What's the point of pointing?

Pointing marks a huge milestone in a child’s development.

Initially a child points using their whole hand.  Later this is modified to a single finger point.  Pointing usually develops between 7 and 14 months of age.   

Pointing is used to:

-       Request (point to an item they want, e.g. drink)

-       To share information (point to an item of interest, e.g. tractor passing by)

Pointing encourages adults to talk about and label the items that your child finds interesting, and this helps them learn words.

Pointing has been linked to language development.  Research has found that the more children point early in their development, the better their language abilities are later on.

A lack of a single finger point is an early indicator of communication difficulties.

To encourage your child to point hold up items of interest for your child.  Keep these just out of reach to encourage your child to point to the desired item.  Or offer a choice “apple or banana” (hold up the items on offer so your child can point to the desired item)

It is important that your child has frequent daily opportunities to learn and practise the skill of pointing. 

If you are concerned that your child has not started pointing yet, talk to your Health Visitor or contact your local Speech and Language Therapist.

By Sarah Winstanley 

Creating Opportunities to Communicate

In our busy lives, we sometimes miss opportunities for communication.  For example, we know our child likes to drink milk at 11 am so we pour it into a glass just before 11.  Try not to anticipate all your child’s needs.  Instead, try to create opportunities for your child to communicate and interact with you. 

Offer little by little…..

• Instead of giving your child a full cup of milk/ water/ juice, give a small amount and wait for them to ask for more.
• Instead of giving all the apple/ banana/ crisps/ raisins/ chocolate buttons/ fruit stars at once offer them little by little.
• Blow the bubbles, then pop/ catch the bubbles.  Wait for your child to indicate they want more.

Offer a choice, then wait….. 

• At snack time, “do you want milk or water?”  Point to each drink as you say the word. 
• At free playtime offer choice of activities, “do you want playdough or sand?”

Pause during a familiar activity & then wait…

• When you are taking part in a familiar routine that can be repeated, you can pause and wait for your child to ask to continue.  For example: a tickle game, a favourite action song, swinging on a park swing

Choose an activity a child cannot do without your help, then wait….  

• Choose an activity that he cannot do without you –, wind up cars/ animals, musical toys/ a toy in a container they cannot open. 

Place a favourite toy out of reach, then wait…. 

• Put a ball/ food up on a shelf where the child can see it, but cannot reach it.  Wait for the child to communicate by pointing, leading you to it etc.  Say the name of the toy as you pass it to the child.

There are many ways for your child to communicate.  Communication does not have to involve using words.

• Fleeting eye contact
• Smiling
• Reaching
• Pointing
• Gesture
• Using symbols/ pictures
• Using objects of reference
• Using a sound/ vocalisation/ using symbolic noises (baa, brmm-brmm)
• Using a word

Try not to rush in, instead pause, wait, and you may find out that your child is attempting to communicate.   If we respond to these communicative attempts, we will reinforce the idea that communication is useful!

By Sarah Winstanley 

A voice for the voiceless

My Life: Locked in Boy (Series 9:7)

An insightful and moving documentary about a boy called Jonathan.  Jonathan was "locked in" for 8 years and now communicates through an E-Tran spelling board.  (the programme was filmed in November/ December 2016)

For a non-verbal child learning to read and write is not just a life skill it is their voice.  Jonathan's campaign, Teach Us Too, was started on change.org calling for all children to be taught to read or write regardless of their label. 

You can find out more on Jonathan's blog/ Facebook page Eye Can Talk

By Sarah Winstanley

Listen to a story

Read a book to someone.  You are never too old to have a story read to you.  Curl up on the sofa and immerse yourself in a story.  The perfect plan for a wet or cold weekend. 

It is a good way of introducing your children to books they would not choose to read by themselves.    

Or if you don't feel confident reading why not get an audiobook to listen to (most libraries have a great selection of audiobooks)

By Sarah Winstanley 

Story Cubes

Unable to think up a story, need some inspiration… why not make up a silly story using story cubes.  The sillier the better… start the story with a roll of the dice and let the pictures spark your imagination. 

Why not make up your own unique set of cubes. 

By Sarah Winstanley 

Talking photo albums

Talking photo albums allow a person to make individualised books.  Each page has a button on which a message can be recorded.  This is a great way of sharing information about your weekend/ holiday, creating storybooks, recording instructions, remembering names of key people in their lives.

Or why not make a scrapbook using photos of your child doing various things, e.g. playing on the swing, playing in the sand, walking in the woods, riding a bike.  Talk about what your child is doing in the picture. 

By Sarah Winstanley 

Communication Trust

Specialist Contract for Speech Language and Communication Needs (SLCN)

Over the last ten years, The Communication Trust’s work under this contract for has been essential for improving outcomes for children with SLCN.  It is alarming that the Department of education believes that this work is no longer needed. This will have a huge impact on the support that children and young people receive. The Department has consistently reiterated that SLCN and social mobility remain their top priorities. However, the discontinuation of the specialist contract ignores the impact this will have.   SLCN is one of the most common childhood disabilities. Estimates indicate that as many as 10% of all children have SLCN, and for a substantial proportion of this group, their needs will be long term and persistent.

Please take the time to sign the petition. 

Fair funding for children and young people with SLCN's

By Sarah Winstanley 

Budding Authors

For all those children who have dreamt of being an author one day…

Readers digest 100 Words: A story that is exactly 100 words.  There are two categories under 12's and 12 -18 years.  (closing date: 19th February)    Email: 100wordstory@readersdigest.co.uk

500 Words:  Radio 2 has launched 500 words 2018.  If you are between 5 and 13 years and are a resident of the UK then you are eligible to enter.  (closing date: 22nd February 2018)

National Young Writers Awards 2018:  This competition is to be judged by David Walliams.  (closing date:  29th April) 

By Sarah Winstanley 

Map it, Act it, Retell it

Make a story map to support the retelling of a familiar story

-       Little Red Riding Hood

-       Owl Babies

-       The Little Red Hen

-       The Three Little Pigs

#talkforwriting – Pie Corbett (communal retelling of stories are a great way of supporting children move from supported retelling to independent retelling of a story)

Older children (year 5 and 6) can become storytellers to younger classes (nursery/ reception/ year 1). 

By Sarah Winstanley

Bring a story to life

Let the printed word come to life.  Get out your toys and get in character to act out one of your child’s favourite stories.  Act out the story not the book.. (it doesn’t need to be word for word).  You might even come up with a few variations to the original book.  It is also a great way to introduce new books or topics/ vocabulary a child might be less familiar with.

Research has found that those children who have acted out the story are better able to make inferences about the text and remember the story better than those who only read (or re-read) the story.

Or for older children why not make an iMovie

By Sarah Winstanley 

Sign a story

Encourage your child to sign some key words in a story.   Makaton and Julia Donaldson have worked together to develop some guides to using MAKATON signs and symbols when reading books. 

Monkey puzzle

By Sarah Winstanley 

Talking Tiles

Many stories have a phrase that is repeated throughout the book.  Use a talking tile to support your child in taking an active part in storytelling.  The tile can have a relevant photo/ picture/ symbol on it related to the phrase (recording).  For example:  For the book Oh No, George the tile can have a picture of George (dog) and a recording of the phrase “Oh no, George”

By Sarah Winstanley 

National Storytelling week

This week is national Storytelling week.  How amazing to spend a whole week immersed in the art of telling stories.  Storytelling is something that unites us, binds us and connects us.  It is common to every known culture.  The art of oral story telling has been around since the beginning of time.

Everyone’s got a story to tell…. 

By Sarah Winstanley 

Why use visuals?

Visuals (objects, objects of reference, photos, pictures, symbols, written word) are a useful way to support attention, memory, our understanding of language and our use of language.  They are a tool that supports everyone.   By increasing our use of them at home, school, nursery and in the wider society, we will help support everyone not just those with communication difficulties. 

We all rely on visuals to support us in daily life, for example:

-          Following step by step picture diagrams when assembling furniture

-          Following Lego instructions

-          Calendar/ diary

-          To do list

-          Post it note reminders

-          Sign on door (toilet, exit/ entrance, push/pull)

@speechtherapymatters we offer courses from one hour to a whole day’s training on using visuals within your setting

By Sarah Winstanley 

Communication Access Symbol

Communication Difficulties affect millions of people in the UK.  In the community, people with communication difficulties do not always get the support they need.   

The impact of these communication difficulties is varied.  Difficulties may include needing:

-          Processing time

-          The use of a communication aid

-          The need to write down their message

-          Language simplified

-          Use of symbols/ signs/ pointing or gestures

Communication Matters, the Royal College of Speech and Language Therapists (RCSLT) and the Stroke Association are working together on The Communication Access project.

In 2017, people were asked to choose an idea for a symbol to represent communication access. The steering group wants to ensure that people with all types of communication difficulties are able to have the opportunity to respond and tell them what you like and what you do not like about the two most popular ideas.  

Please take the time to complete the online survey (by 31st January 2018)

By Sarah Winstanley 

Supporting children with Speech, Language and Communication Difficulties

Amazing training session in school on Wednesday giving staff the tools to support their pupils who have Speech, Language and Communication Needs (SLCN's).  

"thank you for an excellent morning" 

"really useful, very informative, love the assessment tools, thank you very much"

"really helped my understanding of those children in my class with Speech and Language difficulties - thank you"

"loved the screening packs"

What one thing are you going to do to support children with SLCN's?

"Ask less questions"

"Give more time to respond" 

"Use the 4 S strategy:  Go Slow, Show, Say less, Stress key words"

"Be more aware of difficulties and more patient"

"Use the word wise whizz when introducing new topic vocabulary"

For further information or a copy of our training brochure:    sarahwinstanley@speechtherapymatters.net                                                      rebeccabryant@speechtherapymatters.net         

By Rebecca Bryant and Sarah Winstanley 

Uniquely Human

This book is essential reading for any parent, teacher, therapist, or carer of a person with autism. Autism is usually portrayed as a checklist of deficits, including difficulties interacting socially, problems in communicating, sensory challenges, and repetitive behaviour patterns. This perspective leads to therapies focused on ridding individuals of "autistic" symptoms.  

In "Uniquely Human," Dr. Prizant suggests a major shift in understanding autism: he sees "autistic" behaviours as part of a range of strategies used to cope with a world that feels chaotic and overwhelming. Rather than curb these behaviours, it is better to enhance abilities, build on strengths, and offer supports that will naturally lead to more desirable behaviours.   "Uniquely Human" offers a compassionate and insightful perspective that parents, professionals, and family members will find uplifting and practical.

By Sarah Winstanley 

Happy New Year

Another year is gone and a new year is just beginning.  The thought of a new year is exciting!  A time to learn something new or to try out a new strategy or to seek some extra support and advice.  

If you would like to learn more about supporting children with speech, language or communication difficulties why not contact us to find out more about our assessment, therapy or training packages.

sarahwinstanley@speechtherapymatters.net  (Stamford, Rutland and Peterborough Area) 

rebeccabryant@speechtherapymatters.net  (Surrey/ Sussex area)

 #speechtherapymatters

By Sarah Winstanley 

Relaxed Cinema Screenings

Suitable for families with children who have autism, sensory difficulties, communication disorders or learning difficulties.  Regular screenings are put on at cinemas across the UK. 

• low level lighting throughout the film
• relaxed atmosphere
• sound turned down
• freedom to move around

Stamford Arts Centre - Paddington 2 (Wednesday 27th December 2017)

By Sarah Winstanley 

The language of life

In the 2017 Christmas Lectures: The language of life, Professor Scott will take us on a captivating journey exploring how and when humans first evolved language.  Scott will compare human and animal communication.  Sophie Scott will look at the subtle cues we send each other through facial expression, tone of voice and even smell.  She also looks at technology and how this is changing the way  we talk to each other. 

Tune in and find out about one of the fundamentals of human and animal life and the unstoppable urge to communicate. 

BBC 4 at 8pm  (26th – 28th December)

3 parts:

·         Say it with sounds

·         Silent messages

·         The word

By Sarah Winstanley