Heavy Learner

[KristenR]

Has anyone ever heard the term "heavy learner". My pediatrician mentioned it when i started describing some of the things my 30 month old does and doesn't do.

I wrote a bit about some of the things I do with her on my blog here but basically I am trying to find more ways of adding some preschool activities that incorporate using your whole body.

i.e.

We skip when we count, we dance and shape our bodies into the letters of the ABC's. I can't just sit her on my lap and read a story, I have to act it out or perform some sort of puppet show.

 

My daughter is so ridiculously stubborn if she knows I am trying to teach her something she rebels and ignores me.

 

I'm sure there must be other folks out there with similarly stubborn learners. :)

[PeterPan]

Not to question your excellent ped, but I've never heard the term and didn't see anything when I googled it either. However I did read your blog and identified with the intensity of it. My dd was the same way at that age. It wasn't enough to do a little kit or craft for american history; she wanted to go chop down a tree and make a canoe. Everything was bigger, more intense, more challenging. And it turned out she was 2E, gifted but with problems. The intensity and physicality, in her case, was coming from SPD (sensory problems). Try reading "The Out of Sync Child" and see if anything clicks. If it doesn't, then you've just eliminated an issue, no biggee. The book will be at your local library.

[KristenR]

Thank you. I will look that book up. I'm trying not to get overly concerned- but there are some small signs. Aside from the bigger, louder, faster stuff like you mentioned, my dd does not talk nearly as much as I would like. I am not trying to compare my children because I know each case is different. My older child talked quickly, frequently, and verbosely.

Stella on the other hand sounds like she is talking Korean with a mix of Swahili thrown in. She can definitely communicate and express her needs and wants, but she's not where I would feel more comfortable. I try not to fall into the trap of following the milestones guidelines too closely but were speech is concerned she seems far off.

I talked Early Steps here and came to our house to evaluate her. They said she was not fall into a category of any developmental disability and that I should see how she is in 6 months -at three years old. They were the ones who used the term Heavy Learner in regards to her learning and play style and gave me some info and stuff to take back to my pediatrician. He didn't seem overly concerned either so I have just been trucking along teaching her as if she were talking and hoping she'll speak english someday soon. :)

[PeterPan]

Kristen, if you ignore the developmental milestones, you're missing your chance to take advantage of this window. NOW is the time to get her speech evaluated, and you should get it done privately. I wouldn't take the answer you got. My ds has verbal apraxia, and I got the same junk with an SLP (speech language pathologist) blowing me off. Nuts, was this even an SLP that told you not to worry? Or was it the screener for EI? Around here the SLP for EI is a newbie, and before that you get screened by some tech. That's not always the case, but I'm saying it happens. Get a newbie, show them a child who has a less common problem, and what are you going to get? Don't blow it off. Get a proper evaluation by someone who knows about apraxia, SPD, etc. Many of the SLP's will talk with you for a bit by phone or correspond with you by email to help you decide if you're on the right track, need an evaluation, and if they're the one you want to do it. The one we use talked with me for a full hour on the phone, on her dime, before I ever showed up.

 

Austism, spectrum disorders, SPD, apraxia, etc. are all very closely intertwined. I'm not saying that to scare you. I'm just saying don't ignore your gut or take the blow-off. If you see things, do your research, see what you think it is, and get a private evaluation to get more qualified answers. There's absolutely no reason to wait now. You're in prime season to be working on these things. Have you tried contacting your state's children's hospital? For speech, I would see if you can find someone who does PROMPT. http://www.promptinstitute.org Even if that's not exactly what you need, these SLP's tend to be more on the cutting edge of things, and they see a lot of the spectrum/spd/etc. kids to know what they're looking at.

[PeterPan]

BTW, instead of heavy learning, trying google sensory-seeking and see what you get.

[PeterPan]

Ok, one more thing and I'll stop plaguing you. Go ahead and read about apraxia. Apraxia is motor control. It can be verbal apraxia (trouble forming the sounds and getting out the words, sequencing the sounds, etc.) and/or oral apraxia (motor control for chewing, ability to stick out tongue, blow out a candle, etc. My ds has verbal apraxia. When you have a huge gap between receptive and expressive language, it's your number one guess. Some apraxics will learn to talk but be unintelligible. It's still apraxia.

 

If it's not, it's not. I'm just throwing out things to research. But the one thing I wouldn't do is ignore the warning signs.

[KristenR]

Thank you for all the helpful info. I am going to start doing some further research. I was a little surprised when Early Steps told me to wait 6 months because like you I felt this was something I could be working on now.

 

Thanks again for your advice. I don't want to make myself nervous and likewise I don't want to ignore some early warning signs.

 

Speaking of the little one, she just woke up.

 

Thanks again for talking the time to write.

[boscopup]

My daughter is so ridiculously stubborn if she knows I am trying to teach her something she rebels and ignores me.

 

This part here is normal for that age and usually, by itself, just means they aren't ready for formal "school". My oldest did the same thing. He was ready to read, but if I tried to teach him to read, he'd resist big time. As soon as I backed off? He started reading... at a first grade level. Now that he's older, he's easy to teach, because he's ready for formal school.

 

Now putting the REST of your blog post together, I can see where OhElizabeth is correct. It'd be a good idea to get an evaluation with someone competent.

 

It is really difficult when your first child is so easy to teach and then the second child throws you for a loop! :lol: My second child has thrown me for a loop. He didn't talk until 3 (he's 4 now and in speech therapy, but is mostly self-correcting his sounds that he did incorrectly before), he didn't know how to count or know his colors at 3.5 until I got a R&S preschool workbook out that taught him (he wasn't picking it up by just pointing things out in real life). He didn't know any letters until shortly before 4 when I started actively trying to teach him. Then suddenly, we'll see this sudden leap in his brain (even his ST notices it when it happens), and he's adding on his fingers and reading CVC words (he could blend before he even knew all his letter sounds). So he just continually confuses me, acting like he's behind and then suddenly leaping forward and being ahead. Soooooo not like my oldest, who was pretty normal in progression (though advanced, but he was advanced the whole way, except he didn't talk until 2, which is just normal for my kids).

 

So far, my third seems to be following my oldest's pattern, so maybe he'll be easy and I'll just have the one difficult, confusing child. :D That said, the difficult, confusing child is actually a JOY to teach. It's so neat to see him make connections! I love it.

 

Different symptoms between our second child, of course... just comparing the easy first child to the "different" second child. ;)

[KristenR]

This part here is normal for that age and usually, by itself, just means they aren't ready for formal "school". My oldest did the same thing. He was ready to read, but if I tried to teach him to read, he'd resist big time. As soon as I backed off? He started reading... at a first grade level. Now that he's older, he's easy to teach, because he's ready for formal school.

 

I agree with everything you say. When I mention attempting to teach her I don't mean to give the impression that I sit my 2 year old down with a workbook or anything like that. Just in normal day to day activities and games she has a short to no attention span. She'll open up a box of toys and before all the pieces are even out she wants to close it up and get another.

 

I do find myself occasionally falling into the trap of comparing how much easier it was with my first and wondering what I am do doing differently. But as you said- different kids different learning styles. I will adapt as best I can.

 

The speech is one of my main concern though as I don't see much growth there. Maybe I will look into an actual specialist.

 

Also, I love how you mentioned the more difficult child is a joy to teach and watch learn. I feel such a sense of pride in Stella and accomplishment for me when we do learn something together. It's so much more intertwined than my self-motivated first born.

 

Both are wonderful in their own right.

[Murmer]

My dd is/was very very very similar. I had EI in the home at 2 based on how little she was talking and they also said they didn't have anything that fell into the area of disability. We waited out the year and where still having issues and did not like the way we were basically ignored by our ped regarding our concerns...so we turned to the school district to have her tested...they determined that she had SPD and ADHD which was causing a developmental delay.

 

Moral of our story if you are concerned please keep pushing and talking to different people until you feel like you have an answer that you feel is appropriate!

[boscopup]

I agree with everything you say. When I mention attempting to teach her I don't mean to give the impression that I sit my 2 year old down with a workbook or anything like that.

 

Right, this actually reminded me that my middle son also did this in the 2-3 age range. If I even sat down to read an ABC book to him, he'd resist!!! It was crazy. But something switched on at 3.5 (when his speech also really started improving) and he was ready to learn stuff and learned it very quickly - with a workbook, at that! Go figure. He actually does fine with very short, formal lessons, whereas my oldest didn't at this age (4). The oldest did better with an unschool approach, and the middle one needs a more school-like approach with direct instruction.

 

Somehow, they *know* when you're trying to teach them something though. :lol:

 

Anyway, I didn't think you were sitting her down with a workbook. ;)

[KristenR]

But something switched on at 3.5 (when his speech also really started improving) . ;)

 

I am hoping for this exact thing. I feel like she would be happier overall if her speech and communication skills would improve. The really odd thing is that I started Song School Latin with my 4 year old (just singing the songs and doing the coloring pages for right now) and naturally Stella had an interest because it was what Mira is doing and it has the added bonus of being music which Stella loves. Since I noticed it kept her interest I added dances to songs and now Stella literally sits with us the entire time and -here's the kicker- she speaks some of the Latin words and phrases more clearly than English.

 

I was so impressed that I thought I was on to something with her and switched to singing and dancing to regular old preschool English songs and still - nothing. English still sounds like Korean. Could she just be being stubborn?

 

I don't get it. I figured we'll still keep doing it and hope that one day it will just click but I wonder if there is something else I should try.

 

I'm kind of just rambling now hoping that someone out there might have another idea or suggestion.

[PeterPan]

Kristen, there are several different sets of music cd's available for kids with speech problems. Now I'll have to see if I can find the names for you. They slow the words down, so the kids hear all the sounds, and they often have predictable elements, fill-in-blanks, or repetition to encourage interaction. I've heard of 3 different sets and got one through the library. I'll try to get more names and get back to you.

 

Here, found some.

 

Time to Sing --there are 3 of these cds, very very cute, might be at your library. Some at amazon and you can hear samples there.

 

Express Train --http://www.expresstrain.org/apraxia.htm

 

I know there was another set our SLP recommended, and I can't remember the title. It wasn't to our taste, so we didn't pursue it. You can google speech therapy and music or apraxia and music or combine that with autism or asperger and music and see what you get.

Edited March 18, 2011 by OhElizabeth

[TracyP]

Thank you for this thread. It is very timely. Our issues with 3.5 yo ds have been basically blown off too. I think there is a hope that they will 'grow out of it'. I know that has been my hope. We met with EI on Wednesday and they agreed that we need a more in depth speech and developmental assessment so we will hopefully know more soon.

 

I found it interesting that you mentioned songs. This ds's first word was 'thank you', not because he said it but because he sang it. He could sing Twinkle, Twinkle (the tune - not the words so much) but he wouldn't say ball, dog, any of the 'normal' first words. He is more verbal now but still hard to understand and seems to mix up words (apple for banana). BUT he has a whole DVD of children songs memorized along with the actions they do. This was after watching only a few times. I don't understand where the disconnect is, we eat apples EVERY DAY. I just keep hoping we get an answer soon and can help him, or maybe it is just time he needs.:confused:

 

 

 

Also, I love how you mentioned the more difficult child is a joy to teach and watch learn. I feel such a sense of pride in Stella and accomplishment for me when we do learn something together. It's so much more intertwined than my self-motivated first born.

 

Both are wonderful in their own right.

 

:iagree: I notice my dh and I just swell with pride over this particular ds's accomplishments. We are always proud of our kids (of course) but it is somehow more meaningful with this one.

[KristenR]

Kristen, there are several different sets of music cd's available for kids with speech problems. Now I'll have to see if I can find the names for you. They slow the words down, so the kids hear all the sounds, and they often have predictable elements, fill-in-blanks, or repetition to encourage interaction.

 

 

I was just talking to my dh about this since this thread has me thinking more about it. We were hoping something like this existed so thank you for the links and references. I was thinking about getting an english cd for children learning it as a foreign language. I think what you described might work perfectly because the only difference between Song School Latin and the normal preschool songs we've been singing is the larger/louder enunciation.

 

And TracyP, I'm glad that this thread is helpful to you as well. I'm sorry to hear your dd is having some speech problems - but it's nice to know we are not alone. I love this forum for that. Feel free to private message me at any time if you ever want to bounce ideas or just vent. Since your daughter is a little older than mine maybe I can ask you some questions as well. Did you originally meet with EI before your daughter was 3? We did but they told me to have her tested again closer to her 3rd birthday. I just don't want to be wasting time if there are some different steps I can be taking. Anyway, keep me posted. Hopefully the CD's mentioned help you guys as well.

[KristenR]

Here, found some.

 

Time to Sing --there are 3 of these cds, very very cute, might be at your library. Some at amazon and you can hear samples there.

 

.

 

 

Thank you! I just requested Time to Sing from my library. They had it!

[rootsnwings]

My basic philosophy is, if they're not eager to "do schoolwork", I'm not going to force the issue. My 22mo old is soooooo very headstrong and I can totally see her acting like your dd in another year or so (or yesterday! :tongue_smilie:). She sees her big brothers "doing school" and wants to join right in (some days), but I will not ask her if she wants to do x, y or z at this point. If she joins in, GREAT--we want her participation! But if not, no biggie. If I were EVER to "suggest" something to her, she would absolutely not want to do it, lol. There will be a time, when she's ACTUALLY school-age, that she will be required to complete some school work. But under 6, IMVHO, is not the time to be stressing about it.

 

DEFINITELY provide her with lots of enriching activities and educational play choices, but limit your expectations for the time being and let her learn and explore at her own pace. Natural curiosity and eagerness to learn is a built in mechanism in children. Just like you can't force independence, you can't force a child to sit still and learn. In the same way that well-attached babies and toddlers tend to be more confidently independent when the time is right, children who are allowed some time to meld with their enriching surroundings without any pressure seem to TAKE OFF when the time is right for them to learn.

 

Should you read her books? ABSOLUTELY! But don't feel like you have to act out a theatrical experience for her to listen, or gain anything from simply reading. If she doesn't sit still, no biggie! Let her bobble around the house and play--I guarantee you she is still listening, still absorbing, and she will eventually become so mesmerized by your storytelling that she will feel she HAS to come and listen to your stories (again, and again, and again!!!)

 

Good Luck with your little one!!!! :)

[TracyP]

I was just talking to my dh about this since this thread has me thinking more about it. We were hoping something like this existed so thank you for the links and references. I was thinking about getting an english cd for children learning it as a foreign language. I think what you described might work perfectly because the only difference between Song School Latin and the normal preschool songs we've been singing is the larger/louder enunciation.

 

And TracyP, I'm glad that this thread is helpful to you as well. I'm sorry to hear your dd is having some speech problems - but it's nice to know we are not alone. I love this forum for that. Feel free to private message me at any time if you ever want to bounce ideas or just vent. Since your daughter is a little older than mine maybe I can ask you some questions as well. Did you originally meet with EI before your daughter was 3? We did but they told me to have her tested again closer to her 3rd birthday. I just don't want to be wasting time if there are some different steps I can be taking. Anyway, keep me posted. Hopefully the CD's mentioned help you guys as well.

 

We met with EI through the Kindergarten readiness assessment they require locally. I'm sure I could have pushed harder to do something earlier but I have been waiting for this age because I have heard that it is the ideal age to identify and start working on issues. I do not regret waiting as of right now. Some worries I had a year ago have become much better (his temperament) while other issues have become more obvious (poor muscle tone). I think waiting would be okay, but definitely defer to OhElizabeth or others on this if they disagree. I am very much figuring this out as I go.

[EthiopianFood]

English still sounds like Korean.

 

I'm going way out on a limb here, but this reminds me of a friend of mine whose child was in speech therapy. She had a bad therapist, and finally, the mother realized it just wasn't working and got someone else. The therapist told her that, if she had kept using the old therapist's methods for much longer, she would have cemented the WRONG way of doing things (she was adopted internationally, and was learning English for the first time). Could this be the case with your dd, that she has been saying the words wrong for so long, that is now just how she says the words? I'm not sure how much it matters, but just an idea. :001_smile:

[PeterPan]

Yes, sometimes when the dc is talking but talking so fast and unintelligibly, it means they still don't have the proper motor skills foundation to move forward. You have to do therapy to build that foundation. Or when they do start talking in words it's still so fast and unintelligible (to everyone but you). We had a mom in the PROMPT workshop I attended who was in that very position, with a dd8 who was totally unintelligible. She had verbal apraxia and could talk. You just couldn't understand her. The therapist had to go all the way back to the beginning, undo things, and rebuild the proper motor skills foundation (jaw stability, etc. etc.), just like what she was doing with my 2 yo. So while some kids come out of this seemingly with time, others definitely don't.

 

There's nothing more foundational than being able to communicate your needs and be understood. BTW, the very first session of PROMPT my ds started speaking intelligibly. Granted he could only do it with the assistance, but I literally knew the VERY FIRST DAY I was on the right track. Just something else to consider. I don't think that experience is at all uncommon with PROMPT when you get a very experienced therapist. You might literally know in just a couple sessions that this is the direction your dc needs.

Edited March 19, 2011 by OhElizabeth

[KristenR]

Yes, sometimes when the dc is talking but talking so fast and unintelligibly, it means they still don't have the proper motor skills foundation to move forward..

 

 

I'm not familiar with Prompt. I'll have to look into it. Do you guys suggest going through my pediatrician and getting a recommendation for a speech therapist. Or researching and finding a local one on my own?

 

 

I just get worried that waiting another 6 months until she turns three would, like RaeAnn mentioned, cement these habits even more.

[PeterPan]

http://www.promptinstitute.org You can call them and have them email you a file with all the therapists in your state (or larger if necessary) who have studied it. Deborah Hayden has a whole 45 minute lecture on PROMPT on youtube, so do a search to try to find it. Has some professional jargonese, but it's worth your time to know how it works and why.

 

There are two levels of workshops and certification. The list the PROMPT people give you will specify how much they have done. I think sometimes therapists take the first level just as continuing education credits and have no intention of implementing it. You'll also talk with therapists who CLAIM to do it and are either lying or (let's say more politely) don't understand the difference between "prompting" and PROMPT. Huge difference. I had an SLP do that with me, saying she did. Turned out she had never attended a full workshop. Maybe she went to a 1 hour talk at a convention and felt qualified to implement it? I don't know. However I do know my experience was not unique, as I've heard similar stories from others. If you want PROMPT, the person should be on the list.

 

Whether you think you need PROMPT is for you to sort out. Between all the articles on their website, the youtube lecture, etc., I think you'll have a pretty good sense. When you get some names, call and talk with them. Every SLP I've contacted was willing to talk with me first. They know it's an investment, and they want you to have a good fit.

 

Turn your worry into action and find out what your options are. If you can't get xyz kind of therapist, no use lamenting it. And frankly, really good therapists usually have a waiting list. It will take you a few weeks to find one, do the calling around, etc., and then you'll wait quite a while to get in most likely. I'm trying to remember how long we waited with my ds, but it may have been a month.

[EthiopianFood]

I'm not familiar with Prompt. I'll have to look into it. Do you guys suggest going through my pediatrician and getting a recommendation for a speech therapist. Or researching and finding a local one on my own?

 

 

I just get worried that waiting another 6 months until she turns three would, like RaeAnn mentioned, cement these habits even more.

 

Who could be hurt if you wait and there really was a problem? Who could be hurt if you don't wait and there really was NO problem? You know? :grouphug:

[boscopup]

I say get help now, as it's just so much easier once you can understand them talking!!! I waited until the beginning of this school year when he was getting close to 4, but I should have gone in earlier. My son's problems were mostly that he'd gotten into the habit of using incorrect sounds (like "mouse" would come out "nouse" - a lot of m/n issues, though he said "mama" just fine). He's starting to self-correct some things once it's pointed out that he's saying it wrong, but I think he would have benefited from getting into therapy earlier. Afterall, the longer you do a bad habit, the harder it is to break! Just this past couple weeks, he is finally consistently saying "milk" instead of "nilk" (or it used to be "nolk"). He now says "Mmmmmilk!", very much emphasizing the 'm'. :D

 

He's not doing blends yet, but that's age appropriate (and really he *can* say the blends, so I've been working on them occasionally - like "snow" is pronounced "no"). I'm hoping that as we get to those words in reading, it will help his speech. Seeing the difference between 'm' and 'n' in words has helped with that issue so far.

 

Anyway, yes, get evaluated and start therapy sooner rather than later. The peds often say "Wait until school age", which I think is ridiculous. Hmmm... fix the problem at 3 when it's easier, or wait until 5 and have a harder time fixing it AND have the kid dealing with being made fun of for not talking like the others. :glare: Every SLP I've talked to has said they preferred to get kids earlier!

[PeterPan]

Who could be hurt if you wait and there really was a problem? Who could be hurt if you don't wait and there really was NO problem? You know? :grouphug:

 

It's really not quite as vague as this. Yes she's correct in implying that if you go to a regular speech therapist, they have no vested interest in telling you no. In fact, I wouldn't have anticipated it till people told me, but basically a regular speech therapist usually does a short (1 hour) evaluation and then just keeps evaluating as they work with them. So with the first one I visited, I got these vague comments of him being delayed and we'd work on "communication." Well sorry, he's NOT developmentally delayed (apraxia is motor control, not a delay) and I want him to TALK. He already had communication down pat, lol. So yes, I got offended pretty quickly at the ineffectiveness of some of the measures, the vagueness of the diagnoses, and that there was no incentive on their part to tell you whether he really needed therapy or would come out of it on his own. None. Oh, and regular therapists, private, often want to see the kid multiple times a week. Getting it once a week is what you get when the gov't pays. (Chew on that one.)

 

PROMPT is once a week because it's so much more effective. If your dc has a motor control problem and not merely a delay, she's not going to "grow out of it". She might develop incorrect compensating measures, but it's not like a delay that will simply improve with patience. And the interesting thing about motor control is it's something concrete that can be demonstrated. I walked in the door with a video camera (which the SLP told me to bring, a good sign), and as she started working with him we could SEE where it was motor control, not volition or disinterest. You could actually see his jaw lock down and see him straining his whole body trying to form the sounds she was trying to elicit. I left with absolutely no doubt of what problem he had and that it wasn't something that was going to go away by waiting.

 

Well I'm rattling on now. Do your reading and see what you think. If it's a developmental delay, then of course waiting (or doing home-based things while you wait) might work. But if it's motor control, I wouldn't wait. Not only will the experienced SLP have things you do for speech, but she may encourage you to research supplements that can help (fish oil, NV for more nutrients that are easy to get in, etc.). And do you realize that often these kids have other "soft signs" of problems like low tone? Why wait on getting those identified and start working on them? So read and see what you think you're dealing with first.

[PeterPan]

Anyway, yes, get evaluated and start therapy sooner rather than later. The peds often say "Wait until school age", which I think is ridiculous. Hmmm... fix the problem at 3 when it's easier, or wait until 5 and have a harder time fixing it AND have the kid dealing with being made fun of for not talking like the others. :glare: Every SLP I've talked to has said they preferred to get kids earlier!

 

Our ped didn't say this. I walked in with him at just shy of 2 (22 months? I forget) and he immediately said to get him evaluated. There are standards, and if the kid isn't hitting them you get evaluated. Our SLP doesn't buy into the idea that the standards are overblown or hyped. But she sees too much with the parents waited and the kid DID need it.

 

http://www.columbusspeech.org/speech-and-occupational-therapy/ Here's a link to a large speech and hearing facility that has developmental checklists.

[redsquirrel]

as always Elizabeth has great advise. I have never heard of "early steps" but I am guessing it is similar to Early Intervention? Before you wait until your child is three, make sure they still offer services after your child is three. In many states, the ages of three until school age is a weird diaspora, especially for kids who do not qualify for 'early intervention pre-K". In lots of states, early intervention no longer provided services after the child turns three. In my state the last day of EI was the August 30 after the child turned three. They do not intake children after they turn three.

 

It's just something to keep in mind. If they say to call back when the child is three just double check. Ask if they still provide evaluations to children older than three.

 

And if you cannot understand your child at almost three, then keep asking questions and don't stop until you get one. I am so glad I didn't listen to all those people who told me not to get my son evaluated, that he would be fine, that I was over-reacting, that they know a kid who didn't speak until he was 6 and that kid is a genius, etc, etc, etc. 6 months is a huge long time in the life of a toddler. It is too long to wait on a milestone.

[boscopup]

Our ped didn't say this. I walked in with him at just shy of 2 (22 months? I forget) and he immediately said to get him evaluated.

 

I had two peds tell me to wait until school age. I switched to a GP, and she said I could wait if I wanted to or I could go ahead and get him evaluated. No one in the medical community said "get him evaluated!" They didn't even send him to an ENT until he was 2 and not saying multiple words together, despite having a history of multiple ear infections (he had a ton of fluid in his ears 6 months after his last infection).

 

I think my current GP would have sent him to an ENT earlier, at least.

 

I don't know if his speech issues have been just related to the ear infections or not, as he has other quirks and seems to make these huge developmental leaps in all areas at about the same time - speech and other areas.

[PeterPan]

My ds had 2 sounds and one word when we got evaluated (a month shy of 2), so it was pretty hard to miss that he had a problem, lol. I think there could be some grey area where it's harder for a ped to distinguish. Also, the standards EI uses (the EI in our area) are lower than what I found by googling the SLP's. I figured the discrepancy probably had to do with $$. Intelligibility is on the developmental charts as I recall, so it's not a hard thing for the op to sort out for herself, to see where her dc falls.

[EthiopianFood]

It's really not quite as vague as this. Yes she's correct in implying that if you go to a regular speech therapist, they have no vested interest in telling you no. In fact, I wouldn't have anticipated it till people told me, but basically a regular speech therapist usually does a short (1 hour) evaluation and then just keeps evaluating as they work with them. So with the first one I visited, I got these vague comments of him being delayed and we'd work on "communication." Well sorry, he's NOT developmentally delayed (apraxia is motor control, not a delay) and I want him to TALK. He already had communication down pat, lol. So yes, I got offended pretty quickly at the ineffectiveness of some of the measures, the vagueness of the diagnoses, and that there was no incentive on their part to tell you whether he really needed therapy or would come out of it on his own. None. Oh, and regular therapists, private, often want to see the kid multiple times a week. Getting it once a week is what you get when the gov't pays. (Chew on that one.)

 

PROMPT is once a week because it's so much more effective. If your dc has a motor control problem and not merely a delay, she's not going to "grow out of it". She might develop incorrect compensating measures, but it's not like a delay that will simply improve with patience. And the interesting thing about motor control is it's something concrete that can be demonstrated. I walked in the door with a video camera (which the SLP told me to bring, a good sign), and as she started working with him we could SEE where it was motor control, not volition or disinterest. You could actually see his jaw lock down and see him straining his whole body trying to form the sounds she was trying to elicit. I left with absolutely no doubt of what problem he had and that it wasn't something that was going to go away by waiting.

 

Well I'm rattling on now. Do your reading and see what you think. If it's a developmental delay, then of course waiting (or doing home-based things while you wait) might work. But if it's motor control, I wouldn't wait. Not only will the experienced SLP have things you do for speech, but she may encourage you to research supplements that can help (fish oil, NV for more nutrients that are easy to get in, etc.). And do you realize that often these kids have other "soft signs" of problems like low tone? Why wait on getting those identified and start working on them? So read and see what you think you're dealing with first.

 

I'm just replying to the first comment, because my mouse doesn't work properly and it will take me too long to delete the rest of the message. :tongue_smilie:

 

I actually just meant that, if she feels something is wrong with her child, the opinions of those who have "evaluated" him thus far really shouldn't matter with regards to her course of action now because this sitution doesn't at all affect them. If something turns out to be wrong, and she delays treatment because of them (again, even though it doesn't even affect them), she will be hurting her child, who obviously matters more than anything to her. If she seeks treatment that wasn't needed, who is really hurt? Considering these things, why wouldn't she trust her intuition and act in this situation?