Summer & Fall 2002: Coffee Talk

So… I say to my friend Tracy, I say… hey, you’re an O.T. and I’m a speechie (Australian for speech pathologist)…let’s have coffee talk! We’ll call our friend Robby over at the Foundation and see what he can set up. And…if you can believe this, he said sure…no problem girls…do your coffee talk. So…here we are, doing coffee talk!!! I’m so excited…so is my friend Tracy. Here’s the deal… You get to email questions or stories to us through the Foundation and we will address them as best we can in “Coffee Talk!”

You know Jerry Springer? Well… we are NOT having that kind of a venue… oh no! We are here to help you problem-solve difficulties within the occupational therapy/sensory integration and speech/language areas. Please do not solicit our opinions on such matters as whether or not temperpedic beds are more restful (no brainer) or which dog you should buy (a corgi, of course, silly). We can, though, be helpful with questions about calming techniques, language development, dyspraxia, and a whole host of other issues (Remember, no personal questions unless you want to know how my daughter is doing in college or why my son has dreadlocks but not a tattoo). Remember, this is… “Coffee Talk!” So… get your latte and your sweet ‘n’ low and send in those questions!

Okay, so you know… and I don’t have to remind you, that this is… the beginning of the school year. OHMYGOD! Is the IEP in order? Did you get the teacher you requested? This can be a SO stressful time for everyone. Here are a few “Coffee Talk!” suggestions to make the beginning of the year go a little bit smoother… but first I need to get another cup of java, with cream… that’s how Dr. Atkins and I like it. Are you ready? Here’s a checklist to help…

❍ Meet with your classroom teacher and therapists as a group for just a very few minutes to establish how you will communicate regularly through the year… a notebook? Phone messages? E mail? Keeping in touch regularly will help all those working with your child to be on the same page in terms of goals, progress, questions, carryover and home programming.

❍ Do you have your favorite sensory strategies lined up to help with transitions throughout the day? How about having a list of 3 strategies on hand for the cafeteria, recess, and getting on and off the bus. Make sure everyone who works with your child knows these.

❍ Is anxiety a problem in the classroom with rapid speech and intelligibility being affected? Is it hard for your child to answer direct questions when anxious? Alert your teacher to these characteristics and ask that instead of direct questioning, the teacher makes “comments” or uses “starter” phrases such as “…after recess you need to…” to facilitate language.

❍ Do you need to put together a “Fragile X Emergency Kit” for the classroom? The bus ride? Your car? (We’ll talk about the “Fragile X Emergency Kit” in the next Fragile X Quarterly “Coffee Talk!”).

❍ Teachers and therapists have a tough job. They need your support and knowledge to help your child reach his or her potential. So start the year off with a big THANKS to the personnel who all work with your child (a plate of chocolate chip cookies would be O. K., too).