Category: Uncategorized

  • We have an /s/ blend

    Big, big news today.  Almost as big as when Ashlynn said a final /k/ for the first time.  Today, she has her first ever /s/ blend!  /S/ blends are a common error with speech kiddos; however, typically developing kids usually acquire them by three and half years at the latest.
    It was with “spider” in the Little Critter books.  We are making progress!

  • If we don’t say we’re scared, does it mean we don’t have fears?

    If we don’t say we’re scared, does it mean we don’t have fears?

    Ashlynn almost drowned…twice. Okay, maybe I’m being dramatic, but that’s how a mother feels when a lifeguard has to jump in and save your child.  The first was during her first ever swim lesson and the second was during a random winter session her Grandpa took her to.  Both times she just walked off the toddler platform as though she could swim, and both times a lifeguard had to dive in a save her.  The first time, she seemed to have forgotten the incident just as quickly as it had happened; but the second left fear, only apparent from her refusal to get in or go near the water two months later.

    She never told us she was scared, though we asked and she would nod her head yes. In fact, come to think of it, my now four year old has never told me she was scared.

    I remember parts of being four.  I was afraid of everything.  Currently, not much has changed. I’ve always been afraid of things. I hated the typical things like monsters and ghosts, but clowns and mascots always freaked me out too.  It struck me that though I can tell Ashlynn is afraid now of swimming, she has never told me and that makes me sad.

    We always say we want to know their hopes and dreams, but what about their fears? Fear is a human condition. Facing fears is one thing, but kids need and look to parents for reassurance.  How do you reassure your child though, when you don’t know what they need reassuring on?

    The family took an impromptu, much needed weekend getaway.  After taking Ashlynn to her swim lessons and watching her be afraid to even step in the water, my husband was excited to go to a hotel and practice her swimming.  Ashlynn was doing SO good with swimming last summer, even blowing bubbles and getting her face wet.

    Ashlynn acted excited to go swimming.  Kept talking about the pool and asking if we could go swimming.  However, once there, she wouldn’t come in despite my husband’s gentle prodding with arms outstretched.  If he went to grab her, she’d pull back and start crying.  I got in the pool and tried.  I saw the fear in her eyes.  “Are you scared Ashlynn?”  I asked, and she would cry and say, “yes”.  I’d tell her that I’d catch her, but she’d still cry and shake her head no.  I finally said, “Baby, I won’t let you fall, ok?”  Immediately I saw the fear leave her eyes and she verified, “yes?”  Realizing her fear was that she would fall, I said again and more confidently, “Ashlynn, I will NEVER let you fall” and then I said a quick prayer as fear gripped ME, that in every situation the Lord would guide my hands so that I would indeed never let her fall.

    She extended her arms and swung them around my neck and we entered the pool together. I kept reassuring her that daddy wouldn’t let her fall either and she went on to jump into his arms, do her back floats, and blow her bubbles.

    One day I know she will express her fears, and as her mother, I will always be here to reassure her, protect her, and just love her.  For now though, I’ll continue to do what all mothers who have a child with apraxia do…anticipate their needs, give our best guess at their desires, and express their fears for them until they have a voice to do it all on their own.   

  • Her little heart of gold this Valentine’s Day

    Her little heart of gold this Valentine’s Day

    Went to Ashlynn’s Valentine Party today, and was so encouraged!  The SLP informed me she has moved out of the cube chair and is now sitting up front by the teacher with reminders to sit criss cross applesauce.  Watching her with the other kids warmed my heart, although I could see how her core seemed much weaker than her peers.  Her back was slumped and she kept having to lean back on her hands for support.  Her focus was better though, not great, but better!  I have to hold onto this because other reports were not so positive. If you are interested, you can read about one of my struggles here: She really does have special needs

    Other great news: The SPED teacher informed me she is doing fairly well counting with 1:1 correspondence, and during an activity where the kids had to say a sentence, Ashlynn stood up proudly and said her sentence fairly clearly after the teacher modeled.  The teacher then sang a song twice.  Ashlynn was engaged and smiling.  When the song ended, Ashlynn said loudly, “DO AGAIN!”  The teacher moved on anyway, but it made me smile.  She really seemed like one of the kids today!

    I did start to notice when she lost focus.  She is distracted by people.  She wants to know what’s going on.  She’s making sure everyone is ok.  At one point, a peer was crying and she could not take her eyes off her.  During dancing, that same friend wasn’t dancing and Ashlynn came up to her side and danced beside her.  She would hold her hand out as if to say, “I see you.  You matter.  I don’t want you to be sad.”  During the dancing activity, Ashlynn moved from peer to peer.  Laughing with them, engaging them with her smile, not her words.  She was always usually pretty successful.  A person laughing genuinely and having fun doesn’t leave many sour faces  in their wake.

    Toward the end of the dance, she ended up next to her BFF.  I know it’s her BFF because she talks about this girl all the time, and the girl and her hug when I pick her up from school.  Today though, I got to glimpse into their world.  Ashlynn grabbed her hands so the girl’s attention was on her, and just made silly faces and laughed.  The girl couldn’t help but laugh along with her proclaiming, “oh Ashlynn, you are so silly!”  They then would jump and dance together!  I can’t tell you how happy I am that she has a friend.

    It’s hard to imagine that just a year ago, she wasn’t even talking to her peers in class.  I just can’t believe the difference a year makes.  I wish I could go back and tell that mother that everything really WAS going to be OK.  Next year, she would not only talk to kids, but she would have a best friend.  Next year, she would be participating in class, repeating modeled SENTENCES.  However, the sweetest part is that she is still the same sweet Ashlynn with a heart of gold; and I wish I could tell my old self a year ago.

  • Christmas 2013 updates

    Christmas 2013 updates

    It’s Christmas 2013, and my daughter is 4years, 2 months.  It was a magical time this year with her talking more and being able to jump.  So much is conveyed through jumping and talking.  We did the Elf on the Shelf this year, and each day she would get out of bed and ask, “where’s elf?”  When she found him, she would point (something that took until she was more than two to do) and jump (another motor milestone that took until 3 to do).  Add the speech, “There he is!!” and her excitement was communicated fully for the first time this Christmas!  As a parent, that is literally all you want to see.  You want to see the excitement in your child, and then their wonder as they play with their new presents. 

    Apraxia affects ALL of that.  If you’re not a parent of a child who has it, you just cannot understand.  She smiles in the pictures (though it has to be genuine because she still has difficulty smiling on command), and she is holding her toys (though a picture doesn’t show how she can’t operate AND steer her car, or pedal her big wheel, or put the baby clothes on her dolls), and she looks completely normal; but if you are there with her, you not only see her struggles, but as a parent, you FEEL them as well.

    This Christmas was a mix of feelings.  At seeing her jump and point, we FEEL her excitement.  At forgetting how to pedal and not being able to ride the big wheel, we FEEL her frustration and disappointment.  At opening baby clothes that she actually asked Santa for (“I want clothes….for my baby…baby clothes”) we FEEL her success at telling Santa for the FIRST time what she wanted and not what someone else had suggested, and when she opened the clothes, we FELT her elation.  As she tried to put it on and finally gave up and had to ask us to “play babies with me” we FELT her resignation to her apraxia. 

    There are not words to convey the roller coaster that is apraxia.  There are no words to convey how you literally feel everything your child feels; which is why every parent says they would wish hard things on them if only they’re child didn’t have to experience it. 

    However, this is not a story of sadness or defeat.  This is an update of triumphs and successes, and how this year is better than the last.  In years to come, these years will be faded memories as she will have struggled and defeated all of her difficulties. We will literally be the proudest parents when she achieves every success, and we will love her through them all.

  • Speech/language with simple Christmas chains

    Speech/language with simple Christmas chains

    We’re in the Christmas spirit around here and we started with a classic Christmas chain.

    * I first had Ashlynn sort the strips into their respective color piles. Great for developing early sorting and categorizing skills.

    * I then instructed her to put glue on the “end” of the strip.  Many kids with language delays have difficulty with positional words and she is no exception.  She kept wanting to glue in the middle, so I had to keep reminding her “no, not the middle, put the glue on the end. (Also great for O/T practice)

    * We then put the strip “through” the other strip.  During this, I made sure to emphasize “through” because again, this is another word that kids have difficulty with.

    * Once the chain had three links, we repeated, “white, green, red”  and then each time, I would stop and ask her what comes “next” or “after” emphasizing those two concepts.

    *Also, having her identify what comes next is the beginning of early patterning and sequencing skills.

    * Finally, at the end of the activity, we counted the links!

    * For a bonus, write words or tape pictures of target words to practice!

    Easy and fun!

    Skills addressed:
    Colors
    Sorting
    Sequencing/Patterns
    Concept vocabulary (next to, after, through, end, middle)
    Following directions
    Counting
    Speech goals