Ian doing well in school
| Ian finished his first week of school last week and he seems to have made progress already. He is saying 'finished' and babbling more in general. He seems happier, too!Here is the latest piece of art he created.-Mom |
Ian Orion Miller's blog
Blogging with a little help from the parents - Ian's progress on hearing, speech and language
August 2009
Notes from auditory verbal therapy and pre-op appoinment with Dr. Slater
Ian was asleep for our pre-op exam with Dr. Slater - we're scheduled for surgery tomorrow at 7:15 AM.We ended up having most of our AV session with Amy and discussed some things we could do at home with Ian, as well as looked at recent progress. From our session today:
Create an experience book to talk about about actions, common phrases,
and requests by taking photos of people Ian recognizes doing things.
Use this to model and set up Ian to ask for things. Use the syllable paper set that builds to three syllable words. Work with Ian in identifying and vocalizing shapes. Work on Ian identifying words in isolation vs in a sentence. Continue working on expansion (adding words and modifiers to words he
already knows). Also expand on the newly acquired action words (person plus action)
like "mommy walking". Start giving him two sets of directions, like "get your shoes ... And
go sit down." Work on identifying opposites: big/little, short/long, hard/soft -
take objects and hide them where he can touch them, and the work on
him identifying things by characteristic.
Create an experience book to talk about about actions, common phrases,
and requests by taking photos of people Ian recognizes doing things.
Use this to model and set up Ian to ask for things. Use the syllable paper set that builds to three syllable words. Work with Ian in identifying and vocalizing shapes. Work on Ian identifying words in isolation vs in a sentence. Continue working on expansion (adding words and modifiers to words he
already knows). Also expand on the newly acquired action words (person plus action)
like "mommy walking". Start giving him two sets of directions, like "get your shoes ... And
go sit down." Work on identifying opposites: big/little, short/long, hard/soft -
take objects and hide them where he can touch them, and the work on
him identifying things by characteristic.
Tonight
Ian answered the phone and said 'hello' and then proceeded to babble
into the phone to the person on the other end. He's getting there! J
into the phone to the person on the other end. He's getting there! J
Drawing
| Ian's drawing still continues to amaze me. An art professor friend mentioned Paul Klee and I agree. Here is his latest.Also, today he used a three word sentence spontaneously. "Watch TV Pee Wee." His 'watch' has gotten very clear. More and more he is imitating words very well on the first try. He said a clear 'yellow circle.'-Mom |
A B C
| Ian has started singing the ABCs up to and including the 'next time won't you sing with me.' There are a lot of letters that are off. For example; he says 'y and y.' And all the words at the end are all approximations. Still cool and out of the blue.-Sarah |
Ian daily update
Tonight Ian, while reading books:
* spontaneously started counting (up to five)* spontaneously sang the itsy-bitsy spider song when were reading a book with a spider in it
* spontaneously started naming the colors of balloons in a book Earlier, he was bringing me different colored objects when asked for making a mr. potatohead, like a "green hat", and "blue shoes". This demonstrates that he is handling two-word phrases with different modifiers.
Auditory verbal therapy notes august 11th 2009
When ian says a word, confirm and add a modifier, like color, size,
possession (me my mine), preposition (under, over, in), articles (a,
this, that). Take photos of people he knows doing actions and use like flash cards
for actions. Ask questions like "what is he doing?" "What are you doing?" Game with three people - take turns with the book, first person asks
"what doing" to mommy, the goal is to have Ian ask mommy "what doing?"
With a picture in the book.
Set up dinner so ian has to ask a question of each person at dinner,
model this every evening. Two word phrases, like "rope in" "rope out" when using threaded toys
that have holes.
possession (me my mine), preposition (under, over, in), articles (a,
this, that). Take photos of people he knows doing actions and use like flash cards
for actions. Ask questions like "what is he doing?" "What are you doing?" Game with three people - take turns with the book, first person asks
"what doing" to mommy, the goal is to have Ian ask mommy "what doing?"
With a picture in the book.
Set up dinner so ian has to ask a question of each person at dinner,
model this every evening. Two word phrases, like "rope in" "rope out" when using threaded toys
that have holes.
