Category: Rehabilitation & Therapy

A couple weeks ago we talked about the importance of fostering a love of reading at a young age and how you can help your young children develop language and literacy skills through everyday moments. This week to continue better hearing and speech month, we’ll talk about how you can continue helping them develop those skills as they grow.

Reading is an important part of a child’s overall health and well-being. Children who struggle to read or don’t learn to read well may struggle with emotional and behavioral problems later in life. Helping your child develop reading skills early in life can set them up for success all throughout their life.

Here are some tips to get you started and help you on your journey to developing reading and language skills with your school-aged child.

Read to your child. Make reading a part of your everyday routine. Reading for even a few minutes every day can be a special way to bond with your child and can make a huge difference in their development. Even as your child learns to read and can read on their own, reading to them out loud is still very beneficial as you can read books to them that are slightly above their reading level as long as they can still understand and enjoy them. They can even add new words to their vocabulary this way, too!

Read with your child. Just like with anyone learning any skill, practice is important for children who are learning to read. If they are doing well, your child has a chance to show off what they’ve learned. If they are struggling with reading, you are probably the person they trust the most and feel the most comfortable with to practice and work on areas of difficulty.

Be a role model. Your child notices what you do. If they see you enjoying reading (even if it’s a newspaper or magazine) they will come to learn that reading is important, fun, and valuable and a skill they will carry on into adulthood.

Create a designated reading space. If you set aside an area in your home that is quiet and cozy and store books near there, it makes the reading experience even more enjoyable and special for your child.

Use rhymes, games, and songs. Books are not the only things that can help your child develop their language skills. Singing songs and telling stories can also enhance your child’s opportunities for learning and developing their reading skills. Rhymes and songs are also a great way to expose your child to other languages.

Ask the experts. If you’re not sure what books are appropriate for your child’s reading and comprehension skills, teachers and librarians are good sources of advice on what books are right for your child’s age and reading level. The staff at a bookstore can also be helpful as well.

Visit the library and create one at home. Now that life is slowly returning to normal, many libraries—including the Norwalk Public Library—are opening back up to outside visitors. You can make getting a library card for your child a special experience and can make library visits part of your regular routine. If you have as many books (or more) as toys in your house, your child is more likely to want to pick up a book and ready when they’re bored.

Limit screen time. Create time for reading by limiting the amount of time your child spends in front of a screen, including televisions, computers, tablets, smartphones, and video games.

Support your child in challenging themselves. If your child decides to take on a longer book or one that is maybe at the top of their reading level, offer to take turns reading, alternating paragraphs or pages. If they feel supported in taking on a more challenging book, they’re more likely to push themselves and enjoy read tougher books that will help them develop their reading skills.

Let your child choose the book. Offer your child a few books that are the right type, level, and length for your child and let them choose. If you are struggling to help your child choose books that are the right level, outside of their comfort zone, etc., you can make a deal where they get to choose a book and you get to choose one and they (or you) read them both during reading time.

Get them hooked on a series. Wanting to find out what happens next to favorite characters can be motivation to read the next book or the next chapter. Talk to librarians, teachers, or friends with children of similar age to find what book series they recommend for your child’s age group and/or reading level.

Keep track of what your child is reading. Use an incentive chart to help encourage more reading or keep a reading diary or simple list. In a reading diary, children can also write down their thoughts about the book which can help them improve reading comprehension skills and help guide you in picking books that are interesting to them. Keep in mind, however, that while some children may be motivated by keeping track of what they have read, others are not. If your child does not seem to be motivated by keeping track, don’t force them to keep a reading log because it can make them resent reading all together.

Practice writing. Reading and writing go hand in hand. Children can practice writing by helping you make grocery lists, keeping a journal, making a catalogue of their collections, or writing notes or letters to friends and family.

If your child has trouble reading or doesn’t enjoy reading, look for stories they can relate to. Stories they already know or that offer experiences they can relate to or have illustrations they recognize can help pique their interest and help them enjoy reading.

Encourage your child to read to their pets. Pets can be very patient listeners and reading to animals can be especially helpful for young readers who get nervous reading in front of others.

Focus on meaning. Reading well isn’t just about knowing how to say the words on the page but also about understanding the story. If your child is stuck on a word, help them “sound it out” and then talk about its meaning together. Here are some tips to help them not only read new words but understand the meanings:

• Talk about the page and ask questions.
• Help your child figure out the word by re-reading the rest of the page or looking at the pictures.
• Try not to interrupt unless the mistake affects your child’s ability to understand the text.
• At the end of the paragraph, page, or chapter, go back to words your child didn’t know or had trouble sounding out and review them together.

Choose books with movement and activity for impatient readers. Books with short chapters or “cliff-hangers” encourage children to keep reading. Use sound effects and different voices to help keep the story interesting.

Have fun with word play. Tell jokes with puns and play games that involve words like Scrabble, Boggle, and Hangman. Do crossword puzzles together and even play “I Spy” with letters and sounds instead of colors.

Encourage reading everywhere. Show your child how to read street signs, the back of the cereal box, or even sports stats. Your child might also enjoy reading non-fiction or comic books. Helping you cook by reading recipes can help them learn to read for detail. Reading can even be incorporated into limited and supervised screen or internet time.

Give books and magazine subscriptions as gifts. For your child’s next birthday, ask family and friends to gift a book they think your child might enjoy.

Books aren’t just for bedtime. While bedtime is a great designated time for reading, you can also encourage your child to start a habit of bringing something to read when in the car or in a waiting room.

If you find you are taking steps to help your child read and they are still struggling, you can talk to your doctor or your child’s teacher to determine whether they may need some extra help. Here are some signs you may want to talk to a doctor:

• They have trouble paying attention when you read
• They were reading well but now they have trouble
• They are finding it difficult to remember words that they should know
• They seem to read very slowly or make a lot of mistakes when reading
• They frequently avoid reading altogether
• · They complain of headaches when reading
• · They have a lot of trouble completing homework independently
• They are having trouble seeing or hearing
• They become frustrated or depressed by their struggle to learn to read

For more information on Pediatric Therapy at Fisher-Titus, visit fishertitus.org/pediatrictherapy.

By: Kaitlynn Wooten, M.S., CCC-SLP

If you are the parent of an infant or toddler, it’s likely you’re thinking more about rolling, crawling, and walking than about learning to read. However, language and literacy skills begin at birth. No, you don’t have to put them in formal classes or activities that push them to read or write. Rather, everyday moments with your child are the best ways you can help them learn about language and set them of for success in the future.

Here are some ideas for ways you can help build language and literacy skills from a young age:

Have conversations with your child. Research has found that the more parents talk with their children, the larger vocabularies those children develop. It may feel silly at first talking to an infant or young toddler but by chatting with them in the car, during bath time, etc. can help them learn to use more advanced sentence structures as they get older.

Notice and build on your child’s interests. You probably already have an idea of what things your toddler finds interesting and exciting. They let you know through their actions, facial expressions, and speech. Help them find the words for the things they find interesting by narrating activities. For example, if your child points at something out the window or gives you a questioning look, you can say “Yes, that’s a squirrel! Look at him run through the grass.”

“Read” the world around you and narrate your day. Point out everything you can like stop signs, birds, trees, etc. As you narrate your day, use different words to describe your activities, actions, and the objects around you.

Don’t make a big deal about speech mistakes. You don’t need to correct your child to help them learn proper pronunciation. If they mispronounce something, simply repeat their statement with the correct word or pronunciation so they can hear how it sounds. Correcting them directly can make them less likely to try saying new words.

Be a translator. You most certainly understand your child better than anyone. If you are around other adults who have trouble understanding your child’s speech, you can translate what they’re saying. Give your child a chance to speak and then explain what they said.

Sing and play music. Music fosters a love of words, sounds, rhythm, and rhyme. Sing and dance together to your favorite songs with different beats, tempos, etc. to help them experiment with their voice.

Tips for Reading to Your Young Child

A love of reading starts early. Start reading to your child young and they will develop a love of reading as they get older. It will take time for them to truly want to sit and listen to a book, so don’t force them into it. Forcing your child to sit down and read can have the opposite effect you are trying to achieve. Instead of fostering a love of reading, forcing them can make them resent it. Here are some tips to help you as you start incorporating story time into your everyday routine.

Find the books they like. Just like you don’t like every book, TV show, or movie that’s out there, your child won’t be interested in every book you pick up. Follow their lead and let them decide which books to read. Unfortunately for you, that may mean reading the same book ever night for weeks on end, however children learn through repetition and hearing the same story over and over can help them better understand the story as well as learn about the sound, meaning, rhythm, and tone of words. Here are some tips for choosing books that will interest a young child:

• Find books with repeat words and phrases. Children learn new words and pronunciations through repetition. A good example of this is Brown Bear, Brown Bear, What Do You See? by Eric Carle.
• Choose books with pictures of common objects. You can name the pictures in the book for your child and it helps them relate the book to their everyday life.
• Look for books with interesting actions or motions. If your child is pretty active, there are books that will engage them with accompanying movements so they can play as you read. A good example would be a storybook version of the Wheels on the Bus.
• Keep it simple. At this age, simple stories with predictable plots are best.

Connect books you’ve read to their daily life. As you go through your day, if something happens or you see something that was in a book you’ve read recently, point it out to them. For example, if the garbage truck comes, point out the window and remind them how they saw one just like it in the book they read last night.

Ask questions as you read. They may not respond at first but the more you do it, the more they will! Ask them to find things on the page like the dog or the truck. As reading becomes more a part of your routine, ask them if they’d like to read the book and to pick out which one they want to read. Before you know it, they’ll be bringing you their favorite stories and interacting with them as you read!

Let them move. Especially at first, you are not likely to get your toddler to sit on your lap during an entire book. If they get up, keep reading. They may still be listening and in fact, some kids with a strong need to be on the move listen better while in motion. If they seem disinterested, don’t be afraid to stop and come back to the book later.

Let them help read the book. They can help you turn the pages or point to the pictures and have you tell them what it is. As they get used to story time, they may even want to “read” to you. You can hand over the book and follow their lead as they narrate the pictures or even just babble as they turn pages.

Starting your child’s library

Thinking about starting a library of good books for your child can feel overwhelming. Luckily, there is a way for you to get a new, age-appropriate book for your child every month.

Dolly Parton’s Imagination Library is dedicated to inspiring a love of reading by gifting books free of charge to children from birth to age five. You can sign your child up at imaginationlibrary.com/usa/affiliate/OHHURON/.

April is Occupational Therapy Month. Occupational Therapy helps people of all ages do the things they want and need to do through therapeutic use of daily activities. Occupational therapy professionals enable people of all ages to live life to its fullest by helping them promote health and prevent (or live better with) injury, illness, or disability.

What is Occupational Therapy?

Common occupational therapy interventions include helping children with disabilities to participate fully in school and social situations, helping people recovering from injury to regain skills, and providing supports for older adults experiencing physical and cognitive changes. Occupational therapy services typically include:

• an individualized evaluation, during which the client/family and occupational therapist determine the person’s goals,
• customized intervention to improve the person’s ability to perform daily activities and reach goals,
• an outcomes evaluation to ensure that the goals are being met and/or make changes to the intervention plan.

Occupational therapy practitioners have a holistic perspective, in which the focus is on adapting the environment and/or task to fit the person, and the person is an integral part of the therapy team.

Occupational Therapy and Fall Prevention

Many individuals are at risk of falling. One out of five falls causes a serious injury such as broken bones or a head injury. Here are some other facts about falls:

• Each year, 3 million older people are treated in emergency departments for fall injuries.
• Over 800,000 patients a year are hospitalized because of a fall injury, most often because of a head injury or hip fracture.
• Each year at least 300,000 older people are hospitalized for hip fractures.
• More than 95% of hip fractures are caused by falling, usually by falling sideways.
• Falls are the most common cause of traumatic brain injuries (TBI).

So how do you know if you are at risk of falling? Ask yourself these questions:

• Do you feel less steady on your feet than you did one year ago?
• Have you had a fall recently?
• Do you ever lose your balance or feel dizzy?
• Do you have a fear of falling?

If you answered “yes” to any of these questions, you may have an increased risk of falling.

The components of preventing falls are:

• Strength – Strength is important for the response of your body after a balance disturbance. Testing can identify weakness and, if necessary, exercises can be suggested to improve ankle and leg strength.
• Balance – Normal balance is controlled by a complex combination of visual, muscular, and neurological systems. Together these systems keep individuals from falling when encountering a sudden loss of balance. Testing and exercise will improve your ability to remain upright during challenging conditions.
• Walking Speed and Step Length – Older adults typically have a slower walking speed. Steps may also be shorter and vary in length. Speed and step length help our bodies maintain balance. Testing and exercise may help you learn how to walk more safely and confidently.
• Environmental Modifications – In some cases, the set-up of your home may limit your independence with certain activities such as showering and cooking. Education and instruction on possible changes to your home may improve your ability and safety when attempting these activities. These modifications and knowledge of proper use of equipment will decrease your risk of falls at home.
• General Health – Living a healthy lifestyle, keeping blood sugars and medications at a therapeutic level will help decrease your risk for falls.

One of the programs occupational therapists at Fisher-Titus help with is the Ready to be Steady Fall Prevention Program which works on all the components of fall prevention.

Ready to Be Steady

The Ready to be Steady program at Fisher-Titus is based on well-established research. Physical and occupational therapists will collaborate with you and assess your individual needs to prevent falls. Our team is dedicated to helping you improve your safety and mobility as well as increase your independence with activities you complete daily.

During your first visit, you will receive an evaluation from a licensed therapist that will include:

• Screening of general health, medical, and surgical histories, and a review of medications.
• Assessment of your strength, flexibility, balance, and gait.
• Completion of a functional outcome assessment.
• Customized goals and program.

Additional visits to Fisher-Titus will consist of:

• Exercising to improve strength, balance, walking speed, step length, and flexibility.
• Establishing exercises to complete at home with little or no equipment.
• Practicing everyday activities to ensure you are completing them safely.
• Establishing methods to maximize safety in the home environment.

Your care team may add a home evaluation to determine possible fall hazards and come up with solutions environmental solutions.

During your final Ready to be Steady visit, you and your therapist will:

• Review home programs.
• Send progress report to your physician.
• Address any questions you may have.

Knee injuries are becoming more and more common, especially among high school athletes, especially female athletes. Knee ligament injury rates are 2-10 times higher in female athletes than in male athletes and every year in the United States, 1 in 100 female high school athletes will suffer a serious knee injury.

One way to prevent knee injury, is by correcting an athlete’s form. The Sportsmetrics program at Fisher-Titus, can help an athlete identify any issues and correct them before an injury ever occurs. During April, Fisher-Titus will be offering free jump assessments to help determine if you or your high school athlete is at an increased risk for knee injury.

What is Sportsmetrics?

Sportmetrics is a training program tailored to correct deficiencies that can lead to injury, in particular ACL and other knee injuries. Created under the direction of internationally renowned orthopedic sports medicine surgeon, Frank R. Noyes, M.D., Sportsmetrics is the first and only training program scientifically proven to decrease knee injuries in female athletes and to increase muscular power and jump height.

Fisher-Titus has two employees specially trained in screening for these deficiencies and helping correct them through the Sportsmetrics program. Jake Rospert, ATC, FMS, CSMS and Kelly Kuhbander, PT, CSMS will be conducting the screenings and will lead programs to help athletes correct their jumps.

What Does the Screening Involve?

Our certified professionals will use the Cincinnati Sportmedicine’s Exclusive Video Analysis Software to provide objective measurements of knee movement during landing and jumping. The screening will measure several important factors such as an athlete’s coordination and body alignment. The compilation of data from all performed tests will be compared to a large research database of over 800 athletes which. The database is used to understand factors that may predispose an athlete to injury.

Testing includes:

• A history of prior injuries and sports participation
• Video analysis of jumping/landing
• Single leg function hop tests
• A written analysis of performance sent to your home

The athlete is videotaped jumping off a 12″ box to the floor and directly performing a maximum vertical jump. One of the software looks for is excessive inward motion during activity. Athletes who exhibit excessive inward motion may be a greater risk to sustain serious knee injuries.

Testing takes 15-20 minutes and only requires an appointment and a signed consent from the athlete or his/her parent if under 18. Lycra shorts or leggings are the best attire for the screening as it allows the athlete to have a full range of motion while ensuring the software can properly analyze body alignment.

Who Can Benefit from a Screening?

While these screenings are open to anyone age 10 or older that is concerned about their risk for knee injury, there are some groups of athletes that may especially benefit from a jump assessment and the Sportmetrics program. These include:

• High school athletes
• Female athletes
• Cheerleaders
• Volleyball players
• Basketball players
• Other athletes who jump frequently

What Comes Next?

Once you complete your screening, your results will be sent directly to your home. If the screening detected deficiencies, Fisher-Titus will soon be offering the Sportsmetrics training program to help correct these. Talk to the athletic trainer or physical therapist conducting your screening to see what they suggest your next steps should be.

Scheduling Your Screening

These jump assessments are free and will take place at Fisher-Titus Medical Center during the month of April. To schedule an appointment, call the Fisher-Titus rehabilitation department at 419-660-2700.

About Jeri

Jeri Inmon, PT is a rehabilitation manager at Fisher-Titus. For more information on rehabilitation services at Fisher-Titus, fishertitus.org/medical-services/rehabilitation. To learn more about the Sportsmetrics program, visit sportsmetrics.net.