Early Intervention Speech Therapy

I have been involved with Early Intervention "for years" and am proud to be both a Developmental Therapist as well as a Speech Pathologist in the eyes of the State Certification Board. EI is a great program and as with all great programs also has its "challenges" shall we say in ways that drive a person crazy at times. Enough said.....It's a Great Program! One of the challenges is for parents and their child's physician to get on board as early as possible instead of "let's wait and see" because once the child turns 3 years old, the program drops them "like a hot rock" and if you don't start in the program until the kid is 2 1/2 years old, you are expecting miracles out of yourself and the therapist to get things changed. I'm not saying it doesn't happen and better late than never.

Ways to look at challenges in accordance to Early Intervention:

Early Intervention Principles include my favorite: The focus of EI is to encourage the active participation of families in the therapeutic process by imbedding intervention strategies into family routines. It is the parents who provide the real early intervention by creatively adapting their child care methods to facilitate the development of their child, while balancing the needs of the rest of their family.

So, Early Intervention provides seminars for parents and therapists to attending including "Using the Family's Stuff" and their EI Principles includ what was typed above, thus I try very hard to not bring in toys (which just has me leaving with them and then the parents are wondering how to substitute/replace with what they have or do they have to go out and buy that toy) and I try very hard to work through the parent who then has 24hrs/7days a week to keep on working on their communication relationship instead of waiting for me to have a relationship with their chld and get him/her to follow through. It makes sense to me; I just wished it made sense to other therapists! My plan of treatment is always to help the communication listener (the parent) and the communication talker (the child) to change through "I'll wait until you try" moments/tasks throughout the day when the child is in that 'teachable moment'. I've put together some videos that help explain this. To the video webpage.

This is not a progam for the person that wants to sit in the other room and have the therapist work with the child and magically bring them out of the room all 'fixed'. Therapists are agents of change and since it takes "two to talk", you are that other one, not the therapist. I'll show you my "bag of tricks" because you've tried yours and must've felt it wasn't working. That isn't to say that you won't find therapists out there that have you sit in the other room (medical model) or that play with the child as you passively look on and are expected to learn without involving yourself in the process. It's a hard job.....you need to see as well as practice with the therapist. The communication relationship that we are trying to change is the parent/child one, not necessarily creating a therapist/child one.

Therapists are agents of change
My plant of treatment tends to include 4 things: creating "I'll wait until you try" tasks/moments during your day, using Melodic Intonation and Gesture-Phoneme cues, using Picture Request, and understanding the difference between passive interaction vs active interaction in getting your chld to talk/practice over and over and over again words that you want in his vocabulary that actually mean something (aka Power Words). I'm not a big sign language promoter because your child still needs you attached to him for when the neighbor/in-law says "what is he saying?" Whereas if he has a picture/word to hand a person, we all can read/interpret that.

Always feel free to give me a call to further discuss this stuff. Sometimes it's easier to chat about a topic than to read my thoughts. Contact me