Free Printable – Functional Sign Language for the Childcare Setting

Noah has been enjoying his time at the Child Watch program at the Y.   A few weeks ago, the director asked if I could come up with a few signs to share so that Noah would be understood when he signs.  I’ve come up with nine basic American Sign Language signs that are commonly used at home and in the childcare setting; Mommy, Daddy, water, thirsty, all done, more, potty, ball and hurt.

Download the free printable PDF here: Functional Sign Language for the Childcare Setting

For many children with Down syndrome, apraxia, and other speech delay, motivation can be a real problem.  There is nothing more frustrating to a child than attempting to communicate with someone who isn’t understanding them.  On the flip side, there is nothing more motivating to a child struggling with speech than to have the people around him understand and respond to his attempts to communicate.

Please share these signs with your child’s school, babysitter, daycare center, Sunday school class, grandparents, and anywhere else your child may be at risk for not being understood.

Thanks to http://www.babysignlanguage.com for allowing me to use their graphics.

When is a Bus Not Just a Bus?

You know how exciting it is when you hear your new talker say a new word from the back seat as you drive on your merry way?  That awesome moment when you ask yourself, “Did he really just say that?” and then, sure enough, he says it again.  And that new word that to anyone else is just a word becomes to you the pivoting point that the world is resting on?

Well that happened today.  Just driving down our old country road on the way to the recycling plant.  I heard “bus” in Noah’s unmistakable gruff voice.  No way.  There was a school bus heading our way, but no way could Noah have seen it before he said “bus.”  So then I glanced in the rearview mirror, and sure enough, we had already passed one bus.

I looked over at Leah and said, “Did he just say bus?”

Affirmative.

Well, I hooped and hollered and Noah growled and said and signed “Stop.”  (He hates it when I get all excited about his speech.)

More busses.  “Bus, bus,” I prompted.  More growling.  And then as the next two school busses passed, it was reported from the back seat that Noah was whispering “bus” (knowing Mama just couldn’t help but get excited if she heard it).

Next thing you know, all the kids, including Noah were playing a game of being the first person to say “bus” when another bus was spotted.

Talk (no pun intended) about being in  the right place at the right time!

Raising a courageous hero with Down syndrome rocks!

(Once kids with speech issues start playing games like this, keep the game going by looking for school busses on all your drives and shout out “bus” each time you see one – perhaps the kiddo will join right in, and you’ve just captured a few more word productions for free.)

Baby Steps Toward Independent Writing – Tracing Names

It’s a joy to hear Noah answer people now when they ask him his name.  It’s an opportunity for him to use his newly acquired speech skills in real-life situations, and it’s a powerful motivator for him to speak.

Reading and writing his name is something Noah has been working on as well.  Tammy’s post here:  http://www.prayingforparker.com/name-activities-for-kids-with-special-needs/ got me thinking about getting more serious about name writing for Noah (and the rest of my Littles).

See how we went from this (Mommy’s handwriting):

To this:

 

Pretty impressive, eh?

Well Noah’s a talented little guy, let me tell you.

What I love most about this activity is that at the end, you have nothing but your child’s work on a sheet of paper.  Truly, I don’t mind giving Noah whatever assistance he needs, but there’s something thrilling about seeing work that is 100% his.

Here’s how to do this activity:  (Since sign language is an important part of Noah’s communication skills, whenever I prompt him for speech, I am using voice prompts and sign language.  If you use sign language with your child, you will want to do both as well.)

1. Supplies:  One large index card
2. Tracing paper cut the size of the index card
3.   Double-sided tape
4. One thick marker
5. Several colors of crayon or thin marker (I use red, pink and blue in the script).

You’ll find I maximize the speech opportunities as much as I can in this exercise.  Not only does it kill two birds with one stone, it gives Noah a chance to use speech in real-life context, something that doesn’t happen in our daily drilling sessions.

Directions:

1. Write your child’s name on the index card in large capital letters.  (Capital letters are easiest for children to form.)  At the beginning point of each letter, place a large dot.
2. Use double-sided tape to tape one sheet of tracing paper over your child’s name.
3. Script (Insert your child’s name whenever I have typed Noah):

“We have red, pink and blue.”  (Prompt child to now say each color as you point it out.)

“What color would you like?”  (Child should say a color).”

Hand your child the chosen color.  (Prompt child to say color again.)

Show your child the card and say, “Noah.  This says Noah.” Prompt child to say Noah.  

Point to the first letter.  “N.”  (Prompt child to say N). 

“Good.  Can you put your marker on the dot?”   Prompt child to say “On dot.”

“Good.  Now go down (prompt child to say “Down.”)   (You may have to break down the tracing line by line.  Use speech cues in your directions and make sure your child is forming the letter in the correct order of lines.)

Repeat letter naming starting with pointing to the letter for each letter of the name.

“Good job.”  (Remove the tracing paper.)  “Look.  What does it say?”  (Your child should answer with his name, although you may have to say, “Look.  It says Noah.  You wrote Noah.”

Start back at Step 2 for two more tracings.

This is a great way to encourage real-life speech, color recognition, name recognition and writing all in one fun exercise.  Let me know how it goes!

***If the writing portion of this exercise really taxes your child and prompted speech instruction also taxes your child, do not insist on the speech production portion of this exercise.  Your child may need to use all his available resources to do one or the other for the time being.  Work on integrating the two as he progresses in his abilities.