Improve Speech Problem

1-               Practice jaw exercises to enhance clarity of speech                                

1. Make wide chewing motions while humming gently.
2. Stretch every muscle in your jaw and face. Open your mouth as wide as possible (as if you were about to yawn), while moving your jaw in circles, and sideways.
3. Open your mouth wide, as in the previous exercise, and shut it again. Repeat 5 times.

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  2-                     Try tongue twister Exerciser                                                           

Start off slowly, and gradually build up until you say them at normal conversation speed. When speaking them, exaggerate the words, making your tongue, jaw and lips work hard. As you become surer of them, begin to project your voice and exaggerate the words more. This helps you gain skill.

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3-    Have a conversation with yourself in front of the mirror                     

It may sound silly, but it does help. Again, exaggerate your words as you speak

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4-                      Gargle water with a pinch of salt                                                            

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5-               Avoid Speaking with Bad Teeth                                         

   

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6-                  Don't Rush When Speaking                               

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7-                                           Swallow Excess Saliva                                                                                                                                    

Saliva left in the mouth can result in mumbling and distortion of consonants such as "S" and "K"

Follow these if have fuirther problem do consult with us 

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Cocentration Problem

Possible causes                                                                                                                        

In younger children, lapses in concentration could be caused by:

 

Lack of sleep

If your child is tired she won't be able to concentrate so put her to bed at a reasonable hour. Aim for her to get about nine hours' sleep a night.

Personal circumstances

Your child will find it easier to concentrate when she is not troubled or anxious about something such as falling out with friends, or is having difficulty getting along with her teacher.

 Motivation and interest

She will be able to concentrate for longer if she's interested in what she's doing.

 Health

A weak immune system, dehydration and bad eating habits could all contribute to poor levels of concentration. Make sure that she takes a multivitamin and mineral supplement every day.

 Surrounding conditions

A lot of activity, noise, or a television that is always on does not contribute to the calm atmosphere that is needed for high levels of concentration.

 Distracted teens

If your teenager's mind is always elsewhere, this could be why:

 Lack of sleep

Encourage teenagers to go to bed and to get up at roughly the same time every day.

 Personal circumstances

Similar to younger children, being anxious or troubled about issues at home or at school, or with friends, could lead to low levels of concentration.

 Lack of motivation

Getting them to be interested in the subject will make a huge difference to their levels of concentration.

 Teacher trouble

When children do not like a teacher or have a problem with a particular teacher, they usually do not perform well.

 Health problems

Concentration could be affected by regular illness due to a lack of medication for a chronic condition such as asthma, or because of a weak immune system and an unhealthy diet.

 Lack of exercise

This could make children lethargic and tired, and they won't be able to concentrate, especially after lunch.

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What is slow learner

Question -What is slow learner? 

Answer :-

 A “slow learner” is not a diagnostic category, it is a term people use to describe a student who has the ability to learn necessary academic skills, but at rate and depth below average same age peers. In order to grasp new concepts, a slow learner needs more time, more repetition, and often more resources from teachers to be successful. Reasoning skills are typically delayed, which makes new concepts difficult to learn. 

Question:-How we identify them?

Answer :-

The characteristics of a slow learner are: 

1. Functions significantly below grade level. 
2. Is prone to immature interpersonal relationships. 
3. Has difficulty following multi-step directions. 
4. Lives in the present and does not have long-range goals. 
5. Has few internal strategies (i.e. organisational skills, difficulty transferring and    generalising information.) 
6. Scores consistently low in achievement tests. 
7. Works well with "hands-on" material (i.e. labs, manipulative activities.) 
8. Has a poor self-image. 
9. Works on all tasks slowly. 
10. Masters skills slowly; some skills may not be mastered at all.

Question : - What I do after my child have slow learning problem  ?

Answer :-

Here are some tips on how to work with slow learners: 

• Reduce distractions by providing a quiet, private place to work. 
• Emphasise strengths. Use lots of praise and reinforcement frequently. 
• Make lessons short. Limit the working time and have several short work periods rather than one long one. 
• Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible. 
• Work on material that is somewhat challenging but allows success. Work that is too hard or too easy is a turn-off. 
• Make learning fun and comfortable. Your positive attitude is very important. 
• Encourage your child to talk to you. Ask what he did in school. Ask what was the best part of his/her day. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done, and plans to do. Communicate with your students. 
• Go over his/her daily work to reinforce the learning. Slow learners need repetition. 
• Provide meaningful, concrete activities rather than abstract ones. 
• Give short, specific directions and have your child repeat them back to you. 
• READ! Set an example by reading yourself. Read to the student and have the student read to you. 
• Work closely with the teacher to help strengthen academic areas that are weak in school. 
• Stress the importance of education. 
• Encourage the student to explore an area of interest to him/her.

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Language Development in Child

Language Development Index

Age	Language Development Sign....
6-Months	Vocalization with intonation Responds to his name Responds to human voices without visual cues by turning his head and eyes Responds appropriately to friendly and angry tones
12 Months	Uses one or more words with meaning (this may be a fragment of a word) Understands simple instructions, especially if vocal or physical cues are given Practices inflection Is aware of the social value of speech
18 Months	Has vocabulary of approximately 5-20 words Vocabulary made up chiefly of nouns Some echolalia (repeating a word or phrase over and over) Much jargon with emotional content Is able to follow simple commands
24 Months	Can name a number of objects common to his surroundings Is able to use at least two prepositions, usually chosen from the following: in, on, under Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words Approximately 2/3 of what child says should be intelligible Vocabulary of approximately 150-300 words Rhythm and fluency often poor Volume and pitch of voice not yet well-controlled Can use two pronouns correctly: I, me, you, although me and I are often confused My and mine are beginning to emerge Responds to such commands as “show me your eyes (nose, mouth, hair)”
36 Months	Use pronouns I, you, me correctly Is using some plurals and past tenses Knows at least three prepositions, usually in, on, under Knows chief parts of body and should be able to indicate these if not name Handles three word sentences easily Has in the neighborhood of 900-1000 words About 90% of what child says should be intelligible Verbs begin to predominate Understands most simple questions dealing with his environment and activities Relates his experiences so that they can be followed with reason Able to reason out such questions as “what must you do when you are sleepy, hungry, cool, or thirsty?” Should be able to give his sex, name, age Should not be expected to answer all questions even though he understands what is expected
48 Months	Knows names of familiar animals Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands Names common objects in picture books or magazines Knows one or more colors Can repeat 4 digits when they are given slowly Can usually repeat words of four syllables Demonstrates understanding of over and under Has most vowels and diphthongs and the consonants p, b, m, w, n well established Often indulges in make-believe Extensive verbalization as he carries out activities Understands such concepts as longer, larger, when a contrast is presented Readily follows simple commands even thought the stimulus objects are not in sight Much repetition of words, phrases, syllables, and even sounds
60 Months	Can use many descriptive words spontaneously-both adjectives and adverbs Knows common opposites: big-little, hard-soft, heave-light, etc Has number concepts of 4 or more Can count to ten Speech should be completely intelligible, in spite of articulation problems Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow) Should be able to repeat sentences as long as nine words Should be able to define common objects in terms of use (hat, shoe, chair) Should be able to follow three commands given without interruptions Should know his age Should have simple time concepts: morning, afternoon, night, day, later, after, while Tomorrow, yesterday, today Should be using fairly long sentences and should use some compound and some complex sentences Speech on the whole should be grammatically correct
6-Years	In addition to the above consonants these should be mastered: f, v, sh, zh, th,1 He should have concepts of 7 Speech should be completely intelligible and socially useful Should be able to tell one a rather connected story about a picture, seeing relationships Between objects and happenings
7- Years	Should have mastered the consonants s-z, r, voiceless th, ch, wh, and the soft g as in George Should handle opposite analogies easily: girl-boy, man-woman, flies-swims, blunt-sharp short-long, sweet-sour, etc Understands such terms as: alike, different, beginning, end, etc Should be able to tell time to quarter hour Should be able to do simple reading and to write or print many words
8-Years	Can relate rather involved accounts of events, many of which occurred at some time in the past Complex and compound sentences should be used easily Should be few lapses in grammatical constrictions-tense, pronouns, plurals All speech sounds, including consonant blends should be established Should be reading with considerable ease and now writing simple compositions Social amenities should be present in his speech in appropriate situations Control of rate, pitch, and volume are generally well and appropriately established Can carry on conversation at rather adult level Follows fairly complex directions with little repetition Has well developed time and number concepts

Signs of Facebook Addiction in Children

Signs of Facebook Addiction in a Children or Teenager's :

1. Spending more than an hour on Facebook each day.
2. Staying up too late and losing sleep to spend more time on Facebook.
3. Caught trying to get around Facebook limits at home and school (sneaking out of bed at night, using Facebook Mobile at school, etc.).
4. Putting Facebook ahead of homework, school, and other activities.
5. Opting to stay on Facebook instead of seeing friends in person.
6. Panicking at the idea of being away from Facebook for any length of time (on vacation, during a power outage, etc.)

Child's sex behaviors

Understand child's sex behaviors

Sexual Behaviour And Sexuality Are Difficult Topics To Confront For Several Reasons, Only One Of Which Is The Reluctance Of Many People To Address Or Discuss The Subjects. The Topics Become Even More Difficult When We Have To Speak About Them In Relation To Children. When Children Engage In Sexual Behaviour In School Settings, Teachers And Principals Are Faced With Sensitive Cultural, Gender, Religious, Spiritual, Legal And Professional Issues.

What Is Problem Sexual Behaviour?

There Is A Wide Range Of Behaviour That Can Be Considered Problematic. Such Behaviour Can
Include:
• A Single Incident That Indicates A Child Has Knowledge Of Adult Sexual Behaviour Beyond His/Her Age And Developmental Level
• A Pattern Of Sexual Behaviour, Which, Although The Behaviours Themselves May Be Normal , Does Not Respond To Correction By Adults
• Sexual Behaviours That Are Atypical For A Child’s Developmental Level Or Suggest That A Child Is Pre-Occupied With Sexual Matters
• Sexual Behaviours That Do Not Involve Other Students But Are A Problem For The Student Himself Or Herself (E.G., Excessive Masturbation That Interferes With Academic Work And/Or Peer Relationships)
• Sexual Behaviours That Bother Or Seriously Disturb Other Students

How Do Children Develop Problem Sexual Behavior?

Children’s Problem Sexual Behaviours Can Be Placed In Three Groupings, Each With Different
Origins:
1. Reactive Sexual Behaviour- Some Children Do Sexual Things Because Of What They Have Experienced Or Witnessed
2. Sexualized Behaviour- Some Children Have Had So Much Trouble In Their Lives That They Feel Profoundly Sad, Lonely, Or Empty, And Discover That Sexual Behaviour Helps Them Cope With Unpleasant And Negative Emotions.
3. Coercive Sexual Behaviour- A Few Children Who Have Experienced A Long History Of Powerlessness And Physical And Sexual Abuse, Or Have Witnessed Violence, Come To Engage In Coercive Sexual Behaviour That Mimics That Of Aggressive Adult Sexual Behaviour.

Helping Your Children To Change Their Behaviour-

Step 1-  Find Out Which Of The Child’s Specific Behaviour Need To Be Changed, Such As Persistent Sex Play Or Pressuring A Younger To Have Sexual Contact. Then Look At How Often It Has Happened, What Else Goes On While It Happens, And What Reward The Child Gets From It. For Example, Child May Get Attention For His/Her Behaviour; It May Feel Good, Or  It May Be A Way Of Having Control Over Others.

Step 2- Make A Plan To Stop The Behaviour. What To Do (Ignoring, Time Out Or Punishment) Depends On How Serious The Behaviour Is. Be Sure To Tell The Child What Behaviour You Are Concerned About And What You Are Going To Do. Then Follow Through With It.

Step 3- Make A Plan To Praise Positive Behviour. Figure Out What Child Is Getting From The Sexual Behaviour And Look For Others Ways To Meet Those Needs. For Example, If Child Does Not Know How To Tell People When He Or She Is Angry, Find Ways To Help Him Or Her Express Her Anger, Such As Talking About It Or Drawing Pictures. If Child Needs Attention, Give It When He Or She Is Behaving Well. Teach The Child Things To Do To Help Control Himself/Herself, Like Asking For Help, Leaving The Situation Or Taking Time To Think Things Thorough Before Acting.

Step 4- Protect The Children. When Children Cannot Stop Misbehaving On Their Own, Don’t Give Them Chances To Continue Misbehaving. This Means Watching Them Closely, Not Allow Them To Play With Other Children Without Adults Around Who Know What To Watch For. When Children Have Proven They Can Behave, It May Be Possible To Become More Flexible.

Step 5- Take Care Of Yourself. You Will Be Less Able To Help Your Child If You Are Angry, Depressed Or Overwhelmed. Talk To Family And Friends About Your Feelings, Get Advice From People You Trust, Consult Your Doctor Or Talk To Your Counselor. Even Though This Is A Stressful Time, Try To Stay Focused On Helping Your Child And Strengthening Your Family. In The Long Run, If You Are Handling The Situation Well, That Will Be The Most Help.


Responsibilities Of School Staff-

All School Staff Are Responsible For The Initial Intervention When They Observe Problem Sexual Behaviour By A Student, Or When Such Behaviour Is Reported By A Student. The Initial Intervention Includes Talking To The Student Who Exhibited The Behaviour, Documenting The Incident, Informing The Principal, And Reporting To A Child Protection Social Worker/Police When Necessary. However, School Personnel Have Specific Responsibilities Beyond The Initial Intervention. Responsibilities May Vary Depending On The Seriousness Of The Behaviour.

An Effective School Response To Children’s Problem 

Sexual Behaviors Has Three Goals :

1. Encourage Communication — Adults Provide A Model For The Child By Being Able To Talk Clearly And Calmly About The Sexual Behaviour.
2. Develop Empathy — Adults Help The Child To Recognize And Interpret Cues That Signal Others’ Feelings And Needs, And Tell The Child About The Impact Of Her Or His Behaviour On Others.
3. Promote Accountability — Adults Help The Child Develop The Ability To “Catch” His Or Her Thoughts, Recognize Thinking Errors, And Understand That Behaviour Does Not “Just Happen.”

The Teacher:

• Talks To The Student(S) Involved And The Student Who Was Mistreated To Gather More
Information As Required
• Informs The Principal Of Incidents When They Occur
• Consults With School Counsellor Concerning Needs Of Students
• Documents The Incident And The Intervention
• Informs Parents Of Students Or Assists Principal And Counsellor In Talking To Parents
• Participates In The Development And Implementation Of A Safety And Support Plan
• Implements Behaviour Management Strategies In The Classroom, As Necessary
• May Provide Classroom Lessons/Discussion On Boundaries

The Principal:

• Receives Information (I.E., Reports) From Any Staff Person Or Parent Concerning Problem Sexual
Behaviour By Student(S)
• Stores Documentation In A Confidential, Secure Location (Not Part Of Student File)
• Contacts And Meets With Parents (I.E., Levels 2 And 3, Page 13)
• Convenes And Chairs Safety And Support Plan Team
• Assumes Role Of Case Manager Or Delegates The Responsibility To A Staff Member In The School
• Participates In The Development And Implementation Of The Safety And Support Plan

The Counsellor:

• Assists The Principal In Talking With Parents
• Determines Students’ Need For Further Support
• Consults With A Mental Health Professional (With Parents’ Written Permission)
• Participates In The Development Of A Safety And Support Plan
• Provides Support For The Classroom Teacher In Implementing Behaviour Management Strategies
• Discusses Boundary Issues With His Or Her Class
• Works With Student(S) Involved

The Support Staff:

• Informs Principal Of Incidents Of Problem Sexual Behaviour
• Documents The Incident
• Participates In The Development And Implementation Of The Safety And Support Plan As Requested
By The Principal
• Assists Classroom Teacher In Implementing Behaviour Management Strategies

Thanks

Dr.Shweta singh

Lecturer,

Dpt. of Applied Psychology,

V.B.S.Purvanchal University

Jaunpur,U.P.,INDIA

mail- shweta_opsingh@rediffmail.com

Is I Am ADHD ( Attention Deficit Hyperactive ) ?

Message 

Hello friends now these days parents and teachers often confuse about the child behaviour and their activities  they things if a child is sightly active and playful he must have some kind of abnormality in behavior. On that regard here i am showing you some research based analysis which explain you that what exact means by ADHD. Hope you people enjoy and must get some insight about your child.

__________________________________ADHD

Symptom of ADHD:-

1. LOW IN ATTENTION
2. MOVE BODY PART FREQUENTLY
3. LIKE TO PLAY BUT VERY EASILY DISTRACT 
4.  LOOK RESTLESS
5. NOT ABLE TO MAINTAIN EYE TO EYE CONTACT MORE THEN FEW SECOND 
6. SOME TIME MOVE HERE AND THERE AIMLESSLY 
7. PHYSICAL ACTIVITY IS INCREASE IN COMPARISON TO THE SAME AGE CHILD 
8. GRIP HARD ON THINGS
9. ABUSE SOME TIME EVEN AT SMALL STIMULUS
10. BEAT CHILDREN OR ANIMAL WITH HIGH FORCE 

Duration :- at least 6 months  

Age- Minimum 5 year and after

                                                           if any parents see near to all problem in his child then they must think to consult a child psychologist for the proper evaluation and management.

More study and understanding of ADHD  must read this scientific book at W.H.O web

Thanks

https://youtu.be/nVXh94McsQ0

Reading Problems

Your Child’s Reading Problems:   

Do any of these problems sound like your child?

• She should be able to read in school by now—but she can’t. 
•                            
• It sounds like he reads very well—but he doesn't understand a word of it.
• 
  
• She is stressed and sick because she says she hates school or can’t do her work.
• 
  
• He says he doesn't care about school, and tries to avoid going, because he can’t keep up.
• 
  
• One day she seems to understand what is being taught. The next day, it’s as if she never saw it before.
• 
  
• Reading at home is a daily battle between you and your kid . . . arguing, struggling, maybe even yelling.
• 
  
• You are scared, concerned and worried about your child’s future if his reading doesn’t improve—fast. 

If you’re worried that your child may be suffering with a Reading problem, it’s time to make an appointment  at Hello Psychologist Child Development Centre Lucknow INDIA.

You can make an appointment with us by calling--9415370790,9369160546

Improvement Without Medicine

TV Watching

Control TV watching Children 

1. Get the TV out of the Bedroom

Having a TV in the bedroom may keep your kids quiet, but you lose control over what and how much they watch. A recent study found that children who had a TV in their bedroom watched more TV and performed worse in school tests.

If your child already has a TV in their bedroom, you may have a job on your hands to get it out. We recommend that you just remove the TV and explain your reasons to your child. Be prepared for protests, but remember that you are acting in the best interests of your child, and that you are the boss.

2. Don’t have the TV on in the Background

If no-one’s watching it, turn the telly off! TV has an amazing effect on us. We instinctively pay attention to moving images, so when a television is on it is difficult to concentrate on other things. Remember, the “off” button is there for a reason.

3. Don’t Allow Unsupervised Access

Do you really know what the kids are watching? Many studies have shown that children can be exposed to violent and sexual imagery that is inappropriate for their age. Keep track of what your kids are watching, and avoid having loads of TV sets around the house.

4. Agree Programmes

Buy a TV guide, and agree in advance which programmes your children will watch. This won’t take long, and will save your children from hours of zombie-like channel surfing. Most Sunday newspapers have a weekly TV guide included. Set rules for acceptable programmes together, and develop a list of programmes to be watched.

5. Agree TV Time

Agree with your children how much time the family will spend watching TV during the week. Remember to be firm during the negotiations. Your kids need to know that you are the boss – much easier with younger children.

If your children are massive telly addicts, you will need to reduce their screen time gradually. The most important thing for telly addicts is to replace TV time with something else, so you might need to think about active hobbies for your kids.

6. Assess the Situation

Keep a TV log for a week, and work out how much time you and your children spend in front of the box. Just write down the number of hours of TV you’ve watched – you may find this surprising.

7. Record Programmes

Record movies and programmes that you like, and watch them at convenient times. This can help to minimise the effect that TV has on your family’s sleeping and eating patterns.

8. Discuss the Plan

Explain to your children the reason why too much TV is a bad idea, and get their opinions. This is crucial, since you want your children to develop good TV habits that they will take with them into adulthood. Don’t be too dictatorial, and explain your actions. Your children will get into the habit of being discerning viewers.

You’re the boss, and you need to take a lead, but you have to bring your children with you. If your children are very young, this will not be a problem – they will just accept your rules as being normal.

9. Encourage Rebellion

Your kids are going to rebel against something so why not make this rebellion a positive process? Point out to your child or young adult that the TV keeps them passive and under control. Your children probably won’t like the idea of being passive zombies controlled by others.

10. Cut the Cable

get rid of the dish. Why not get rid of your satellite TV and with the money you save, rent the odd movie that you’re really keen on? You’ll be able to watch your movie at a more convenient time, you won’t be bombarded with adverts, and you will probably save money.

11. TV Dinners 

Don’t eat in front of the telly! When you are looking at the box, you find it harder to keep track of how full you are. For this reason people tend to overeat when they are watching television.

When children routinely eat meals in front of the TV they are more likely to become overweight. The odd bit of popcorn during a movie is OK, but in general don’t let your family eat meals in front of the TV.

12. Keep Perspective

You don’t have to ditch the TV completely, although believe it or not some people take this option and live perfectly normal lives. TV isn’t all bad…you can see great movies, there are fantastic educational documentaries, and there are great comedy and entertainment shows. Just make sure that you control the TV, and the TV doesn’t control you


thanks