How to help my child for speech?
413562
If you are in the United States, then at age 6, your child should already be receiving services through the public schools.  If you are not in the United States, then I'm not sure what services you can get from your school system. \n\nWhen a child is delayed in speech, it can take a while, even with therapy, for her to start to talk. You must find a reliable, good speech therapist and stay with that person for a couple of years, at least. \n\nSince your child has Tuberous Sclerosis, have they identified any tumors in the speech areas of her brain? How about along the nerve routes to/from memory, language, and symbolic processing centers? This can also contribute greatly to her lack of speech. If her speech area is too severely damaged for her to learn to talk, a communication board may be effective. This is a board with pictures on it that she can point to (better boards actually say something when a picture is pressed) so that she can express herself. Since she points to let you know something, it is a simple matter to have her tap on a picture of what she wants first, and then give her that thing, rather than pointing directly to it. Once again, your school system (if you are in the United States) should provide you with communication boards for use at school (if the IEP team asks for it), and training in their use for her.
127310
My son has high functioning austism as well. He is 5 now and became verbal last year. His still likes to play by himself some of the time but he interacts with his siblings and some of the kids from his school. Find something that he really enjoys. For my son it is letters and numbers. I bought flash cards for him and invited a couple of the neighbor kids over. We had races to see who could find certain numbers. He loved it. Don't try too many kids though or he could feel overwhelmed. A lot of his interaction came from watching the other kids do things. He wouldn't go down the slide until he watched the other kids do it over and over again. Make a structured "game" of the play at first and then slowly let it become more spontanious. Good Luck you can email me at sbirch5@yahoo.com if you would like to discuss this further
1112062
This is very challenging, indeed!   Time to bring on your "big guns" of creativity...\n\nAct, but do not REACT.\n\nThe first thing that really stands out to me, is that he is really frustrated and feels unable to communicate effectively...and this is where you can really be the hero for him: to show him by your example how far you will go to continue communicating lovingly when you are frustrated.  I know it's tough, and he really needs you to be "bigger" in heart & wisdom than he is.\n\nI imagine that trying to verbally communicate with your son when he is angry and frustrated is nearly impossible.  But I do think that when he is calm, you and he can sit down together to problem solve this together and make a simple plan.  You might be surpised how distressing this anger stuff is to him, as well as be ignited by his brilliance of the ideas that you he would come up with.  But you already know that...;-] Either way, these conversations, however brief the interaction, will lay the groundwork -- on their own -- for the very ideas that he needs to draw from when he's so irrate. \n\n  Remember that often boys' verbal skills develop much slower than girls, biologicaly speaking.  (Do you remember this when you were his age?) My son couldn't speak understandably until he was 5; now an adult, he's an excellent & sensitive communicator.  \n\nSecondly, be very careful about falling into the trap of diagnosis and labels...They're rather like "pin the tail on the donkey", with lots of misses in the dark! While your main intention is to be a responsible and wise, loving dad, who doesn't miss anything crucial, I sense this could easily backfire on you, especially when you are asking him about symptoms of psychosis.  (Beware of projections -- not helpful.) .  Too much information for a 4 year old child who's already stressed.   Toss out the spanking right along with that, because that's really stressing him.  He wonders why you get to hit, and he doesn't. \n\nI never met a child who didn't respond to love, especially from his Big Buddy!\n\nOn the other hand, it is not loving to allow him to hurt you or anyone else.  Thrashing his own room, however, might be another matter...it's his stuff.  The basic element of developing his agression (competition, motivation, hutszpah! but not meanness) is normal, and You can be a responsible loving parent by not repessing his natural (vital, life force) agression and guiding or directing him in how to express his frustrations, safely.  I would clear his room of anything dangerous or hard, limit him to that kind of upset in his own room -- not agression towards anyone -- but allowing him a safe place and manner to vent his feelings until he is ready to rejoin the family.  He's not in his room for punishment, just for safety, just like you guys talked about it.\n\nNonetheless, I can well imagine this does not happen only at home, so you'll need to come up with a similar plan at Grandma's and the grocery store, etc. Remember the key here is not to stop but to guide him.  How do I know he's not the "Child from Hell"?  Because as soon as he calms down (on his own) he WANTS to return to a connected, loving state. And just like anything else thus far, he is looking to you for an answer to something that as yet seems just too big for himself to deal with.  \n\nUltimately, you both will not need him to rip up his room, because together, you will teach each other how to breathe, calm down in the moment, and communicate. You will be mastering this yourself, and teaching him this at every stage of his development.\n\nRight now, this is a stage (tough as it may be), which he will grow out of with your patient and brave guidance...and of course, Love.\n\nLove and Light to you all!\n\nP.S.> IF a diagnosis alone must be considered, I would first look at Asperger's or some other form of Autism, which tends to be
252
Here are some resources:\nhttp://www.urbandictionary.com/\nhttp://www.microsoft.com/athome/security/children/kidtalk.mspx\n\nWhat's really popular now is "leet speak", which you can read about here: http://www.urbandictionary.com/define.php?term=leet+speak&r=f\n\nw00t
282167
YOur question requires a much more complex answer than can be given in this format.  \n\nIf you check the links I've attached they will give you detailed information on language, speech and communicaton development beginning at six months of age.\n\nI hope this information is helpful to you.
185275
Children with autism have a hard time communicating because they rarely understand the social functions of talking.  They imitate other people because that is the easiest way to say something.  The best thing to do is to enroll him in speech/language therapy or hire a private tutor.  With autism, he will be behind in a lot of things, but sometimes they can be smart at remembering things, math, or another language.
1171278
First of all, if your child is in special education, she CANNOT be held back. If she is not learning effectively in the general education setting, then she needs additional Resource pull-out. You need to have a new IEP called, her difficulties with academics discussed, and additional instructional supports put in place. If your child is receiving speech, she may need more phonics-intensive reading and writing instruction than what is provided in the regular ed classroom. \n\nHolding a child back in elementary school, who is not receiving special services, is an effort to avoid putting the child in special education. Sometimes a repetition, especially of kindergarten or first grade, allows a child with a mild developmental delay to "find his/her academic feet" and be able to perform effectively at general education instructional styles and pacing.\n\nHowever, No Child Left Behind limits the number of children that can be held back in any given year, so many students aren't held back when they should be, and end up in special education for "Developmental Delay" or even "Specific Learning Disability"  when a simple retention would have kept them out of special ed.\n\nSpeech-Language Impairment is not a matter of developmental delay, however. No, retention will not help your child.\n\nAn IEP is supposed to be designed so that a child is accessing learning effectively, at his/her potential. A child with an IEP should be making appropriate gains each year compared to him/herself, and it is the IEP that needs to be revised if failure is happening. And yes, a "speech-only" student categorized as Speech-Language Impaired CAN be given Resource room academic instruction, if his/her learning needs warrant it.\n\nYou need to have a new IEP meeting, and increase your child's time in special education services, if her academics are that shaky right now.
130718
I would advise you to have your child evaluated by a speech therapist. Your child may have a speech disablity that could be helped by therapy. Two of my children have been in speech therapy, and I have a nephew that was diagnosed with apraxia and speech therepy was needed to get him to develope the muscles tone to be able to form words. While it is possible to that your sons talking delay is nothing to worry about, I would suggest having him evaluated at this time, as the earlier treatment is started the better. Most states have programs that will evaluate and treat if nessesary for free, until the child is of school age and can get treatment from school. Check the community section in your phone book, or you might find it under child developement . If not, cantact local Department of Soacail Services and they should be able to get you a number. I added a web site about speech diorders that you might be interested in looking at. Good Luck.
354340
How old is your child???\n\nI recommend something that will enhance their creativity, I've seen toys like that but I don't know what they're called. Try getting your child to paint or draw, you don't really need expensive toys to enhance his/her intelligence.\n\nYes! reading works! It would be great if your child was around 1 or 2 years old, coz they absorb everything! \n\nI remember as a child being read to, so as I grew up I read more and more, and became faster at it and became good in english.\n\nDon't let your child stay in front of the TV for a long time ^___^
806173
How about having your child take each one of the "H's" and write just a little about  each that he/she is thankful for?...I think this would give some simple, practical structure to the speech, and should play right into the ability level and creativity of a 10 or 11 year old...Good luck...(Former H.S. English teacher)
520215
A child with apraxia needs to be evaluated and treated by a speech-language pathologist. It is important for the family to carryover with any home assignments that are given.\n\nYou can check the ASHA website for information on apraxia.\n\nA proud SLP\nMay is Better Speech and Hearing Month
932888
This site has a dictionary, as well as games that you and your daughter can play. http://aslpro.com/\n\nDont' just rely on the website, though.  It can't teach you the grammatical structures, facial expressions, or social norms.  That you have to get from interaction with someone who is a participant in the Deaf community (maybe Deaf, maybe an interpreter)
140017
-Teach them sign language with the letters when you sing the song. TPR (total physical response) works the best. Make it a game!\n-Have them sing the song by making shapes of the letters with their body.\n- Flash cards.\n- Write on mini whiteboards or chalkboards\n- Alphabet coloring book\n- Make an ABC book. Use magazines to cut out pictures that are of that letter. For instance for "A" cut out apples, alligators, etc.
761074
I'm not sure where you are, but if you are in the US, this applies to you! :o) I am writing some fairly lengthy stuff here, so you may want to save/print this stuff and refer back, don't let it overwhelm you! If I am bringing up things you already know -- I apologize, but perhap it will be of help to another parent out there. And if you want to talk -- email me! I am an ASL Interpreter with Deaf friends.\n\nFirst, your child would qualify for special education classes. As part of that he has the right to an IEP (Idividualized Education Plan). The IEP is a legal document that is developed by a "team" -- his parents, teachers, adminstrators and any advocates. It is your right as a parent to contribute and participate in the meetings and design of the IEP. The IEP will determine what services he recieves, how often, etc. If you want him to learn sign (which I think it wonderful by the way!!), you can request that he be in classes that use sign -- that may be part of the time or the full school day. Many school systems have classes for deaf and hard of hearing children. Some will promote an oral approach, some will promote sign, some will promote cued speech, some will say total communication (which USED to mean whatever works, but has come to mean sign and speak at the same time - which does not work!!!! There is research on that.) Since he has already developed spoken language, keeping what he has will probably be a focus in his education through speech training and/or auditory training. \n\nThe IEP also has to consider the Least Restrictive Environment (LRE) for your child. Most hearing persons, school adminstrations and government folk assume that means placement with hearing peers and not segreated (their word, not mine!) with only deaf or hard of hearing peers. I see it another way -- if a child that communicates differently because he can't hear his peers -- then he is in the MOST restrictive environment due to his in ability to freely access communication and keeping him from developing language. I firmly believe in a child's right to access language and communication first hand. That means being in a class with other deaf/hard of hearing peers that use the same communication methods/language he does. That usually means a class in the school district, but many not be the local school their sibilng will go to (due to the low incidence in deafness), or it could mean going to a school for the deaf. Almost every state has one and some states have more than one. If you do not live near one, then he could go to stay at the school and come home on weekends and holidays. If this is an option you choose. You are the parent! You get to choose! Never let the school system try to bully you into a decision that is convenient for them if it is not in the best interests of your child. \n\nSome schools will recommend placing him in a mainstream setting with an interpreter. This is not effective, as he will need to develop sign language (receptively and expressively) *before* he can understand an interpreter. To learn it he needs immersion first. \n\nAs far as advocating and learning about options, I suggest that you contact your state's deaf school, the Council on Education of the Deaf, the American Society for Deaf Children (First year's membership is free for newly identified children!!), and your area's parent resource center. (I am including some contact information below.) Your locality or state may even have classes for parents in signing! You will have to work hard to keep up with him as his sign grows. :o) If there are no specific classes especially for parents, I would suggest classes at a local community college (or college or university). Many of them have some top notch teachers. If you become involved in the Deaf community, you may want to ask around to find who the good teachers are. \n\nIf you can get him in a pre-school class for signing deaf/hard of hearing kids, he will begin picking
69021
If he wants to learn words and phrases, try searching sites that feature japanese lessons with audio files that feature actual pronunciations.\n\nI found great content with pronunciation audio on Japanese About.com.  Your son can listen to actual Japanese pronunciations of basic vocabulary, greetings, etc.  It's a great place to start (plus it's free, easy, and doesn't require travel:-)\n\nhttp://japanese.about.com/blsoundfile.htm?PM=ss13_japanese
1014790
Congrats on your baby! The most important thing you can do is spend time with your child. Sound too easy? It is well worth it. Love them, care for them, talk to them, sing to them, read to them, play with them, cuddle them, show lots of affection. The "teaching" part will come easily enough. You will discover that your child wants nothing more than your attention and time, and when they get that, they will shine!
25731
I list some resources below, but it is somewhat difficult to do so without knowing how your child is affected by cerebral palsy and what her needs are. One of the best things you can do to get this kind of information is to contact the United Cerebral Palsy group. They have a national group (http://www.ucp.org/) and have many local chapters in middle size and larger cities. They can work with you individually to help you get the resources that you need. \n\nIn addition, your local school district's special education department should also be able to help you. Contact them and ask about their Parents Resource Center. You can get information from them, and you should be able to talk with a special education teacher.\n\nHere are some other websites to look at for further resources:\nEducation World:\nhttp://www.education-world.com/a_curr/curr139.shtml\n\nCerebral Palsy Resources:\nhttp://www.about-cerebral-palsy.org/palsy/\n\nProject Perform:\nhttp://www.wash.k12.mi.us/perform/Contents.asp?ListType=SND&FilterID=5\n\nHope this is helpful!