Screen time is time spent in front of a screen (e.g. television, phone, ipad/tablet, computer, video game device)

An excess amount of screen time can increase the risk of:
• Inconsistent sleep – may have trouble falling asleep or maintaining a regular sleep schedule.
• Problems with behaviour and attention – excessive screen time can lead to difficulties in school, attention problems, hyperactivity and behavioural issues.

Language Development
Children learn to talk and communicate through interactions with other people. The first several years of life are crucial for your child’s language development. It is when their brain is the most receptive to learning new language. The research has shown that increasing screen time can have an impact on speech and language acquisition and may also be linked to attention problems, short-term memory problems, and reading problems. All of which can play into your child’s ability to learn language as well.

Educational Videos
Of course there are educational videos such as those that teach language skills (e.g. sign language, vocabulary) however videos do not replace face-to-face interactions where they learn non-verbal body language and appropriate social skills.

Instead of Screen Time you can:
• Sing songs (i.e. nursery rhymes)
• Read a book
• Play with your child’s favourite toy, board game, puzzle
• Make a craft project, colour a picture
• Play in the yard, go to the park, go for a walk, ride bikes
• Go for a car ride and talk about what you see
• Go to the library and look for books on a topic that interests your child
• Teach your child a new skill
• Have a playdate
• Cook something in the kitchen together or plant some seeds in the garden

Written by Senali Alahakone – Speech Pathologist at De Silva Kids Clinic.

Stay Informed:
– Ensure to access RELIABLE and ACCURATE information
– Some reliable sources include: www.health.gov.au, www. healthdirect.gov.au, or the Coronavirus information line 1800 020 080

Staying Healthy and Calm:
– Maintain a healthy diet, exercise, and sleep regime
– Talk to loved ones about worries and concerns
– Engage in hobbies and enjoyable activities
– Avoid or reduce the use of alcohol or tobacco
– Limit media exposure – excess media exposure to coverage of stressful events can result in negative mental health outcomes

Helping Children and Adolescents:
– Provide age appropriate and accurate information – correct misinformation or misunderstandings
– Encourage children to share their concerns
– Children model their parents’ behaviour. The way you behave can have a significant influence on children
– Model health-promoting behaviours – washing hands with soap and water, wearing face masks
– Educate the entire family about good health habits
– Include children in family discussions and plans in an age-appropriate way
– Address misconceptions that may result in stigmatising people or groups of people in the community

If quarantining or self-isolating:
– Maintain a normal daily routine – make time for some exercise
– Stay connected with family and friends using social media and over the phone
– Use your time purposefully, e.g., working from home or getting work sent to you
– Take advantage of the time to do things that you have wanted to do like reading a book or learning a new skill

When to seek help:
– It is normal and understandable to experience emotional distress during these times
– If experiencing SEVERE emotional distress or mental health issues, you can speak with your GP or mental health practitioner

Written by Marisa Donnoli – Psychologist at De Silva Kids Clinic

The Coronavirus (COVI-19) outbreak has been unpredictable and stressful for all of us and as a result we have had to change our everyday routines and adjust accordingly. Adjusting to new routines is difficult, especially for children who have Autism and for those children who struggle with change.

A great way to help your child adjust during these unforeseen circumstances is by integrating a visual schedule into your day. A visual schedule helps to provide routine in your child’s day and a structure that is predictable. Visual schedules can also help children who have ADD/ADHD as it helps them focus, complete tasks and can also help with transitioning from one activity to another.

What is a visual schedule?
A visual schedule is a board that lays out the sequence of upcoming activities or events by words, pictures, objects or pictures and words.

What can a visual schedule help with:
1. Routine and predictability
2. Organisation
3. Transition from one activity to another
4. Reduces anxiety
5. Helps your child communicate needs and wants
6. Literacy development (as pictures are often paired with words which assist in comprehension and recognition of words)
7. Reinforces verbal instructions (especially for children who have difficulty with receptive language)
8. Teaches sequencing and time concepts
9. Facilitates language through visuals
10. Increases independency

These are some examples of visual schedules you can re-create.

Written by Senali Alahakone – Speech Pathologist at De Silva Kids Clinic

Joint attention is the ability for one person to engage with another person or object. Joint attention occurs in early development as children start to interact by sharing experiences with their caregivers. This emerges as early as two months. As joint attention gets stronger, babbling and speech starts to emerge. Joint attention is an essential skill to learning language.

Here are some examples of joint engagement at an early age:
– When your child follows your eye gaze (e.g.: when you look at the dog, your child will follow)
– When your child smiles in response to your smile
– When your child initiates and points at something he/ she wants
– When your child draws your attention to an object of interest with a sound, or by pointing, looking back and forth

Some children have difficulties engaging. These are some red flags that may indicate if a child has difficulty with joint attention:
– The child is often not motivated to play with another and is more interested in the object that they have
– The child has difficulty shifting attention from one thing to another

If your child has difficulties with joint attention, here are some basic tips for engaging your child:

– Play face- to face games (e.g.: peek-a-boo, tickling). Pause the activity, wait and give your child an opportunity to ask to continue
– Provide your child opportunities to ask for what they want by holding items up, hiding toys they are interested in close by or placing a favourite object out of reach and waiting until your child does something to ask for it
– Hold objects close to your face to encourage eye contact
– Play some basic turn taking games (e.g.: stacking blocks)
– Play an activity that your child can’t do without your help (e.g.: bubbles, wind- up toys, musical toys). Wait for your child to ask for help before winding the toy up or blowing more bubbles.

A Speech Pathologist can help children develop their joint attention. If your child is experiencing difficulties with joint attention, please contact a speech pathologist at the clinic for support.

Eleanor Brignell – Speech Pathologist for De Silva Kids Clinic

Bilingualism and Language

Often times, parents have questions regarding bilingualism and its effects on language acquisition or language delay.

There are many benefits of being Bilingual: 

• Bilingualism improves memory, concentration and numeracy skills.
• It builds the child’s identity and will help in maintaining strong relationships with family, friends, culture and community.
• As Bilingual children learn to switch languages, they develop flexible thinking as well as creative and problem solving skills.
• Being Bilingual, increases the chances of obtaining jobs as they are able to participate in the global community and have access to a wider range of resources.

FAQ:

Will Bilingualism cause a language delay?

No. Bilingualism does not cause a language delay. The research has shown that children who are bilingual can have a smaller than average vocabulary in both languages however his total vocabulary from both languages may be the same size as a monolingual child. Children should be producing their first words between 8-15 months so if your bilingual child is demonstrating significant delays in acquiring his/her language milestones then he could have a language disorder. In this case, seek advice from a Speech Pathologist who can confirm whether or not it is a language disorder.

My child is mixing both languages. Does that mean they are confused?

When children or adults mix two or more languages it is called code-switching. Code-switching is normal and is a natural occurrence when bilingual speakers engage in conversation or when learning a second language.

Should I stop speaking in my native language at home?

No. Currently there is no evidence to suggest that increasing the use of English or the desired language at home is essential to improving the child’s acquisition of that language.  Speaking a language that is not your native language at home can cause the interactions with your child to be unnatural and uncomfortable. It is better to speak in a language that you are fluent and comfortable with than in a language that you are not proficient in as this will provide your child with a less than ideal model and this can consequently cause your child to speak in sentences that are grammatically incorrect or consist of the incorrect word order.

How can I support my bilingual child?

• Speak the language that you are fluent in at home.
• Provide as many opportunities as you can for your child to hear, speak, play and interact using your home language.
• If you feel your child’s language is delayed, seek advice from a Speech Pathologist.

Written by Senali Alahakone – Speech Pathologist at De Silva Kids Clinic

Parallel play involves children playing next to each other in the same area with their own toys.

To target this play skill:

• Have two sets of the same toy set out on the floor
• Put a little bit of distance between yourself and your child
• Play with the toys separately
• Be sure to talk to your child about what you are doing and comment on what they are doing!

RECIPROCAL PLAY

Reciprocal play involves engaging in a play activity with another person. Many language skills can be targeted when engaging in reciprocal play (turn taking, sharing, verbal communication, following directions – just to name a few!).

When your child has mastered the above play skills, encourage them to engage in reciprocal play. You can do this using any play activity or game that involves two people. Examples include pop-up-pirate, throwing and catching a ball, board games and using blocks to build a tower.

If you have any concerns about your child’s play skills, call us today and have a chat about whether there is any way we can help you.

Written by Sarah Pritchard – Speech Pathologist at De Silva Kids Clinic.

Learning Through Reinforcement: Operant Conditioning

What is Reinforcement?

• Reinforcement is the consequence or feedback given to a child following their behaviour or response.
• It is given following a correct or desirable response

Types of Reinforcement

• POSITIVE REINFORCEMENT: The addition of something pleasant. Examples: toys, food, social praise, sensory feedback
• NEGATIVE REINFORCEMENT: The removal of something unpleasant. Examples: finishing work, going on a break, turning off a loud sound
• Both Positive and Negative Reinforcement INCREASE the likelihood of a behaviour occurring again in the future and creates desire and motivation to learn

Punishment

• The removal of something pleasant (e.g., taking away a toy, turning off the TV, etc.) or the addition of something unpleasant (e.g., more work, clean up, etc.)
• Punishment is NOT reinforcement
• In theory, punishment is designed to DECREASE the likelihood of a behaviour occurring again in the future.
• NOTE: The effects of punishment are often short term

Reinforcement should be:

• Contingent on the child’s behaviour/response. Example: If a child says “ball” they should receive the ball as reinforcement, not something unrelated such as tickles or a high 5

• Immediately following a child’s behaviour/response. Do not allow a delay
• Consistent. All those working with the child should be reinforcing the child the same way, and for the same behaviours. Reinforcement needs to be extremely frequent when teaching a new skill
• Graded. Reinforcement should be dependent on the QUALITY of a child’s response. Higher reinforcement should be reserved for highly desirable responses/behaviour. Remember to reinforce attempts also to maintain the child’s motivation.

Playing with transport toys such as trains, cars and trucks can be a fun and engaging way to help support your child’s language development. Use the following cheat sheet to help work on these communication skills whilst you and your child are playing with transport!

Describing/labelling

Colour: red, blue, yellow, green etc.

Size: big, little, small

Shape: circle, round, square

Sound: whistling, noisy and loud

Speed: fast, slow, quick

Expanding vocabulary

Nouns: sounds (horn), parts of transport (wheels), places they go (road), traffic signs (stop signs)

Functions: what are different parts used for? (horn, wipers, wings)

Concepts: under, around, next to, behind, in front, between

Receptive language

Following directions: give directions using prepositions (e.g. under, around, next to, behind, in front, between, on, off)

Action words

• Go
• Push
• Stop
• Drive
• Pull
• Park
• Open
• Close
• Steer
• Move
• Start
• Fly
• Brake
• Turn
• Open/close

Play and social skills

• Encourage joint attention and pretend play
• Make eye contact and sharing
• Construct together and make stories
• Practise giving and following directions
• Learn road rules

Written by Sarah Pritchard, Speech Pathologist at De Silva Kids Clinic

Many families have heard about Autism (or Autism Spectrum Disorder “ASD”) but it is sometimes hard to know what to look out for in your own child. Children with autism have a range of skills and abilities and don’t all act the same way. Here are just a few signs that may indicate it’s worth seeking advice from a healthcare professional:

• Your child doesn’t talk as much as other children their age
• Your child doesn’t respond when you call their name
• Your child doesn’t use eye contact to share interest with others
• Your child has difficulty with changes in routine
• Your child goes out of their way to avoid sensory input or seeks it out
• Your child uses toys in repetitive ways and doesn’t like ‘pretend play’

If you have a child between 11 and 30 months old, you can also use a free app called ‘ASDetect’ to monitor your child’s social attention and communication behaviours. The app was developed at La Trobe University in Melbourne and is free and easy to use.

More information on ASD and child development is also available on the Raising Children’s Network.

Written by Eleanor Brignell – Speech Pathologist for De Silva Kids Clinic.

Play-dough can be used to create a fun and engaging activity to work on a number of different communication skills. This can include describing, labelling, expanding vocabulary, receptive language, using action words (verbs) and play and social skills. Use the following cheat sheet to help work on these communication skills whilst you and your child are playing with play-dough!

Describing/labelling

Colour: red, blue, yellow, green etc.
Size: big, little, small
Shape: circle, round, square
Texture: smooth, sticky, squishy
Quantity: all, none, empty, full

Expanding vocabulary

Nouns: play-dough, lip, cup, scissors, knife, rolling pin, cookie cutter, table, bench
Concepts: in/out, long/short, more/less, same/different, on/off

Receptive language

Following directions: give directions using prepositions (e.g. under, around, next to, behind, in front, between, on, off)

Action words

• Make – Stick
• Give – Fold
• Push – Squeeze
• Pinch – Pull
• Squash – Roll
• Open – Close

Play and social skills

• Encourage joint attention
• Practise turn taking by taking turns to choose what to make
• Encourage eye contact
• Develop pretend play skills (e.g. pretending to use a play-dough object as something else)

Written by Sarah Pritchard – Speech Pathologist for De Silva Kids Clinic.