texture aversion

Tips for Tackling Oral Texture Aversion and Achieving a Peaceful Mealtime

Everyone needs food, so everyone loves eating, right? Wrong! As a parent, you may be all too familiar with sounds and phrases such as ‘Ick’, ‘No, not vegetables!’, and ‘I’m not eating that!’ These phrases may be uttered secondary to behavior issues, or perhaps because your child has an oral texture aversion. There are many terms regarding aversions floating around, and they are all slightly different. First; what is an oral aversion? An oral aversion is reluctance, avoidance, or fear of eating, drinking, or accepting sensation in or around the mouth. An oral texture aversion is specific to reluctance or fear associated with textures of food, while a texture aversion is a more general term that refers to reluctance or fear when touching food, different fabrics, arts and craft supplies, or substances like water.

Oral texture aversion can present itself in many different ways, including:

  • Acceptance of a small variety of textureTackling Oral Texture Aversion
  • Becoming upset when new foods are presented
  • Refusing entire groups of food textures
  • Long feeding times

Mealtime should be stress-free and enjoyable. In a family with a child that has oral texture aversion, this can be difficult to accomplish. The million dollar question is: How can you achieve a peaceful mealtime? Read the few tips below to help guide your mealtime.

Tips to Achieve a Peaceful Mealtime:

Eliminate distractions, grazing, and long mealtimes

Eat together as a family around the table, rather than around the TV! Additionally, keep meal time to 30 minutes or less. The longer a mealtime becomes, the less pleasant mealtime may be. Consume solids first and liquids last, since liquids are more filling. Discourage snacking and grazing throughout the day, because this can lead to decreased appetite at meal times.

Serve a variety of food consistencies and tastes

This ensures that your child has exposure to multiple tastes, textures, and temperatures of food. Involve your child in grocery shopping and in meal preparation. The more a child understands about food and is an active participant in making food and mealtime happenings, the less surprising a new food is likely to be.

Start an Exploration Plate

This may help decrease anxiety caused by unfamiliar or nonpreferred foods. The Exploration Plate can be a designated plate with the unfamiliar or nonpreferred food on it, which should be encouraged to be explored during meal time. Do this by talking about and describing the food, smelling it, touching it, or even trying a bite of it. However, do not place pressure on your child to do these things. Always model the behavior that you want your child to display.

Play with food

Mealtime should be a pleasurable experience, and playing with food will help achieve that. Smell, touch, lick, and bite foods to explore them. Don’t worry about making a mess!

If you are concerned that your child may have an oral texture aversion, consult an occupational therapist or a speech language pathologist today!


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NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

siblings of a child with autism

Supporting Siblings of a Child With Autism

Having a child with autism requires a lot of time, patience, and planning which can take a lot of effort. Sometimes a child with autism takes so much effort that any siblings they have may at times be overlooked. Siblings of children with autism may deal a variety of different feelings, which if not addressed may turn into larger, more serious issues.

Common feelings siblings of a child with autism experience may include:

  • Anger – Feelings of anger may emerge when your neuro-typical child misses out on plannedSupporting Siblings of a Child with Autism events that get changed at the last minute. They may also feel anger because they may be witnessing problem behaviors on a daily basis which can create a stressful home environment.
  • Guilt – You child may feel guilty that their sibling has autism and they do not. They may also feel guilty that their sibling has difficulty doing simple tasks that come easy to others.
  • Confusion – Young children especially may not fully understand why their sibling is acting the way they are, or why they don’t want to play with them.
  • Worry – Common worries may include, who will take care of my sibling when my parents are gone? Will my sibling ever be able to take care of themselves?
  • Embarrassment – It is natural for kids to feel embarrassed by their sibling that is different than other kids and who engages in behaviors that others, especially their peers do not understand.
  • Jealousy – Children with special needs require a lot of attention, which may cause any typically developing siblings to feel left out or neglected, which in turn can cause jealousy.

How to help:

  • Acknowledge your child’s feelings and listen to how they are feeling without placing judgment.
  • Be open and honest with your child. Do not hide the diagnosis and make sure that when they are old enough, to let them know exactly what autism and the associated characteristics.
  • For younger children, find books relating to the topic that you can read to them and then talk through it with them in a developmentally appropriate way.
  • Be sure you designate time to spend with your children who do not have autism so they do not feel left out or neglected.
  • Look for local sibling groups or support groups for your child to give them the opportunity to meet other children who are in the same situation.

Even if your child seems like they are doing well, it is important to take some time each day to sit and talk and let them know that you are always available to listen and support them in any way.


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NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Resources:

 

Language development in twins

Twin Talk: Speech and Language Development in Twins

Twins can be double the fun, double the trouble, or double the talk! Multiples can be an exciting challenge for parents who are working to give each child his or her own individual time. As difficult as that may be, twins also have a communicative partner from birth! Some parents report on “twin language,” or babbling between two babies, which seems like their own language. This babbling can be great for language development as the babies tend to mimic each other’s intonational patterns (or rise and fall of their voices). This can lead to longer “conversations” between babies, as well as bond the two babies as they are primarily communicating with each other.

Conversely, some research has shown that twin language may be an early phonologicalTwin Talk: Language Development in Twins disorder (or sound substitutions/deletions/insertions). Researchers have found that as sounds are developing inappropriately, this twin talk perpetuates these errors, as babies are “understood” by their siblings, so there is no real need to correct misarticulations.

Twins also tend to have an increased likelihood of later language emergence, primarily due to the higher percentage of premature babies. Both monozygotic and dizygotic twins may develop language behind their singleton peers, so it is important for parents to keep in mind their children’s adjusted age (should they be premature).

Red Flags for Speech Development in Twins:

  • Both babies missing milestones: keeping track of appropriate language development, taking into account the babies’ adjusted age, can help parents monitor their twins’ development.
  • One baby is developing more quickly: paying attention to each individuals’ progress when developing speech and language is so important. If parents notice that one child is significantly behind their other, intervention may be warranted.
  • Singleton red flags: Overall, the red flags for multiples are the same as for singletons, taking into account adjusted age, as necessary. Babies should acquire their first words around 1 year, and should be consistently learning new words until they reach “word spurt,” or rapid language growth around 18 months.

It is also important to note that monozygotic twins tend to have higher rates for speech and language disorders that dizygotic twins, so it is important that parents monitor speech, language and overall development and growth. As with all children, red flags and milestones are variable, and it is important to remember that some babies progress faster or slower than others. Should parents have concerns regarding speech-language development, it is important to check in with pediatricians or licensed speech-language pathologists!


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References:
Lewis, B.A., & Thompson, L.A. (1992). A study of developmental speech and language disorders in twins. Journal of Speech, Language and Hearing Research. 35(5), 1086-1094.

Rice, M.L., Zubrick, S.R., Taylor, C.L., Gayan, K., & Contempo, D.E. (2014). Late language emergence in 24-month old twins: Heritable and increased risk for late language emergence in twins. Journal of Speech, Language, and Hearing Research. 57(3), 917-928.

NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

What to Expect at Your First Speech Therapy Session

What To Expect In Your Child’s First Speech Therapy Session

If you are a parent who has not had any experience with speech therapy services for your child, the process can seem quite overwhelming. From the moment you begin having concerns about your child to finding a site for services to having an evaluation completed, there are many questions to answer. After you have navigated through the above steps, the next part of the journey is the speech therapy sessions themselves. You may be wondering, “What do therapy sessions look like?” and “What should I expect during the first session?” Below you will find information to help answer these questions and more.

Before the Speech Therapy Session:

While in the waiting room, you may wonder if you should accompany your child to the treatment roomWhat To Expect At Your First Speech Therapy Session or have your child exert independence and go on his own. This is a question that is best directed to the child’s specific clinician. There are many factors that affect the answer to this question including the child’s age, level of attachment, and ability to actively participate in treatment tasks.

During the Speech Therapy Session:

If you have never seen treatment in action, you may be wondering how the clinician targets your child’s goals. In pediatric speech therapy, goals are commonly woven into play and targeted by utilizing motivating activities and objects to the child. This is especially common during the first few therapy sessions because building a trusting relationship between the child and therapist is one of the most important goals. Not to mention getting to show the child that therapy is fun!

After the Speech Therapy Session:

The session is over and the clinician has reviewed the content of the session with you, or you were present in the room to experience it firsthand and you are receiving feedback from the clinician. Now what? Ask questions, such as “How can I support my child’s speech goals at home?” The clinician should provide practice tips and activities for you to complete at home with your child.

Speech therapy sessions are not meant to be a mysterious or overwhelming event, but rather a supportive and inclusive experience for your child and your family. If you think your child may have speech and/or language difficulties, consult a speech language pathologist today.


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NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Road Trip Do’s and Don’ts for Children with Autism

Going on a road trip requires a lot of preparation for everything to go smoothly. If you have a child with autism, going on a road trip will require a little extra preparation, but it should not deter you from taking a trip. A little bit of extra preparation will go a long way to ensure a stress-free enjoyable ride.

Road Trip Do’s and Don’ts for a Child with Autism:

Road Trip Do’s:

  • Prepare. Have an itinerary for the time in the car. Plan scheduled stops along the way for Road Trip Do's and Don'ts for a Child with Autismrestroom breaks, meals, etc.
  • Know your route. This will help with any unexpected stops that may occur. Know where the rest stops are located and where you are planning on stopping to eat meals.
  • Bring your child’s favorite snack and toys. Be well stocked with a variety of snacks, beverages, and activities. Also buy some new activities that can be used if they lose interest in the other activities.
  • Find a social story about car trips. Even better write your own using pictures of various landmarks that your child will see on their journey. Read this story each day in the weeks and days leading up to the trip.
  • Prior to the start of your trip, take small shorter trips (in increasing length if necessary) to get your child used to being in the car for long periods of time.
  • Reinforce and praise appropriate car riding behaviors (e.g., give a preferred snack or access to a preferred toy). Or after a successful outing, stop at your child’s favorite restaurant for a reward.
  • If your child has difficulty using public restrooms, practice going to different restrooms before your trip.
  • Leave for your trip very early in the morning, or even drive overnight if possible so there will be less traffic and your child will be more likely to sleep for the first portion of the trip.
  • Prepare for the worst. Think of everything that could possibly go wrong and then come up with solutions for those situations. Of course you can’t plan for every possible scenario, but having a general idea of what to do when things go wrong will be helpful.

Road Trip Don’ts:

  • Don’t “wing it”. Preparation is key in having a successful road trip. When you are unprepared for the trip there is a bigger chance of something going wrong.
  • Don’t assume that just because your child does well in the car for an hour that they will do well with long trips. Prepare for the worst and have a plan in place if your child begins to get restless during the trip.
  • Don’t wait for problem behaviors to arise. If your child is doing a great job of riding in the car, let them know by either providing specific praise (i.e., “I love how you are sitting and playing so nicely.”), or give them a few bites of their favorite snack in addition to the praise.
  • Don’t show your frustration. Even in a very stressful situation, it is best to remain clam. If you child sees that you are upset, it is just going to make them more upset.

Whatever may happen, good or bad it is important to focus on the special moments that were shared with your family and all of the good memories that are created during the trip that you can reflect back on for years to come.

Click here for more travel tips for children with autism.

What to Expect When You Suspect Autism Download our free, 17-Page eBook


NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

The Facts About Panic Disorder

Earlier this month we posted a blog about anxiety disorders in childhood.  Today’s blog is about one particular anxiety disorder, panic disorder.  While panic attacks can occur in children, they are rare.  The prevalence of panic attacks increases significantly at the age of puberty.  Panic disorder is an anxiety disorder where individuals experience unexpected recurrent panic attacks.

According to the Diagnostic and Statistical Manual of Mental Disorders- Fifth Edition, a panic attack is an abrupt surge of intense fear or intense discomfort that reaches a peak within minutes, and during which time four (or more) of the following symptoms occur:panic disorder

  1. Palpitations, pounding heart, or accelerated heart rate
  2. Sweating
  3. Trembling or shaking
  4. Sensations of shortness of breath or smothering
  5. Feelings of choking
  6. Chest pain or discomfort
  7. Nausea or abdominal distress
  8. Feeling dizzy, unsteady, light-headed, or faint
  9. Chills or heat sensations
  10. Paresthesias (numbness or tingling sensations)
  11. Derealization (feelings of unreality) or depersonalization (being detached from one-self)
  12. Fear of losing control or “going crazy”
  13. Fear of dying

As you will notice with the list above, many of these symptoms are physical (chills or heat sensations, sweating, pain or discomfort) while others are cognitive (fear of losing control, depersonalization, fear of dying).  In addition to the experience of having a panic attack, panic disorder affects individuals in ways that can impact daily life and functioning.  To illustrate, individuals with panic disorder experience “consistent concern or worry about additional panic attacks or their consequences” (DSM-V, p208).  In addition, people with panic disorder will often avoid certain places or activities that they fear might lead to another panic attack.

Dr. David Carbonell, in his Panic Attacks Workbook (2004) identifies four situations in with recurrent panic attacks are likely to occur.  These include:

  1. In situations that remind the individual of their first panic attack
  2. In situations in which the individual might feel trapped or like they won’t be able to escape
  3. During less structured, leisure time activities where one’s mind is less occupied/focused
  4. In the absence of real emergency

Dr. Carbonell goes on to highlight the importance of understanding panic attacks.  Individuals experiencing panic attacks can be flooded with irrational thoughts.  For this reason, it is helpful to remember that having a panic attack does not mean any real risk exists.  In addition, as stated above, panic attacks peak within just minutes.

Although panic attacks are rare in children, young ones can still struggle with feelings of fear and other symptoms of anxiety.  If you suspect your child may be struggling with panic disorder or another anxiety disorder, don’t hesitate to contact a mental health professional.  He or she can help discern if an anxiety disorder exists and help you plan the best course of treatment.

Anxiety Disorders


NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

 

keep your child organized this summer

Strategies to Keep Your Child Organized This Summer

Spring is in the air and with the warm temperature creeping in, this is a sure sign of one thing to come…school’s out for summer! For many, this is a time of year we look forward to, but it can also be a difficult time for our kiddos with ADHD that benefit from the structure and routine that school provides Monday through Friday. Check out these useful tips to help ward off the “I’m bored” summer bug.

Tips to Keep Your Child Organized This Summer:Keep Your Child Organized This Summer

  1. Keep them happy campers: There are many summer camps out there that range from 1 week to several months long. Figure out what would work best for your family. This allows your child time to burn off some energy and engage in social interactions in a structured, monitored environment. Contact your local YMCA or park district for local camps or classes offered near you.
  2. Keep morning routines the same: When kids know what to expect in the morning, it can help to limit meltdowns.
  3. Post a weekly schedule of activities: These can range from very simple tasks like chores and reading to more involved activities like an outing to the park or museum. Make your child part of this so they feel empowered too! This can also be helpful for your child’s sitter if both parents are working.
  4. Plan for at least one success a day: Let your child pick activities they enjoy doing (or do well J) and give praise for their work. Give them an opportunity to tell you about what they did, too!
  5. Join a sport: Many times a child with ADHD may do better in an individual sport. If you child has a low frustration tolerance, difficulty following directions, or acts before thinking, think about enrolling your kiddo in martial arts, golf or bowling!
  6. Dust off the old board games: Games like checkers, chess and UNO help with executive functioning skills. Uno helps kids practice switching between matching colors versus numbers helps to practice cognitive flexibility. Chess also can provide a platform for teaching impulsive children to slow down and think carefully before making their next move
  7. Cook together:Waiting for instructions (inhibition), trying to remember the directions (working memory) and measuring and counting steps (sustained-attention) all help to develop executive functioning skills.

Have a fun and organized summer!

executive functioning

NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Understanding Sensory Processing Disorder: The Gustatory System

The gustatory system, or our sense of taste, allows us to recognize the five basic taste sensations of sweet, sour, salty, bitter, and umami. This sense is meant to keep us safe from ingesting things that are toxic, spoiled, or inedible. It plays a very important role in eating and drinking but is not the only sense that allows us to perceive flavor. It would be very difficult to identify the foods we eat without additionally relying on texture, temperature, and sense of smell. When the gustatory system and its closely related senses in the mouth are over or under responding to oral input, you may see a range of disruptive behaviors in children with sensory processing concerns. The need for adequate oral input may cause a child to constantly put inedible objects in his mouth. These may be the children who always seem to ruin their shirt sleeves or collars no matter how many times you remind them not to chew their clothing. Or perhaps the more intense input of oral stimuli are causing your child to refuse all but a select few foods. As frustrating as it can be, the threat of certain tastes, smells, and textures feel very real to a child who is over responding to oral input.

Red Flags for Hyper or Hyposensitivity to oral input:Understanding Sensory Processing Disorder: The Gustatory System

  • Considered a picky eater, often with a food repertoire that is specific to brand or the way in which food is presented. These children often become very anxious at the thought of trying new foods and may gag when presented with one. Mixed textures tend to be particularly difficult for these children.
  • Limited variety in the types of tastes, textures, or temperatures of food; may eat food only near room temperature and with bland flavors
  • May prefer food either very hot or very cold. May also enjoy heavily seasoned foods or frequent use of condiments
  • Dislikes brushing teeth, complains about toothpaste, or has a strong fear of the dentist
  • Loves going to the dentist or using strong toothpaste flavors. May also love to use vibrating toothbrushes
  • Frequent drooling
  • Licks, chews, or mouths inedible objects frequently, such as clothing, hands, toys, pencils, or small objects they find on the ground

Strategies to provide adequate oral input:

  • Provide a chewy tool; there are now a variety of ways to discretely utilize them. Whether using a chew tube, chewlery, or a chewy pencil topper, your child will have frequent access to a more appropriate chew toy than his t-shirt!
  • Incorporate snacks throughout the day that are crunchy, chewy, or otherwise resistive. Think granola, pretzels, carrots, taffy, jerky, gum, or drinking thick liquids such as smoothies, yogurt, or applesauce through a straw.
  • Regularly use a water bottle with a straw throughout the day.
  • Use tools or play games that require your child to forcefully blow air out of their mouths. Try whistles or kazoos, blowing bubbles, blowing up balloons, using a straw to blow a cotton ball across the table, using a straw to blow bubbles into a drink, or making art with Blo-pens.
  • Try gum or hard candies with strong sweet or sour flavors. Sucking on popsicles or lollipops is a great strategy too.

Consulting with an occupational therapist can be helpful in understanding your child’s specific needs. Because children with significant over or under responsive behaviors to oral input may develop habits that are potentially harmful to their health (i.e., mouthing inedible objects or a severely limited diet), it is important to seek guidance when needed. Incorporating appropriate oral input within a sensory diet or participating in feeding therapy to expand food repertoire can greatly improve your child’s response to or need for oral input.

 

More on the Subtypes of SPD:

  1. Sensory Processing Disorder: The Subtypes
  2. Understanding Sensory Processing Disorder: The Tactile System
  3. Understanding Sensory Processing Disorder: The Auditory System
  4. Understanding Sensory Processing Disorder: The Vestibular System
  5. Understanding Sensory Processing Disorder: The Visual System

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NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Baby Blues or Postpartum Depression?

For many people, the line between the experience of Baby Blues and Postpartum Depression may be blurred. This is not because they are one in the same, but rather, there is a lack of education regarding the inherent differences between what may seem like similar symptom presentations. In fact, Postpartum Depression is just one subset of a greater category of Perinatal Mood and Anxiety Disorder (PMAD). Postpartum Depression appears to be a buzzword in today’s culture but it leaves out the anxiety, panic, and potential psychosis that can also be triggered during the pregnancy and after childbirth.

Symptoms of the Baby Blues:baby blues or postpartum depression

  • Anxiety
  • Lack of focus/concentration
  • Feeling overwhelmed
  • Change in sleeping habits
  • Frequent crying
  • Shifts in mood

Although many of the symptoms are the same between the Baby Blues and Postpartum Depression, the biggest difference lies in the duration. Baby Blues are a normal occurrence due to the fluctuations the mother’s hormones, may appear in the first week postpartum, and last at maximum of 1-3 weeks before dissipating. Postpartum Depression will last longer and can be triggered anytime within the first year of parenting.

Symptoms of Postpartum Depression:

Excessive worry

  • Guilt/Shame
  • Loss of interest in former pleasurable activities
  • Changes in eating or sleeping habits
  • Irritability/Agitation
  • Sadness
  • Discomfort or fear around baby
  • Anxiety/Panic
  • Inability to bond with baby
  • Feeling poor about ability to parent and be a mother

Risk factors that can influence Postpartum Depression:

  • History of personal or familial Postpartum Depression and/or other mental illness
  • Life changes or stressors
  • Lack of support
  • Whether or not the pregnancy was planned
  • Infertility or previous complications with pregnancy
  • Perfectionistic tendencies
  • Unrealistic expectations of parenting or pregnancy

Treatment exists for those experiencing Postpartum Depression and can be beneficial to ensure the health and well-being of both mother and baby. If you or someone you know is unsure if her experience is Postpartum Depression or the baby blues, contact Katie Kmiecik, MA, LCPC or any other PMAD Specialist at Postpartum Wellness Center for more information www.postpartumwellnesscenter.com.

NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

12-Month Doctor Visit Checklist

12-Month Doctor Visit Checklist

Developmental check-ups with a Pediatrician throughout your child’s first year of life (at 2, 4, 6, 9, and 12 months) are a perfect place to bring up any concerns you as a parent may have a about your child’s development. While Pediatricians have their own set of developmental red flags, these only hit the “big-12-Month Doctor Visit Checklistbad-uglys” as we like to call them, including the following:

  • Is your child rolling by 6 months?
  • Is your child sitting independently by 8 months?
  • Is your child crawling by 12 months?
  • Is your child walking by 18 months?

These red flags are very specific, meaning  a child who exhibits these red flags would be identified for services, but not very sensitive, meaning many children who would benefit from therapy services are missed. I have seen many children referred to physical therapy for delayed walking skills, who are not standing independently or didn’t roll consistently until 8 months. To help these children who are being missed by the Pediatricians red flags, I have put together a checklist of things to discuss with your Pediatrician at your child’s 12 month check-up.

Checklist for your child’s 12-month doctor visit:

Gross Motor Skills

  • Independently transitions into and out of sitting
  • Rolling independently from back to belly, and belly to back, with ease
  • Crawling on hands and knees with reciprocal form
  • Pulls to stand at stable surface
  • Cruises along furniture

Fine Motor Skills

  • Begins using pincher grasp (thumb and single finger)
  • Transfers objects from one hand to the other
  • Places toys into large container, and takes toys out
  • Begins holding spoon during feeding

Speech Skills

  • At least 1-2 words
  • Babbling with constant – vowel combination, ie. ba-ba, ma-ma, da-da
  • Labeling object with consistent sounds, ie. ball is always “ba”
  • Pays attention to speech around them
  • Follows simple commands, ie. “go get the ball”

Take this checklist with you to your 12-month visit. If you have further concerns, schedule a pediatric physical therapy evaluation.

north shore pediatric therapy physical therapy

NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!