340 Infant Reflection 6

Reflection Blog 340 ( infant)

·       You will need to create a blog post reflecting on; how you think your intervention sessions are going, what you learned during the week (what is like working with families in a home setting, working with a partner, etc.), and what questions or concerns you have about the child, family intervention etc. 

·       I am doing intervention sessions with a little girl names Ivy, she is 13 months old. As I was running through the ages and stages questionnaire, I found that Ivy is very competent in all the areas and just barely borderline gray area on Fine Motor. The fine motor questions that were “not yets” were simply tasks that Shayna (the mother) hasn’t practiced with Ivy yet. For example, she will not give Ivy a crayon yet because last time they were at a restaurant and the waitress gave ivy crayons, it went straight into her mouth. A good idea that we talked about in class is “painting” with water and a spoon to see if Ivy sees the cause and effect to the wet spoon drawing pictures and scribbles on the paper. At the baseline visit, we will provide opportunities for Ivy to practice and explore more problem solving and fine motor.

·       I thought it was interesting that Shayna’s biggest concern is that Ivy is not social with other children, she is not curious and is fine playing on her own. Shayna thought that it was because her and her husband are antisocial and that Ivy is an only child. Ivy was not scared of me and my partner coming, but she definitely was more comfortable with distance. We will have to earn her trust over the visits. On the ages and stages, Ivy is 100% or 60/60 in the personal and social areas, so she is right in the target area for being perfect! Another one of Ivy’s strengths is gross motor, she is able stand, walk along furniture, go up and down stairs, and she received moms assistance to climb onto the couch. I did not know how to score the climbing question because Shayna said Ivy is able to climb but with assistance, she will call for her mom to kneel down and she will first climb onto her mom’s knee then onto the couch. Is that a “Yes” or a “Not yet”?

·       Weekly quote  

·       “They don’t care how much you know until they know how much you care.” This applies to this class and the future because I feel like the families that we work with trust us yet it makes the intervention session go by so much smoother when we are personable and make strong relationships with the family. They will be willing to practice the things we talk about when we are not there if they trust us as people and then as students.

·        

·       Resource Plan: Each week you will need to find a credible resource. This resource can be a resource that will help you learn or know how to work with your child and family. The resource should be relevant to the family and the developmental needs of your child. A great way to identify resources is to ask your family what they would like more information on or be attentive during your home visits. Your families will often ask questions that you can answer through a resource. You need to keep track of your resources from each week. At the end of the semester you will be complying the resources and giving it to your families.

·       http://www.asha.org/public/speech/development/Parent-Stim-Activities.htm

Activities to Encourage Speech and Language Development

Birth to 2 Years

• Encourage your baby to make vowel-like and consonant-vowel sounds such as "ma," "da," and "ba."
• Reinforce attempts by maintaining eye contact, responding with speech, and imitating vocalizations using different patterns and emphasis. For example, raise the pitch of your voice to indicate a question.
• Imitate your baby's laughter and facial expressions.
• Teach your baby to imitate your actions, including clapping you hands, throwing kisses, and playing finger games such as pat-a-cake, peek-a-boo, and the itsy-bitsy-spider.
• Talk as you bathe, feed, and dress your baby. Talk about what you are doing, where you are going, what you will do when you arrive, and who and what you will see.
• Identify colors.
• Count items.
• Use gestures such as waving goodbye to help convey meaning.
• Introduce animal sounds to associate a sound with a specific meaning: "The doggie says woof-woof."
• Acknowledge the attempt to communicate.
• Expand on single words your baby uses: "Here is Mama. Mama loves you. Where is baby? Here is baby."
• Read to your child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book.