Read the latest Gesher Gazette below! Please click on the link below to view the video links.
Click on the link below to view the latest Gesher Gazette:
A word-finding difficulty is when a person knows and understands a particular word, but has difficulty retrieving it from their brain to use in their speech. This is similar to how we sometimes feel something is on the ‘tip of our tongue’. Children might not able able to find the word at all, they might retrieve a word that sounds similar to the one they want or they might produce a nonsense word. Check out this website to learn more about the signs that indicate a word-finding difficulty and how you can help support at home. The linked document below also contains prompts which we use at school to help support retrieval of the word they are looking for.
Ever seen ‘Blanks Level’ written in your child’s PLP target or annual review report? This refers to a language model which we can use to map and model understanding and use of abstract language. There are 4 levels which go from talking about things directly in front of you to talking about abstract ideas. Below is a video, plus one of our resources.
Gesher’s Guide to Blanks Questioning
There are two ways in which we may learn language: ‘Analytical’ processing and ‘Gestalt’ processing. Typically we think of language development as learning single words and building them up to full sentences – this is called analytical processing of language. Gestalt Language Processors on the other hand, will start by using whole ‘learned’ phrases, progress toward using single words, and then build their back up to more functional and ‘spontaneous’ phrases. Understanding which way our children are learning language will not only help us to understand them more effectively, but also help us to further support their development of functional communication.
Below you can find a video which explains more plus a link to one of our PDFs on the topic and a website which contains some top tips for parents.
Social stories present information in a literal, ‘concrete’ way, which may improve a person’s understanding of a previously difficult or ambiguous situation or activity. The presentation and content can be adapted to meet different people’s needs.
They can help with sequencing (what comes next in a series of activities) and ‘executive functioning’ (planning and organising).
By providing information about what might happen in a particular situation, and some guidelines for behaviour, you can increase structure in a person’s life and thereby reduce anxiety.
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- Going to the Shops Social Story
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- Going to the Doctors Social Story
Social stories present information in a literal, ‘concrete’ way, which may improve a person’s understanding of a previously difficult or ambiguous situation or activity. The presentation and content can be adapted to meet different people’s needs.
They can help with sequencing (what comes next in a series of activities) and ‘executive functioning’ (planning and organising).
By providing information about what might happen in a particular situation, and some guidelines for behaviour, you can increase structure in a person’s life and thereby reduce anxiety.
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- Winning and Losing Social Story
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- Wobbly Teeth Social Story
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- Getting Lost Social Story
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- Being Angry Social Story
Social stories present information in a literal, ‘concrete’ way, which may improve a person’s understanding of a previously difficult or ambiguous situation or activity. The presentation and content can be adapted to meet different people’s needs.
They can help with sequencing (what comes next in a series of activities) and ‘executive functioning’ (planning and organising).
By providing information about what might happen in a particular situation, and some guidelines for behaviour, you can increase structure in a person’s life and thereby reduce anxiety.
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- Going to Synagogue Social Story
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- Shabbat Dinner Social Story
Here is a handy guide to navigating both hosting a party and attending a party.
Sensory trays are a fantastic way to help children regulate regardless of age. A single tray can be made up or a selection of different trays (wet, dry,hard, soft etc). Plastic animals can be added for story telling, or funnels, sieves, plastic cups and spoons are also useful for exploring. These can be made in any plastic container such as a washing up bowl or shallow tray. The ‘really useful box’ brand are great as they come in different sizes with lids. You can purchase a 10-litre tray here.
Some of our favourites are:
- Sand (one damp and one dry)
- Kinetic sand
- Water beads
- Lentils or rice
- Shaving foam
- Cornflour and water
- Slime (homemade or shop bought)
How can you help a child who is having an emotional melt down? Learn brain-science basics and the two simple steps to calm a child who is experiencing intense emotions. In this video, Author and Psychiatrist Dr. Dan Siegel demonstrates a step-by-step approach to help a child manage strong emotions. At the same time, Dr. Siegel explains how this process is working at a biological level by “squirting soothing neurotransmitters” in the brain!
