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Tutoring Vs. Virtual Learning Support

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The Differences Between Tutoring and Virtual Learning Support

With Covid-19, we are in uncertain waters and these waters are not always smooth sailing. In addition to the responsibilities of day-to-day parenting, roles have shifted.  Parents are expected to teach and manage their child’s learning during days/weeks out of school.  Virtual learning can create new situations in the home. Some of the situations may have a positive impact, while others may create barriers for your child. For these reasons, parents often seek academic support for their child to be successful with the virtual learning model. This is why it is important to understand the difference between Tutoring and Virtual Learning Support. 

With personalized tutoring, students are administered an educational assessment to identify their basic academic levels of functioning needed to create an education plan.  Tutors address skills to help students achieve more at various levels of performance. Tutors provide direct instruction with the child and focus on their specific needs. They also utilize specific techniques, strategies, materials and resources to accomplish their academic goals.  Tutors often provide homework support for students functioning on grade level but needing additional instruction to reinforce understanding.  Tutoring is personalized to meet the needs of each student.

Virtual Learning Support is similar to homework support, but actually provides a more generic approach to instruction. 

Classroom teachers will create the assignments, and the academic coaches will focus on:

  • Keeping students organized and motivated
  • Building confidence and independence
  • Providing clarity and understanding of assigned material
  • Reinforcing academic skills
  • Providing structure and consistency
  • Helping with motivation to complete all work

A strong Virtual Learning Support program eliminates much of the stress parents and children experience. Parents can expect their child’s academic coach to:

  • Assume responsibility for assignments to be thoroughly and accurately completed
  • Provide full reports after every session describing what has been accomplished and any concerns noted
  • Communicate with the child’s classroom teacher as needed for clarification and collaboration
tutoring vs virtual learning Support

Best Way to Teach My Child How to Tie Shoes

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The Best Way To Teach My Child How to Tie Their Shoes

Teaching your child to tie their shoes can be a long and frustrating task for parents.  Luckily our occupational therapists break it down into easy steps for caregivers to teach their children.  With a little practice and repetition, your child will be tying their shoes in no time!

Check out these tips and tricks from our occupational therapists on simple and easy ways to teach your children

 

What is the best way to teach my child how to tie their shoes? Easy…

*Learning step by step on a shoe placed in front of them (tabletop level)

It is easier for children to learn how to tie their shoes on a tabletop level before learning how to tie it on their own foot.

*Having different colored laces (ex. 1 white lace 1 orange lace)

This way, when explaining step by step, it is visually easier on your child to understand the difference in the laces and see each step visually.

**Practice, Practice, Practice!

It takes time! Do not think it will happen overnight. Continue to practice and they will begin to get the hang of it! Don’t give up!

*Use Backwards Chaining Techniques

Chaining is a technique used in ABA (applied behavior analysis) to teach difficult tasks by breaking them down into smaller parts. Backwards chaining occurs when an Adult does each step of the task and allows the kid to do the very LAST step on their own. Essentially: breaking down the steps of a task and teaching them in reverse order. This gives the child an experience of success and completion with every attempt.

Below are the verbal cues we use for each step based on the way some CTC therapists teach the kiddos how to tie shoes! You can substitute your own steps for alternate methods:

  1. Criss Cross
  2. Orange Under White
  3. Pull Tight
  4. Make a loop
  5. Swoop
  6. Push through
  7. Pull tight

The parent would start by tying the shoe but allowing the child to ‘pull tight’ at the end. Over and over, the parent demonstrates the steps of shoe-tying, slowly, describing the procedure. With time, the parent fades back a step at a time, allowing the child to complete the ending steps instead of having to start with an untied shoe and remember what to do. This will allow the child begin to understand each step of the ‘Tying their own shoes’ process, while visually seeing it multiple times and physically being able to complete the task.

Here is a resource to help!

Shoe tying template

Developing Speech Language Skills at Home

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Developing Speech and Language Skills at Home

 

Home with your child more?… Now is a perfect time to work on developing speech and language skills!  Incorporating certain activities into your child’s daily routine is simple, easy and very effective!  Some parents feel as if developing speech and language skills must be a formal process of providing worksheets or setting aside a specific time each day to directly address certain skills. However, there are easy ways that are more successful in developing language and understanding when you engage your child during already established routines (such as mealtime, bedtime, bath time, play, etc.).  No matter the age of your child, these activities can be adapted for all skill levels.  Just remember to have FUN!

1.  Describe what you see

 

  • Verbalize and talk more often and with greater depth, describing what’s going on around you, and wondering out loud.
  • Instead of asking your child a bunch of questions try making comments and describe what you see.

 

  • Say: “We’re dumping sand into this big, green bucket.”
  • Instead of saying: “Are you pouring sand?”

 

  • Say: “Wow! That’s a big, blue circle!”
  • Instead of saying: “What color is that circle?”

 

2.  Describe the activity

  • “Your car is so fast! My car is slow. My car can beep the horn and go under the bridge. Let’s have a race with our cars.”

 

  • Your child will learn many words and concepts/ideas when you describe your shared experiences.

 

  • For younger kids, pointing is an important part of communicating. You can model pointing anywhere. It’s helpful to pair the pointing with a verbal label.
  • “Look! A big dog!”
  • “Police car! It’s so loud! Wee-ooh-wee-ooh!”

 

2.  Give choices

 

  • Giving choices empowers children but also allows you to maintain control of the tasks.

 

  • “You can wear your boots or your sneakers. Which pair of shoes would you like to wear?”

 

  • “Would you like some strawberries or blueberries?”

 

  • “We can go outside and play on your bike or play with chalk?”

 

3.  Talk about, describe and compare objects

 

  • Watermelons are so much bigger than oranges! Watermelons are heavy and round. We have to peel this orange before we can eat it.

 

  • Give the child a banana unpeeled. Wait and look at your child expectantly. “Oh, you want me to peel it? You say, ‘peel banana.’ I’m peeling the banana!”

 

4.  Self-Talk

 

  • Talk your inner monologue out loud.

 

  • Let your child hear your process. This will help them to develop logic, reasoning, problem solving and more advanced language skills.

 

  • “I wonder how we will get all of these bags of groceries from the car into our house. They are too heavy to carry all at once. Let’s get a wagon.”

 

5.  Make connections from the books you read together to compare what is going on in your own life

 

  • Talk about similarities and differences when you can.

 

6.  Parallel-Talk

 

  • Become a play-by-play announcer

 

  • Talk about what your child is doing in the moment:
  • “You’re building a tall tall tower!”
  • “You’re mixing blue and red paint. Hey, that looks like purple! Red and blue mixed together make purple!”

 

  • When engaging in parallel-talk, you can interpret your child’s actions:
  • “You’re pointing to the bookshelf. I see the truck up there! Do you want the truck? Tell me, ‘truck.’ You say, ‘truck.’ ‘truck.’”

 

7.  Repetition, repetition, repetition is the way to learn and hold on to new words.

 

  • For example, if your child is working on his/her use of the word “is,” then incorporate that into their play and during daily routines:
  • “Let’s introduce our babies to one another. Here is Rosie. Rosie is a girl. Casper is a boy. Here is Rascal.  Rascal is a dog.“

 

  • Cue your child to finish your sentence. Repeat it several times… repetition is key!

 

8.  Imitation

 

  • All children learn by imitating! Imitation is an important part of teaching and learning. For many children, mutual imitation (i.e., going back and forth imitating each other’s sounds, facial expressions, movements) is the most significant form of sustained social-interaction that they can achieve. When you imitate your child, for example, following his/her lead with a toy they are playing with, you are demonstrating focused attention on your child. By reflecting his/her actions, you can experience a wow moment of connectedness and fun! The next time your child picks up a musical toy and bangs on it, join in and imitate his/her sounds and rhythms. Remember to pause and wait for your child to continue.

 

  • For many parents, letting go of your own control and allowing your child to lead can be a new and difficult concept. But don’t forget — practice makes perfect! You do not need to be the director of your child at every moment, especially during play. Take a step back and see what your child can show you. When you imitate your child, you are showing them that “I’m doing what you’re doing” and this sets the stage for him/her to then imitate you.

 

9.  Have FUN!

 

  • Don’t forget to be playful and imaginative with your kids.  Kids love it when adults act silly and make mistakes. So how about next time you head out of the house with your child, leave your shoes behind and walk a few steps out the door…
  • “Oh silly me, I walked out of the house without my shoes!”

 

  • See if they even notice! If they don’t, try this again another day and see if you can prompt them to pay attention to your mistake. By mixing up a routine, you’re allowing your child to notice and make a comment. Give your child a fork with ice cream, wait, while looking at your child to see if and how they respond to this scenario?
  • “OH my goodness, I gave you a fork instead of a spoon. Oops, silly me!  It is hard to eat ice cream with a fork isn’t it?”

 

Don’t forget… It is NEVER too early to find out if your child could benefit from speech and language services.  The earlier the better!  We encourage you to contact us with any questions or concerns you may have.  We are here for you and your family!

speech and language skills

Alphabet Scavenger Hunt Activity at Home

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Alphabet Scavenger Hunt Activity at Home

Try this fun activity at home with your child- it can be adjusted for any age!

Instructions for the activity:

  • Make alphabet flash cards for your child to pick from
  • Have your child find something inside or outside that begins with that letter
  • Encourage your child to say the letter and the object
  • Talk about what the object does or how it is used
  • Have them write it out for extra practice!

How will this activity help my child succeed?

  • The alphabet scavenger hunt will help your child experience meaningful, hands-on alphabet practice
  • It integrates real-world identification with letters and sounds
  • This activity can provide necessary social interaction skills and even be made into a friendly competition with other children

We want to see your scavenger hunts.. tag us in your pics on social media!

 

Facebook

Instagram

YouTube

 

Scavenger hunt

Staff Spotlight Vlog #1: Cindy and Taylor

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Welcome to our new series: Carolina Therapy Connection Staff Spotlight Vlog. Time to have some fun and learn more about our team of therapists and education specialists. Go behind the scenes to get a glimpse of our culture and meet our work family!

 

Our first Staff Spotlight Vlog is with Cindy Taylor and Taylor Varnell.  Cindy is an Occupational Therapist and owner of Carolina Therapy Connection.  Taylor is the Office Director of both our Greenville and Goldsboro clinics.  Learn more about Cindy and Taylor in this up close and personal Vlog.  Subscribe to our YouTube Channel for more fun videos and Vlog’s.

 

Learn more about the other members of our CTC family here.

Sensory Walk Activity to do at Home!

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Home with your kiddos and need some sensory suggestions?

 

This is a sensory walk that you can easily create at home with chalk and other materials (bins filled with rice, beans, dirt, sand, etc.).  This helps to promote balance, coordination, and following directions.  Try it at home and show us how you created your very own sensory walk!

sensory walk

Teletherapy Services From the Comfort of Your Home

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What is Teletherapy?

Teletherapy is delivering online therapy services with one of our speech, occupational, or physical therapists  through telecommunication technology, often from a distance. Technology can now connect therapists with clients no matter the distance or situation.Telespeech – teletherapy – telehealth – telepractice – telerehabilitation…as with many labels, it’s interchangeable in this regard.We live in a world with constantly evolving technology and new and fancy inventions that keep our brains buzzing trying to keep up. Our basic communication skills are evolving at a rate that is lightning fast (see: Twitter, Facebook, Email). Why shouldn’t therapy services be evolving with the technology, as well?

How does teletherapy work?

Through a secure platform, therapists link to clients via an internet connection, web portal, and two-way live video. Through the platform, the kiddo can interact with the therapist just as he/she would if it was an in-person session. There can be hands-on activities, activities involving the platform, and even interactive games between the two. Often, a caregiver is on the end with the kiddo providing cueing and any “hands-on” techniques that might be needed by the instruction of the therapist.

Have you used any type of video calling on your cell phone? Then you know how the foundation of live video works in teletherapy! Teletherapy sessions are identical to face-to-face sessions, except instead of in person, you’re on a two-way video call.

Does it have the same impact as traditional face-to-face therapy?

Luckily, there has been a lot of research on teletherapy as it continues to grow as a service delivery model. Research has found very few differences between teletherapy and traditional in-person therapy!

Also, the American Speech-Language-Hearing Association (ASHA) has recognized teletherapy as an effective method of service delivery since 2005. You can find their statement regarding the matter here.

With any type of treatment, there isn’t a blanket statement that can be made with a “100% guarantee that this will work!” Just like some children respond better to whole groups than small groups, or some children can wear long sleeves and others can’t – some children will benefit greatly from this method and others will benefit more from a traditional face-to-face, 1:1 setting.

What do I need for teletherapy?

If you have a computer, a microphone, and a camera (which most computers/laptops have automatically now), you’re set! You’ll also need a strong internet connection. As long as you have those items, you can engage in teletherapy sessions.

What are the key benefits of teletherapy?

  • Convenience! Your child can now engage in therapy without leaving your home and you don’t have to feel like you need to clean up for a clinician to visit your home.
  • Kids love technology. Yes, there are opposite opinions regarding technology with children as a whole, but sometimes it needs to be embraced. Today’s children just don’t know a time without screens – and that’s OK. Most children love online video interaction and are highly motivated by it. Also, children can feel more comfortable in this setting than with an unfamiliar person. While a lot of adults might not understand the constant connection, kids do.
  • Access to providers you typically wouldn’t have access to otherwise. Those in rural areas can access therapy in their kitchen instead of having to drive an hour to a rural clinic. If you need a specialized treatment approach (like feeding therapy) that few are qualified in, teletherapy can connect you with that special therapist. The options provided to clients has grown tremendously with the introduction of teletherapy.
  • Less cancelled sessions 
  • There are no transportation concerns.
  • Children’s attention may be greater with teletherapy. Children are drawn to technology. The interactive platform and interactive games on the computer with the therapists are motivating and keep a lot of students engaged for longer amounts of time.

Check out this video of our kiddo’s using Teletherapy at CTC!

If you are interested in setting up a teletherapy session for your child, please contact us! We would love to get started with you!

teletherapy

Carolina Therapy Connection Expands into Goldsboro

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Now offering Occupational Therapy Services in Goldsboro, NC!

With our Greenville expansion and renovation completed, we are now developing therapy services in Goldsboro, NC to carry out our mission of “informing families, enriching lives, changing futures.”  Serving the Goldsboro area aligns directly with our vision “to be the regional leader of skilled processionals providing diverse, collaborative services for children and their families.” 

We are excited to open a satellite office that will encompass occupational therapy services and grow to include speech language therapy.  We offer occupational therapy services in the home, community, and in an office setting for those in and around Goldsboro.  Occupational therapy works with children, birth thru adolescence, to develop their skills to engage in everyday activities to their best of their ability.

Diagnoses we serve:

  • Developmental Delay
  • Autism Spectrum
  • ADHD/ADD
  • Cerebral Palsy
  • Downs Syndrome
  • Sensory Processing Disorder
  • Fine Motor/Gross Motor Delays
  • Feeding Delays (Picky eaters)
  • Behavior Issues
  • Handwriting Concerns

Treatment techniques we use:

Occupational Therapists may…

  • help kids work on fine motor skills so they can grasp and release toys and develop good handwriting skills
  • address hand–eye coordination to improve kids’ play and school skills (hitting a target, batting a ball, copying from a blackboard, etc.)
  • help kids with developmental delays learn basic tasks (such as bathing, getting dressed, brushing their teeth, and feeding themselves)
  • help kids with behavioral disorders maintain positive behaviors in all environments (e.g., instead of hitting others or acting out, using positive ways to deal with anger, such as writing about feelings or participating in a physical activity)
  • teach kids with physical disabilities the coordination skills needed to feed themselves, use a computer, or increase the speed and legibility of their handwriting
  • evaluate a child’s need for specialized equipment, such as wheelchairs, splints, bathing equipment, or dressing equipment
  • work with kids who have sensory and attentional issues to improve focus and social skills

Interested in learning more about our services in Goldsboro?

Contact us today by phone or email to learn more about our services for your child!

Are You and Your Child Frustrated With Homework?

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How Can an Educational Assessment be Beneficial to You and Your Child?

It is officially fall – that means football, costumes, hayrides, pumpkin spiced lattes (and everything else pumpkin flavored you can dream up) and HOMEWORK. (Wait, homework?).

Yes, if your evenings are like many other parents, it consists of long, grueling nights of frustration, confusion, and nagging.

Chances are your child has been “back to school” long enough for you to begin to see patterns. How much homework is the teacher giving? When is it due? You should know the teacher’s expectations and how your child is responding. Are they frustrated? Do you hear things like…I’m not good at reading? Math is stupid…why do I have to do this dumb stuff anyway?

Many parents accept this conflict with their children as an unavoidable consequence of responsible parenting. Arguing, punishing, and refusing to help rarely result in improved performance in school – and certainly no progress toward what should be our ultimate goal: helping children enjoy learning and have a positive school experience.

The solution to the problem of homework always begins with an accurate diagnosis and a recognition of the demands placed on your child. Parents should never assume that a child who resists doing homework is “lazy.” Your child may be anxious, frustrated, discouraged, distracted, and even angry- but this is not laziness.

To provide the best environment for your child, it is beneficial to create a homework plan. Our Educational Specialist recommends:

  • Breakdown homework by task: Pick one small task that your child can do to get started.
  • During the homework hour, all electronics are turned off, for the entire family.
  • Most elementary school children are able to work more effectively in a common area, with a parent nearby. Parents may work on other projects during this time, but should be available to help, to offer encouragement, and to answer children’s questions. Parents: avoid engaging in phone conversations during this time and be available if your child needs help.
  • Set aside a specified (and limited) time for homework. Set a time after school, after dinner, or a time that works best with your family’s schedule.
  • Be positive and encouraging. Make note of every improvement, not every mistake.
  • Avoid nagging and punishments. Give your child time to adjust and do not assume their lack of desire to complete a task is because they are unmotivated.

If you are already doing many of these recommendations with no real improvement in behavior, it is time to sit down with our Educational Specialist for an assessment of how our Educational Services can help!

Our Educational Specialist, Becky Taylor has over 40 years of experience helping children have a successful learning experience. For more information on pricing and what this process looks like visit our website: Educational Services

Q: Who would benefit from an Educational Assessment of Academic Achievement?

A: Reaching a decision to have an educational assessment typically comes after a period of struggle, distress, and various strategies to help improve the educational process. This assessment is an important step to help a student achieve success and for a parent to better understand how to address areas of concern. Results of this testing will address:

  • Academic achievement
  • Academic levels of functioning in:
  • Math
  • Written expression
  • Language
  • Reading
  • Academic readiness
  • Academic potential
  • Learning style
  • Attention difficulties
  • Communication skills

Results from this comprehensive assessment will provide important information in developing a plan of remediation.

Q: What is involved in an Educational Assessment?

A: Educational evaluations are comprised of informal assessments, standardized tests, evaluator observation, criteria-referenced tests, checklists and interviews. Test scores are analyzed to better understand the student’s areas of learning strengths and needs. The evaluation will include specific recommendations to address what is going on with the student.

Q: What happens after the Educational Assessment?

A: Once the comprehensive Educational Assessment is completed, an appointment will be scheduled with the parent to meet with our Educational Specialist. This follow-up conference will include a summary of the results and recommendations going forward to help the student achieve their greatest potential.

Q: What information can I gain from an Educational Consultation?

A: Consultation and review can be very useful in determining the next best step to address educational problems. Oftentimes, there is a complexity of learning challenges (attention, behavior, speech/language, social interactions, academic) that need to be addressed. Often, a parent has questions about response and services provided by the school; needing to accurately know the areas of academic strengths and weaknesses; or the implementation of services.

Q: How do I get started with the Educational Assessment process?

A: Getting started is easy! Contact us on our website www.carolinatherapyconnection.com or call our clinic at 252-341-9944 to connect with our staff. We will schedule an appointment to meet with our Educational Specialist.

Speech and Language Development

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Speech and Language Development

All children have speech variations during their early language development. Perhaps your child switches different consonants or still mixes words with baby talk. All of these things are normal to a certain age. Some children grow out of these practices or figure out articulation once they have learned to read and see how things are spelled. Many parents wonder is this normal for a child their age, or is there a problem? And if so, what should they do?

Is This Normal?

“Parents should be able to understand at least 50% of what a toddler is saying by their second birthday. By age three, parents should understand most (90%) of what a child is saying. By age four, strangers should understand most (90%) of what a child is saying,” says Laura Mize, a pediatric speech-language pathologist in her blog, Teach Me to Talk.

Thankfully, there are developmental milestones that can help determine if your child needs help with articulation. Teach Me to Talk has a list of first targets for speech intelligibility in toddlers.

What Do I Look For?

The first question to ask yourself is Is my child using the correct number of syllables in a word? 

Even if your child is not saying words perfectly, look for the correct use of syllables. This helps with determining what word they are trying to say, and helps differentiate from other words that may have similar sounds. If your child is having trouble with this, try clapping out syllables to help them hear the difference. This will help with communication before they use full sentences.

Next, Is my child using correct vowel sounds in words? 

If your child has an issue with dropping particular vowels, you can introduce those sounds in play. Using troublesome vowels as sound effects while playing helps your child become familiar with a sound that is difficult for them.

Can my child use two different vowel sounds in words, or does he always copy the first sound for the next syllable?

When a child is learning to speak, repeating vowels, such as “baba” for bottle, are used to simplify words. However, some children do not grow out of this stage, and therefore need help learning how to change the second vowel.

The next question to ask is, Is my child learning consonant sounds in the beginnings of words and syllables? 

Omitting beginning consonant sounds make if very hard to understand what a child is saying, especially when many words are strung together in a full sentence. Speech therapy is a wonderful tool to help a child develop those missing sounds.

And lastly, Is my child using ending consonant sounds? 

Dropping endings, lisping, and ending in vowel sounds instead of the desired consonant are some of the most common reasons for speech therapy. There are many tips and tricks to help a child learn and be aware of those ending sounds.

What Is The Next Step?

If you notice your child is not reaching these milestones, there are options! Speech therapy is a wonderful tool that not only helps your child with their speech, but it also helps with communication, comprehension, social skills, expanding vocabulary, articulation, and many other areas. If your child is in need of therapy, it is best to begin as soon as possible. Children enrolled in therapy early (before they’re 5 years old) tend to have better outcomes than those who begin therapy later. Older kids may progress at a slower rate, because they often have learned patterns that need to be changed.

ASHA describes articulation disorders as the difficulty of producing sounds in syllables or saying words incorrectly to the point that listeners can’t understand what’s being said.

Mommy Speech Therapy gives a great overview of the process of articulation therapy. “First practice the sound in isolation, then in syllables, words, sentences, stories, conversation and finally generalizing the target sound in all contexts of language.”

Where Should My Child Go?

There are various approaches to articulation therapy. Our speech therapists here at Carolina Therapy Connection are specialized in articulation therapy, and each session is designed with your child’s specific needs in mind. They physically show the child how to make certain sounds, and may demonstrate how to move the tongue to produce specific sounds. Not only do our therapists work with your child, but they work with you as a parent to enhance learning in the home.

One of the many strengths of Carolina Therapy Connection is the multi-disciplined aspect of our clinic. Some children with speech needs only need speech therapy, but often, children have a need for other therapy as well. We offer speech therapy, feeding therapy, occupational therapy, physical therapy, and educational assessments. Our therapists are trained to notice any other needs for children they treat, and can help determine if an evaluation is needed. Our focus is the wellness of the child. All of our therapists work together to insure they are receiving all the help they need to reach their highest potential!

speech therapy for kids