A ‘wait and see’ approach is not recommended. There is a window of time for developing language skills. Parents often get advice from well-meaning grandparents, friends, and even doctors, who suggest that there is no need to be concerned if your child is late to talk.Cognitive learning theory in the classroom everyone has heard stories about children who didn’t learn to talk until they were three or four years old and who turned out ‘just fine’.

It is true that most children do learn to talk eventually.Cognitive learning theory in the classroom the concern, however, is how these children will use language as they get older. Research shows that children who are late to talk are at higher risk for language delays in a variety of areas.Cognitive learning theory in the classroom these delays can cause difficulties with literacy skills and in performance at school, even into the teen years.

The research tells us that with very young children, parent training and support are the best way to help develop language skills.Cognitive learning theory in the classroom here at pathways our speech language pathologists are skilled at working with families to help them to support their child’s language development.Cognitive learning theory in the classroom we love to coach parents to help them develop their child’s full potential!

There is a range of therapies available that includes the use of animals.Cognitive learning theory in the classroom it sounds appealing, but you may be wondering how it works in practise. Hippotherapy uses horses to help individuals improve balance, posture, mobility, mobility and motor function.Cognitive learning theory in the classroom it’s not new. Hippocrates wrote a chapter on riding as a form of therapy centuries ago, and others followed his suggestion. In the 20th century two formal disciplines developed that include the use of horses.Cognitive learning theory in the classroom in therapeutic riding people with disabilities learn to ride for exercise. By contrast, hippotherapy uses the movement of the horse to stimulate physical responses.Cognitive learning theory in the classroom hippotherapy requires

Physical: improved vertical and horizontal balance, muscle tone, motor coordination. Patients experience the independent movement of the pelvis and shoulders, essential for healthy walking habits.Cognitive learning theory in the classroom riding provides the same upper body sensations as walking. Psychological: general well-being and improved self-esteem. Riders gain self-confidence from successfully learning a new skill.Cognitive learning theory in the classroom educational: attention and concentration. Social: respect, responsibility, perseverance. Students often grow attached to the horses which can foster positive attitudes, empathy, and social integration.Cognitive learning theory in the classroom

Home functional assessments consider clients’ pre-accident status and their current ability to perform self-care, homemaking and care-giving tasks.They are based on observation of performance in the home after which recommendations are made regarding equipment needs, the need for further occupational therapy and the need for homemaking assistance.Cognitive learning theory in the classroom

Functional retraining programs are based on functional problems identified in the occupational therapy assessment. The occupational therapist will teach the client and their caregivers, strategies to increase independence with functional tasks such as dressing, bathing and meal preparation.Cognitive learning theory in the classroom homemaking retraining programs may also be warranted in which education and training are provided regarding pacing, work simplification, proper body mechanics and use of assistive devices (if necessary), to facilitate return to pre-accident homemaking activities.Cognitive learning theory in the classroom

Return to work programs are developed in collaboration with the client, the employer and other treating health professionals, a graduated return to work program is devised.Cognitive learning theory in the classroom implementation of the program may involve providing job coaching and equipment recommendations. The occupational therapist will maintain client/employer contact throughout the program and will make revisions as necessary for a successful outcome.Cognitive learning theory in the classroom

Job site analysis includes employer client interviews, thorough observation of the work area and a review of essential job tasks. This results in a physical demands analysis to provide objective measurements of job demands.Cognitive learning theory in the classroom comments may be made about our client’s current ability to perform the job and recommendations will be made regarding steps that should be taken to facilitate a timely and successful return to work.Cognitive learning theory in the classroom