1:1 in a quiet speech and language therapy session, school based.
What was the agerange of the children you used it with?
I used these cubes and composite picture cards with KS1 children – aged 6 - 8 year olds as well as a Year 4, 9-year-old.
What are the benefits of the resource?
Very portable – strong, well made picture cards and I put the cubes in a draw-string ‘feely bag’.
Some familiar and some less familiar scenes which promoted further discussion.
A fabulous resource to develop understanding and use of ‘narrative’ and storytelling. The visuals were superb at supporting the logical sequencing of events to enable students to a) plan and then b) tell their narrative.
I used this resource with individual students, but I can easily see how this would be a fantastic resource for group therapy as well; it would encourage and target turn-taking, social skills, focus, eye contact, listening to others, negotiation, vocabulary, narrative, higher level thinking, asking questions and inference…all in one!
Â
Resource Review – Benefits of the product
This resource was so interactive, fun and tactile!
The complete and clear pictures, with good size cubes to roll (for smallish hands). The cubes have a lovely tactile feel that my students really liked.
I think I would like some more familiar or everyday scenes for younger children eg; fair/zoo/park/football pitch/classroom etc.
 Although there were suggestions for ideas how to use the resource, which were easy to follow, I was able to use further ideas and/or customise its use with individual children easily i.e. using less cubes initially.
The colour coding of the cubes was excellent (as was having the crib sheet on the back of the instructions).
What is the long term appeal of the resource?
One of the most useful aspects of this resource was that it could be used with a huge age range. EYFS students would like the cubes and pictures, my KS1 and KS2 children loved it. I could also see it working well with EAL, KS3 and older students and adults with learning difficulties.
Is the product unique?
The idea of story cubes isn’t unique, but coupling them with the overlays is. Very ingenious.
1:1 in a quiet speech and language therapy session, school based.
What was the agerange of the children you used it with?
I used these cubes and composite picture cards with KS1 children – aged 6 - 8 year olds as well as a Year 4, 9-year-old.
What are the benefits of the resource?
Very portable – strong, well made picture cards and I put the cubes in a draw-string ‘feely bag’.
Some familiar and some less familiar scenes which promoted further discussion.
A fabulous resource to develop understanding and use of ‘narrative’ and storytelling. The visuals were superb at supporting the logical sequencing of events to enable students to a) plan and then b) tell their narrative.
I used this resource with individual students, but I can easily see how this would be a fantastic resource for group therapy as well; it would encourage and target turn-taking, social skills, focus, eye contact, listening to others, negotiation, vocabulary, narrative, higher level thinking, asking questions and inference…all in one!
Â
Resource Review – Benefits of the product
This resource was so interactive, fun and tactile!
The complete and clear pictures, with good size cubes to roll (for smallish hands). The cubes have a lovely tactile feel that my students really liked.
I think I would like some more familiar or everyday scenes for younger children eg; fair/zoo/park/football pitch/classroom etc.
 Although there were suggestions for ideas how to use the resource, which were easy to follow, I was able to use further ideas and/or customise its use with individual children easily i.e. using less cubes initially.
The colour coding of the cubes was excellent (as was having the crib sheet on the back of the instructions).
What is the long term appeal of the resource?
One of the most useful aspects of this resource was that it could be used with a huge age range. EYFS students would like the cubes and pictures, my KS1 and KS2 children loved it. I could also see it working well with EAL, KS3 and older students and adults with learning difficulties.
Is the product unique?
The idea of story cubes isn’t unique, but coupling them with the overlays is. Very ingenious.
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May is “Better Hearing and Speech Monthâ€, an annual awareness campaign organised by ASHA.Learning Resources provide an array of communication resources designed to build confidence in early vocabulary and oral language skills. In order to raise awareness of this campaign and its goals, we’ve teamed up with Belinda Robertson, Specialist Speech and Language Therapist at Hitchin Speech Therapy, to ask some key questions about communication and social development in young learners.Mrs Belinda RobertsonIndependent Specialist Speech & Language Therapist (SLT)Belinda is a qualified Speech and Language Therapist who has had an extensive and enjoyable 32 years working with children of all ages and personalities, in a wide range of different locations and establishments.She has been an SLT manager in the NHS, tutored nursing students, a community governor of an ‘outstanding’ nursery school, is a mother herself and now works in her own private Speech and Language Therapy practice (www.hitchinspeechtherapy.com).She has a huge wealth of experience working with children with many different speech and language difficulties and special needs; including autism, Downs Syndrome, stammering, feeding & swallowing difficulties, dyspraxia, learning difficulties, voice problems, brain injury and cerebral palsy.At ‘Hitchin Speech Therapy’ she feels extremely lucky to work with children of all different ages and therefore with a huge range of toys and resources on a daily basis!
How can parents and childminders support their children’s verbal communication at home?
0-2 years
Look at books together, sing songs and traditional rhymes, stacking toys to develop turn-taking, hand and action rhymes. No screen time/media for under 2’s is often recommended by many paediatricians
Pre-school
Play, play, play! Remember you are your child’s favourite plaything/toy!
Get down to your child’s level – play and talk so they can really see your face.
More books, more songs, more action songs & rhymes, more traditional nursery rhymes. Their benefit for speech and language development cannot be stressed enough.
Turn-taking puzzles and games– COMMUNICATION is all about verbal turn taking.
Play what we call ‘The Child’s Game’ where you follow your child’s lead and not your own agenda.
Turn off the T. V, media and iPad/iPhone…limit it to national guidelines.
Develop your child’s understanding of letters and sounds by teaching them both the letter as in ‘g’ (gee) and the phonic sound ‘g’.
Support your child’s language by remembering the ‘Rule of hand’ = make 4 comments (fingers) to one question (thumb). Your child is more likely to continue and develop a conversation this way than just answering your yes/no QUESTION.
What style of game would you recommend to support children’s social development?
Peek-a-boo, row-row-row-the-boat – action songs and rhymes
I-spy type games
Verbal turn-taking of any sort
Remember to ‘role-reverse’ when playing games so that your child becomes ‘the teacher’!
Develop the rules of turn-taking from quite early on. You can do this with siblings, family members and friends. Eg: ball rolling to each other, putting pieces in a puzzle or putting the next brick on a tower.
Ready, steady…go games! Always a winner!
A Speech and Language Therapist is never seen without her bubbles – great for getting social skills and interaction going.
With hands on games your child SEES and HEARS and UNDERSTANDS (at a very basic level) that you want to spend time with them, that you cherish them and that you want to spend your valuable time with them.
These types of games develop speech, language, communication, turn-taking, interaction, patience, fine-motor, thought, logic, numeracy, concepts and ideas…the young brain is like a sponge and wants to soak all these skills up each and every day.
They are fun and enjoyable – you can laugh and laugh and laugh.
They relax you and your child.
You develop reciprocal (shared) experiences – so essential for attachment,  bonding and nurturing.
You can play hands on games at any age from 6 months – 100. Get the whole family involved!
Â
Have you noticed any consequences ofchildren living in the digital age?
Research is showing that in some areas language/talking/listening is less well developed on entry to pre-school, nursery and reception.
Head Teachers are telling me they are noticing this more and more, and that it is having a detrimental effect on early language, social skills, listening and attention skills, which have a knock on effect on a child’s early literacy (reading, writing and spelling).
Do you have any advice for the prevention of hearing and speech difficulties in young children?
Offer as many listening and speaking opportunities as you can - throughout the day and every day.
If you know of any speech, language, autistic spectrum disorder, stammering or hearing loss in your family history – get early advice if you can.
If you are concerned, follow your mum/dad instinct and request advice or an assessment early. Early intervention is recommended in the literature.
Reduce and stop dummy use as soon as you can. Persistent and habitual use is linked to Glue Ear and suspected hearing difficulties.
Turn the TV, radio, tablet down rather that up – even better, off.
Do not give young children headphones unless advised by a professional to do so.
Attend professional appointments if you are offered them – others may be concerned about your child’s development, even if you feel they are coming on well.
(Parents are advised to look up the latest research on the internet for further information. Guidelines and advice change frequently with updatedresearch).Belinda does not have anything against ipads when used sensibly/limited and also uses them in some therapy sessions.Belinda has tested out some of our communication resources within a therapy setting including Plot Blocks™ Story Building Activity Set and Wild About Animals Snapshots™ Critical Thinking Photo Cards. “The fierce animals looked fierce (which my boy students loved) and the more gentle animals did look really gentle and appealing. Many of the cards created a sense of animation, movement, humour and anticipation – just like wild animals should!†Read the full reviews above.
Better Hearing and Speech Month May is “Better Hearing and Speech Monthâ€, an annual awareness campaign organised by ASHA.Learning Resources provide an array of communication resources designed to build confidence in early vocabulary and oral language skills. In order to raise awareness of this campaign and its goals, we’ve teamed up with Belinda Robertson, Specialist Speech and Language Therapist at Hitchin Speech Therapy, to ask some key questions about communication and social development in young learners.Mrs Belinda RobertsonIndependent Specialist Speech & Language Therapist (SLT)Belinda is a qualified Speech and Language Therapist who has had an extensive and enjoyable 32 years working with children of all ages and personalities, in a wide range of different locations and establishments.She has been an SLT manager in the NHS, tutored nursing students, a community governor of an ‘outstanding’ nursery school, is a mother herself and now works in her own private Speech and Language Therapy practice (www.hitchinspeechtherapy.com).She has a huge wealth of experience working with children with many different speech and language difficulties and special needs; including autism, Downs Syndrome, stammering, feeding & swallowing difficulties, dyspraxia, learning difficulties, voice problems, brain injury and cerebral palsy.At ‘Hitchin Speech Therapy’ she feels extremely lucky to work with children of all different ages and therefore with a huge range of toys and resources on a daily basis!
How can parents and childminders support their children’s verbal communication at home?
0-2 years
Look at books together, sing songs and traditional rhymes, stacking toys to develop turn-taking, hand and action rhymes. No screen time/media for under 2’s is often recommended by many paediatricians
Pre-school
Play, play, play! Remember you are your child’s favourite plaything/toy!
Get down to your child’s level – play and talk so they can really see your face.
More books, more songs, more action songs & rhymes, more traditional nursery rhymes. Their benefit for speech and language development cannot be stressed enough.
Turn-taking puzzles and games– COMMUNICATION is all about verbal turn taking.
Play what we call ‘The Child’s Game’ where you follow your child’s lead and not your own agenda.
Turn off the T. V, media and iPad/iPhone…limit it to national guidelines.
Develop your child’s understanding of letters and sounds by teaching them both the letter as in ‘g’ (gee) and the phonic sound ‘g’.
Support your child’s language by remembering the ‘Rule of hand’ = make 4 comments (fingers) to one question (thumb). Your child is more likely to continue and develop a conversation this way than just answering your yes/no QUESTION.
What style of game would you recommend to support children’s social development?
Peek-a-boo, row-row-row-the-boat – action songs and rhymes
I-spy type games
Verbal turn-taking of any sort
Remember to ‘role-reverse’ when playing games so that your child becomes ‘the teacher’!
Develop the rules of turn-taking from quite early on. You can do this with siblings, family members and friends. Eg: ball rolling to each other, putting pieces in a puzzle or putting the next brick on a tower.
Ready, steady…go games! Always a winner!
A Speech and Language Therapist is never seen without her bubbles – great for getting social skills and interaction going.
With hands on games your child SEES and HEARS and UNDERSTANDS (at a very basic level) that you want to spend time with them, that you cherish them and that you want to spend your valuable time with them.
These types of games develop speech, language, communication, turn-taking, interaction, patience, fine-motor, thought, logic, numeracy, concepts and ideas…the young brain is like a sponge and wants to soak all these skills up each and every day.
They are fun and enjoyable – you can laugh and laugh and laugh.
They relax you and your child.
You develop reciprocal (shared) experiences – so essential for attachment,  bonding and nurturing.
You can play hands on games at any age from 6 months – 100. Get the whole family involved!
Â
Have you noticed any consequences ofchildren living in the digital age?
Research is showing that in some areas language/talking/listening is less well developed on entry to pre-school, nursery and reception.
Head Teachers are telling me they are noticing this more and more, and that it is having a detrimental effect on early language, social skills, listening and attention skills, which have a knock on effect on a child’s early literacy (reading, writing and spelling).
Do you have any advice for the prevention of hearing and speech difficulties in young children?
Offer as many listening and speaking opportunities as you can - throughout the day and every day.
If you know of any speech, language, autistic spectrum disorder, stammering or hearing loss in your family history – get early advice if you can.
If you are concerned, follow your mum/dad instinct and request advice or an assessment early. Early intervention is recommended in the literature.
Reduce and stop dummy use as soon as you can. Persistent and habitual use is linked to Glue Ear and suspected hearing difficulties.
Turn the TV, radio, tablet down rather that up – even better, off.
Do not give young children headphones unless advised by a professional to do so.
Attend professional appointments if you are offered them – others may be concerned about your child’s development, even if you feel they are coming on well.
(Parents are advised to look up the latest research on the internet for further information. Guidelines and advice change frequently with updatedresearch).Belinda does not have anything against ipads when used sensibly/limited and also uses them in some therapy sessions.Belinda has tested out some of our communication resources within a therapy setting including Plot Blocks™ Story Building Activity Set and Wild About Animals Snapshots™ Critical Thinking Photo Cards. “The fierce animals looked fierce (which my boy students loved) and the more gentle animals did look really gentle and appealing. Many of the cards created a sense of animation, movement, humour and anticipation – just like wild animals should!†Read the full reviews above.
READ MORE
National Children’s Day UK (NCDUK) is all about the importance of a healthy childhood and how we need to protect the rights and freedoms of children in order to ensure that they can grow into happy, healthy adults.
National Children’s Day UK (NCDUK) is all about the importance of a healthy childhood and how we need to protect the rights and freedoms of children in order to ensure that they can grow into happy, healthy adults.
The classroom setting is a place that primary school children will spend most of their time during a specific year of their school life. It is important that the environment is welcoming, inspiring and creates a space for self expression and growth. A warm and interactive classroom environment can have very positive effects on academic achievement and can also foster a strong sense of community.
Visual Appeal
Teacher’s often take great pride in creating the best possible learning environment, and when done so effectively, it will help children to develop a sense of ownership towards their classroom and their school. Warm colours such as red and green combined with natural lighting can create a stimulating environment for children to learn. Colourful displays and schedules are great for keeping organised and alleviating anxiety through visual cues.Learning Resources Daily Schedule Pocket Chart
Interactivity
Elements of the classroom that invite participation such as learning calendar’s and attendance charts will help children to feel part of a community and feel positive about their surroundings. Resources that give children the confidence to interact such as answer buzzers will ensure that each child in your class has the ability to speak and be actively listened to, improving self-esteem.Learning Resources Magnetic Learning Calendar
Sensory Input
Children discover the world through their senses, so creating an environment with a mixture of sensory resources will keep children focused. Each pupil will have different sensory preferences so it is good to tailor tasks to suit specific needs, for example creating a quiet area with bean bags and quiet music for soothing pupils that are restless.Learning Resources Primary Science Sensory Tubes
Minimising Distractions
Keeping the classroom tidy and organised will minimise visual distractions for your class. It can be difficult to keep track of each child’s work so organisation stations that provide a pocket for each individual will allow you to keep track of finished and unfinished work. Wipe-clean pockets are also a great way to complete paper based activities as they can be re-used and mistakes can be easily corrected which removed the fear of ‘getting it wrong’, also helping to boost self-esteem.Learning Resources Organisation Station® Pocket Chart
Time flies when having fun!
Keeping track of timed activities can be a difficult task, especially if the class is divided into groups. Time trackers are a great way to let children know how much time they have left, so that you don’t have to watch the clock! With miniature options for group tasks and larger options for whole class activities; visual warnings, digital displays and sound cues help children to make better use of their time during tasks, tests and experiments. Learning Resources Time Tracker® Mini Our in-house qualified teacher, Joanne Moore, has also given a top tip to help keep the classroom tidy in the long term: “Tidy up time music is a great way to energise students and signal when it is time to pack away. I used Supercalifragilisticexpialidocious with my reception classes! After a few times I didn’t even have to explain what the music was for, the children would put everything in the right place and be in their seats by the time the song was finished.â€
The classroom setting is a place that primary school children will spend most of their time during a specific year of their school life. It is important that the environment is welcoming, inspiring and creates a space for self expression and growth. A warm and interactive classroom environment can have very positive effects on academic achievement and can also foster a strong sense of community.
Visual Appeal
Teacher’s often take great pride in creating the best possible learning environment, and when done so effectively, it will help children to develop a sense of ownership towards their classroom and their school. Warm colours such as red and green combined with natural lighting can create a stimulating environment for children to learn. Colourful displays and schedules are great for keeping organised and alleviating anxiety through visual cues.Learning Resources Daily Schedule Pocket Chart
Interactivity
Elements of the classroom that invite participation such as learning calendar’s and attendance charts will help children to feel part of a community and feel positive about their surroundings. Resources that give children the confidence to interact such as answer buzzers will ensure that each child in your class has the ability to speak and be actively listened to, improving self-esteem.Learning Resources Magnetic Learning Calendar
Sensory Input
Children discover the world through their senses, so creating an environment with a mixture of sensory resources will keep children focused. Each pupil will have different sensory preferences so it is good to tailor tasks to suit specific needs, for example creating a quiet area with bean bags and quiet music for soothing pupils that are restless.Learning Resources Primary Science Sensory Tubes
Minimising Distractions
Keeping the classroom tidy and organised will minimise visual distractions for your class. It can be difficult to keep track of each child’s work so organisation stations that provide a pocket for each individual will allow you to keep track of finished and unfinished work. Wipe-clean pockets are also a great way to complete paper based activities as they can be re-used and mistakes can be easily corrected which removed the fear of ‘getting it wrong’, also helping to boost self-esteem.Learning Resources Organisation Station® Pocket Chart
Time flies when having fun!
Keeping track of timed activities can be a difficult task, especially if the class is divided into groups. Time trackers are a great way to let children know how much time they have left, so that you don’t have to watch the clock! With miniature options for group tasks and larger options for whole class activities; visual warnings, digital displays and sound cues help children to make better use of their time during tasks, tests and experiments. Learning Resources Time Tracker® Mini Our in-house qualified teacher, Joanne Moore, has also given a top tip to help keep the classroom tidy in the long term: “Tidy up time music is a great way to energise students and signal when it is time to pack away. I used Supercalifragilisticexpialidocious with my reception classes! After a few times I didn’t even have to explain what the music was for, the children would put everything in the right place and be in their seats by the time the song was finished.â€
Lauren is a 28 year old married mum of two originally from South Shields now a resident of Northern Ireland, blogging about family life, autism, fashion, days out and much more. Lover of writing, reading, photography, cats & sugar skulls!
Having a child with Autistic Spectrum Disorder often means a lot of careful planning and scheduling goes in to the day. Despite this, you have to be ready for anything, as you really never know when something might change and send everything off balance.In a house with two children, things can get pretty hectic. That doesn’t change when you have a child on the spectrum, but you do need to keep a bit of routine going, to keep things running smoothly. It all feels like second nature to me now, because we’ve been doing things ‘our way’ for years now. It’s only when you step back and think about it properly that you realise how much extra work you do each day.I thought I would invite you in to our world and show you what a day in our life is like!7.00amA typical day for us starts at 7am. Some mornings, my son Neil may wake up at 5.30, but will often get his iPad and amuse himself until someone else gets up. Other mornings, I’m the first up, and so I go and open all of the curtains to let the natural light rouse the children. I’ll give them until 7.15 before physically waking them, if the light trick hasn’t done the job.My next job is to set Neil’s morning routine on to his daily schedule. Things run a lot smoother for us if Neil knows exactly what is happening, and it makes him less anxious for the day ahead. The morning schedule includes things like ‘get changed’ and ‘have breakfast’, right up until it’s time to go to school.8:30amAt 8:30, the school bus picks up the kids from the road at the top of our street. Caitlin will play in the street with her friends from around 8:20, but Neil will stay in the house until the very last minute. As he’s leaving, he does the same handshake with his dad every morning.2:15pmHome time! Neil’s favourite time of the day, he really doesn’t like school. The hour after getting home is usually wind down time, he finds the school day quite stressful so we have to bring his stress levels down. As soon as the kids arrive home we set up the visual schedule for the afternoon. Usually Neil will want to sit somewhere quiet with his iPad for a while, watching mario videos on Youtube so he can fill his head with facts about his favourite thing. He finds this very calming! We have to give a countdown to let Neil know it’s time to finish with the iPad, otherwise trying to take it off him can cause quite a meltdown! (A timer like the Time Tracker is great for counting down how long he has left with an activity).3:15pmTime for homework! Trying to do homework with two children is tough. Parents of three or more children, I salute you, I honestly don’t know how you do it! My daughter Caitlin is in year 2, and is starting to do her homework independently. Neil still requires a lot of input, his concentration levels can be quite poor and he needs help staying on task. We have to keep the kitchen table clear and distraction free to make sure all attention is on the work! Sometimes a simple task can take over an hour, and is probably the most frustrating part of the day for Neil, and for me. He likes to have something to fiddle with, so we usually let him squeeze his Playfoam in-between tasks, which helps!4:15pmPhysical activity is a great way to work off the frustrations built up during homework time, and is great for working off some energy which will (hopefully) help Neil get to sleep later. We must remember to add outdoor time to the schedule, or Neil will refuse to go out. We have an outdoor schedule which we take with us when going to the shops or the park, so Neil knows where we are going and how long we will be!6:30pmAfter dinner, we start the long relaxation routine which runs up until bedtime. We have to follow this routine every night to make sure things go smoothly, any deviation from the routine can result in tears! We start with a wind down period of some quiet play. This is usually something like Lego, or our Gears! Gears! Gears! sweet shop. Activities like this are relaxing, great for the kid’s fine motor skills, and help release the hormone which helps the kids get to sleep!8:00pmBed time routine starts with a story, and some talking time. This time of night, Neil seems to come alive, and is full of questions about everything! We’ve assigned a 30 minute window where he can get all of the questions out of his system before bed, otherwise he will be up and down every 10 minutes after bedtime. Settling to bed can be a real problem for children with autism, and for Neil it’s a nightly struggle. Sometime’s he’s asleep by 9:30, and other night’s he’s still awake long after midnight!Once the day is over, I get myself ready for the next morning, making sure everything is in place to start the routine again! I hope you’ve enjoyed a little insight in to our life. Obviously each day there is so much more to do, but I would need the pages of a novel to write about it all!If you want to see my reviews on some of the products mentioned here, you can find them on my blog. Other reviews include:
Lauren is a 28 year old married mum of two originally from South Shields now a resident of Northern Ireland, blogging about family life, autism, fashion, days out and much more. Lover of writing, reading, photography, cats & sugar skulls!
Having a child with Autistic Spectrum Disorder often means a lot of careful planning and scheduling goes in to the day. Despite this, you have to be ready for anything, as you really never know when something might change and send everything off balance.In a house with two children, things can get pretty hectic. That doesn’t change when you have a child on the spectrum, but you do need to keep a bit of routine going, to keep things running smoothly. It all feels like second nature to me now, because we’ve been doing things ‘our way’ for years now. It’s only when you step back and think about it properly that you realise how much extra work you do each day.I thought I would invite you in to our world and show you what a day in our life is like!7.00amA typical day for us starts at 7am. Some mornings, my son Neil may wake up at 5.30, but will often get his iPad and amuse himself until someone else gets up. Other mornings, I’m the first up, and so I go and open all of the curtains to let the natural light rouse the children. I’ll give them until 7.15 before physically waking them, if the light trick hasn’t done the job.My next job is to set Neil’s morning routine on to his daily schedule. Things run a lot smoother for us if Neil knows exactly what is happening, and it makes him less anxious for the day ahead. The morning schedule includes things like ‘get changed’ and ‘have breakfast’, right up until it’s time to go to school.8:30amAt 8:30, the school bus picks up the kids from the road at the top of our street. Caitlin will play in the street with her friends from around 8:20, but Neil will stay in the house until the very last minute. As he’s leaving, he does the same handshake with his dad every morning.2:15pmHome time! Neil’s favourite time of the day, he really doesn’t like school. The hour after getting home is usually wind down time, he finds the school day quite stressful so we have to bring his stress levels down. As soon as the kids arrive home we set up the visual schedule for the afternoon. Usually Neil will want to sit somewhere quiet with his iPad for a while, watching mario videos on Youtube so he can fill his head with facts about his favourite thing. He finds this very calming! We have to give a countdown to let Neil know it’s time to finish with the iPad, otherwise trying to take it off him can cause quite a meltdown! (A timer like the Time Tracker is great for counting down how long he has left with an activity).3:15pmTime for homework! Trying to do homework with two children is tough. Parents of three or more children, I salute you, I honestly don’t know how you do it! My daughter Caitlin is in year 2, and is starting to do her homework independently. Neil still requires a lot of input, his concentration levels can be quite poor and he needs help staying on task. We have to keep the kitchen table clear and distraction free to make sure all attention is on the work! Sometimes a simple task can take over an hour, and is probably the most frustrating part of the day for Neil, and for me. He likes to have something to fiddle with, so we usually let him squeeze his Playfoam in-between tasks, which helps!4:15pmPhysical activity is a great way to work off the frustrations built up during homework time, and is great for working off some energy which will (hopefully) help Neil get to sleep later. We must remember to add outdoor time to the schedule, or Neil will refuse to go out. We have an outdoor schedule which we take with us when going to the shops or the park, so Neil knows where we are going and how long we will be!6:30pmAfter dinner, we start the long relaxation routine which runs up until bedtime. We have to follow this routine every night to make sure things go smoothly, any deviation from the routine can result in tears! We start with a wind down period of some quiet play. This is usually something like Lego, or our Gears! Gears! Gears! sweet shop. Activities like this are relaxing, great for the kid’s fine motor skills, and help release the hormone which helps the kids get to sleep!8:00pmBed time routine starts with a story, and some talking time. This time of night, Neil seems to come alive, and is full of questions about everything! We’ve assigned a 30 minute window where he can get all of the questions out of his system before bed, otherwise he will be up and down every 10 minutes after bedtime. Settling to bed can be a real problem for children with autism, and for Neil it’s a nightly struggle. Sometime’s he’s asleep by 9:30, and other night’s he’s still awake long after midnight!Once the day is over, I get myself ready for the next morning, making sure everything is in place to start the routine again! I hope you’ve enjoyed a little insight in to our life. Obviously each day there is so much more to do, but I would need the pages of a novel to write about it all!If you want to see my reviews on some of the products mentioned here, you can find them on my blog. Other reviews include:
Helen Neale, KiddyCharts. Today we are joined by Helen Neale who edits and owns the KiddyCharts website, offering free downloadable fun and educational resources for parents.
Helen Neale, KiddyCharts. Today we are joined by Helen Neale who edits and owns the KiddyCharts website, offering free downloadable fun and educational resources for parents.
