18 SEPTEMBER 24, 2020 RIDGEWOOD TIMES WWW.QNS.COM
BY DONNA DUARTE-LADD
EDITORIAL@QNS.COM
@QNS
As many kids start or have
returned to school, some students
who have had the steepest
regressions in learning are kids
with special needs. We spoke with
Lori Caplan-Colon, a leading speechlanguage
pathologist specializing in
pediatric feeding disorder and founder
of Montclair Speech Therapy on how
kids and parents can work on their
speech learning practices in the school
year whether remote or blended.
Some students with speech
delays who have or are ‘returning’
to school have unfortunately
regressed. Any tips on easing them
to more in-person services?
Be sure to check in with the classroom
teachers and remind them that
your child will need special care
not only in dealing with classroom
interactions but also broader social
interactions with the larger student
body.
Let them know that lock-up and
isolation are especially challenging
to a child with speech disorders as
there are a lot fewer opportunities
to practice their learned skills. Explain
your concern that a quarantine
lifestyle has placed challenges on
their ability to practice with peers
and caregivers across environments
which is typically a big part of the
therapeutic process. Perhaps they
can keep an eye out and let you know
of any specific issues that arise.
While the teacher may not be able
to wholly accommodate your child, at
least you have raised the issue with
them and made them aware of this
“back to school” challenge. Additionally,
here we may want to note the reduced
ability to successfully communicate
with masks. A lot of our little
ones are demonstrating frustration
when they are not interpreted with
this barrier. Additionally, for our
lower tone kids, with increased
drooling, we are finding that masks
are needed to be frequently changed
causing additional challenges.
As many schools will also be remote,
any tips on balancing both?
Managing expectations goes a long
way towards striking a balance between
in-class and tele-learning, so
sticking to a schedule and frequently
going over that schedule or calendar
with your child will prepare them
for what’s expected. Children thrive
with routines and schedules. Using
Photo via Getty Images
child-friendly pictures to signify
schedule changes are a favorite. Additionally,
using magnetic boards
and/or dry erase boards will allow
a child to signify when an activity is
completed and allows a child to make
predictions about what will happen
next.
At the same time, chart, where
your child is having challenges with
each scenario (in class and at home),
and bring those issues up with your
speech therapist so they can focus
on exercises that will mitigate the
situation.
Find out from your child’s teachers
what’s working in class and try
to emphasize those skills at home,
so they carry over to the virtual
classroom setting.
For parents who have now found
their child has developed stuttering
or seen the return of stuttering,
what can a parent do to help?
First of all, get in touch with a
speech-language pathologist who
specializes in stuttering and get a
proper diagnosis of the condition.
They can set up a proper treatment.
Avoid showing displeasure with
your child’s relapsed behavior, and
instead, remind yourself of the skills
you practiced when your child first
had a stutter. Slow down your own
cadence, ask fewer questions, and
let the child speak on his or her
own terms. Be sure to maintain eye
contact with your child, do not try
to finish his/her sentences and do
not use language like “spit it out or
hurry up.” Start rebuilding using the
techniques you employed before and
if your child is slightly older, remind
him/her of the “tools” in his /her
“toolbelt” to reduce the bumps.
Understand that given the pandemic
and the way it’s disrupted all
of our routines, developing a stutter
or seeing a return are not unusual
reactions. Empathy first, and then
start the search for solutions and
mitigation.
Kids who are non-verbal such as
kids with autism have been some
of the hardest hit during this
pandemic, is there such a thing as
‘catching up’?
It’s not so much a case of catching
up as it is re-establishing a sense of
normalcy.
Sticking with a predictable
routine will help your child with
autism find comfort during a time
when disruptions have become a
daily occurrence, where you can
stick to routines, like bedtimes, meal
times, hygiene times, etc.
What can these parents do to help
their non-verbal children where
speech therapy is so vital?
One thing that’s very helpful is
to lead by example by demonstrating
to your non-verbal child how
people can communicate with body
language and expression.
Game playing is especially useful
for non-verbal children. Games that
promote listening skills and mirroring
actions, like Simon Says or
Charades, can help re-enforce communication
by body language.
The idea is to express the importance
of effectively communicating
with others around you, even when
that communication is accomplished
without speech.
Founded by licensed SLP Lori
Caplan‐Colon, Montclair Speech
Therapy is to provide inclusive, research
based therapies that serves the
unique needs of individuals across the
lifespan. We offer creativity, support,
applied learning and skill, camaraderie
and compassion as we meet our
clients at the start of the therapeutic
process. Through custom care plans,
we meet each patient’s needs uniquely,
supporting and enhancing the lives of
parents, children and adults facing
overwhelming challenges. Together,
we help them reach their goals and
celebrate all successes along the way.
EDUCATION
How you can ease your child back into
speech therapy for the new school year
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