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 âtip of our tongueâ. 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.Â
Ever seen âBlanks Levelâ written in your childâs 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.Â
Gesher’s Guide to Blanks Questioning
There are two ways in which we may learn language: âAnalyticalâ processing and âGestaltâ 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 âlearnedâ phrases, progress toward using single words, and then build their back up to more functional and âspontaneousâ 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.
Here is a handy guide to navigating both hosting a party and attending a party.Â
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 âsquirting soothing neurotransmittersâ in the brain!
This clip is drawn from Dan Siegelâs hand model of the brain. It is a metaphor to help explain what might be happening in our brains when distressed. It depicts an âemotionalâ and âthinkingâ brain but this does not mean they are separate parts of the brain. The âemotionalâ and âthinkingâ brain are descriptive metaphors of brain functioning to explain how our brains may be in a more âreactiveâ rather than âreflectiveâ mode. The hand model clip is used in Emotion Coaching training to show how Emotion Coaching can help to guide the brain to develop a more reflective mode (thinking brain) rather than remain in a reactive mode (emotional brain).
What is self-regulation and why is it important?
It is tempting to label challenging behaviour as oppositional, defiant, manipulative, and attention-seeking. But, challenging behaviour is often not in childrenâs control. It is more accurate and helpful to understand this behaviour as a sign that children cannot handle their big emotions (e.g., mad, sad, sacred). When they feel overwhelmed, their emotions are getting the best of them. That is, they cannot self-regulate. You can read more, here.
Lego Therapy is a structured, play-based approach that uses LEGO building activities to promote social interaction, communication skills, and problem-solving abilities in children.
Myths and Stereotypes about ADHD
There are many myths and stereotypes when it comes to ADHD. Even the name is misleading. People tend to think of ADHD as having a lack of attention but in fact they do not have a deficiency in attention, but an abundance of it! The difficulty is in not being able to control this attention. (https://mashable.com/article/what-is-adhd-myths-stigma)
It is important to acknowledge and fully understand the difficulties faced so that the necessary supports and accommodations can be in place but we must also recognise the strengths that having a neurodivergent brain offers.
Here is one ADHDerâs personal story of success – Jessica Mccabe has her own YouTube ADHD channel. Click on the link to hear her story.
Failing at normal – one person’s success story
ADHD and Autism
Research suggests that 50-70% of autistic people are also ADHD. There are characteristics that overlap but also that often contradict each other.Â
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