Today was my last day with little Reagan. I have really enjoyed my sessions with her because she tries so hard, her mom encourages practice, and her little brother pulls up a chair when I come, thinking he is part of the session!
As a goodbye gift I brought “Groovy Scrapbook” by Alex toys. Since Reagan and her family are moving out of state, I thought it would be fun to chronicle her adventure through a scrapbook. Being the little girl that she is, she wanted to start right in on the scrapbook. Her first page was entitled, “Goodbye Sherry.” She loved decorating around the bare spot in the middle of the page, reserved for a picture of us on her last day of therapy. She especially liked the zig zag scissors, sequins, stickers, borders, buttons, 
ribbons and a floppy flower to glue on. The project lent itself to speech therapy, as she practiced her sounds while creating her page.
I was reminded of my old scrap-booking days when I chronicled my activities from middle school through college. It was fun to watch a 5 year-old enjoy the collection of goodies in the box to select for her remembrances.
Goodbye little Reagan. I loved my time with you.
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Some kids work harder in a less structured setting, moving and learning as they go. Summer is a great opportunity to take these kids outside to explore and work on speech and language goals on the move.
My friend, Nathan, is such a kid. He is so happy to explore, expecially with Duke, my dog, and will practice his articulation, language structures, answering questions and following directions best in a less restricted environment.
Last week we discovered that when we walked down to the creek to view water bugs and look for frogs, we actually found little tree frogs hopping out of the leaves under our feet. We could only detect them from their movement but managed to catch one in a cup and watch him climb out. Our next outing was the pond. No frogs there but 
we identified cattails, and were visited by a beautiful butterfly who followed us along the edge of the pond. We spotted an elegant egret and family of geese.
When we returned we wrote Mom an e-mail letter, including pictures of our outings. Nathan had to supply the words under each picture to recall what we had done. This is hard for him but with the visual cue, it was made easier.
Honestly, it’s fun for me to get a change of scenery too.
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I think speech therapy should always be fun but in the summer it should have an element of freedom, away from the classroom. I take kids outside and look for frogs, explore a creek, or create art work related to books.
Brooke and I have been reading Action Jackson, by Greenberg and Jordan, the story of the artist, Jackson Pollock. We used the story to teach inference, summarizing, abstract language, and description:
“Why do you think he likes musicians who improvise and invent their own melodies?”
What does, “He stops and a pool of paint pauses” mean?
Why does he need a break?
What does “Energy and motion made visible” mean?
What does, “Things get in the way of the flow, like roots blocking a soil line” mean?
Why is he called “Action Jackson?”
After reading the book, we decided to try to paint a picture like Pollock. It looked like it would be easy but we discovered a few things. After completing her masterpiece, Brooke used a graphic organizer to tell about her experience beginning with:
- why we did the painting
- the steps in the process
- the two methods she used (squeezing tubes of paint, and flinging with a spoon)
- what method was easier and more fun
- summary statement
We wanted to paint outside but it started to rain so we went in my garage to paint. First we laid out the newspapers and put the canvas on top. Our paints were in a tube.
We tried two methods of painting like Action Jackson. The first one was squirting the whole tube all over the canvas that made big, thick, long, curvy lines. You had to keep squeezing the tube and moving along so the line would go on forever, or else it would make globs.
Our second method was flinging the paint. We squeezed part of a tube into the red cup and used a fork or spoon to dip into the cup and fling the paint. It is easier to do up close because you get thin, curvy lines but if you stood up you would get a big glob.
The most fun part about doing this project was flinging the paint because it would get messy and it flew across the garage! The easier method was the squirting because the paint would go where you wanted it to go. With flinging the paint goes all over the picture.
When you read the book, Action Jackson, you think his method of painting is easy because he just drips paint, but when you actually do the project it is hard because the paint doesn’t go where you want it to go. I could see how difficult painting like Jackson Pollock was.
See what happens when you combine speech therapy and art?
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Here is a copy of my newsletter in case you aren’t on the distribution list:As a speech language therapist, I use commercial board games all the time–sometimes to teach language concepts and sometimes as a reinforcer to take a turn after articulation practice. Since I have a relationship with fantastic companies who are coming out with new games all the time that are fun and educational, I like to share them with parents, therapists and teachers. Here are two new games introduced by Gamewright that are loads of fun and winning awards for their creativity:
“Orders Up” is all about the race to get your guest check filled with food cards while eating at the Ring-a-Ding Diner. Everyone gets two cards to fill with matching food selections, so roll the die and see if you get a match. Kids love to roll the image of the bell so they can race to hit it and take a turn. You do have an opportunity to discuss language concepts as you talk about categories of food–desserts, main courses and drinks. Even the concept of a wild card, “Special of the Day,” that can be used for any match, is abstract for some kids with language disabilities. I was playing this with a child on the autism spectrum and he didn’t want to use that card (the most cherished card in the deck) because it was outside of his concrete realm of understanding. You could use the bell to expand play after the game and create a little pretend diner with your food cards. Get some play money and you are set to go. (Age 6 and up)
“Take the Cake” is a great starter game for preschoolers who will love to decorate their colorful cupcakes. Simple but inviting, this game reinforces shapes, colors, and 
numbers. Roll the dice and see how many times you should shake the sprinkle shaker filled with colorful shapes to decorate your cupcakes. Place the sprinkles on your cupcake cards when there is a match. When all the sprinkles are covered on a card, you get to keep that cupcake. Yum! Expand on the game by making and decorating your own cupcakes, adding sprinkles or using tubes of frosting to decorate with shapes or objects. Take pictures of your sequence of making the cupcakes, put the pictures in order, and narrate a caption to Mom or Dad under the pictures. Using words like first, next, and last builds language skills. (Age 4 and up)
The opinions expressed in this review are solely those of the author. These games were provided for review by Gamewright.
Wow, Toy Story 3 has only been out a few weeks and I am seeing products everywhere. I even went to the grocery store and saw Toy Story cookies and cakes. How do parents sift through all the offerings and get toys that will have staying power and encourage an afternoon of play? What toys can children with special needs use to encourage language development? Here are some of my recommendations to start your child telling their own story:
Buzz, Woody and other poseable figures: Probably the most flexible toy for play are the figures. After seeing the movie, I have watched my little friends clutch the figures and take them everywhere they went–the beach, grocery store, park and of course, nap. Buzz and Woody saved the day, rode in cars, went to a Play-doh beach, and camping. The figures represent a persona that the kids can activate, using dialogue and building their language skills.
“Toy Story Ultra Blast Gauntlet:” Little Buzzes strap on their wrist blaster, press the red laser button and surprise–a triple shooter with side weapons pops up, ready for action. Equipped with 5 darts with suction tips, a sight scope, and laser blasting sound effects, this space weapon will scare any alien. Pull on the purple ring and your weapon snaps back in place, ready for the next battle. The darts project far, so take care in setting up rules for use.
I kept being surprised by kids rounding the corner and setting off the laser zapping noise. Intended for kids 5 years and up, this toy can be adapted to the younger three and four-year old if you remove the darts. There was plenty of fun for preschoolers, just pushing the red button and acting out Buzz’s amazing feats. Again, pretend play builds creative thinking, story telling and language. (Age 5 and up)
“Toy Story 3 Action Link Stunt Sets”: At first I wondered if these “links” of action that can be mixed and matched were open-ended enough for repeated play, but kids convinced me otherwise. I tried out “Jessie to the Rescue,” “Buzz Saves The Train,” and “Junkyard Escape.” Set Jessie loose on her scooter and she hits the railroad sign, which flips open the sides of the train car. Attach the 
next set and as the runaway train falls into the canyon, and Buzz flies to the rescue. The garbage set lets Woody ride the conveyor belt and tosses Lotso from the the garbage tower to set off the stunts in this set. Kids quickly learned that the stunts can be connected in a different order before activating the chain reaction. After completing our first run through, a five-year-old boy said to me, “Do you mix it up? I wanna mix the whole thing up!” He even realized that some reactions were quicker and some slower (the conveyor belt) and designed the order so things didn’t happen too fast at the start. Note: the garbage set does not include all the characters to complete the stunts. Adding extra Buddy Pack Figures will enrich play as children have more opportunities to animate characters and expand their story.The trick is getting the links set up and pieces cocked before someone accidentally pushes a blue button and starts the action! (Age 5 and up)
“Toy Story the Great Train Chase” by Lego Duplo:All aboard for some fun with Duplo’s chunky figures–Buzz, Woody and Jessie–as they save the day. With movable and interchangeable parts, this set continues to offer new play options. The tops of the train cars swing open so Woody and gang can peer out or sit down. Combine this theme with more Lego blocks and make the houses, a train station or deli for a snack. There is unlimited fun and opportunity to be creative and build language skills. (Age 2-5 years)
Buzz Lightyear Costume: Children feel empowered when they put on a costume an assume the role of a hero, like Buzz. This costume designed for toddlers, lets the little siblings get right into the act, re-
living the story and becoming fearless as they save the day. Buzz’s costume was slipped on first thing in the morning over pajamas! When I saw my little friend breeze by, I pressed his red button and Will’s arms shot up, ready for takeoff “to infinity and beyond!” Comfortable for takeoffs and landings, this costume took a little boy through rescues and adventures, tumbles and flights.
The opinions expressed in this review are solely those of the author. “The figures, Ultra Blast Gauntlet, and Action Links” were provided for review by Mattel. “Buzz Lightyear costume” was provided by Jakks Pacific.
Pretend play begins after a child’s first year as they offer an empty cup to a teddy bear or cover him up with a washcloth to stay warm. Little kids love to act out their everyday experiences, copy Mom and Dad and enter a land of pretend.
The next step is taking on a characters and dressing up. Usually, that has been left for the preschool set as they transform into pirates, fairies, firemen, or princesses. They love to act out characters seen in movies, books or in their everyday experience of going to the doctor, buying groceries or playing in the park. At three years of age, children are capable of more abstract thought and can generate elaborate stories to act out as they rule a kingdom, chase the monster, or live in fairy land. Kids practice dialogue, bravely enter new worlds and learn to negotiate with other children as they decide on the story line, costumes, props, and solve problems.
Younger siblings want to get into the act, watching big brother and sister. When it is time to try on the costumes, toddlers trip over the longer costumes and can’t keep up. The newest costumes from Jakks Pacific are designed for the 2 year-old and up so younger brothers and sisters can join the dress-up play and not be dragging the costume behind them.
Buzz Lightyear is timely as “Toy Story 3″ was just released and little boys want to blast off to save the toys of the world. Sized for the smaller set, the soft top has enough padding to puff out Buzz’s chest for extra strength, a red button to activate his wings (kids’ arms), and a shiny purple hood for fast blasting. Silver trim on the pants streamline the flight,
Buzz’s constume was slipped on first thing in the morning over pajamas! When I saw my little friend breeze by, I pressed his red button and Will’s arms shot up, ready for takeoff “to infinity and beyond!” Comfortable for takeoffs and landings, this costume took a little boy through rescues and adventures, tumbles and flights.
The opinions expressed in this review are solely those of the author. “Buzz Lightyear costume” was provided for review by Jakks Pacific .
No CommentsOnce again, I saw the advantages of having a ittle Play-doh on hand.
One of my more creative players, Duncan, was setting up his Playmobil boat, van and trailer, As he was requesting the Mom figure and then the Dad to be seated in the front of the van, he started to ask for a CD. I looked at his mom since this was totally out of context. No one had been talking about a CD, but Duncan listens to them in the car so he wanted one in his pretend sequence.
His mom who is a wonderful “producer” of his play disappeared and returned with a can of Play-Doh, a large piece of paper and some crayons. She said, “Duncan, would you like to make your CD out of paper or Play-Doh? He chose the Play-Doh and went ahead and took a little square of it and mashed it against the dashboard! He had inserted his CD for playing:)
Later the Play-Doh was used to make a lake and a pile of rocks when the family disembarked from the boat to collect rocks.
Once again, my favorite toy added to the story line and allowed expansion to new themes for play.
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I have heard from several families that they are “cramming” before the opening of Toy Story 3. They are showing Toy Story 1 and 2 to their kids so they can remember the story and be ready for the sequel. I will admit, I watched number 2 last night to refresh my memory. What a lot of good, clean, clever fun for kids and adults.
The stores sure are ready with “exclusives” at places like Walmart and Target, featuring such items as figures, action sets, sleeping bags and even Adirondack chairs. What a craze.
Actually, you don’t have to buy all the toys. Be discerning. Which ones will provide many hours of new, original play and not be tossed aside as a “one event” type of toy? Certainly just a pack of figures will provide your child with open ended play as they re-enact scenes from the story and expand on the action. Sometimes less is more. I will be reviewing what I think are the best ones in the next few weeks.
Simple toys and figures from a popular movie can be helpful to a child with special needs who is challenged with social skills. Kids in preschool and early elementary school are going to be talking about characters and phrases from the movie, acting out scenes and using themes in their pretend play. In order to participate with typical peers, children with special needs can learn from parents and therapists who model play with the figures and themes from the movie. In the same way, I have introduced topics like dinosaurs and insects with preschool boys with autism so they can “speak the language” of their typical peers who love to act out play on those themes.
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This is part two of my blog about the advantages of having a typical peer join your speech therapy session. Yesterday I talked about the impact a typical peer can have on a child with autism in play. In my speech therapy sessions, I always try to include a time of reading books, as soon as a child will tolerate it and displays joint attention so they can follow the story.
I find that my kids that I work with who have autism, tend to show more interest, stay with the book longer and get more engaged with a typical peer in on the lesson. Last week we were reading, When Dinosaurs Came with Everything by Lise Broach. In the story, to the little boy’s delight, everywhere he goes on errands with his mom-to the bakery, the doctor, the barber–he gets a dinosaur as a reward. Mom is terrified and the boy is thrilled. The story gets more complicated as he brings his new pets home. At first they are unintentionally destructive, but then mom sees a more useful tact as she deploys them to “cut” the grass and clean the gutters. With lots of opportunity to predict, and infer, this story builds language concepts. My little client often becomes less attentive about half way through the story, but his typical peer kept answering my questions and helped keep him engaged. He seemed to catch her enthusiasm and want to take his turn in talking about the story.
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