Registration for Social Skills Classes January 28th-March 4th

Registration is now open for our next six-week session of social skills classes. Classes begin on Sunday, January 28th and run through Sunday March 4th.The total cost for a six-week session is $225.00. Each group will have no more than 5 students so we can practice “thinking” about thinking as well as individualize for each child. Teacher letters will be provided weekly so all of the adults in your child’s life are using the same terminology and have the same expectations. 

Questions about our classes? Please e-mail or call us with your questions and we would be happy to connect with you to tell you more!

If you are new to our groups, please complete a registration form found here Registration for Social Skills Classes January 28th through March 4th 2018 and e-mail it to us at confidentsolutions7@gmail.com.

If you are a returning family, please fill out this condensed registration form and send it via e-mail Registration for Social Skills Classes January 28th through March 4th Condensed 2018

For some students, obtaining and utilizing good social skills do not come naturally. They move through their environment having a difficult time communicating and understanding more than just direct language-based interactions. We typically begin intuitively learning key social skills around age three through observation and parallel play. When these skills are not intuitively understood, they can be taught cognitively. For example, good social skills include eye contact, conversational turn taking, and flexible thinking. For some students, these skills need to be taught and practiced in a non-judgmental environment.  Previous posts about Social Learning can be found here Social Learning and Who Benefits From Social Skills Classes? 

We are offering three different sessions so please read the specifics below. As always, reach out to us with questions at confidentsolutions7@gmail.com. We believe that empowering the parent/guardian is equally important in empowering the child. Please plan on staying for the parent session of your child’s class to learn what your child is learning and how to help your child at home. As we send your weekly teacher letter, we encourage you to let your child’s teacher know that he or she can also reach out to us for extra support or questions for your child in the classroom. We’re all here to help your child grow in his/her social learning.

All classes are held at University Ridge Office Center, 1905 JN Pease Place, Suite 201, Charlotte, NC 28262.

 Social Communication-This class is full. If you would like to be put on the waiting list in case of any cancelations, please send us an e-mail.

This session focuses on the different types of  communication: body language, spoken language, and comparative vs literal language.   Students will learn why we participate in different types of communication as well as understand the sometimes “hidden meanings” within these communications.  Once these concepts are taught, students will practice making “smart guesses” to assist them in understanding how others may be perceiving them in various social situations. Does this match how they want to be perceived? With students gaining the above skills, they will begin to move past just thinking about themselves and will be better able to think about others so they can participate in social situations with more success.

This group meets every Sunday from 1:00-2:00.

 Mindful Thinking and Zones of Regulation

Zones of Regulation teaches emotional self-regulation with any emotion through building social and sensory skills.  Mindfulness  provides the foundation of awareness through five realms; physical, mental, emotional, social, and global literacy. Mindfulness is a way of being. Through conscious observation (mindfulness) of our behaviors and thoughts we gain personal power.   This process is both physiological and mental. Thinking is a powerful tool that we can access within each of the four zones to help with emotion regulation. By categorizing our thoughts and emotions we can build a toolbox that will empower us to monitor without judging, and choose our responses successfully. Students will also learn how to identify a problem and the steps to solve it.  Learning how to self-regulate is a skill that does not develop overnight. It takes time, patience, understanding, and support. This is where training your brain to think Mindfully can be a powerful tool in your toolbox of self-regulation.

This group meets every Sunday from 1:00-2:00.

For further reading, here is an article about the benefits of teaching Mindfulness with Social Thinking https://www.socialthinking.com/Articles?name=Mindfulness+and+Social+Thinking&utm_source=facebook&utm_medium=social&utm_campaign=article_Mindfulness_and_Social_Thinking_Perfect_Companions

 Self-Awareness-Learning How To “Think” About Thinking Socially

This is the perfect beginning class if you are new to our social skills groups. This six-week session lays a foundation of skills that your child can continue to build upon and grow his or her social thinking. During this session, children and parents will learn the differences between self-awareness, self-monitoring, and self-control. Students will learn about “hidden” social expectations in different environments, how to make social observations to learn those “hidden” rules, how behaviors are connected to emotions, strengthen observation/imitation skills, how to gain self-awareness with individual behaviors, move into self-monitoring tools for shifting negative behaviors into positive ones, how to identify if a problem is a big one or little one, and learn how to use your whole body to listen. As we continue to teach these skills, the group will begin to understand that people have a perspective that is different from their own and how to navigate a social interaction using this knowledge. Each child will choose a personal behavior goal and learn tools to help create a shift in awareness and behaviors.

There are two sessions being offered for this class so please be sure to check your preferred time on the registration form.  The first group meets every Sunday from 3:00–4:00 and the second group meets every Sunday from 4:30-5:30.

If you’re not sure if our group is the right fit for your child or have any further questions, we would love to talk with you. Please don’t hesitate to reach out to us at confidentsolutions7@gmail.com.

Haley for website

With Appreciation,

Christina and Wendy

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Find us on Facebook

Don’t forget to find us on Facebook!  Not only do we share helpful resources, we do live videos of our upcoming events.  

With Appreciation,

Christina and Wendy 

A New School Year

A new school year already! This can bring feelings of excitement as well as anxiety.  One thing you can to do prepare for the new school year is to begin communicating with your child’s teacher.  Who else knows him or her like you do? Communication is a critical piece in your partnership with your child’s school. We recommend writing an e-mail or a letter to your child’s new teacher telling them all about your child.  We previously wrote a post about this but feel it’s important to share again. You can find the past post here Communicating with Your Child’s Teacher which also includes a link for a template on how to write a letter and communicate.

As the year progresses, keep that communication line open.  Here is a  link to the Wrightslaw website on how to write an effective letter to your child’s school pertaining to any EC needs or concerns http://www.wrightslaw.com/advoc/articles/letters.draft.htm

If you would like help on how to begin or tools for communicating with your child’s school, please reach out to us at confidentsolutions7@gmail.com.

Cheers to the start of a fantastic year!

With Appreciation,

Christina and Wendy

 

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Confident Solutions Accepts Medicaid!

Wendy Britt is a licensed Speech-Language Pathologist who currently sees patients from pediatrics through adults with a variety of Speech and Language Impairments.  Therapy can take place in your home or in our office at 1905 JN Pease Place, Suite 201 Charlotte, NC 28262.

Areas of Speech & Language Services:

                • Articulation: accurate production of speech sounds

                • Language: word meanings and relationships, sentence structure and grammatical markings

                    and social skills during communication

                • Phonological Awareness: awareness of sounds and ways to manipulate them

                • Auditory Processing: The mental processing of language and auditory stimuli

                • Stuttering: Smooth, Fluid Speech

                • Augmentative Communication: alternative forms of communication for those who cannot

                     achieve speech

                • Voice Disorders: techniques to treat strained, breathy, hoarse, soft, loud, or nasal voices 

We accept:

Medicaid or private pay

Call us to set up an initial appointment or have your physician fax a doctor’s order to 980-225-0229.

Telephone: Wendy Britt 704-995-6896

Email confidentsolutions7@gmail.com

 

Differences Between Social Skills Group and Middle School Group

Good morning! We have made a lot of posts this week with our fall schedule and registrations.  We wanted to let you know the differences between the two groups that we recently posted.

The social skills groups are for elementary aged children.  They are working and building upon specific social skills.  The children meet as a group while the parents meet as a separate group.  This session runs for six weeks and registration is due by August 19th.  Please click here for the full details Registration for School Age Social Skills Classes August 20th-October 1st

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Our middle school group typically meets two Friday evenings a month and you can register for all the open Fridays or you can register the week the group meets.  This group consists of no more than 10 students with grades ranging from 6th-9th.  This is more of a relaxed group than our elementary aged group because it’s more of an organic environment where the students hang out, we play games, and we teach mini-lessons during the group.  Please click here for the full details Middle School OTB Group-Fall Semester

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If you have any questions about our groups, please contact us at confidentsolutions7@gmail.com.

We will be posting details about a homeschool fall schedule as well as our upcoming free IEP classes for parents and guardians soon.

With Gratitude,

Christina and Wendy

Accountability

We get a lot of calls asking who can be held accountable for parts of the IEP or 504. After asking a few questions, we realize parents are typically talking about the modifications/accommodations on their child’s IEP or 504. We have seen that a lot of IEPs or 504s have very vague descriptions written of these.  A good modification/accommodation will answer these questions “who” will do “what”, “when”, “where” and “how”.  For example, an accommodation of “modified assignments” would be written something like this:  ” the regular education teacher will provide (student’s name) with a math assignment with 20% of the math problems. These math problems will determine understanding of the math concept taught. The number of the math problems that (student’s name) should complete will be circled. The regular education teacher will ensure that Student understands which problems to complete.”

Another example is “modified seating” or “preferential seating”. This accommodation is on many IEPs. An example of a good accommodation would be “the regular education teacher will provide (student’s name) with a seat close to the front of the class during instruction so teacher can check for understanding”. Or instead of “check for understanding” it could be “to help student maintain attention/focus”. This could also be changed from “close to the front of the class” to “an area with minimal distractions”. Each accommodation on your child’s IEP should be specific to your child. There should be an adult responsible for providing this accommodation or modification. When we sit as advocates we commonly see that schools want to make the child the “who” in these accommodations. For example, if the child is allowed to have frequent breaks during assignments, we are seeing “student will request a break when he is feeling overwhelmed”. If this is an accommodation that is allowed, then the “who” needs to be an adult helping to facilitate these. If this is something the child is working to learn, then this needs to be a self-advocacy goal. A better way to write this accommodation would be “the teacher will allow (student’s name) to have a break when he is overwhelmed. Signs that “student” is overwhelmed include flapping, spinning, talking louder. If “student” does not initiate a break, the regular education teacher should discreetly ask/determine if “student” should have a break. “student” can be overwhelmed during assemblies, before a test, or when there is a change in his schedule.”

Take a look at your child’s IEP or 504 to see how his or her modifications/accommodations are stated.  They should be clearly written with answering all of the who,what, when, where, and how questions.  If you have missing pieces, we recommend asking for a meeting before school starts to clarify them.  This will help set your child up for success this coming school year.

We also offer a paperwork review in which we read through your paperwork thoroughly, and will write specific notes for you to ask your school to clarify.  We are always happy to answer any questions you have over the phone or through e-mail as well.  We have free IEP classes to empower you in how to better understand your child’s paperwork.  Please enter your e-mail on the home page to receive the latest updates!

With Gratitude,

Wendy and Christina

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What is Speech-Language Therapy?

Typically, when we think of a Speech Language Pathologist, we think of someone who helps children master their “r” sound or “l” sound.  Speech-language therapy is so much more than that!

By definition, Speech-language therapy is an area of expertise whereby a speech-language pathologist  works to prevent, assess, diagnose, and treat speech, language, social communication, cognitive-communication, and swallowing disorders in children and adults (http://asha.org).   Speech language therapy can target pragmatic language,which is the social language we use with others. This includes body position, turn taking, and perspective taking. This aspect also helps children with their individual social interactions such as knowing when it is there turn to talk and staying on topic.  Speech-language therapy also addresses expressive language (understanding what is being said to you), receptive language (being able to correctly express your thoughts to others), articulation (making correct speech sounds), phonological awareness (understanding and being able to manipulate each sound of the alphabet), and swallowing disorders.  This website gives more information about each of these areas: http://www.asha.org/Students/Speech-Language-Pathologists/  This link is a terrific resource for understanding milestones for children: http://www.asha.org/public/speech/development/

Therapy can take place any time of life from pediatrics to geriatrics in a private practice, in your home, a hospital, a school, rehabilitation facilities or long-term care facilitates.  Speech Pathologists begin with testing to determine the exact area of needs to address.  

I would love to connect with you to give you more information about what speech-language therapy would look like for your child.  After evaluating your child’s needs, we will sit down together and go over the results and answer all of your questions. I’ll show you the areas of needs that I can address through speech-language therapy and give you tips for helping your child at home.  Not sure if speech-language therapy is what your child needs or have further questions? Please reach out to me and we can schedule a time to talk on the phone to answer all of your questions.

You can contact me anytime at confidentsolutions7@gmail.com. Please put Speech-language therapy in the subject line.  I look forward to talking with you!

With Gratitude,

Wendy

 

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What Is Inside of my OG Bag?

My Orton-Gillingham bag is full of fantastic resources and tools to help a child read. It is quite heavy!  I  was looking for a large bag that would zip close.  I decided on this bag from Lands End because of the pockets on the inside and the heavy fabric.

OG Bag

OG Bag 2

Sitting right inside is my double blending board.  I found this one on Etsy.  It’s made in Colorado using blue stain pine.  Love it as much as i do? Check out their Etsy site here: https://www.etsy.com/listing/245551667/18-single-blending-board-with-blue-stain?ga_order=most_relevant&ga_search_type=all&ga_view_type=gallery&ga_search_query=blending%20board&ref=sc_gallery_3&plkey=f08b7dba599f0db574d5a0464f6715fba28101e6:245551667

Blending Board

I have two sets of the OG card packs. These are used during each session to review sounds, teach new sounds, and practice how they are spelled.  We than practice how to blend the sounds together on the board.

Blending Board 2

 

card deck

I found two perfectly sized containers at Target to hold my red and green crayons.  You can buy just red or green crayons straight from amazon. Here’s a link: https://www.amazon.com/s/ref=nb_sb_noss_1?url=search-alias%3Daps&field-keywords=red+crayons

crayons

I have this little 31 tote bag inside that holds different sized sticky notes as well as extra colored index cards.  It’s important to be able to find what I need quickly in my bag when working with a child.

container

Those colored index cards make the vowel tents.  This is where we practice the open and closed sounds of the vowels not only in isolation but in words as well.

vowel tents 1

Flip those vowel tents inside out, prop them back up and you have the different sounds that -ed makes.

Vowel Tents 2

I love a good notebook! 🙂 I have a notebook for everything! Here is where I can quickly take notes on each student and later write it in their individual file.

notebook

No OG is complete without their multi-sensory sand. It has two different colors with two different grains.  When we pour it on a paper plate and the student spells the sound, the color pops through.

Sand

Here’s where the inside pockets of my large bag come in handy. I have three small containers.  One for glue sticks and tape, one for vowel intensive craft sticks, and one for highlighters and pens.  I also have individual pouches of pencils and my scissors.

boxes

Pencils Scissors

An important tool is the Recipe for Reading book. It has letter sounds, vowel digraphs, consonant blends, and spelling rules in a sequential cumulative order.

Recipe

Another 31 bag that I previously had sits at the bottom of my bag with all of my file folders.  I have an individual file folder for each student, assessments, literacy connection pieces, phonological awareness activities, encoding and decoding tools.

Folders

This is a wonderful tool for encoding phonetic words.

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For decoding new words, students learn the different syllable division patterns. I personally love this activity. 🙂 The composition notebook is cut in half. After the student completes a decoding activity through syllable division, she/he glues it into their notebook to create an interactive colorful notebook with the syllable division rule. We also add vocabulary meanings when necessary.  We use the highlighters here which not only makes it colorful but easy to locate the individual rules.

Syllable Division.jpg

 

I stapled my baggies of felt to the inside of my Elkonin Boxes folders for students who need extra practice with Phonological Awareness.

Elkonin Boxes

This Phonological Awareness book creates practice of skills through fun and engaging games.

Phonological Games

A file folder with everything I need to teach a new red word.

Red Words

 

Another important piece is strengthening vocabulary, comprehension, and fluency.  I have books and folders of reading passages that align with the lesson being learned that specifically work on each of those three areas.  I also have a file folder of different levels of reader’s theater for students to practice reading.

If you would like to receive updates to our website, please enter your e-mail address on our home page and connect with us on Facebook.

Check us out on Pinterest as well! We are finding some useful resources that we love sharing.

https://www.pinterest.com/confidentsoluti/boards/

 

If you’re interested in OG tutoring, or hearing more about Orton-Gillingham, please send me an e-mail at confidentsolutions7@gmail.com.  Please put OG Tutoring in the subject line.

With Gratitude,

Christina