program. Often, you can incorporate the therapeutic activities into what you are already doing.
  • Follow therapist recommendations for other services and complete these appointments promptly.
  • Allow professionals to share information with one another by completing an Authorization for Release of Information with a member of our client services team.
  • Your therapist may suggest a variety of treatment techniques and schedule changes over the course of treatment. Have a regular and open dialogue about these suggestions.

For the full document, click here.

GET STARTED NOW

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Topics: C&FD Physical Therapy Services, C&FD Speech Therapy Services, C&FD Occupational Therapy Services, C&FD Educational Services, C&FD Psychological Services

Rethinking tummy time, expert advice from Ann Guild MACCCSLP C/NDT

Thursday, Jan 26, 2017 by Child & Family Development

Ann Guild MA CCC-SLP C/NDT is a speech therapist at Child and Family Development- Midtown in Charlotte.  Ann is our most tenured and experienced speech- language pathologist on staff.  She has much advanced training including Neurodevelopmental Treatment™ (NDT) certification, which qualifies her to incorporate neuromotor components into her evaluation and treatment of children and teens.

Ann has prepared a helpful guide for families of little ones that is all about gravity and includes important body positions for holding, eating and resting. She shares:

A lot has been written about tummy time and how to help parents be more comfortable putting their infants on their tummies. Despite all the advice, parents remain reluctant to leave their crying infants on their tummies for very long.  The problem is not the importance of tummy time, but in the name itself. Tummy time implies that infants need to be put down on their tummies for extended periods during the day. The more important consideration is the need to provide options during the day that counteract or balance the extended period of time spent on their backs at night.

When the force of gravity is coming at an infant’s face and mouth during back lying, the tongue is pulled back into the throat. If during the day, the child stays on their back or reclined in a carrier, the tongue cannot come forward into the mouth for eating and later for talking. They become overwhelmed by gravity.

 BACK TO SLEEP

 SUPINE IN A CARRIER

Babies in daycare are especially at risk. Helping parents advocate for positioning options for their babies can be big step in helping these children thrive.

More common positioning and carrying that keeps the child vulnerable to the effect of gravity are pictured below. These positions allow gravity to pull the tongue back in the mouth making eating difficult.

 CARRYING IN SUPINE

 FEEDING IN SUPINE

 SUPINE IN BASSINET FOR NAPS

 SUPINE IN PILLOW FOR NAPS

In my practice as a Speech-Language Pathologist, the children I see most are otherwise typical babies who have difficulty taking the bottle or breast or later making the transition to solid food. Their difficulty comes from the force of gravity pulling the tongue back in the mouth during their many hours of back lying at night and sitting reclined in a carrier or lying on their backs during the day. We can eliminate this feeding difficulty for many typical infants by simply focusing on positioning, carrying, holding, and feeding them in positions that minimize or balance the effect of gravity on the mouth.  When we see otherwise typical babies at 3-4 months, who are not eating well, we can tell the moms that there is no food aversion or eating problem. We can say that their baby is overwhelmed by gravity.

If the feeding issues have already begun, they can be reversed by concentrating on positioning. The need to focus on positioning is most important for the first 3-4 months. Once children start to move and roll, they learn to manage gravity by themselves. If they have been left in supine, this may not happen without help.

Here are some examples of positioning and carrying options that allow the tongue to come forward in the mouth for eating and eventually for talking.

 CARRYING ON SHOULDER

 PRONE IN LAP

 PRONE IN LAP

 PRONE ON QUILT IN LAP

 ON MOM'S SHOULDER

 CARRYING IN SIDE LYING OVER MOM'S ARM

 ON MOM'S CHEST

 IN CARRIER WRAP

 NAP ON BOPPY

 NAP ON MOM'S CHEST

 FEEDING IN SITTING

When parents understand the process and are successful and creative in carrying, holding, positioning, and feeding their babies in a way that balances the time spent on their backs at night; they are empowered and their infants thrive.

Read more about Ann Guild's expertise and services here.

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

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Topics: Ann Guild, C&FD Speech Therapy Services

Child and Family Development welcomes speech therapist, Hilary Frank

Wednesday, Jan 25, 2017 by Child & Family Development

Hilary Frank MA CCC-SLP, joined the Child and Family Development team this month.      

Hilary is a licensed speech therapist with experience as an early education teacher as well as a SLP in outpatient and public school settings. She enjoys helping people grow their expressive and receptive language skills to be effective and independent communicators.

Hilary received her MA in Speech Pathology- Audiology from South Carolina State University and an undergraduate in elementary education from University of Central Florida. 

She works at the Pineville office.

Welcome Hilary!  

Read more about our speech therapy services here.       

Have a question about developmental milestones? 704-541-9080 Call to schedule a free phone consultation with a  Speech Therapist

 

 

 

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Topics: C&FD Speech Therapy Services

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insights is a helpful blog brought to you by Child & Family Development

Child & Family Development is a multi-disciplinary pediatric clinic serving the needs of Charlotte area children and their families.

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  • MIDTOWN OFFICE
  • 4012 Park Road, Suite 200
  • Charlotte, NC
  • 704.332.4834
  • PINEVILLE OFFICE
  • 10516 Park Road
  • Charlotte, NC
  • 704.541.9080

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