Jessica DeHart MS CCC SLP

03/29/2023

Absolutely! This is why I love and use the Self-Reg (regulation)model.

Quote of the Day

03/23/2023

Sometimes we get caught up in the Q + A with our kids. “What’s that?” “Where’s the ___” “Who’s this?” Where there is certainly nothing wrong with using “wh” questions to spark your child’s thinking, to monitor comprehension, or to elicit responses, what you may not realize is that we may be limiting the potential to tap into the information at a much higher level. Kids can and should be interacting with language and literature in a manner that gets them using and integrating higher level language skills simultaneously with their mental manipulation of the text. What the heck does that mean? It means stop asking so many questions and start COMMENTING to your kids about what you see and read. “Look at that Lion!” Elicit the finger point you’re looking for and probe for a reciprocal comment, “Lion!” Shape into a longer utterance. “Lion roar!” “See lion!”
-More on how to expand an utterance and why the words you pick to do so, are so important, in my next post. -

03/01/2023

Don’t skip this important stage! What good is learning sounds, words and sentences if you aren’t interested in sharing those things WITH another person? Shared attention!

03/01/2023

YES!

A quick message about regulation.

Regulated does not mean calm.

People yelling and screaming at a sports event- that energy is ok for that setting.

Someone quiet and still when meditating- that energy is ok for that setting.

All emotions are fine and we do feel them all at one time or another.

For me personally, it’s whether I can come down from those intense emotions after the fact. Can I get back to feeling calm after I’ve had an unpleasant interaction with someone? Can I get back to calm after my kids have been screeching at each other for 5 hours? Can I return to a neutral energy state after I’ve been somewhere super exciting? I usually can’t. That energy consumes me. I feel it for the rest of the day, or even several days. This dysregulation is made worse by sensory overload, stress, and exhaustion.

The answer? Try and reduce those things as best I can. And Stimming. For me, singing and dancing is the most effective.

For more info on regulation, go check out these fine accounts:
Greg Santucci, Occupational Therapist
Perth Children's Occupational Therapy
The Well-Balanced OT
(instagram)autisticot (instagram)
The ND OT

Em ☺️✌️🌈
AuDHD SLP

ID: Image is artwork that says “Regulated means your energy levels match the task. It does not mean ‘calm’.” There’s a drawing of a kid running through the grass with a kite.

02/27/2023

Excited to get into this incredibly important topic! Who’s with me? It’s free and online.

The 2023 Decoding Behavior Summit starts MARCH 3rd, and I am honored to be a part of it again!

This summit is all about providing hope for a struggling child's future and helping you to help your kids — and yourself — feel better and do better. 24 of the world’s experts on behavior, ADHD, autism, and anxiety have come together to share the most effective, scientifically-supported approaches for challenging behavior.

You’ll learn:
* what triggers behavior
* what your child's behavior is actually telling you
* how behavior is often an involuntary biological response
* how to build a great relationship with your child
* regulation strategies
* how to offer co-regulation
and so much more...

To learn more, click on the link!
https://greg_santucci--behaviorrevolution.thrivecart.com/revolution-library-individual/

02/17/2023

Tell me what your child loves and I’ll show you how to seamlessly embed his goals into that activity. Anything from monster trucks to construction vehicles to tea parties! Even when you think your child doesn’t really play yet, we can use his favorite items in an increasingly meaningful way. Here we are with some cups and trucks, moving from functional actions on objects with a kiddo who has simple 1-2 word combos, and building toward longer phrases by extending those functional play actions (like scooping and pouring) into some simple representational play. “Pour” “Pour in” “Pour in truck!” “Pour in blue truck.”
Meeting your child at their level and moving them incrementally up, step by step, makes a HUGE difference in their success! Language develops along a continuum and goes hand in hand with play. One is essential to the other. Put away the flash cards and worksheets and pick up the toys! LOTS more on language and play to come!

02/16/2023

"We need to be thinking about the underlying messages a child is communicating to us, both verbally and non-verbally." ~ Stuart Shanker
self-reg.ca

02/16/2023

A little more on regulation! Before we can hope to support a child in learning to effectively communicate, we first need to be sure they are in a regulated state. This way, they are able to take in what they see and hear and make sense of their environment. Only when that basic level is “cooking” (as Dr. Greenspan would famously say), is the child able to begin to engage and share attention with another.

This is so for all ages and stages. When thinking about your baby, this is when she begins to recognize your presence. She may turn to look at you. She may begin to reciprocate your smiles. In an older child this looks like someone who is ready to take in the information being offered. They are “available” for learning.

If you skip this essential step, you will see limited growth and progress and find yourself frustrated with endlessly trying to “teach” your child things they are not yet able to receive.

02/15/2023

Walking away and disengaging ARE communication! I have a guy who doesn’t always love to be among the crowd. The poor kid was born to a family who loves live music and exploring new places. He prefers to be off to the side or engaged in a quiet activity of his own. Would I say, “Well that’s just his Autism.” NO! Why? Because if you start with your conclusion…”oh well that’s just his (fill in unhelpful label here)” then the thinking stops there and you’ve skipped the part where you learn to understand WHY your child does that certain thing.

If you don’t dig deeper, you can’t respect the nature and cause behind what your child is experiencing. In turn, you can’t effectively respond, you can’t help them communicate their state and what they need in that moment and you miss the opportunity to shape what you see into a more functional action.

In Sebastian’s case, he chooses to quietly watch from a distance, especially when there’s unpredictable noise and busyness around him. He is not a fan of things he can’t predict. Not because “Autistic kids are rigid,” but because he relies heavily on the familiar to know how to engage, how to use his body, how to communicate, how to understand others, etc. When that familiar structure changes, he either needs support to understand what’s happening in that moment and what will happen in the next moments OR he will need to have some safe way to comfort himself. He may watch for a period and then join in once he’s comfortable with his ability to do what everyone is doing. He also might refuse (we’ve worked on politely declining at his level).

As a family, we keep in mind that Sebastián may only be able to tolerate these uncomfortable conditions for so long before he begins to meltdown. We do the dance of introducing newness to his world while keeping elements predecible to build success and we always acknowledge and honor his efforts to communicate, even when his words get lost and he does so by walking away. 💙

02/09/2023

Can you think of a time where your child’s state, or even your own, got in the way of the task at hand (class, work, grocery shopping, waiting in line, participating in a social event, etc)? What was helpful in regaining composure, calming or regrouping?