This is a question the Peak Potential Therapy team often discusses with parents. Many parents aren’t sure if their child speaks at an appropriate ability level, or if their child is too young to begin speech therapy.

One place to begin is by completing an age-specific self-evaluation of your child to determine whether you should meet with a speech therapist for a standardized formal evaluation.

A self-evaluation will help you assess your child’s speech and language. Some questions on the evaluation relate directly to speech language skills, such as whether your child can follow simple directions, can show you an object upon request, enjoys listening to stories, or asks questions. Other questions relate specifically to your child’s ability to articulate sounds, like “b as in ‘baby’” or “w as in ‘we’”. Finally, a speech therapy self-evaluation should also include questions regarding your child’s eating, as this can help diagnose dysphagia, a difficulty in swallowing which also affects speech and language. (Peak Potential Therapy offers self-evaluations for children at ages one, two, three, four, and five years.)

You may be surprised at the comprehensive benefits of speech therapy for your child, whether he or she has delayed speech or another special need. We believe that this therapy is so critical for a child both at school and at home, and is particularly important for building confidence that promotes lifelong success. For example, the speech therapists at Peak Potential Therapy work with children who have a range of needs, including:

• Inability to make speech sounds, or to make them clearly.
• Problems understanding and producing language.
• Issues with speech rhythm and fluency, such as stuttering.
• Oral motor problems causing eating and swallowing difficulties.

If you are hesitating to have your child’s speech and language evaluated, remember this: Early referrals will usually avoid problems later on. In fact, speech therapy is found to be most effective when children are younger than three years of age. Call Peak Potential Therapy today to schedule a formal evaluation of your child with one of our therapists and to discuss speech therapy services we have available for your child in the Greater Cleveland-Akron areas.

A trip to a busy shopping mall or grocery store can be grounds for sensory overload for many of us, but especially children with autism. There are many bright lights, crowds of unfamiliar people, and so much to look at and take in. Knowing the experience can be challenging, preparing your child in advance for a shopping excursion can go a long way in making the activity less overwhelming. Here are some tips to consider:

• Avoid unexpected shopping trips. Children with autism generally cope with situations better when they know what to expect. Taking your child on an unexpected or last-minute shopping trip—even if it is just to pick up one or two items—can become a very stressful experience. It is best to prepare your child in advance for any visit to a store.
• Explain the reasoning for the shopping trip. Talk to your child about where you are going and why you are going; for example, explain you go to the grocery store every week to buy the food that you keep at home and eat for breakfast, lunch, and dinner. Or, if you are going to the mall, tell your child you are going to a shoe store to pick out new tennis shoes to wear at school. Give a reason and an expectation for the trip.
• Start with short trips for practice. The first time you take your child to the store, aim for a short trip—a time when you have only a few items on your list. As the store and the activity becomes more familiar, over time, you can gradually increase the length of your trip.
• Include the activity of shopping in your child’s daily schedule. Many children with autism benefit from visual aids, helping them visualize every part of their daily routine. Create a visual aid for the activity of going to the mall or going grocery shopping. When the activity is an expected part of your child’s normal routine, it becomes less unfamiliar.
• Consider your child’s mood before the trip. Is your child not feeling well or particularly tired? Then it might not be a good time to plan a shopping outing.

Prepare for your child’s personal preferences. Some children with autism are particularly bothered by the overhead fluorescent lighting in grocery stores. In this case, as an example, your child might feel better if he wears a cap or sunglasses while in the store. Anticipate potential triggers for your child and do what you can to prepare for them in advance.

The team at Peak Potential Therapy is here to provide caring advice and support for you and your child with autism. Let us know if there are questions we can answer. Give us a call today!

Technology is everywhere today: Our children have access to countless screens, whether it is through games on smartphones, tablets, computers and television. Can too much technology during playtime be harmful for our children? There is no definitive right or wrong answer, and every child is unique. However, it is generally a good idea to aim for a balance in the time your child spends using technology and engaged in more traditional play. Here are some ideas for ensuring your child is balancing his or her screen time with a variety of playtime activities:

• Set up an at-home library. Books are a great way to spark your child’s imagination and creativity. You may even involve your child in selecting new books each week from the local library.

• Create an area for puzzles. On a desk or table, set out a puzzle that your family can work on together. Puzzles are not only fun, but they help teach basic concepts like sequence, numbers, and letters, as well as fine motor skills.

• Reintroduce board games and card games. Rather than a family game night with video games, include your child in playing a classic board game. There are many benefits to board games, including practicing important skills like following directions, taking turns, and discussing emotions, such as how you might feel if you win or lose the game.

• Engage in the arts. Whether it is drawing and coloring or singing and dancing, the arts provide many wonderful opportunities for your child. Introduce your child to various activities and observe their interest and engagement. Perhaps your child may enjoy designated time for coloring, or have fun singing songs together. Depending on your child’s age, you may also introduce them to playing an instrument.

For more playtime ideas, contact the professional team at Peak Potential Therapy. Learn more about our services today.

For many children, winter break is an exciting time. Children are home from school and have free time to enjoy with friends and family. However, for a child with autism, the break from school can be an unwelcome disruption to a normal routine, and a lack of activity can cause your child to become restless. During winter break in Northeast Ohio, the cold and snow can be an obstacle in maintaining your child’s regular activity levels. How do you keep your child active? We have some ideas:

• Play a game. There are many games that do not require any pieces or parts that you can play anywhere, including in a family room or playroom. For example, Simon Says is a perfect game to get your child up and active. You, acting as Simon, can “say” a variety of exercises, like doing a jumping jack, touching toes, or running in place, that will get your child up and moving around.

• Dance. Play some fun, upbeat music and join your child in a dance party. To make the occasion even more special, you could move furniture to create a “dance floor.” Children might enjoy choosing their favorite songs.

• Play a game of pretend. Write the names of animals on pieces of paper and put them in a jar. Take turns selecting an animal and acting out the animal’s movements and sounds. Your child will have fun playing pretend, and will be getting valuable exercise at the same time!

• Set up some “indoor” sporting events. There are modified games you can play indoors when the weather or temperature prevents you from going outside. For example, you can roll a ball back and forth on the ground, or play “basketball” with rolled up socks and an empty trash can for a hoop. Be creative with items you have around the house!

• If the weather is cooperating, get outdoors! Take advantage of any unseasonably warm days, or bundle up and go outside. Play a game in the backyard, enjoy time at a local park or go on a walk through the neighborhood.

• Enroll your child in a winter break camp. There are camps that exist to help bridge the gap in routine over the winter break from school. For example, Peak Potential Therapy offers Camp Snow Cubs, a social developmental play skills camp, for children ages 12 to 15.

Looking for more winter break activities? Contact Peak Potential Therapy for expert advice and to learn more about services and opportunities that may be a good fit for your child.

Have you ever struggled with how to talk to your child about tragedy? Whether it is a tragic event that has occurred somewhere in the world, or a personal tragedy involving a friend or family member, these occurrences can be very difficult to share with your child who has autism. In light of recent world events, Autism Speaks recently shared an article with tips for talking to your child about tragedy. We have summarized some of our own suggestions below.

• Share the news with your child first. It is important that your child hears from you before he or she hears from another child or adult, or learns about a tragic event through the media.

• Start with the basic facts. Sit down with your child and start by sharing the facts in terms they can understand and that are appropriate for their age. You know your child best, so you can communicate in a way that they prefer.

• Explain the feelings involved. Remember that your child may not immediately comprehend the emotions that may result from the tragedy. Describe to your child what those affected by the tragedy are likely feeling, whether it is sad, hurt or angry.

• Talk about what your child can do if he or she is experiencing those emotions.You can explain to your child that if he ever feels sad, he can cry, or he can talk to you or another family member.

• Don’t forget to reassure your child of his or her own safety. If the circumstances of the event are scary, your child may be looking to you for reassurance. Make sure you reiterate to your child that he or she is safe.

• Pay close attention to your child’s behavior. As the article from Autism Speaks mentions, many children will act out tragic events through play, as a way of trying to process what happened. This is a normal response. However, if you notice a change in your child’s regular routine, such as disrupted sleep or old patterns of disruptive behavior, your child may be struggling and in need of extra attention or reassurance.

Remember that additional resources exist to support your child.For example, you can talk to other parents of children with autism. Or, if you are in the Greater Cleveland area, the professional team at Peak Potential Therapy can offer caring guidance and support to your family.

Interested in speaking to a member of the Peak Potential Therapy team? Just give us a call today. We are happy to talk with you.

We are approaching the holidays, an exciting time for children, but also particularly challenging for a child on the autism spectrum. Consider normal holiday activities from the perspective of a child with autism: Visits to unfamiliar homes for holiday gatherings, or unfamiliar guests visiting your home; The sudden appearance of bright, noisy holiday decorations; Hectic or disorganized group activities, such as many family members unwrapping presents at the same time or outings to busy, crowded shopping malls. If you anticipate those situations that might overwhelm or overload your child with autism, you can reduce stress during the holiday season.

• Consider holiday decorations with care. Instead of bringing out all seasonal decorations in a span of several days, take your time. You will have a good sense of whether decorations that play music or blink lights will be disturbing to your child. Try to introduce your child to each decoration first and let him or her help you decorate.

• Prepare your child for your holiday schedule. We all know that the holiday season brings disruption to our normal routines—day-to-day schedules change with breaks from school or work, trips are planned out of town, and bedtimes can be pushed back. Talk to your child well in advance about holiday plans, including where you will be going, who will be there and how long you intend to stay, to help set expectations.

• Create a routine for your child during winter break. Particularly for kids who are used to the routine of going to school each day, going two weeks without structured activities and a schedule is very challenging. Look for local winter break camps or activities that your child can attend. For example, Peak Potential Therapy offers Camp Snow Cubs as a way for kids to have scheduled activities and opportunities to leave their home like they do for school, which decreases their anxiety in knowing what to expect during winter break.

• Identify a quiet space for your child during family visits or trips. Always plan for the fact that any gathering has the potential to become too overwhelming for your child. It is a good idea to identify in advance a room or area where your child can go to relax in your friend or family member’s home during a visit or trip.

• Talk about and explain when gifts will be opened. The temptation of stacks of gifts in your home can be especially confusing for a child with autism. Take time to prepare your child for when it is and is not acceptable to unwrap and open a gift. You may want to delay putting out wrapped presents in your home to lessen the temptation and distraction for your child.

If you have questions about how the holiday season might affect your child with autism, give our team a call today. We are happy to speak with you.

We were very pleased to see the introduction of a new nationwide initiative by Sesame Workshop, titled Sesame Street and Autism: See Amazing in All Children. The initiative, aimed at communities with children ages 2 to 5, includes a variety of resources, videos, and stories that celebrate the uniqueness of every child. The initiative also includes the first Sesame Street character with autism, a muppet named Julia.

Here is an excerpt of the official statement from autism.sesamestreet.org: “A recent study reveals that children with autism are five times more likely to be bullied than their peers—treatment no child should endure. While the differences between people with autism and their peers may seem significant, children share something far more important: unique qualities and talents that make the world an interesting place. That’s why Sesame Workshop created Sesame Street and Autism: See Amazing in All Children.”

The initiative was announced with the release of a Sesame Street music video for “The ‘Amazing’ Song” accompanied by a “#seeamazing” social media campaign. The song stresses the sameness of each child while recognizing that some children have their “own ways to play” and “own ways of seeing the world.” The campaign is a great step toward enhancing children’s awareness and understanding of their peers with autism.

The site is rich with resources for parents and children alike, including:

• Downloadable Daily Routine Cards, helping children learn the steps of everyday activities like washing hands and crossing the street
• A series of videos profiling families including children with autism, such as Meeting Unique Needs and A Sibling Story

If you have questions or are interested in therapy services for your child with autism, contact our team today. We offer a variety of programs and services.

Over the years, there have been many studies linking exercise to improved symptoms and behaviors in children with autism. This is not surprising, as physical activity truly makes us all feel better: It helps offset weight gain, is critical for overall health and well-being, can promote a positive attitude and state of mind, and is also a source of fun! Your child with special needs may see all of these improvements, as well as a potential decrease in aggressive or repetitive behaviors or hyperactivity.

If your child is resistant to trying a new activity, consider these tips:

• Try it at home first. A gym or playground that might be unfamiliar can hinder your child’s willingness to try something new. If you introduce a new game or activity at home, in your backyard or basement, your child may be more willing to participate.

• Make it a family activity. Exercise can easily be incorporated into family time, such as a ball game or game of tag.

• Make it fun! One of the <a=href>best forms of exercise is active play. Keep in mind that your child will be far more willing to exercise if he or she is too busy having fun to notice!

There are many ways to include exercise in your family’s routine:

• Go swimming. Water has soothing benefits, and swimming is a great way for your child to participate in a team sport.

• Dance to favorite music. You and your child will be too busy dancing to remember you are really exercising, too!

• Play an active game of Simon Says. For example, “Simon” may say tasks like jumping jacks, jumping rope or running in place that will keep children moving.

• Play tag. A backyard or neighborhood game of tag can be a wonderful way to combine play with exercise and family time.

• Go horseback riding. Not only is horseback riding a form of physical activity, but it can be very therapeutic for children with autism.

For more suggestions, contact the team at Peak Potential Therapy. We are here to support you and your child with special needs.

Many families can relate to the struggle of the morning routine. Sometimes it might seem there is too much to accomplish in too little time: Making sure your children wake up on time, getting children washed up and dressed, preparing and eating breakfast, packing lunches… and the list goes on! While the morning routine can be difficult, a strong, well organized routine is extremely valuable, particularly for children with special needs. A positive routine can set the tone for the entire day. If your family is struggling in the mornings, consider this advice.

Start by setting goals and expectations. For example, what time do you need to be ready to leave the house? Once you know the answer to that, you can determine what time each child needs to complete each part of their morning routine to reach your goal of leaving the house on time. Be sure to communicate your goals and expectations to all family members, including your children, so they can better understand what is expected of them.

Consider a visual morning routine chart for your children.. It can be helpful to create a list of tasks that each child must complete in the morning. This helps them understand their tasks but also gives them a sense of independence. For example, a chart may include tasks like brush teeth, wash face, get dressed, and eat breakfast.

Do as much as possible the night before. The best way to start each morning off strong is to take advantage of any tasks that can be completed in the evenings. For example, you can make sure your child’s homework is completed and put in his or her backpack every evening to avoid a morning rush to finish it and pack it. Lunches can be prepared and packed the night before. Your child can choose and lay out his or her clothes. Evaluate the tasks that sometimes take a great deal of time in the morning and determine what can be done at night to help.

Allow enough time. Think of how much time is reasonably needed for you and your child to complete your morning routine. Then, make sure you are waking up early enough to do so realistically. If you are always feeling rushed in the mornings, it could be that you simply need to wake up earlier.

Offer children a choice. When your child struggles to start his or her morning routine, present a choice. Doing so offers them some independence and ownership of their routine, and can help encourage your child to take any action, such as eating breakfast or getting dressed, rather than wasting those precious morning minutes.

Keep a positive attitude. Remember that if you have a negative attitude in the morning, your child will be more likely to as well. If you stay positive, you will help your child have a happy, strong start to the day.

For more advice on successfully developing a positive morning routine for your child with special needs, contact the caring, knowledgeable team at Peak Potential Therapy.

We look forward to working with you, your child and your family.

Many children are picky eaters, with strong preferences about what they will and will not eat. Children with autism are even more likely to make mealtime a challenge. As you try to promote healthy and positive eating habits for your children, you may become discouraged when your child with autism exhibits extreme fussiness regarding the foods you serve. You may experience meal-related tantrums, extremely narrow food selections, eating behaviors, such as eating only one food item at a time, or ensuring foods do not touch. Keep these things in mind when dealing with your picky eater:

First, rule out any medical issues. It could be possible that your child is refusing to eat a food because he or she knows it will cause a stomachache, potentially from a gastrointestinal issue. It is important to rule a medical issue out before encouraging your child to eat a certain refused food.

Expect that you will need to introduce a new food many times. Your child may be hesitant to try new things, like unfamiliar social situations or activities. It makes sense then that your child would also be hesitant to try a new food. You may need to slowly introduce your child to new food items by letting him explore it first, such as smelling it, describing it, touching it, and so on. Getting him to take a taste may not come first, and probably not the first time you introduce a food.

Keep in mind that it might be an issue of texture or temperature, not taste. Some children prefer foods of a certain consistency or texture, whether it is crunchy or smooth. If your child has a heightened sensitivity to texture, she may not like bananas simply because she doesn’t like how a mushy banana feels in her mouth. You can change the texture of many foods by blending them-such as a smoothie-or incorporating them into other foods, such as blending vegetables into a tomato-based sauce over pasta. Another issue might be temperature. If your child doesn’t like hot foods, she may prefer a hot soup to come to room temperature before eating.

We recommend always consulting your family physician or a nutrition specialist if you have concerns about your child’s eating habits. Our team at Peak Potential Therapy is also here to provide caring support and guidance. Give us a call today.