cscadmin
May is National Speech Month
Child Success Center sheds some light on speech and articulation issues in children.
Communication is a fundamental skill that lays the foundation for how each of us will flourish and interact in society. Its importance cannot be understated, which is why we pay special recognition to National Speech Month. We are happy to present a special interview with noted speech pathologists Gina Costello, M.S., C.C.C., and Micaela Sulham, M.S., C.C.C.-SLP, who will help to shine a light on some common challenges that can affect a significant percentage of children during their key developmental years – and if left untreated, they can have severe physical and psychological implications. Speech challenges in children can exhibit overt symptoms such as delayed language development, but they also can lead to behavioral, self-esteem and de-motivational issues.
Some speech challenges can be “grown out of”, however others, left untreated, can lead to more severe problems down the road. To better understand Speech Articulation and the therapy process, Child Success Center’s licensed speech pathologists Gina Costello, M.S., C.C.C. and Micaela Sulham, M.S., CCC-SLP , share keen insight about the challenges, successes and the general information that parents want regarding the help their child needs. Here are their responses to several essential questions surrounding these issues.
What are the greatest challenges you deal with as a therapist?
Micaela – My most challenging client is the client who understands how difficult it is for him/her to talk. Those clients tend to use “compensatory behaviors” to avoid speaking which become secondary behaviors. Some of the strategies include tantrums, avoidance, distractions, etc. The secondary behaviors tend to mask the real problem. As a therapist, we have to work on the problem while dealing with the secondary behaviors. This task is very difficult especially with children who have been using the compensatory behaviors for quite some time.
Gina – In all honesty, there are two clients-the parent and the child. I find parents that are in denial of their child’s problem to be the most challenging. The parent can become very defensive in this situation. I have complete understanding and compassion about how difficult it must be to accept that their child needs help. However, I have actually seen parents not get help for their child due to their own fears or ego. This really makes me sad for the child.
As a therapist, you are always challenged with coming up with new and creative ways to do therapy. Some children are very receptive to therapy and are very compliant. Other children demonstrate avoidance behaviors, may lack internal motivation or challenge the therapist behaviorally. It takes a special therapist to have patience, understanding, compassion and creativity to pull out the best in each child. This is the beauty of experience.
What has been your greatest success story?
Gina – I worked with a child years ago who was 2 years of age and had apraxia of speech – with only 10 words at the time. Most 2 year olds have 200-300 words. His father was a very involved parent, but needed a lot of guidance in understanding how to communicate with his son. He often drilled him with questions putting him on the spot, causing him to “shut down” when he talked to him. The father was very educated and successful in his career, however, I could sense that he did not feel success with being a parent due to this child’s communication deficit. After 6 months of treatment, both the child and the father, who also attended the weekly sessions made huge gains. The father learned how to be a better communication partner with his son and the experience significantly changed the dynamics between them. With therapy a success, I formally assessed the little boy and his communication skills were above his peers. On the last day of the therapy his father cried and was so grateful. That was beyond rewarding for me!!
Micaela – Hearing a 3 year old child with a diagnosis of apraxia of speech say his nanny’s name for the first time without any help. This child was known to simplify the words in his vocabulary to very similar and short words (mama, dada, nana, pa, ba, etc.). In (therapy), he was trying to share a story about his former nanny after Skyping with her the previous evening, and independently said his nanny’s full name. His mother began to tear up. It was that feel good moment that you want as a therapist with every client you treat.
So parents can better understand the process, for the most common cases, what changes, aside from what you are treating, do you observe in clients you help?
Gina – I definitely see more confidence and less frustration with most of my kids. Some children are teased by their peers because of their communication problems. I find that kids can become more confident in interacting with their peers too.
One of the most amazing and beautiful things that speech therapy does, is it helps children learn to be comfortable in uncomfortable situations. In therapy, you have to help kids learn new skills and sometimes they don’t want to do the work. It gives them the confidence to work through their discomfort and know that they will eventually be successful with practice.
I also think that it is a confidence booster for parents too. Some of my parents are shocked by what I can get out of their kids. They can’t believe that their child is willing to do the work and be pushed at times. I think it gives a parent a sense of pride in their child.
Micaela – As children progress through therapy, they show more confidence in their skills. I have seen children start to stand taller, walk taller, and use a louder, more appropriate voice when unfamiliar faces are near. However, these are also the children who teach us as therapists to “think on our toes”, or else they may use their new found skill to escape their work task.
What are the most common questions parents will ask?
Gina – Parents typically want to know how long the therapy process will take? They also want to know what reason they should tell their child for going to speech therapy? They ask what therapy is like and how will I get their child to do the work? They always ask if the problem will go away on its own – without therapy? They often ask if they have done something to create this problem (parents often blame themselves).
Micaela – How long will this process take my child? Many parents are balancing a busy life with work and family. They always ask how long the process will take. This always is a difficult question to answer as the time varies from child to child. It may take 3 months, but it may take over a year. It depends on why the child is coming to therapy, what are the speech errors, how many errors, what type of errors, etc. There are a lot of factors to consider which makes that question one of the most difficult questions to answer.
What are the most common questions kids will ask, if any?
Gina – Kids often want to understand why they are coming to speech therapy (especially the older ones). As they continue to come and they are in the final stages of therapy, they want to know when they will be graduating and what we do for graduation parties. They often ask about the kind of toys and games we play?
Micaela – Kids ask some silly questions, the saying “Kids say the darnedest things” truly applies in my line of work. However, some of our older kids who have been in therapy for a while or have seen other children finish and leave therapy may start to ask when will they “graduate”?
Child Success Center is unique from other therapy facilities because it features a fully equipped and kid friendly gymnasium that the kids love to explore. How do you use the gym to help clients and why is it effective?
Gina – The gym is a great tool to motivate kids. We sometimes use the gym as a reward in the middle or end of our sessions. It’s also great for children who are not regulated and need movement to help them feel more regulated in their bodies. Children that have high arousal levels and children that are under aroused benefit from speech work in the gym to help them stay internally organized and regulated. This helps them to attend more to the speech work and also helps motivate them. Physical movement helps jump start the communication centers in the brain.
Micaela – The gym is often used as a special reward for students. We see many children ranging in age from 2 years old to 12 years old. These children always enjoy knowing that they have gym time after working hard in speech. For other children, the gym is used to help the child during the speech session. These children typically benefit from the repetition of drilling for specific sounds, requesting by using language, etc., by utilizing the gym equipment. For these children, sitting in a chair at a desk is not the ideal situation because their body may need vestibular and proprioceptive input. When working with these children, the occupational therapists are amazing at providing tips to help improve a speech session. These tips may include providing the child with heavy work (e.g. climbing, moving pillows around) to help regulate a child or swinging in a specific manner (e.g. linear movement, spinning, etc.) and even jumping.
Child Success Center is offering an impactful and fun program to help your children improve speech and articulation skills through a special series of summer articulation classes. The process starts with a brief assessment of your child’s speech needs, age and schedule availability so that a summer program can be created to support you and your child. Click here for more info or call our office to set up an appointment.
Additional reading: Incidence and Prevalence of Communication Disorders and Hearing Loss in Children
The Importance of "Handwriting" Skills
Has your child struggled with handwriting skills throughout the school year?
Now is the time to get them help. Handwriting skills are a key component and an essential part of school related activities. Refined hand skills are not only critical for early learning, but enables a child to use tools, participate in manipulative learning activities and most importantly express and demonstrate his/her knowledge through handwriting.
Interesting Fact:
The College Board found that students who wrote in cursive for the essay portion of the SAT scored slightly higher than those who printed. (Read More)
With the new Common Core Standards taking effect in the 2013-2014 School Year, children entering Kindergarten will be expected to know how to correctly and effectively hold and use a pencil, crayon or marker. Note taking and expository writing will have greater emphasis in grades K-5 than ever before. Sharper handwriting skills need to be acquired and bad writing habits abated early on in a student’s academic career.
Child Success Center’s Handwriting Club will also address the following common handwriting challenges:
- Difficulty holding pencils or markers?
- Difficulty coloring within the lines?
- Messy or sloppy handwriting?
- Writing too large or too small?
- Occasional or frequent reversal of letters/numbers?
- Difficulty learning letters/numbers correctly?
- Difficulty staying on a line?
Program Details:
Dates: For current session dates click here
Times: Days and times will vary dependent on the nature of each group
Ages: 5-12 years
Enrollment: Call the Child Success Center – 310.899.9597 or email: Enroll@childsuccesscenter.com
Cost: Please call for details
Child Success Center Announces Summer Academy!
Child Success Center Announces Summer Academy!
Summer is the time to address challenges and help your child grow their confidence to take the school year by storm! Child Success Center is orchestrating an array of summer, results driven programs designed to have your child confident and at the top of their potential when school begins in the fall. Most importantly summer is a time to have fun and Child Success Center programs are designed to be both fun and great learning opportunities. Click on our offerings below for more information and to get your child enrolled and on the road to new heights. Space is very limited, so please enroll today!
Kindergarten Readiness Camp – Give your child confidence in foundational academic skills and social skills for the best start possible.
Reading Club – Reading should be fun. If you child is struggling, help them over the speed bumps that are slowing them down.
Math Club – Math doesn’t need to be confusing. Our program makes it simple and as easy to understand as 1 + 1 = Success!
Speech Articulation – It’s time to make that lisp or other slight speech impediment go away. Set up a screening today to find out how a summer speech group can correct things within weeks!
Handwriting Club – So you want your child to be a doctor….but not write like one? Our team of Occupational Therapists will discover why handwriting is hard for your child and help them correct it over the summer. Find out how!
Social Skills Playtime Pals – Learning how to interact with others isn’t always easy. Our therapists can help your child become more engaging to make appropriate connections with peers and others. We can help.
Organization and Time Management – If your tween or teen has challenges staying organized or understanding time management, there are techniques and tools to help them function and stay focused for the rest of their life. They’ll find it fun. You’ll find frustration relief.
Kindergarten Readiness and Summer Camp 2013
Now is the Time to Ask, “Is My Child Ready For Kindergarten in the Fall?”
One of the greatest challenges in the young life of most children is making that initial big step into Kindergarten. Many parents who have had their little ones in preschool believe that Kindergarten is somewhat akin to preschool and that significant academics really don’t kick in until 1st or 2nd grade, but in newer times that is far from reality. In recent years, California Kindergarten curriculum has shifted to become far more academically skewed than in past decades and now more than ever, it’s very important to have all children properly prepared for these greater new challenges. To successfully excel in their new setting, children must achieve and master certain educational and social skills to adequately adapt and grow in a more accountable and often faster paced setting.
It may seem early, but for families who will be making the transition into Kindergarten, parents should seek counsel or advice from teachers or experts and possibly even have an evaluation for their child to ensure that educational and social skill development is on track for entry into Kindergarten in the fall.
New Program to Help Kids “Be Prepared” with proper skills
To help those who may need additional support, Child Success Center will be holding Kindergarten Readiness Camps in the summer that will not only teach and prepare little ones, but they will have a blast with the classes too! Presented as individual weekly Kindergarten Readiness Camps, kids will spend over 20 hours involved in activities designed to prepare them for the new rigors of Kindergarten. The program will help children develop confidence when taking the first steps toward handwriting and reading. The huge gymnasium at Child Success Center will be turned into a summer fun learning camp with the aim of turning “learning” into “play”. The camp will feature swings, a trampoline, climbing wall and monkey bars, which will take children on an adventure and build up their kindergarten readiness skills. The program will also feature art, music and science activities that will inspire creative interests and will offer hands-on fun through touching, exploring and games.
Parents can enroll their kids in a single weekly program, but enrollment in two or three week sessions will build stronger, lasting skills. Also, as a bonus, multiple week enrollees and those who bring a friend may be eligible for special discounts, so be sure to inquire when you call. They will also create a personalized specialty program for small groups who might be interested.
Each Week-long Session Will Teach Kids To:
- Recognize letters and match them with a name and sound
- Master holding a pencil, marker or crayon
- Develop attention and listening skills
- Socialize and communicate
- Enjoy learning
DATES: Dates: July 8, 2013 – Aug 16, 2013
TIMES: 8:45AM – 1 PM, Monday through Friday
AGE: Starting Kindergarten in the Fall
ENROLLMENT: Call the Child Success Center on 310.899.9597 or email: officemanager@childsuccesscenter.com
COST: Full Fee is $495 per week.
DISCOUNTS:
- Early Bird registration and payment by Friday March 29, 2013 is $475.
- Multiple week discounts are available. Call for details.
- Discounts are also available if you bring along a sibling or friend. Call for details.
Learning to Read – Is Your Child at Risk?
Identifying risk factors in your child that could impair literacy skills.
Children with language impairments often experience great difficulty learning to read and write. Other risk factors include: having a developmental disability, having a parent with a history of a reading disability, speaking a language that is different from the local academic curriculum, and/or living in a household where experiences with oral and written language are infrequent. Signs that your toddler may struggle with reading in the future include lack of interest in nursery rhymes or shared book reading, difficulty following simple directions, difficulty learning the names of letters, and failure to recognize or identify letters in the child’s own name (ASHA, 2008,www.asha.org).
- Nearly 50% of children enter kindergarten with at least one serious risk factor that may negatively affect academics (Rimm-Kaufman, Pianta, & Cox, 2000)
- The best predictor of end-of-kindergarten literacy skill is beginning-of-kindergarten literacy skill (Walpole, Chow, & Justice, 2004)
- The likelihood that a poor reader in first grade will stay a poor reader through fourth grade corresponds to a probability of .88 (Juel, 1988)
Speech-Language Pathologists Can Help
Research emphasizes the need to prevent reading problems through emergent literacy intervention. Speech-language pathologists (SLPs) can identify children at risk for reading and writing difficulties and provide intervention to remediate literacy-related difficulties. The intervention will be a collaboration between the parents, teachers, caregivers, and the SLP.
Learning to Read – What Can Parents Do to Help Their Child?
You can help your child develop literacy skills during regular activities without adding extra time to your day. There are also things you can do during planned play and reading times. Show your children that reading and writing are a part of everyday life and can be fun and enjoyable. Activities for preschool children include the following*:
- Talk to your child and name objects, people, and events in the everyday environment.
- Repeat your child’s strings of sounds (e.g., “dadadada, bababa”) and add to them.
- Talk to your child during daily routine activities such as bath or mealtime and respond to his or her questions.
- Draw your child’s attention to print in everyday settings such as traffic signs, store logos, and food containers.
- Introduce new vocabulary words during holidays and special activities such as outings to the zoo or the park.
- Engage your child in singing, rhyming games, and nursery rhymes.
- Read picture and story books that focus on sounds, rhymes, and alliteration (words that start with the same sound, as found in Dr. Seuss books).
- Reread your child’s favorite book(s).
- Focus your child’s attention on books by pointing to words and pictures as you read.
- Provide a variety of materials to encourage drawing and scribbling (e.g., crayons, paper, markers, finger paints).
- Encourage your child to describe or tell a story about his/her drawing and write down the words (ASHA, 2006, www.asha.org)
Early Childhood Literacy Development and Getting Ready to Read.
When should I begin preparing my child to learn to read?
Early childhood literacy development occurs from the time a child is born until they are four or five years old. During this period of emergent literacy , children become aware of the world of print and sound. You are probably already teaching your child basic reading skills, even if you are unaware.The importance of written language is demonstrated through naturally occurring experiences in the home and preschool or daycare environments, such as watching mom make a grocery list, and learning to recognize the letters and colors of a stop sign (Roth, Worthington, 2005).
What are some signs that my child is developing emergent literacy skills?
Activities such as pretending to read and write from books show that children understand messages that are conveyed through print. After listening to stories from their parents and teachers, they may begin to produce their own narratives and act them out. Some children may point out familiar logos and words in their surrounding environment.
Parents should continue to read aloud to their children and encourage symbol and color recognition during daily activities. Our next post will discuss risk factors that can lead to impaired reading skills including language impairments.
Additional reading: Are Spoken Language and Literacy Connected?
The Holiday Break for Kids with Sensory Processing Disorder
LONG HOLIDAY BREAK WITH NO SCHOOL? HERE ARE SOME TIPS TO KEEP KIDS WITH SENSORY PROCESSING DISORDER “MERRY AND BRIGHT” THIS SEASON …
The joy of the holiday time is upon us and there is nothing more exciting for a parent than to watch their little one enjoy the childhood traditions of the season. But while it is among the most special and cherished times of the year, it can also be a challenging one as children are out of their usual school routine for two to three weeks.
This break in anticipated schedules and activities can be especially unsettling for a child dealing with developmental challenges or with Sensory Processing Disorder (SPD). The holiday routine – the parties, the shopping, the larger than life decorations– for some, may be a source of over stimulation. Parents can help their little one to ease through the season with a few helpful hints:
- Try to stick to the most normal “holiday period” routine, as possible (keeping mealtimes and bedtime on schedule).
- If at all possible, build in lots of downtime and try not to overexert or tire your child – dragging them from one social commitment to the next with no break.
- Prepare activities – in advance – to engage and share with your little one that provide healthy, enjoyable ways to channel their focus. Ideas include themed arts and crafts, cookie making, holiday shape pasting, construction paper “loop” making for the family tree, etc.
- Enjoy holiday music listening, quiet book reading, and story telling together to help bring to life holidays past – without the stress of over-activity.
- Create new family traditions that siblings can share to help your child feel that he or she is part of something special – and a unique and respected member of the household during the holidays and year round.
Most importantly, remember that the New Year will bring a return to calmer days and that the excitement and buzz of the December season comes only once every 12 months.
Handling the Hustle and Bustle of the Holidays
Mom and Dad set the tone at home during the holidays.
We often think about how our children will experience the holiday season, but what about Mom and Dad? The holidays can be the most joyful, yet stressful time of the year. And, sometimes it isn’t the kids we really need to worry about, but ourselves! How parents handle the holiday season will have a direct impact on what their kids take away. And since the holidays can be an especially magical time for little ones, it’s important that parents remember to take a deep breath and enjoy the ride.
Here are a few tips to ensure a more relaxing holiday season:
- Try not to take it all so seriously. The holidays will happen whether we’re “ready or not.” Sit back and remember to enjoy the season. Also don’t forget that the traditions your family celebrates are all routed in another meaning – and they usually don’t involve parties and gifts! Try to remember why we honor the holidays in the first place.
- Give yourself – and your family – a break by not over scheduling social commitments, gatherings and festivities. When you try to do too much, you risk missing it all.
- Build in couples-only time for you and your spouse to “take five” and sneak away for a reprieve from the holiday madness. Arrange for a babysitter, family member or friend to watch your children and enjoy a solo dinner or even a stroll through your neighborhood to catch the holiday lights.
- Remember that for your little ones, the holidays are already filled with awe and joy because they’re different from the routine. Many parents try to too hard to make it all special when it already is. The only thing for parents of children who have Sensory Processing Disorder (SPD) issues to keep in mind is to shelter their little ones from noisy parties; the over-stimulation of lights, music and commotion; and unfamiliar family members that hug, kiss and touch kids who may be uncomfortable with that kind of attention. By being aware of the “sensory world,” parents can help their children to be more at ease, and, in turn, can ensure a more relaxed holiday experience for the whole family.
- Try to grab a little extra sleep, take a warm bath, indulge in one extra treat at the buffet table, and – if you can afford the time and cost – let yourself be pampered, even if it’s only for one hour. Even parents deserve a little something extra from Santa because the joy of the season should always come for grown-ups too!
Are Spoken Language and Literacy Connected?
YES! Spoken language is the foundation for the development of literacy skills. The experiences with talking and listening gained during the toddler and preschool years prepare children to learn to read and write. This means that children who enter school with weaker verbal abilities are much more likely to have trouble learning to read and write. Phonological awareness, the recognition that words are made up of separate speech sounds, is one skill that is very strongly connected to reading and writing. Phonological awareness skills include, but are not limited to, rhyming, blending sounds (e.g., combining the separate sounds b, a, and t into bat), alliteration (e.g., big bouncy bubbles), and isolating sounds (e.g., c is the first sound in cat). Children who perform well on these tasks are less likely to have difficulty learning to read.
Language Development
Hearing your child speak their first word is exciting. Each parent anticipates their child calling their name first and then using new and different words; however, as a child builds his/her vocabulary and begins to put words together to produce phrases and sentences, what comes next? How does a parent know what typical language development looks like until we begin to compare to children? What child is the best “typical” language model? Let’s review narrative development to understand the stages of language development
According to Hedberg & Westby (1993), there are several types of narratives.
• Scripts: This form of narrative is used to express knowledge of a familiar, recurring event. It is usually told using the second person pronoun you and the
present tense.
• Recounts: This involves telling about a personal experience when prompted most often using the past tense.
• Accounts: We explain a personal experience without a prompt. The experience is usually not shared by the listener.
• Event Casts: Explaining an ongoing activity, reporting on a factual scene, or telling about a future plan.
• Fictional Stories: Relating past, present, or future events that are not real. The events being described focus on someone or something attempting to carry
out a goal.
According to Hedburg & Stoel-Gammon (1986), the stages of narrative development are broken into three different stages; however, stage III has a few sub-stages. Review the following stages:
Stage I: 2 years old Heaps
After a child builds his/her vocabulary using a variety of words, including nouns, action words (i.e. verbs), location words (i.e. prepositions), descriptive words (i.e. adjectives, adverbs), early pronouns, and social function words, a child will begin to form phrases and eventually sentences. These “stories” consist primarily of labels and descriptions of events and/or actions. There is no central theme or organization among the propositions. Sentences are usually simple declaratives. This stage consists of a collection of unrelated ideas. The topic of discussion frequently changes and the cohesive devices are not utilized to connect the story. Simple present progressive tense is used. This is considered a heap story.
Example: “A girl is eating cookies. The man is going to the car. The baby is sleeping.”
Stage II: 2-3 years old Sequences
As language continues to develop, a child will enter into the stage of sequenced stories. Sequenced stories consist of labeling events around a central theme, character, or setting. There is a description of what a character has done, but there is nothing in the story that is considered a plot and the events do not typically follow temporally or casually from one another. A child may begin to link story elements together.
Example: “She lives with her dad. She lives with her mother. Grandma and Grandpa live together. And these three children live with their grandma. And these two animals live with them.”
Stage III: 3-4 years old Primitive Narratives
After a child has developed his/her sequenced stories, a child begins to develop primitive narratives. These stories have a core/central person, object, and/or event. They contain 3 of the story grammar elements: an initiating event, an attempt or action, and some consequence around the central theme. These stories do not have a solid resolution or ending and contain little to no evidence of the characters’ motivation. These narratives build on the sequenced stories. It contains a central character, topic, or setting; however, the child begins to discuss the character’s facial expressions or body postures.
Example: “My dad, he went up to go to work. My mom stayed and sleep in. My two brothers, they went to go play with the toys. My dog, she went outside. My kitty cat came up and he tickled me and came up and started to meow. And then I started to cry because he bit me. And my brothers came runnin’ in and Mike said, “What happened?” They said, “What happened?” “My kitty cat just bit me.” So mom comes runnin’ in and she said, “What happened? Oh the kitty cat bit you. O.K.”
Unfocused Chains: 4-4 ½ years old
A chain narrative is a story that shows some evidence of cause/effect and temporal relationships; however, the plot is not strong and does not build on the attributes or motivations of characters. Although, there may be some notion of plan or character motivation present. The ending does not necessarily follow logically from the events. The story may be very abrupt. These stories contain 4 story grammar elements, which include those found in the primitive narrative level: initiating the event, attempt or action, and some consequence around the central theme. An unfocused chain does not utilize a central character. It is a sequence of events linked together logically or with a cause-effect relationship. Conjuctions, such as “and”, “but”, and “because” may be used when telling an unfocused chain story.
Example: “This man is walking. He saw a dog and a cat and he saw a girl too, with the cat and the dog. He said, “Hello.” He walked back and he said, “Brother, come here.” So her grandmother walked up to her and said, “You wanna go dancing?” They went dancing. And so it was a slow dance. And then they went back. And then these two children came. And then first he said, “I’m not.” And then he said, “What?” “I want to go out to eat.” So they went out to eat.”
Focused Chains: 5 years old
A focused chain contains a central character and a logical sequence of events; however, the listener must interpret the ending to this story. The sequences described during these accounts take the form of “adventures”.
Example: “Once upon a time there was a mother named Christie. And she had a husband named Tom. And they had some children named Heather and Christie. And they had a boy named Ronnie. And the mother told the boy to go outside to play. And then the boy came in and said, “Mother, mother, our dog’s outside and he’s barking.” “I will go see.’ “What are you barking at?” “I don’t know what he was barking at, Tommy, Ronnie, Ronnie. I don’t know what he was barking at. You go out there and see.” “He wants in.” “I’ll go let him in.” “There, I let him in.”
True Narratives: 5 + years old
By the age of 5, a child may be emergent in the true narrative story telling. These stories have a central theme, character, and plot. It includes the motivations behind the character’s actions, as well as logical and temporally ordered sequences of events. The ending of the story indicates a resolution to the problem. These stories include at least 5 story grammar elements, including an initiating event, an attempt or action, and a consequence.
Example: “One day there was a boy named Bobby and a girl named Sharon. They found a cat in their front yard and they brought it into the house. They fed the cat and they gave it some milk. They played and played with it and then a little while after a lady called and asked if anybody had seen her cat. And then they said that they had it at their house. And they brought it to the lady’s house. And she gave them each five dollars for finding the cat and having them feed it and give it milk.”
Story Grammars
Story Setting + Episode structure
Episode Initiating event+ internal response + plan + attempt +consequence + reaction
Setting Introduces the main characters, the protagonist, and the context of time and place
Initiating event The occurrence that influences the main character to action. It may be a natural event, an action, or an internal event such as a thought, perception, or wish
Internal response Indicates the thoughts and feelings of the main character in response to the initiating event. It may include an interpretation of the event, formulation of a goal or some other response.
Plan Indicates the intended action of the main character
Attempt Indicates the actions of the main character in pursuit of the goal
Consequence Indicates the achievement or non-achievement of the main character’s goal, as well as any other events or states that might result from the attempt
Reaction Includes any emotional or evaluative responses of the main character to the preceding chain of events
As a parent you may be thinking, “Wow, this is awesome, but how do I apply this knowledge to my child in our daily life!?!” Below is a chart that a parent and/or caregiver can do to further develop these skills in the home environment:
Activity What I can do to help:
Read a book:
• When reading a book, discuss the details on a specific page (e.g. what happened, who was involved, and where it happened)
• After the story, discuss these questions again and review the events in the book when reviewing the pictures- Do NOT expect your child to have the entire story memorized
Review a photo album:
• Review family members or past events telling the story of day your family spent camping or touring Disneyland, etc.
• This is helpful when relatives will be visiting from another city/state as their visits may be more infrequent
Retell events to the child’s day:
• Review the main points: Use words like “First, Next, Last” and remember to keep it simple. Children do not need an elaborate explanation. They need the facts.
• Work on sequencing getting dressed, or morning routines
• Daily routines are always exciting to practice sequencing
Retell events during a specific activity:
• If you are working on a craft, review how you created the craft (e.g. First, we cut the shapes out, then we glued the shapes together, and last, we cleaned our mess).
• Bake cookies and discuss the steps to make the cookies (Please, don’t go into the details of the ingredients—this will also help build a child’s vocabulary to discuss the meaning of new words (e.g. ingredients, recipe, etc.).
Story telling
• Before bed, make it a routine to tell stories using the theme, the characters, and the plot (e.g. teaching through a model).
If a child seems to have difficulty with developmentally appropriate tasks, caregivers may want to contact the primary educators and/or a speech-language pathologist for additional tips and help.
Remember, these ideas may work on building a child’s vocabulary, answering simple questions (e.g. yes/no, what, who, where), and sequencing events in the story through story telling/retell. Here are a few specific examples that may be helpful depending on the age of your child:
• Sequence the steps to the following activities
o Bake your favorite cookies
o Make rice krispie treats
o Make some homemade play doh:
http://www.instructables.com/id/How-to-Make-Playdough-Play-doh/
http://www.ehow.com/how_2001321_make-playdoh.html
http://babyparenting.about.com/cs/activities/a/playdough.htm
o Create a trail mix to sequence steps: As there are many allergies out there, it may be best to create your own that is appropriate for your child and his/her needs
o If you plan on going on a trip, sequence the steps to packing your suitcase
o Play a game and sequence the steps for setting up, playing, and cleaning up (simplify when needed)
o Laura Numeroff books: If you Give your Mouse a Cookie; If you Give a Mouse a Muffin, If you Give a Pig a Pancake; If you Give a Dog a Doughnut; etc.
Sequence the parts of the story using a few visuals:
• http://tcdn.teacherspayteachers.com/thumbitem/If-You-Give-a-Mouse-a-Cookie-Sequencing-Activities/original-268377-1.jpg
• http://img0.etsystatic.com/000/0/5565820/il_fullxfull.282713824.jpg
• http://media-cache-ec4.pinterest.com/upload/74168725082772822_8TXIdfKB_b.jpg
o Pintrest would be another great craft idea option
• Thanksgiving Crafts
o Discuss Pilgrims: http://www.dltk-holidays.com/thanksgiving/crafts-pilgrims.htm
o Gather Fall Leaves and a pinecone; Discuss the Fall season and the leaves falling/changing colors (Even if this does not typically happen in California, it is fun to discuss and may lead to researching the Fall Foliage around the country): http://www.dltk-holidays.com/thanksgiving/mleafturkey.htm
o Turkey Crafts: http://www.dltk-holidays.com/thanksgiving/turkey_crafts.html
• Holiday crafts
o http://www.dltk-kids.com/
• DLTK is a helpful site and a great start to finding crafts, but the internet has endless ideas and it is always helpful to explore the internet and expand your own resources.
Information and specific examples gathered from:
Hutson-Nechkash, Peg (2001). Narrative Toolbox: Bleprints for Storbuilding. Eau Claire, WI: Thinking Publications.
