Buddying at its best!

Thanks to the Buddying scheme and the local Community and Learning partnership, the nursery and the pre-school at Doxey Primary in Stafford
were able to participate together in a joint project of Language land Training. Libby Hill, small ta Director led the sessions which were just fun
as far as the children were concerned but were also to share ideas and games with staff and parents. 'Feedback was 100% positive and its a model which will be repeated elsewhere in the district', reports Libby.

A choice for Staffordshire Parents

A new independent service for the assessment and diagnosis of Autistic Spectrum Disorder has been launched in South Staffordshire. Previously parents had no choice but to waiting on the increasingly long NHS waiting list for an appointment. 'When you suspect there is a problem with your child you want it confirmed or refuted as soon as possible, if you have to wait for a year or more it's like a gremlin sitting on your shoulder the whole time', reports Mrs Price of Stafford, whose son Edward was suspected of being on the autistic continuum.

The new service is launched by Small Talk Speech and Language Therapy in conjunction with P4Parents Clinical Psychology. 'It's really important that the diagnosis is done as part of a team with observation of the child in more than one setting and full interviews with parents and teaching staff', says Libby Hill, Small Talk Director.

The team have many years experience and expertise in the field and have one of the few Highly Specialist Speech and Language Therapists in the area of ASD, Franky Shepperson.

Dr Juliet Shand, Clinical psychologist feels that 'a diagnosis of autism is a label for a lifetime so the assessment needs to be taken extremely
seriously'.

NHS clients have a choice of going privately for almost everything else and this just gives them the choice in this area too.

For more information 0844 7045 888 www.private-speech-therapy.co.uk or www.p4parents.co.uk e-mail enquiries@smallTalk-ltd.co.uk

Speech & Language Therapists & Teachers: Working Together but what do they
do...?

Introduction

In order for professionals from any field to work together well, it is vitally important that each one has at least a working knowledge of the
others role and ideally a little about their background. They need to understand what each can bring to the situation to help whatever task is on
the table. There have been many studies and many projects on this topic. Libby Hill wrote 'Exactly what do they do' for Special Children Magazine in 1994 which focussed on the results of a questionnaire. This really pointed to the fact that teachers didn't't really know what to expect from the
Speech & Language Therapist. Having been out of the profession and working in industry for ten years, she assumed that the situation would have changed radically and improved beyond belief.

However, it seems the situation has remained more or less the same while the needs of the children have increased drastically..

Calling all Parents.......

Do you want to:

• Run your own business?
  
• Have the privilege of working with pre-school children & their parents?
  
• Work hours to suit you, to achieve a work/life balance?
  
• Achieve a good income from a low investment?
  
• Be part of a unique pre-school business?

Stuttering:update

This week the Daily Telegraph reported on American research findings that Stuttering is genetic and not related to nervousness. 'Obviously, as Speech and Language Therapists, we already knew this but its good to dispel the myth for the general public' says Small Talk director Libby Hill.The full article is available here:

http://www.telegraph.co.uk

Stammering is the British term and means the same as stuttering. It includes all sorts of dysfluency including repetitions, perseveration, cluttering and elision. For more information about this condition please see the British Stammering Association web site. Small Talk specialise in childhood
conditions and are able to offer advice and support for any concerned parent as well as assessment and therapy if required.. 0844 704 5888 No virus found in this incoming message.

Smarttalkers.org.uk

Small Talk are delighted with their new website for the Pre-school groups www.smartalkers.org.uk. check it out!! Libby Hill said 'Im really pleased
with it. We've gone for a new modern design as suggested by Andy from Devmac who do all our website work. Thanks Andy and to Steve who has done all the hard work'.

Small Talk on air....

BBC Radio Derby invited Libby Hill, Small Talk Speech & Language Therapist to discuss the issues surrounding the new Comunication Tsar's survey. She went on the Aleena Naylor show on Tuesday 5th January. 'Its a great exprience and Im always pleased to be able to discuss these important topics. I set up the Smart Talkers range of groups specifically to help address the problems identified in the report', said Libby. The groups are to be available as a franchise from February so that the good pracctise they promote can be avaialable nationwide .

BIG IN THE NEWS TODAY: Daily Mail 4/1/2010

Nearly a quarter of boys - and one in seven girls - is struggling to learn to talk because thousands of households keep their TV sets on constantly making it difficult for them to understand the speech of adults around them.

A survey revealed how 22 per cent of boys and 13 per cent of girls have trouble developing speech and understanding others.

Three per cent suffer 'significant' problems, according to a poll published by Jean Gross, the Government's communications adviser.

Middle-class children were just as likely to experience difficulty'. Read more: http://www.dailymail.co.uk

'This is a real problem and exactly what the Small Talkers Groups in the Smart Talker Range are designed to address', commented Libby Hill Small Talk Speech & Langugae Therapist and Small Talk Director

Watch out for Communication Traps!

Parent Information
The key to getting children to talk is to listen. You might think that you are being a good listener when you are not.  It may help to check that you are not doing something else instead: 

• Advising - “Tom wouldn’t let me play with him today.”
  “I’d take no notice if I were you, go and play with Peter tomorrow instead”.

• Criticising - “Joe took my book and lied and said it was his and my teacher believed him!” 
  “Well I told you not to take it to school”. 

• Dismissing - “Emily broke my bracelet.”
  “Oh, it doesn’t matter. We can just get another one when we go shopping”

• Correcting - “It wasn’t fair at tea time, you are always nicer to Sally than you are to me!”
  “You mean Breakfast time.”

• Ignoring - “I need mummy to take me to Claire’s house after school.”
  “Come and help me to do the dishes”

• Distracting - “I’ve not been picked to be on the netball team and all my friends have.” 
  “Come and look at what I brought at the shops today and try not to think about it.”

• Reassuring - “I’m scared of the monsters under my bed.”
  “There’s nothing to be scared of.”

• Praising - “I hate it when she comes into my room.”
  “I’m sure you don’t mind because you are such a good big sister.” 

Everyone falls into one of these traps from time to time, but none of them will get the same results as real listening. Sometimes parents use these communication traps because they have ran out of patience or time and they can be very effective at stopping a child from talking.

Listening has the opposite aim - it encourages your child to talk.  Encouraging your child to talk will help them to become a confident and effective
communicator, a skill that will help them for their whole life. Use active listening skills (see Parent Information - Active Listening)

Source:  Parker, J., & Stimpson, J. (1999).  Raising Happy Children.  Hodder & Stoughton. London.

New Year, new projects.....

Small Talk Speech & Language Therapy have some exciting projects for 2010 including a community project in Doxey courtesy of funding from the C & LP Coordinator Ross Podyma and the Buddying project. The pre-school and school, are coming together to have Languageland training for staff and parents. ‘It’s the first time we’ve done something like this where we’re aiming to target both staff and parents at the same sessions’, says Libby Hill, specialist speech and language Therapist and Small Talk Director, ‘I will be running the groups for the children while training at the same time. It’s quite hard to make sure you are entertaining the children but getting your point across to the adults but it is great fun too!’

The project will be evaluated and written up by Ross and Libby and will be used as a template for further projects if successful.

A project to train members of Hixon Village to run their own groups will start in February thanks to C & LP funding and Karen. Four people have already been identified and will observe and be trained over a 10 week period. The Childrens Centre is brand new in Hixon and opens to the public later in January.

Another new set of classes are being run at the 3 Horn End Nurseries where the Therapist will run fun signing sessions for the Toby Talls and Tommy Thumbs. The groups have been very successful at other places such as Midway Academy, Uttoxeter.  Franky Shepperson will run the Rugeley and Hixon groups and Libby Hill will do the Stafford ones. ‘We are also looking at ‘Baby Signers’, where the Therapist looks for opportunities for sign with the smallest members of the nursery. All the traditional songs and stories can be signed along to help attention and understanding. All the research shows that this age respond excellently to sign and it helps the development of spoken language tremendously’ reports Franky.

Thanks to some extra funding in the Tamworth area, Happy Tots Nursery and the staff and Children at the Dorcas Centre will receive Languageland training.

And there’s lots more... Happy New Year Everyone!!

Exploring the link between language and behaviour

A summary of the link between language problems and emotional and behavioural difficulties (EBD) reported on by the Centre for Integrated Healthcare Research, has shown:

• Approximately three quarters of children with identified emotional and behavioural difficulties have significant language deficits.
• Approximately half of those with language disorders have identifiable emotional and behavioural difficulties.
• The prevalence of language deficits in children who exhibit anti-social behaviours is ten times higher than in the general population.
• Pure language deficits, especially those associated with comprehension difficulties, are at greatest risk.
• Thus EBD children with unsuspected receptive disorders were rated the most delinquent, the most depressed (by parents) and aggressive (by teachers) and had more severe challenging behaviour.
• Children with expressive language disorders were rated as more socially withdrawn and anxious.
• The strength of the association between language difficulties and antisocial behaviour increases with age.
• Difficulties in initiating and maintaining interpersonal relationships is a key mediating variable between language disorders and antisocial behaviours.
• "Language disorders appear to have a devastating effect on interpersonal relationships (ie peer, family, companion) throughout the lifespan." (Benner, 2002)

Libby Hill, Small Talk Speech & Language Therapy Director, carried out a study in 2005 which showed a definite link between auditory memory difficulties and behaviour problems. "Its not just a case of not understanding, a language problem affects all aspects of a child's life," comments Libby.

Moving up........

Small Talk Speech & Language Therapy are delighted to announce that the office is moving to: Epsom Suite 4, Centrix@Keys, Keys Business Village, Hednesford, Cannock, Staffordshire WS12 2HA from January 4th 2010. The new phone number is 0844 7045 888.

Merry Christmas & a Happy & Prosperous New Year!

from Libby & the team

Newbie talkers have different styles

Speech-development researchers say there are two types of toddlers: noun lovers and noun leavers. Those who use a lot of nouns have a "referential" style, using language to label their world. Often girls and firstborns, these noun lovers have a cautious verbal style and acquire speech earlier. Noun leavers (who have an "expressive" style) use words to engage with people and things. They tend to jump into sentences sooner and aren't as worried about correct pronunciation. Libby Hill, Speech & Language Therapist at Small Talk says 'Its fascinating to observe the different styles but we generally take language development for granted'.

For information and advice on normal ages and stages see our sister website www.smalltalklanguagegroups.co.uk

Use it or lose it....

Research now has proved that it is vital to talk to and interact with your baby from birth or they will not fully develop the area of the brain which is responsible for speech, language and communication development. Libby Hill, Speech & Langugae Therapist & Small Talk Director recommends http://www.literacytrust.org.uk/talktoyourbaby/conferencereport2009.pdf or Sue Gerhart's book  'Why love matters', for more information.

NHS SHORTFALL

There is a worrying shortage of NHS Speech & Language Therapists, despite the number of children with speech, language and communication problems being at an all time high.

http://www.bbc.co.uk/radio4/youandyours/yy_20040609.shtml

Peace at a price?

Dummies may hinder a toddler's development reprted in the Mail on- line and the Daily Mail Toddlers who use dummies are three times more likely to suffer from speech impediments as they grow up, research suggests.

Scientists have found preschool children who have used a pacifier for at least three years are more likely to have difficulties talking than
children who don't use them. Youngsters who suck their thumbs are also at greater risk of delayed speech development, the study found.
Although the findings are preliminary, they add to the growing evidence that parents who give their toddlers dummies could be 'buying
themselves' peace and quiet at the expense of their child's development. The American and Chilean researchers looked at the history of thumb and finger sucking, breast feeding and use of dummies in 128 children aged three to five.

They also used a linguistic test to see whether the children's speech was normal for their age - or whether they had an unusually low 'talking age' when it came to pronouncing sounds and words.

The team, led by Dr Clarita Barbosa of the University of Washington, found children who sucked their fingers or thumbs, or who used a dummy
for at least three years, were three times more likely to have a problem with their speech.

Read more:
http://www.dailymail.co.uk/health

Libby Hill from SmallTalk speech & language therapy has been invited onto BBC Radio Derby to comment! She's always been a fervent hater of
dummies!! Let's see what she say!

Cut viewing TV times!

A recent report in the Times 13th OCTOBER 2009 hows very alarmingconclusions......Children should be banned from watching television until they are 2 years old because it can stunt their language development and shorten their attention span, according to new Australian recommendations.

The guidelines warn of the damage done by sitting inactive for hours and advise that reading, drawing or solving puzzles should also be kept to a minimum.

For children aged between 2 and 5, time in front of the TV screen should be limited to an hour a day, according to health experts, in the first official guidelines on children’s viewing habits.

Too much television can affect young children’s ability for social interaction and damage their concentration, they say. The guidelines — drawn up by the Royal Children’s Hospital in Melbourne and to be published by the Government next week — are part of a national anti-obesity drive. Belying Australia’s image as a fit, healthy and sports-obsessed nation, a quarter of its children are seriously overweight — a figure that is expected to rise to a third by 2020.

The report, although intended mainly for childcare centres, also advises parents to make a plan for reducing screen time at home.

The Get Up and Grow report says: “Based on recent research it is recommended that children younger than 2 years of age should not spend any time watching television or using other electronic media (DVDs, computer and other electronic games).

“Screen time . . . may reduce the amount of time they have for active play, social contact with others and chances for language development. [It may] affect the development of a full range of eye movement [and] reduce the length of time they can stay focused.”

Research by the hospital indicates that very young children in Australia spend more time watching television than in any other activity. Four-month-old children watch an average of 44 minutes of television daily, while children under 4 years with pay TV at home spend at least three hours a day in front of the screen.

Nearly a third of children live in households that have a television switched on all the time, the policy brief says, with television used as a “babysitter” from earliest infancy. “Face-to-face interactions and responsive, engaged relationships provide the foundation for all child development,” the report says. It advises that children aged 2 to 5 should not be inactive — defined as time spent watching TV, reading, drawing or solving puzzles — for more than an hour at a time during waking hours. From the age of 1, children should be active for at least three hours a day.
The guidelines have been welcomed by Australian childcare experts. Lee Burton, a commentator on childcare, was in favour of a complete ban on television for toddlers in childcare centres. “I think this is aimed at helping people to understand the effects of television-watching on very young children and to advise them this is not a good thing,” he said. Barbara Biggins, the chief executive of the Australian Council on Children and the Media, said: “There are ways of entertaining young children that don’t involve plonking them in a passive viewing situation — even if it’s playing in the mud or watching insects crawling.” 

Tiny Talkers
There are several reasons why a child of 2 might not be talking as expected including a general developmental delay, problems understanding, a family history of late talking, they might not see the need, they may be on the autistic continuum or belong to a family who don’t realise that they need to interact with their toddler in order for him or her to learn to talk.

Whatever the reason, the toddler groups Tiny Talkers groups are especially helpful for those who have not managed to pass the Health Visitor checks, as well as for other children.

Case Study 1
J. B. was 2 yrs 5 months and had no spoken words. He got by with a combination of pointing and grunts. His mother, a single parent was concerned that this would affect his relationships with other children. His behaviour was deteriorating due to frustration at not being able to get his message across. His Health Visitor referred him to speech & language therapy but also advised his mother to take him to the Small talk group. He is an only child.

J.B’s attention was fleeting and he preferred to run around for the first two sessions. He could not wait for his turn and had small temper tantrums as a result. No spoken language was observed at this time. However, six sessions on he could sit and attend to the group tasks, join in for his turn and more often than not volunteered to be the helper at snack time which meant he was last to be served! He could produce 25 or more single words and could even produce 2 words together e.g. more pop,  bubbles gone.

J.B. was already a confident little boy but he and his mother needed encouragement to communicate verbally and to observe how the Therapist’s techniques can be used at home in everyday situations. He received his NHS appointment but has been discharged because he is making such encouraging progress.

Case Study 2
N. J. was 2 yrs 6 months when she came to the group. Her parents were concerned because she did not speak at all, she was effectively mute. The Health Visitor had recommended they come along.

For the first 4 sessions she was very quiet but co-operated fully for the tasks. She appeared to enjoy the signing and her understanding was very good. Gradually, she began to join in with the songs and then she named items. Now 7 sessions on, she is talking when it is her turn and will spontaneously ask for drink or biscuit at the snack time. She can use 2-3 word sentences. Her confidence to communicate was the biggest stumbling block and the group acted as a forum in which to develop this. The signing and augmentative communication techniques just alleviated the pressure for her. She is using her new found skills in most situations now.

Small Talkers
Up to 50% of children do not acquire speech or language as we would expect so Small Talker groups are designed to help prepare children for school with a variety of activities which the chidren enjoy but which also help a geat deal.

Case Study 1
J.P.  is 3yrs 9months and has been a regular attender at Small Talk Groups since July. He has Prader-Willi syndrome which affects his muscle tone and tend to be accompanied by a general developmental delay. He is seen by an NHS SLT but has had no regular therapy. His comprehension is around 6 months delayed and at the start of the groups his attention and listening were further hindering this, so that he didn’t always follow instructions or appear to hear what was said to him.

His attention control is much improved and he can now sit to ‘listen’, following the positive active listening training. This means that his everyday understanding is improved.

His expressive skills were hampered by acute shyness so that his confidence was very poor. He found it hard to take his turn and would ‘hide’ in his mother’s arms. Last week he demonstrated clear sentences for his turn in the group and no evidence of anxiety. Functional communication is therefore improved too.

Case Study 2
J. K.  is 3 yrs 11m and has an identified general developmental delay which means that he was around 12months behind his peers on most things including speech and language. Confidence was poor because he was aware of his difficulties. He has had contact with NHS SLT but no regular therapy. This had frustrated his mother so that she had fallen out with the early year’s team too! He has been a regular attender at the Small Talk Group and is now one of the more able in the group!! His mother is delighted.
For more information ring Libby on 07970 202561 or 01889 560888 www.smalltalk-ltd.co.uk

Mumprenuer 2009
Small Talk Speech & language therapist Libby Hill has been nominated for an award in two categories for the Annual Mumprenuer Awards to be held in Birmingham on Saturday 3rd October. Mrs Harris, Parent of one of Small Talk's clients feels that she is an inspiration to other Mums who want to do things for themselves. 'She kept on trying even when things were hard because she had an idea she believed in,' says Mrs Harris, 'its hard working for yourself, setting up a business and being a single parent too.'

Libby is nominated as the most inspirational business mum and for the best new buisness. Libby feels its great to be nominated but knows that there is stiff competition in both categories, 'Being put forwards is great and I'm looking forwards to the day out but I'm not expecting to win anything'.

Linda Mawle
Small Talk are going to be working with an independent phsiotherapist who specialises in children. Her name is Linda Mawle

Tel: 07957 644764
E.mail: info@activedreams.co.uk
Website: www.activedreams.co.uk

Why chatter matters
by the charity, I CAN

Problems with speech and language are the most common developmental difficulty that children encounter. Studies indicate that as many as one in ten children in the UK have speech and language difficulties and these are particularly prevalent in the early years. Language is central to learning and a study by the Basic Skills Agency (2002) reported that, in the opinion of teachers, 50% of children start school lacking skills that are vital for an effective start to education.

You are now more and more likely to come across a child with difficulty in one or more of the following areas:

Understanding spoken language

Children may have difficulty with understanding the meaning of words and concepts. They may have problems following instructions, understanding games and tasks and making sense of what is being said to them. Often children with these difficulties may appear to understand, as they may be getting clues from following other children or guessing from the context. However, they may also come across as 'difficult' simply because they are not fully understanding what is being said.

Spoken language

Children may have problems with using language. They may have difficulty with words or sentence structure. They may struggle to express themselves in play and activities, or to tell people how they feel.

Speech sound production

Children may have problems with the intelligibility of their speech, they may have a reduced number of sounds available to them and difficulty making particular sounds in simple or longer words. They may not be easy to understand when they speak or reluctant to speak for fear of not being understood.

Attention and listening

Many children who have speech and language difficulties have problems with listening to spoken language (often when their hearing is OK). They have difficulty concentrating on a task and listening to adult instructions.

Social skills

Children's development of social skills, their sense of self and others and their ability to form relationships and learn can all be affected by speech and language problems.

Difficulties in one or more of these areas can have a profound impact on a child's experience of their early education. How each child is affected will depend on the degree of their difficulty and personal factors.

Children may have difficulty following stories and remembering information
Owing to these problems, children with speech and language difficulties may struggle to follow and learn daily routines. For example, if they find it hard to understand spoken language children may struggle to follow instructions, especially negatives such as the difference between "do" something and "don't" do something.

They may also find sentences with more than one element difficult. For example, "get some paper and pencils and go and sit in the drawing corner". The child may be able to follow the individual elements of the sentence but when they are combined into one, they can't process everything at once. Keeping sentences short and supporting information with gesture will help.

Children who find it hard to make themselves understood by adults or other children will find their ability to join in activities and tell people things, ask questions, relate stories, and form friendships is inhibited. They may be unable to join in songs or nursery rhymes and have difficulty following stories and remembering information. In this situation, offering a choice with words to go with that choice may help e.g. "do you want to play with the cars or paint?"

Difficulties in attention and listening can make it hard for children to get the most out of free-play sessions, their ability to take turns may be affected and they may find it hard to listen to and retain instructions. Poor awareness of time and the sequence of routine events can lead to children becoming insecure, especially if the routine they have learned is changed for a special event, such as the photographer's visit or the Christmas party. Sticking to a set routine and having pictures that relate to that routine in order upon on the wall may help.

Children may either vent their frustration and anger or become very quiet and withdrawn
The feelings of frustration and confusion that can arise from speech and language difficulties can result in behaviour problems. Children may either vent their frustration and anger in very obvious ways or become very quiet and withdrawn when they feel the act of communication is too difficult to keep on trying.

In addition to these more general difficulties, children with speech and language problems can encounter specific difficulties in accessing the early years curriculum. Many, if not all of the Early Learning Goals rely directly or indirectly on a child being a competent listener and communicator and children with difficulties in any of the areas discussed here will need support to get the most out of their early years' experience.

Difficulties in one or more of these areas can have a profound impact on a child's experience of their early education. How each child is affected will depend on the degree of their difficulty and personal factors.

Children may have difficulty following stories and remembering information
Owing to these problems, children with speech and language difficulties may struggle to follow and learn daily routines. For example, if they find it hard to understand spoken language children may struggle to follow instructions, especially negatives such as the difference between "do" something and "don't" do something. They may also find sentences with more than one element difficult. For example, "get some paper and pencils and go and sit in the drawing corner". The child may be able to follow the individual elements of the sentence but when they are combined into one, they can't process everything at once. Keeping sentences short and supporting information with gesture will help.

Children who find it hard to make themselves understood by adults or other children will find their ability to join in activities and tell people things, ask questions, relate stories, and form friendships is inhibited. They may be unable to join in songs or nursery rhymes and have difficulty following stories and remembering information. In this situation, offering a choice with words to go with that choice may help e.g. "do you want to play with the cars or paint?"

Difficulties in attention and listening can make it hard for children to get the most out of free-play sessions, their ability to take turns may be affected and they may find it hard to listen to and retain instructions. Poor awareness of time and the sequence of routine events can lead to children becoming insecure, especially if the routine they have learned is changed for a special event, such as the photographer's visit or the Christmas party. Sticking to a set routine and having pictures that relate to that routine in order upon on the wall may help.


Children may either vent their frustration and anger or become very quiet and withdrawn
The feelings of frustration and confusion that can arise from speech and language difficulties can result in behaviour problems. Children may either vent their frustration and anger in very obvious ways or become very quiet and withdrawn when they feel the act of communication is too difficult to keep on trying.

In addition to these more general difficulties, children with speech and language problems can encounter specific difficulties in accessing the early years curriculum. Many, if not all of the Early Learning Goals rely directly or indirectly on a child being a competent listener and communicator and children with difficulties in any of the areas discussed here will need support to get the most out of their early years' experience.

Difficulties in one or more of these areas can have a profound impact on a child's experience of their early education. How each child is affected will depend on the degree of their difficulty and personal factors.

Children may have difficulty following stories and remembering information
Owing to these problems, children with speech and language difficulties may struggle to follow and learn daily routines. For example, if they find it hard to understand spoken language children may struggle to follow instructions, especially negatives such as the difference between "do" something and "don't" do something. They may also find sentences with more than one element difficult. For example, "get some paper and pencils and go and sit in the drawing corner". The child may be able to follow the individual elements of the sentence but when they are combined into one, they can't process everything at once. Keeping sentences short and supporting information with gesture will help.

Children who find it hard to make themselves understood by adults or other children will find their ability to join in activities and tell people things, ask questions, relate stories, and form friendships is inhibited. They may be unable to join in songs or nursery rhymes and have difficulty following stories and remembering information. In this situation, offering a choice with words to go with that choice may help e.g. "do you want to play with the cars or paint?"

Difficulties in attention and listening can make it hard for children to get the most out of free-play sessions, their ability to take turns may be affected and they may find it hard to listen to and retain instructions. Poor awareness of time and the sequence of routine events can lead to children becoming insecure, especially if the routine they have learned is changed for a special event, such as the photographer's visit or the Christmas party. Sticking to a set routine and having pictures that relate to that routine in order upon on the wall may help.

Children may either vent their frustration and anger or become very quiet and withdrawn
The feelings of frustration and confusion that can arise from speech and language difficulties can result in behaviour problems. Children may either vent their frustration and anger in very obvious ways or become very quiet and withdrawn when they feel the act of communication is too difficult to keep on trying.

In addition to these more general difficulties, children with speech and language problems can encounter specific difficulties in accessing the early years curriculum. Many, if not all of the Early Learning Goals rely directly or indirectly on a child being a competent listener and communicator and children with difficulties in any of the areas discussed here will need support to get the most out of their early years' experience.

Small Talk welcome 2 new members of staff

Jessica Charles (adv.Dip. Hyp Psch.Cert couns) is a trained counsellor who enjoys working with children and young adults with all types of difficulties including mental health issues and learning disability. She will also see adult voice clients and help to run parent support groups. Many children with autistic spectrum disorder have associated phobias or anxiety issues which Jess can also help with.

Nicky Wilson

Nicky has lots of experience of working with children especially nursery age and runs the Small Talk Group at Charnwood Childrens Centre as well as working with individual children in nurseries and schools. She enjoys working with all types of spoken language difficulty but especially speech problems.

Twin Language - Talking the Same Talk from Twins Uk August 2009

'Idioglossia. cryptophasia or more commonly known as "twin language" or "twin talk" has been the focus of many research studies and has interested the public for years. It was once believed that twins could develop their own language unrecognisable by others.

Today. research indicates that twin language is actually one twin modeling the immature or disordered speech pattern of their co-twin. which results in the incorrect use of speech sounds and grammar by both twins. If you've ever heard two children talking with delayed speech and language. you too may think they're talking in a foreign language'.

Why do twins have trouble developing sounds and words? Well. research has suggested that twins are at greater risk for speech and language delays because of higher incidence of prematurity. low birth weight or limited individual communication with their parents.
Small Talk have a number of twins on their books and are happy to give advice & support to aanyone with  concern.

As featured on Radio Derby....

Libby Hill was invited onto BBC Radio Derby's Aleena Naylor Morning Show on Wednesday 29th July to talk about Chris Eubank's dental work. 'The idea was was a bit daunting at first but I thought it was a great opportunity to promote Small Talk' says Libby. Referrals for lisps are few and far between at Small Talk, however, therapy would be a much better alternative to expensive dental work. Its reported that he spent £30,000 in an effort to cure his speech impediment.

The studios are state of the art in Derby City centre and everyone was very welcoming. Libby reprts to actually enjoying the experience and has been asked to appear regularly for relevant topics.

Too much TV?

Television reduces verbal interaction between parents and infants, which could delay children's language development, says a U.S. study that challenges claims that certain infant-targeted DVDs actually benefit youngsters.
The researchers studied 329 children, aged 2 months to 48 months, and found that for each additional hour of television exposure, there was a decrease of 770 words (7 percent) heard from an adult by the children. The study also found that the more hours spent watching television, the fewer vocalizations infants made when adults talked to them.

"Some of these reductions are likely due to children being left alone in front of the television screen, but others likely reflect situations in which adults, though present, are distracted by the screen and not interacting with their infant in a discernable manner," wrote Dr. Dimitri A. Christakis, of Seattle Children's Hospital, and colleagues.

"At first blush, these findings may seem entirely intuitive. However, these findings must be interpreted in light of the fact that purveyors of infant DVDs claim that their products are designed to give parents and children a chance to interact with one another, an assertion that lacks empirical evidence," they noted.

The researchers added that their results may help explain previous findings of a link between television viewing and delayed language development.

"Given the critical role that adult caregivers play in children's linguistic development, whether they talk to their child while the screen is on may be critical and explain the effects that are attributed to content or even amount of television watched," the team wrote. "That is, whether parents talk less (or not at all) during some types of programs or at some times of the day may be as important in this age group as what is being watched."
The study appears in the June issue of the Archives of Pediatrics & Adolescent Medicine.

SOURCE: JAMA/Archives journals, news release, June 1, 2009

Languageland Training

Small Talk have just finished the Languageland training in Hixon Pre-school. The staff have responded very well to the ideas and will incorporate in future planning, while the children enjoyed the circle time sessioons. Libby Hill is also helping them in their quest to become recognised as a speech, language and communication friendly establishment. More training is planned including sign language. Libby pointed out that the pre-school is no worse than anywhere else. “In fact all nurseries will have at least 2 or 3 children with speech difficulties, some with delayed expressive language, while at least 1 is likely to have problems with social interaction or social use of language.
The Languageland training is currently being carried out at Millwich Nursery and Midway Acadamy.