STANDARD SCORES
– Children’s scores are converted to standard scores so that they can be compared to scores of children of the same age
– Most tests have an average standard score of 100.
– Increments of 15 are used to separate the population into “average,” “below average,” and “above average” sections
– If your child receives a score between 85 and 115, it is considered to be within the average range. This is why the curve is higher for this section because most people fall in the average range

PERCENTILE RANKS
– Percentile ranks are given as an easy way to compare your child to other children his or her age
– A percentile rank of 16 for example, means that your child falls within the 16th percentile. In other words, it means that your child scored the same or higher than 16% of children the same age who took the same test
– Percentile ranks are not the same as percent of correct answers on a test

Marisa Donnoli – Psychologist at De Silva Kids Clinic

As you know, due to COVID-19, we now offer telehealth sessions which can either be requested by the clinician or by the parent. Here at DeSilva Kids Clinic, we use Zoom to deliver our sessions.

Here are some tips to get the best out of your telehealth session:
• Familiarise yourself and your child with the software by downloading it and practicing using it with the video on. This will reduce anxiety and will not overwhelm both you and your child.
• Remove distractions from the environment. This means placing the device (that will be used for Telehealth) in a location where there are minimal distractions (i.e. a quiet room).
• Get actively involved in sessions. This provides a great opportunity for parents to engage in therapy and will provide parents with valuable skills to implement activities as well as learn how to best support your child at home.
• Prepare any required resources and have materials ready prior to the session. If there are any required resources or materials to be ready prior to the session, the clinician will let you know prior to the session.
• Ask questions – don’t be afraid to ask questions from your clinician. Your clinician is there to guide you and answer any questions you may have.

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

At times, it can be challenging for peers and siblings to understand individuals with Autism Spectrum Disorders. Feelings experienced include frustration, anger, loneliness, sadness, disappointment, judgement, etc.

Below are some discussion points to help peers and siblings learn more about children on the spectrum, and to understand their characteristics:

1. Set the scene – Ensure that the child knows that it is a safe and open discussion, and that they can express their thoughts and feelings freely and honestly. Take turns and prompt the child to ask as many questions as they like

2. Explore the child’s thoughts and feelings about their peer or sibling with Autism. Use concept maps, sorting tables, pictures, etc

3. Discuss and explore what the child with Autism might need help with. Discuss what makes them different and normalise “difference” as a common characteristic among children. For example, some children wear hearing aids, some children need help with maths, some children wear glasses, etc. Ask the child to identify any other “differences” they have noticed in both themselves and others

4. Ask the child what they think this “difference” might be called. You can choose to give it a label (Autism), or simply describe it using phrases such as, “a brain that learns differently”

5. Invite the child to ask as many questions as they like about Autism, or present points for discussion yourself, e.g., what does Autism mean? What does Autism NOT mean, who else do you know that has Autism?

6. Discuss how having Autism might be difficult for the child

7. Discuss ways that the child can support their peer or sibling with Autism

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.

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.

The concept of the Zone of Regulation is to support individuals who have difficulty self-regulating and manage their feelings.

The Zones are a categorical and cognitive behavioural approach that therapists use in order to support and teach self-regulation. This approach is aimed to categorise 4 coloured zones which provide strategies to support individuals identify, acknowledge and explore their emotions, feelings, behaviours and manage their sensory needs. The Zone of Regulation is a concept that uses visuals to help individuals understand and express their feelings and level of alertness and explore how it may influence their behaviours.

The four zones that are:

The Red Zone: This is used to identify when an individual is in their heightened state of alertness and feeling intense emotions. These emotions may include anger, physical behaviour, terror or rage.

The Yellow Zone: This is used to identify when an individual is in a state of emotion that is elevated and nearing the Red Zone. An individual may experience sense of worry, excitement, silliness or nervousness.

The Green Zone: This is used to identify when an individual is in a state of calmness. Individuals identified in this zone may display feelings and behaviours of happiness, content or focused. The Green Zone is the zone where optimal learning will occur.

The Blue Zone: This is used to identify when an individual is in a low state of alertness. The emotions or behaviours shown may be the individual feeling sad, tired sick or bored.

Written by Amie Li, Occupational Therapist for De Silva Kids Clinic.