The blog post https://blog.asha.org/2019/05/13/the-best-toys-for-slps-are-the-toys-that-do-nothing/ that recently appeared in the ASHA Leader resonates with me. I put individual links to which the author refers at the bottom of this post, So does the book “If You Give a Mouse an iPhone (of course available on Amazon in print). Here is a link to the story being read https://youtu.be/S3nVxt6_lAc If you can’t get it otherwise and are not familiar with it – the mouse is given an iPhone.. he uses it (viewing something that is not defined) and is unaware of his surroundings on a trip. The battery of the phone runs out and the result is a tantrum.
With the new American Academy of Pediatrics Guidelines for Family Media Plans that i talked about in a recent post, I really did not give any suggestions for the way to redirect your child when the screen is not visible. That led to this post and the awareness that there are so many things that you can do together. Indeed as my colleague wrote you can really be “the best toy!”.
In NYC https://www.nybg.org/learn/kids-teens/childrens-gardening-program/ and in other cities there are most likely similar types of activities. Novel – if this is not the case is using an avocado seed, allowing it to sprout roots by soaking it in water and allowing it to grow in a pot with dirt. Plant peas from the pods or use others from fruits.
INEXPENSIVE AND SPECIFIC FOR THOSE WITH SENSORY CHALLENGES:
Parents tell me that in one moment the services are all in your home and you have a coordinator keeping very close touch with you who will organize everything. Parents are being required to research schools that may be available to children when they prepare to research appropriate programs for their child. Now it is all up to you and it is “so overwhelming. This appears to be the biggest cooncern during the transition period. I’l hear from parents that “I am so stressed about this right now…how will I ever find a school?”
Speaking with your service coordinator about getting a list of these or visiting the NYS Education Departnment website will be helpful once you have the results of the testing to determine that in fact your child is eligible and the nature of the concerns is defined. Here are links that may be helpful before or after you have these results.
Some parents have found schools but now the laws – at least in NY State and I believe others have changed. You are being required to have your child vaccinated; but are choosing not to do so – for any of a number of reasons. Here is what the law indicates https://www.cdc.gov/phlp/publications/topic/vaccinations.html
As a result of not vaccinating your child and for those in the NYC area this is a youtube video that may help you understand how to get home schooling for your child. I found it on youtube – searching for home schooling in my city and you may be able to find this for your locale.
Maybe your child is starting or has started already. They HAVE been vaccinated.
Here are sometips .
Please do not rely on the school system to have uploaded all of the information about your child into their computer system. NYS Education Department has its own requirements and must be both FERPA (Family Education and Rights Privacy Act) and IDEA (Individuals With Disabilities Act) for their maintenance. Familiarize yourself with what they should have on file, but keep a record of them on your own at home. It is in your interests to have these on file from the very beginning of your child’s education and transition to CPSE or Kindergarten
Go to school and introduce yourself, bringing the IEP in person and any of the other paperwork that they should have there, based on what you read from the above link.
Connect and get to know your special education supervisor, your child’s teacher and related service providers. In my experience – those who do so are those whose children get the most out of the school experience.
You may be given a packet of information- a welcome letter on that first day. Recognize that there are ways to get involved and stay connected with the educational team, as well as the administrative staff.
Joining a parents group at school is a great idea.
Home activities are a great thing to get ahold of from each professional as you can support yor child’s work and perhaps even praise them for their school accomplishments. Request them!
If your schedule allows for it you may want to volunteer to act as a chaperone for school trips.
Enjoy the experience! Recognize that you are now your child’s advocate! It’s great to become their cheerleader now.
It’s that time of year: back to school. Whether you are celebrating or mourning the end of summer, this time marks a fresh start for families. As parents consider how to best help their child achieve success this school year, audiologists and speech-language pathologists know how much tech use can affect a child’s school achievement. This makes it an ideal time to guide parents toward better balance after the all-too-common summer screen-time binge.
As with almost everything in child rearing, the rules are not necessarily one-size-fits all: what works for one child (or family) may not work for another. Finding the ideal balance can take trial and error. As parents continue to grapple with setting appropriate parameters for kids, it’s not necessarily as simple as “no more than 30 minutes a day.”
Try sharing these tech resolutions with families to help them find a screen time balance to the new school year:
Make—and stick to—a plan. If you haven’t already developed a family technology plan, the start of school makes an excellent time to do so. Numerous trusted groups, including the American Academy of Pediatricsand Common Sense Media, offer templates to make this easy. Even if you already use a plan, find time to revisit it and consider—with your kids—whether the rules need to evolve. What is, and isn’t, working? Are kids old enough for additional/different privileges? Screen time plans need to change to stay effective.
Focus on quality. While quantity—such as daily/weekly time limits—still work for many families, not all screen time is created equal. As most experts now stress, 30 minutes spent creating something—art, stories, programming—isn’t the same as 30 minutes passively viewing YouTube videos. Emphasize the former—and consider allowing more leeway if the time gets well spent.
Make dinner time sacred. An oldie but goodie, dinner time should be offline time. Make conversation king at the table. In addition to building kids’ communication—speech, language, and social—skills and providing an unmatched, consistent opportunity for family bonding and connection, a host of other benefits are linked to regular family dinners. Technology is almost always a distraction—so no answering texts, emails, or Googleing. Everyone can hold off for those 30 minutes.
Keep bedtime use off limits. Another classic, but oft-ignored recommendation. Recent research from Common Sense Media found 68% of teens—and 74% of parents—now take their mobile devices to bed with them. Not only can this detract from beneficial bedtime activities such as daily reading, but it can interfere with adequate sleep—which is necessary for physical and mental health, as well as academic success.
Limit during homework time. This undoubtedly becomes more difficult as kids get older and assignments require online research. To that end, minimize technology as much as possible—and only to assist in homework. During homework time, discourage multi-tasking with social media or texting.
Get involved. Make tech use a group activity. Watch your kids play Fortnite or view videos from their favorite YouTuber with them. Ask questions. Show—better yet, have—interest. This not only keeps the lines of communication open and provides a chance to talk/bond, but it can moderate parents’ concerns about their child’s online time—i.e., it may not be as bad as you think. Conversely, it can be an early indicator of problematic content.
Elevate the conversation—Think beyond limits, rules, and restrictions. Again, these have their place, but encourage kids to think critically, for themselves, about how they use technology (risks/rewards) and help them appreciate and value offline time—both activities and relationships—prioritizing people over devices. Parents can’t monitor everything, especially as children get older. Talk about your expectations for being a good digital citizen and your family’s values, so they carry these along when they are at friends’ houses, on the school bus, and out in the world. Give them the tools to make good decisions.
Last week I deleted all the games on my phone and the data associated with them. Why? I was playing too much. I was past level 1000 on one of them and realized that I simply was not reading “real” books – the kind that you hold in your hand. I went to the library and borrowed some. Great! I thought to myself. Now I am using more of my brain and getting neuro-exercise (my own word). Here is the data to back that up https://www.scilearn.com/blog/the-reading-brain I recently posted on technology and how it affects or may be affecting your life. Well… coincidentally I ran across the above post and had to share it with my readers. I wonder what your thoughts are AND if you were to make one change in your habits with tech use – consider what might happen to you!
Well.. I haven’t given up my phone completely. On my tablet I found this article that is great to read in conjunction with the one that I am sighting in the title of my blog which has to do with addiction to social media and how to spot it in yourself https://www.talkspace.com/blog/your-brain-on-instagram/
My question has and still is how the use of technology may be affecting the brain. Here is the scary thing. I found out that blood glucose levels in the brain are heightened and in turn affect the functioning of the brain. Further, “The mammalian brain depends upon glucose as its main source of energy, and tight regulation of glucose metabolism is critical for brain physiology. Consistent with its critical role for physiological brain function, disruption of normal glucose metabolism as well as its interdependence with cell death pathways forms the pathophysiological basis for many brain disorders” https://neuro.hms.harvard.edu/harvard-mahoney-neuroscience-institute/brain-newsletter/and-brain-series/sugar-and-brain Ms Nida Chowdhry’s instagram cleanse and my deletion of games on my phone may not be such a bad idea to try.
It is not all bads news. Technology can do wonderful things for us too. All the modern day conveniences are at our finertips, you can do research and find out information through your searchbars as I did in preparing this blog. Take a look at this chart for information on specifics around the use of it – not just for conveniences
So .. the conclusion is not only to be aware of how technology may be affecting us negatively – but to recognize the positives and use it in moderation. Don’t forget to include “face-time” interactions that do not involve machine, read “real” books and physically write, add with a pen and paper – using your brain to make calculations when you have the time and socialize in person – not through technology all the time. As well – recognize and respect the generational differences and preferences in communication style. Not all people feel comfortable using it and others have yet to learn how to use it. What do you think?
A year or so back, I was sitting, catching up on reading mail one afternoon and i come across my graduate school alumni magazine. The topic that month was related to the use of technology in education. One of the articles talked about different types of careers that are developing in the field of education, that relate to technology. Really interesting. It got me thinking about my day-to-day work and the types of things that have happened over the past few years. How are we changing??
I avoid using technology at work, aside from some apps on my i-phone. Call me old fashioned; but, there really is a logical reason when you are interacting with young children. Why? there now is scientific evidence that the use of technology really impacts us. For example, this article from Scientific America might be eye opening for some https://www.scientificamerican.com/article/reading-paper-screens/
One might poo-poo the article that I site in the previous paragraph since the article was written in 2013. Before YOU choose to do so, copyrighted in 2018 MaryAnneWolf writes the text Reader, Come Home: The Reading Brain in a Digital World. (yes – you CAN get it online at Amazon 🙂 )
Wolf continues the dialogue about the influence of technologic reading vs. tangible “book” reading. There are real differences that she suggests: the ability to critically think, reflect and being empathic. She even documents the neurology of reading and how our brains assists is with it (which I can’t give away – you will have to read her book!) and the fact that we don’t use the same aspects of neuroanatomy when reading online. The adage of “use it or lose it” may now be popping into your head. Scary isnt it. My conclusion was that reading a book may actually be a form of exercise for your brain. I myself wonder, is this going to be another addition to the recommended amount of aerobic exercise that we need to maintain health? Interesting rhetorical question or perhaps a “real one” to discuss at your next physical.
For children younger than 18 months, avoid use of screen media other than video-chatting. Parents of children 18 to 24 months of age who want to introduce digital media should choose high-quality programming, and watch it with their children to help them understand what they’re seeing.
For children ages 2 to 5 years, limit screen use to 1 hour per day of high-quality programs. Parents should co-view media with children to help them understand what they are seeing and apply it to the world around them.
For children ages 6 and older, place consistent limits on the time spent using media, and the types of media, and make sure media does not take the place of adequate sleep, physical activity and other behaviors essential to health.
Designate media-free times together, such as dinner or driving, as well as media-free locations at home, such as bedrooms.
Have ongoing communication about online citizenship and safety, including treating others with respect online and offline.
Another question that I had in reviewing this information in preparing for a graduate student seminar being given to students studying the field of Speech-Language Pathology was what about adults? Who helps guide us in curbing use of technology so that it is used responsibly. After all, I would challenge my reader to make a list of 25 activities that you engage in during the week that do not involve battery operated devices. Can you? When I asked my students to do so, it was hard. Even the mundane task of grocery shopping in a “real” grocery store where you actually take a shopping cart, walk up and down an aisle and take items off of a shelf was not happening. By a show of hands, few students engaged in that task. No wonder we are becoming an overweight society!
With the above depressing news that has been documented – how technology is affecting our health, I dug up an article that may be of help. I will close with this and a request to consider how technology is affecting your life and how it is affecting the life of those around you. Consider how you can take care of yourself! https://www.rewire.org/living/adults-screen-time-limits/
What is communication in the 21st century? Are we merely talking?? Research actually is saying “no”. The above chart from the University of Liverpool illustrates the differences between age groups. We are really are what I would term to be global communicators; in that, we use a variety of communication forms. That has good and bad sides to it. The need to be generationally intelligent becomes necessary for all of us if we are going to get along. Why? It’s important since the presence of a digital world has made these differences even more pronounced than they ever have been. The differences are also permanent. Technology is not going away any time soon and is changing every day quite rapidly.
Jean Twenge gives a great deal of insight about the concept I am introducing. She discusses the differences in how people are living, looking at longitudinal studies that she has conducted. Her latest book documents this: https://www.amazon.com/iGen-Super-Connected-Rebellious-Happy-Adulthood-ebook/dp/B01N6ACK3B/ref=sr_1_1?ie=UTF8&qid=1529427009&sr=8-1&keywords=iGen. Sadly, she notes that those who are born in an age of smartphones and the internet are not as happy as a result of the social isolation of many digital natives. Wouldn’t this now point to the need for increased and easier access to mental health care?
Technology has also had an impact on physical health, both positively and negatively. http://www.digitalresponsibility.org/health-and-technology/ Only you understand how you individually are being affected or not. It is interesting to think about and then consider if there are any issues that impact on your life. How is your life being affecting and how are you communicating pre-post technology or as a digital native?
Dr. Andreas Hoff(2012)Generational Intelligence: A Critical Approach to Age Relations By Biggs, S., and Lowenstein, A.,Journal of Intergenerational Relationships,10:3,304-308,DOI: 10.1080/15350770.2012.698975.
By Jenny McGlothlin, MS, CCC/SLP, CLC and Katja Rowell, MD Anthony has been picky as long as he can remember. His mom however, remembers a time when he ate well; she even has the baby pictures of him smeared with pasta sauce to prove it. Anthony hasn’t had meat sauce for over 13 years. ThoughKeep…