AAC, What's That?

By Sarah Killinger


AAC is an acronym for "Augmentative and Alternative Communication". AAC is a method of communication for people who have yet to develop speech, or have lost their speech. There are several ways to augment communication including both high tech and low tech approaches. Speech-Language Pathologists (SLP’s) analyze the person’s language skills and develop a plan to aid their communication skills according to their individual strengths and communication needs. An emergent communicator may begin manipulating simple pictures representing an object they would like (e.g. a picture of their favorite toy). For example, the SLP may want the child to either point to the picture or hand them the picture before they get what they are requesting thus teaching the child communicative intent. The idea is that the child would use the pictures as a method of requesting the next time they want the object. In a case in which an adult loses their speech due to a physical change (e.g. voice problems or ALS), a low tech method of augmenting communication may be appropriate. Typically, in these cases, the person has not lost their language abilities, rather just the physical ability to produce speech. The speech therapist may recommend an AAC method as low tech as writing their message with a pen and paper, or recommend a speech generating device. Speech generating devices also range from very low tech to high tech. An example of a low tech speech generating device for this type of client is a “text to speech" device (e.g. shown above) in which the person types a message into the device which directly generates speech. Some high tech devices have a language system that users learn and utilize to produce speech. There are several different systems, each with their own unique features, which can be selected to meet an individual’s needs. The language system shown below uses a set of symbols when combined in short sequences produces speech as advanced as everyday conversational speech. The wonderfully unique quality of these types of devices is that they can grow with the user. The SLP can program these devices to accommodate an emergent communicator by reducing the number of symbols seen on the screen; as well as program the device for an advanced communicator by including additional symbols and even a “text to speech” option! Consult with your SLP to develop a plan that is as unique as you / your family member. Check back to the CSTC blog often for more information on AAC options.

Sarah earned her bachelors degree in Linguistics from the University of Michigan, Ann Arbor, and her Masters Degree in Speech-Language Pathology from Eastern Michigan University.  She has worked in nursing homes as well as outpatient clinics.  Her special interests areas are: Early childhood development, autism, apraxia, aphasia and swallowing.  She has earned her certificate of clinical competency (CCC) from the American Speech-Hearing Association.






 Picture sources: http://www.prentrom.com/unity and
 http://www.enablemart.com/Catalog/Speech-Generating-Devices 



leif.borreson@gmail.com 
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Copyright 2012 Comprehensive Speech and Therapy Center

How to Keep Your Brain Fit

People generate new brain cells, and new connections between them, throughout life. And the more mental reserves people build up, experts believe, the better they can stave off age-related cognitive decline.

The more you challenge your brain, the more new nerve pathways you form. A mini-industry of brain teasers, puzzles and computer games has sprung up to help worried baby boomers do just that. But you can give your brain a good workout with just a few modifications in your daily life.

Some of the niftiest are "neurobics" — a term popularized by the late neurobiologist Lawrence Katz for engaging different parts of the brain to do familiar tasks. Try brushing your teeth or dialing the phone with your non-dominant hand. Theoretically, that can strengthen the pathways in the opposite side of your brain.

Since much of the brain is devoted to processing sensory input, Dr. Katz also suggested involving more of your senses in everyday activities — such as showering or eating dinner with your eyes closed.

Activities that challenge your brain on many levels, such as learning how to play a musical instrument or speak a new language, provide great stimulation. So do games like chess, bridge and Stratego that require you to strategize and interact socially at the same time.

Stress has the opposite effect. The stress hormone cortisol depresses the growth of nerve cells and the connections between them. Yoga, meditation, exercise and social interaction can all help alleviate it.

Getting sufficient sleep is also crucial. Untreated sleep apnea can be very detrimental to memory; age related declines in testosterone and estrogen also interfere with sleep.

It is almost a given that what is good for your heart is good for your head, and vice versa. Heart disease, high blood pressure, diabetes, obesity — particularly abdominal fat — all raise the risk for age-related cognitive decline, as does smoking and heavy drinking. A heart healthy diet with lots of vegetables, fruit, fish, whole grains and olive oil, and a minimum of saturated fat, is brain-healthy as well.

Exercise is emerging as an extremely valuable way to enhance brain health. Studies show that even 30 minutes of brisk walking daily can improve blood flow to the brain, boosting neural growth factors and brain connectivity, perhaps as much as mental cross-training does.

Keep in mind that some widely used medications may block the action of acetylcholine, a brain chemical that is crucial to memory circuits. These "anticholinergic" medications include some older antidepressants like Elavil, as well as some antihistamines, painkillers, muscle relaxants, antispasmotics and incontinence drugs. Your doctor may be able to prescribe a substitute medication that has less harmful memory effects.

The sad truth is, you can do everything right and still get Alzheimer's. Like many diseases, brain aging appears to be a complex mix of genetic and environmental factors. Still, the strategies outlined above are good for your overall health, and they may shore up your defenses against all kinds of cognitive decline.

Source: The Wall Street Journal

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© 2010 Dow Jones & Company, Inc. All rights reserved.

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Living in the Wonderful World of Autism - Part 2

Following is a Guest Blog by Shelly Lewis, President of Jackson Autism Support Network.

 This is the second in a series of blogs by Shelly, detailing both her personal experiences dealing with autism and as President of Jackson Autism Support Network

Living in the Wonderful World of Autism Part 2

As I think back over the years of Living in the Autism World, I think of all the challenges and things that a parent goes through to help their child.  The perfect program at school (which I am here to say most likely does not exist). The insurance fight when nothing is covered, or you just haven’t found the key to the back door. The challenges at home dealing with behaviors that most likely just come out of the blue, or the repetitive behavior that is embedded in your brain for the rest of your life (like Elmo’s voice). Or maybe you have to work and now you have to find the right person to care for your child who has all these challenges.

Yes, we parents deal with a lot in one day, and that island you may feel like you are on, where no one gets your life, sometimes is enough to make you feel like you are hanging on by a thread.  Yes, we all are feeling a little stressed (ok a lot) and we have the anxiety.  One thing that has been helpful over the years to keep my mind in a better place is networking with other parents.  Wouldn’t it be great if you were handed a great tip that helped you with the behavior that your child had that you just could not get under control?  Networking with others is not only fun but it also may save you lots of time and frustration.

When Brad was diagnosed, I was very thankful that I met several other parents that I could brain storm with.  We all learned a lot together.  Today, going through the second round with Garrett, I have been meeting with some wonderful parents and we have become good friends.  As our network of parents grows, we become a stronger force for our children.  We all have great ideas and skills to bring to the group.

If you have related to any of this, come check out our network (Jackson Autism Support Network.) It feels good to be in a safe place, with others that get your life.

                                                                                 

lewisautismstory@gmail.com

www.lewisautismstory.com

www.jasn-mi.org/

Copyright 2012 Shelly Lewis

leif.borreson@gmail.com
http://www.therapyjackson.com
http://www.facebook.com/pages/Comprehensive-Speech-and-Therapy-Center/269988219679426

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"Living in the Wonderful World of Autism"

Following is a Guest Blog by Shelly Lewis, President of  Jackson Autism Support Network.

 This is the first in a series of blogs by Shelly, detailing both her personal experiences dealing with autism and as President of Jackson Autism Support Network

Living in the Wonderful World of Autism

WOW 17 years!  That seems like a long time.  The thing is, that is the only world I know.  My name is Shelly Lewis and I have 2 boys that are living with autism, Brad, who is 21 and Garrett, who is 10.  My boys are on the opposite ends of the spectrum.  Brad is very high functioning and Garrett has many challenges and is non-verbal. 

Both boys were officially diagnosed at 4 ½. Brad was diagnosed in California, where we were living at the time and Garrett was diagnosed at the University of Michigan.  It is mind blowing that the rate of autism has increased so dramatically over the years.  When Brad was diagnosed, it was 1 in every 2000 and now it is 1 in every 100.  When Brad was diagnosed, we were not only given a diagnoses for our son that I had never heard of, but they also said that he would never be able to do what his peers were doing.  He would never go to college, he would never live on his own, he would never get married or have kids and that we should set up a trust fund for him.  He would need 24 hour care the rest of his life.  I often would say that the aliens come down and took my little boy. 

The doctors painted a very bleak future for my son.  However if there is one thing I have learned living in this world of autism, is that never under estimate the human body and mind.  If our bodies are given the right stuff, they can do some really great things.  Brad reminds me of that every day.  He is going to college - studying theater, he has a learner’s permit and will soon take his road test, he works part time at the accounting office with me, volunteers at the Michigan Theater and does a lot around the house to help me out – dishes, cleans bathrooms, garbage, vacuuming, mows the lawn, and shovels snow. 

Living with autism is very challenging for both the person and the family; however NEVER give up on searching for help for your child.  It is definitely a puzzle and we have to search for all the pieces, but along the way enjoy the positive things that they do.  It is so heartwarming.

lewisautismstory@gmail.com www.lewisautismstory.com http://www.jasn-mi.org/ Copyright 2011 Shelly Lewis

 

leif.borreson@gmail.com
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Singing Therapy Helps Stroke Patients Speak Again

Here is a great article we wanted to share...

Singing Therapy Helps Stroke Patients Speak Again

Happy Holidays From CSTC

 Merry Christmas and Happy New Year to our friends and family! 2011 has been a year of growth and change at Comprehensive Speech and Therapy Center. We have welcomed new staff and many new clients. We have also bid goodbye to many clients who have “graduated” from our therapy/programs.
 We have doubled our staff over the last year, adding more Occupational Therapists, Physical Therapists, Speech Therapists and Administration Staff in an effort to be the Very Best multi-disciplinary therapy clinic in our area.
 Thank you so much for your support and friendship throughout this past year. Please join us as we enter into another exciting year ahead, full of growth and improvement.

Copyright 2011 Comprehensive Speech and Therapy Center

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Understanding Sensory Integration

Understanding Sensory Integration

What is a “SENSORY” issue?

Children with difficulties in the areas of sensory processing and modulation exhibit certain behavioral symptoms that are often reported as challenging, stressful, and problematic. Difficulties in the areas of sensory processing may affect a child’s ability to participate in play activities, academics, self care, and social interactions.

What is sensory processing? Sensory processing is the way our brain perceives sensory input. Sensory input includes:

·         What we see (vision)                         

·         What we taste (oral)

·         Balance and movement (vestibular)

·         What we hear (auditory)

·         What we smell (olfactory)

·         Touch, movement, and body position (proprioceptive)

When a child’s sensory processing is intact, he is able to take in sensory information, correctly interpret it in his brain, and make an appropriate response. However, when sensory processing is compromised, the child’s ability to correctly interpret a response is affected. In turn, he may exhibit a response to sensory input that seems either undersensitive or overly sensitive. It is important to note that a child may be undersensitive to one kind of input and overly sensitive to another. A child who is undersensitive may seek out more sensory experiences. He may be described as constantly touching everything, can’t sit still, pushes and bumps into everyone and everything, and runs all over constantly. An overly sensitive child may withdraw, or actively avoid, certain experiences. This child may dislike hugging, seem scared to step down the stairs or curbs, become very overwhelmed in busy or noisy places, and hates having her hair washed.

Behavioral symptoms need to be exhibited with frequency, intensity, and duration for it to be considered sensory integrative dysfunction. Frequency means these behaviors happen several times in a day. Intensity implies that the child either actively avoids sensory stimulation or that he throws his whole body into getting the stimulation he needs. Duration means that the behaviors persist for several minutes or longer.

What kinds of behaviors may be a sign that a child has “sensory issues” or sensory processing dysfunction?

·         Avoids touching or being touched                         

·         Uncoordinated or clumsy

·         Constantly moving and fidgeting

·         Shows a decreased safety awareness; is a “daredevil”

·         Seems to ignore voices or has difficulty following directions

·         Is particular about what she touches or wears

·         Seems stiff and rigid in movements

·         Impulsive and distractible

·         Unusually high or low activity level

·         Trouble using markers, crayons, doing puzzles, building with blocks, manipulating toys

·         Insecure with movement or anxious when feet leave the ground

·         Unaware of pain or temperature

·         Chews or licks non-food objects, such as shirt sleeves or playdough

·         Overly sensitive to bright lights and noises, covers his eyes and/or ears

·         Complains of odors or sounds that most others don’t seem to notice

·         Avoids playground equipment and other activities that most kids seem to like

·         Gags when eating certain foods

·         Difficulty learning new motor skills, such as clapping rhythms, using utensils, and climbing stairs

·         Resistance to novel situations, frequent “meltdowns” or temper tantrums

·         Easily frustrated

Resources:

These books are parent friendly and offer good explanations and suggestions.

1.       The Out-of-Sync Child: Recognizing and Coping with Sensory Integrative Dysfunction by Carol Stock Kranowitz

2.       Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child With Sensory Integrative Issues by Lindsey Biel

3.       Sensational Kids: Hope and Help for Children with Sensory Processing Disorder by Lucy Jane Miller

Copyright 2011 Comprehensive Speech and Therapy. No reproduction without permission

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