Speech And Language Therapy

Here are the 100 tips for autism:

*Communication (1-10)*
1. Use simple language.
2. Avoid idioms.
3. Use visual aids.
4. Give processing time.
5. Use augmentative communication.
6. Validate feelings.
7. Avoid sudden changes.
8. Use social stories.
9. Encourage self-expression.
10. Listen actively.
*Social Interactions (11-20)*
11. Use positive reinforcement.
12. Teach social skills.
13. Encourage empathy.
14. Role-play different scenarios.
15. Use visual schedules.
16. Provide personal space.
17. Encourage turn-taking.
18. Teach active listening.
19. Use non-verbal cues.
20. Foster friendships.
*Sensory Integration (21-30)*
21. Provide sensory breaks.
22. Use weighted blankets.
23. Offer fidget toys.
24. Create sensory-friendly environments.
25. Use ear protection.
26. Provide tactile experiences.
27. Use swinging or rocking.
28. Offer deep pressure.
29. Use visual calming aids.
30. Reduce sensory overload.
*Daily Living Skills (31-40)*
31. Create routines.
32. Use visual reminders.
33. Teach life skills.
34. Encourage independence.
35. Use adaptive equipment.
36. Provide choices.
37. Teach time management.
38. Use schedules.
39. Encourage self-care.
40. Foster responsibility.
*Education (41-50)*
41. Use individualized plans.
42. Provide accommodations.
43. Use assistive technology.
44. Teach self-advocacy.
45. Encourage learning styles.
46. Use visual aids.
47. Provide extra support.
48. Foster a growth mindset.
49. Use positive reinforcement.
50. Encourage creativity.
*Mental Health (51-60)*
51. Encourage self-expression.
52. Use mindfulness techniques.
53. Provide emotional support.
54. Teach coping mechanisms.
55. Encourage physical activity.
56. Use relaxation techniques.
57. Provide mental health resources.
58. Foster self-awareness.
59. Encourage open communication.
60. Reduce stress.
*Behavioral Support (61-70)*
61. Use positive reinforcement.
62. Teach replacement behaviors.
63. Provide clear expectations.
64. Use visual reminders.
65. Encourage self-regulation.
66. Provide choices.
67. Use natural consequences.
68. Teach problem-solving skills.
69. Encourage self-advocacy.
70. Foster self-awareness.
*Family Support (71-80)*
71. Provide emotional support.
72. Encourage open communication.
73. Offer respite care.
74. Foster a support network.
75. Provide education resources.
76. Encourage self-care.
77. Use family therapy.
78. Provide financial support.
79. Encourage sibling involvement.
80. Foster a positive home environment.
*Community Inclusion (81-90)*
81. Encourage community participation.
82. Use inclusive language.
83. Provide accessibility resources.
84. Foster social connections.
85. Encourage volunteer work.
86. Use community-based instruction.
87. Provide cultural sensitivity training.
88. Encourage self-advocacy.
89. Foster community awareness.
90. Provide inclusive recreation opportunities.
*Technology (91-100)*
91. Use assistive technology.
92. Provide digital literacy training.
93. Encourage online safety.
94. Use social media for support.
95. Provide access to digital resources.
96. Use video modeling.
97. Encourage coding skills.
98. Provide virtual support groups.
99. Use augmented reality for learning.
100. Foster digital inclusion.

Please note that these tips are general suggestions and may need to be adapted to individual needs and circumstances. Consult with professionals and experts in the field of autism for personalized guidance.

Producing the /g/ sound for a hearing-impaired adult with a hearing aid requires consideration of their individual hearing needs and communication preferences. Here are some strategies to help:

Visual Cues
1. *Mouth and Lip Positioning*: Exaggerate the mouth and lip position for the /g/ sound, making it visible for the individual to lip-read.
2. *Tongue Positioning*: Show the individual how to place the tongue back and up, close to the soft palate, to produce the /g/ sound.
3. *Visual Aids*: Use visual aids like pictures or diagrams to illustrate the correct articulation of the /g/ sound.

Tactile Cues
1. *Tactile Feedback*: Provide tactile feedback by gently placing your finger on the individual's lips or tongue to help them feel the correct articulation.
2. *Vibration*: Use a vibrating device, like a phone or a tactile aid, to provide a tactile sensation when producing the /g/ sound.

Auditory Cues (with hearing aid)
1. *Amplified /g/ Sound*: Amplify the /g/ sound using a sound-enhancing device or a smartphone app, making it louder and more distinguishable through the hearing aid.
2. *Frequency Modification*: Modify the frequency of the /g/ sound to make it more perceivable through the hearing aid, such as increasing the low-frequency components.
3. *Speech Therapy*: Work with a speech-language pathologist (SLP) to develop strategies for improving the individual's ability to produce and perceive the /g/ sound.

Multisensory Approach
1. *Combining Cues*: Combine visual, tactile, and auditory cues to create a multisensory experience, helping the individual better understand and produce the /g/ sound.

Tips for Communicators
1. *Consult with an Audiologist*: Collaborate with an audiologist to determine the best approach for the individual's specific hearing needs.
2. *Consistency and Repetition*: Consistently use the chosen cues and repeat them frequently to help the individual learn and generalize the /g/ sound.
3. *Adapt to Individual Needs*: Be prepared to adapt your approach as the individual's needs and preferences evolve.

By using these strategies, you can help a hearing-impaired adult with a hearing aid better understand and produce the /g/ sound.

*What is Apraxia?*

Apraxia, also known as Childhood Apraxia of Speech (CAS), is a neurological speech disorder that affects a child's ability to coordinate and sequence the muscle movements necessary for speaking. It is not a result of muscle weakness or paralysis, but rather a brain-based difficulty with planning and coordinating the movements of the lips, tongue, and jaw.

*Characteristics of Apraxia:*

1. Difficulty articulating sounds, syllables, and words
2. Struggling to coordinate lip and tongue movements
3. Replacing sounds or using incorrect sounds
4. Difficulty with rhythm, stress, and intonation
5. Struggling to imitate sounds or words

*Suggestions for an 8-year-old child with Apraxia:*

1. *Speech Therapy:* Work with a speech-language pathologist (SLP) who has experience with apraxia. The SLP can help your child develop strategies to improve articulation, coordination, and communication skills.
2. *Practice Regularly:* Encourage your child to practice speaking and articulating sounds regularly, even if it's just for a few minutes a day.
3. *Use Visual Aids:* Visual aids like pictures, gestures, and facial expressions can help your child understand and imitate sounds and words.
4. *Break Down Words:* Break down words into smaller parts, like syllables or individual sounds, to help your child practice articulation.
5. *Make it Fun:* Incorporate games, songs, and activities that promote speech and language development, such as:
- Reading books with simple, repetitive text
- Singing songs with actions and gestures
- Playing word games, like "I Spy" or "Simon Says"
- Using apps or online games that target speech and language skills
6. *Provide Feedback and Encouragement:* Offer positive feedback and encouragement to your child as they practice and improve their speech skills.
7. *Be Patient and Consistent:* Remember that progress may be slow, but consistent practice and therapy can lead to significant improvements over time.

*Additional Resources:*

1. The Apraxia Kids website ((link unavailable)) offers a wealth of information, resources, and support for families affected by apraxia.
2. The American Speech-Language-Hearing Association (ASHA) website ((link unavailable)) provides information on speech and language disorders, including apraxia.

Remember to consult with your child's SLP and healthcare provider for personalized guidance and support.

Developmental milestones are typical skills and abilities that a child attains as they grow in age. Through different stages of development the child develops these skills in a healthy way.
The main domains of achieving these milestone include the physical, Cognitive, social and emotional development.

Physical Development:
• By 6 months: the child can do Rolling over, sitting with support, and beginning to grasp objects.
• By 1 year: the child can do: Crawling, pulling up to stand, and taking independent steps.
• By 2 years: the child learns Walking and running, climbing stairs with assistance, and starting to kick and throw a ball.
• By 3 years: The child can perform Jumping with both feet, riding a tricycle, and walking up and down stairs independently.
• By 4 years: The skills of Hopping on one foot, catching a bounced ball, and using scissors are attained.
• By 5 years: The child can do Balancing on one foot, skipping, and dressing independently.
• By 6 years: Riding a bicycle, participating in sports activities, and refining motor skills are developed.

2. Cognitive Development:
• By 6 months: The child can Recognize familiar faces, respond to their own name, and explore objects with their hands and mouth.
• By 1 year: The child can Point to objects of interest, imitate simple actions, and starts to understand simple instructions.
• By 2 years: Sorts objects by shape and color, names familiar objects, and follows two-step instructions.
• By 3 years: the skills Matching objects to pictures, solving simple puzzles, and understanding concepts like "big" and "small "are developed
• By 4 years: The child can do counting to 10, understands the concept of time, and recognizes some letters and numbers.
• By 5 years: Writing their name, counting to 20 or higher, and understanding basic mathematical concepts like addition and subtraction are attained.
• By 6 years: Reading simple books, understanding cause and effect, and solving more complex puzzles with cognitive development can be seen in child.

3. Social and Emotional Development:
• By 6 months: The child Shows signs of attachment to primary caregivers and expresses joy, fear, and anger.
• By 1 year: Enjoys social play, shows empathy towards others, and imitates simple actions.
• By 2 years: the child enjoys Playing alongside other children (parallel play), displaying more independence, and showing a wider range of emotions.
• By 3 years: the child can engage in cooperative play, shows empathy and shares with others with increased self-awareness.
• By 4 years: develops the concept of friendships, expresses emotions more appropriately, and understands basic social rules.
• By 5 years cooperative play, taking turns, and shows more independence in decision-making.
• By 6 years: the child builds deeper friendships, understands and respects others' feelings, and shows more empathy and compassion.

Parents must keep in mind that each child develops at their own pace, and there may be some variations in reaching these milestones. It is also important to note that if the [parents are concerned with their child’s development the best solution is to consult a child specialist or a health care professional for evaluation and intervention as needed.

Unveiling the Truth About Autism
In the realm of understanding autism, misconceptions often cloud the minds of many, leading to unfounded fears and judgments. It's time to dispel these myths and shed light on the realities of autism, a complex and multifaceted condition that affects individuals in unique ways.

Myth vs. Reality
- *Myth: Autistic children don't want friends.*
Reality: Many autistic children yearn for friendship and social connections, but they may struggle with social cues and interactions.
- *Myth: Autism is caused by poor parenting.*
Reality: Autism is a neurodevelopmental disorder, rooted in the complexities of brain development, not parental practices.
- *Myth: All autistic individuals are intellectually disabled.*
Reality: Autism is a spectrum, encompassing a wide range of cognitive abilities, from intellectual disability to average or even exceptional intelligence.
- *Myth: Autism can be cured.*
Reality: While there is no cure for autism, early intervention, therapy, and support can significantly improve the quality of life for autistic individuals.

The Importance of Awareness
By understanding and embracing the realities of autism, we can foster a more inclusive and supportive environment for autistic individuals. Awareness is key to breaking down barriers and promoting acceptance.

A Poetic Reflection
"Like stars in the night, autism shines bright,
A constellation of differences, a unique light.
Not bound by misconceptions, but freed by the truth,
We see the beauty in diversity, in every youth.

With empathy and understanding, we pave the way,
For autistic individuals to thrive, to live their day.
No longer shrouded in myth, but illuminated by fact,
We celebrate the spectrum, in all its wonder and act.

So let us strive for awareness, for knowledge and insight,
To create a world where autistic individuals can take flight.
For in understanding and acceptance, we find our strength,
To support and empower, to love and to length."

Conclusion
By dispelling misconceptions and embracing the realities of autism, we can build a more compassionate and inclusive society. Let's work together to promote awareness, understanding, and acceptance of autism, and to support autistic individuals in reaching their full potential.

H o w t o
M a n a g e
H a n d
Flapping?

Hand flapping is one of self stimming behaviors
in children with autism. This can be rigid and
may sometimes be associated with vocal sounds
as well. Stimming behavior is something
common in all of us. For example, we shake a
leg, tap a pen, tap hand, bit pen, etc., but we
have control of our behavior depending on the
situation, whereas, children with autism do not
have control over their behavior irrespective of
the situation. And this is why we give special
attention to manage stimming behavior.
Children usually show self-stimulatory behavior
for t h e following reasons:
• To c o m f o r t t h e m s e l v e s from anxiety,
frustration, boredom and excitement.
• To satisfy their sensory requirement.
• To s e e k a t t e n t i o n from others.
Though hand flapping may look odd for the
parents and others (especially in the public
places), simply trying to put a STOP button will
never help and sometimes it prepares the child
to create a n e w behavior which might be worse
than hand flapping. Therefore, a careful analysis
is recommended.

Let's see how can hand flapping be managed.
• First and foremost, identify what is triggering
t h e child t o exhibit t h i s b i za rre behavior.
• If t h e behavior is d u e to anxiety or frustration,
then it is a warning sign for you, as your child
may enter the meltdown stage. (refer
"Calming activities to prevent meltdown"
page for more information). At this stage, plan
for any diversional activities or provide safe
physical activities, this will prevent the kid
from meltdown and reduces the stimming
b e h a v i o r a s well.
• If hand flapping is happening due to sensory
seeking (mostly proprioceptive and visual),
then a replacement can b e provided to the
child.

Excellent question and contributions in progress. Yes, echolalia can be a significant barrier to effective communication. Echolalia is the repetition of words or phrases spoken by someone else, often without understanding their meaning. To overcome echolalia as a barrier:

1. *Modeling*: Speak clearly and naturally, allowing the individual to hear and imitate correct language structures.
2. *Redirection*: Gently redirect the individual's attention to the context and meaning of the conversation.
3. *Simplification*: Use simple, concise language to reduce confusion.
4. *Visual aids*: Utilize pictures, symbols, or gestures to support understanding.
5. *Wait time*: Allow sufficient time for the individual to process and respond.
6. *Encourage initiation*: Support the individual in initiating conversations or sharing thoughts.
7. *Augmentative and Alternative Communication (AAC)*: Explore AAC methods like picture communication symbols or electronic devices to facilitate expression.
8. *Language therapy*: Consult a speech-language pathologist for personalized strategies and support.
9. *Patience and understanding*: Recognize that echolalia is a coping mechanism and be patient, offering empathy and support.
10. *Consistency*: Establish consistent communication routines and environments to reduce anxiety and promote understanding.

By implementing these strategies, you can help overcome echolalia as a barrier and enhance effective communication.

What is Problem Solving in Early Childhood?
So, what exactly is problem solving? Quite simply, it refers to the process of finding a solution to a problem.
A person uses their own knowledge and experience, as well as the information at hand to try and reach a solution. Problem solving is therefore about the thought processes involved in finding a solution This could be as complex as an adult working out how to get out of a financial crisis or as simple as a child working out how two blocks fit together.
Problem Solving Skills for Kids
Problem-solving skills refer to the specific thinking skills a person uses when faced with a challenge. Some problems require the use of many skills, while others are simple and may only require one or two skills.

These are some examples of problem-solving skills for preschoolers, as listed by kent.ac.uk.
* Lateral thinking
* Creativity
* Analytical thinking
* Decision-making skills
* Initiative
* Logical reasoning
* Persistence
* Communication skills
* Negotiation skills Here are just a few examples of problem solving
* Tying or untying a shoe
* Making up rules for a new game.
*
Problem Solving for Older Children
During the grades, children experience problems in many forms, some of which may be related to their academic, social and emotional well-being at school. Problems may come in the form of dealing with life issues, such as:
*
* Problems with friendships
* Struggling to understand something during a lesson
* Learning to balance the demands of sport and homework
* Finding the best way to study for a test
* Asking a teacher for help when needed
Problems will also form a large part of academic life as teachers will be actively developing this skill through various activities, for example:
* Solving a riddle or understanding a work of literature
* Working on projects with a friend
* Finding solutions during science experiments
* Solving mathematical problems
* Solving hypothetical problems during lessons
* Answering questions and completing exam papers

Children who have had practice during preschool will be a lot more capable when facing these challenges.

a child is forced to think carefully, understand the problem and determine the best way to solve it.

Problem-Solving Strategies and Steps
If we take a look at the steps involved in solving a problem, we can see that there are many layers involved and different types of skills. Here are the problem-solving steps according to the University of Ken.

Step 1: Identify the problem
Step 2: Define the problem
Step 3: Examine the options
Step 4: Act on a plan
Step 5: Look at the consequences

Therefore, activities at a preschool level need not present complicated high-level problems.
* A simple activity such as identifying differences in a picture can work on the first skill needed – identifying a problem.
* Playing with construction toys can develop a child’s ability to try various solutions and examine the options when faced with a problem such as trying to find the best way to build something.
* Playing Tic-Tac-Toe would make a child predict the consequences of placing their mark in a particular square.

10 Problem-Solving Activities for Preschoolers
Here are 10 simple, easy games and problem solving activities for kids at home or at school. Many of them are the kinds of activities children should have daily exposure to.

1. Puzzles
Puzzles are one of the best thinking activities out there. Each puzzle is basically one big set of muddled-up things to be sorted out and put back together again. Find out why puzzles are important for development.
Children should have regular exposure to puzzles. They are great for developing thinking skills.
The best types to choose are wooden puzzles like these below

They last longer and the frame provides a structure to guide children when building.

2. Memory games
Memory games will develop your child’s memory and attention to detail.

Get your own memory game cards by downloading the FREE set of printables at the end of the post.
Use pairs of matching pictures and turn them all face down, shuffled, on a table. Take turns choosing any two cards and turning them face up on the table. If you turn over a matching pair you keep the cards and if the pair doesn’t match, turn the cards back over until it is your turn to try again.

3. Building with Construction Toys
Construction toys such as engineering blocks, a proper set of wooden blocks or Legos (shown below) should be a daily staple in your home.
Everything your child builds is a challenge because it requires thinking about what to build and how to put the pieces together to get a design that works and is functional.

Leave your child to construct freely and occasionally set a challenge and ask him to build a specific structure, with conditions. For example:
* Make two towers with a bridge joining them together
* Build a creature that stands on its own and has 3 arms.
Then watch your child wracking his brain until he finds a way to make his structure work.

4. Activity Books
These activity books are really fun and develop a child’s ability to identify problems and search for information.
* ‘What’s Wrong with this Picture‘��books – These books are great for looking at a picture and spotting what seems a little odd. There may be subtle or obvious problems with the drawings and your child needs to think carefully to notice them
*
Hidden Picture

books – The best hidden picture books are the Where’s Waldo or Where’s Wally books. Children must search through a sea of people to spot Waldo. They might be a bit advanced though, but the Help! book is a good alternative.

5. Following Patterns
This simple activity can be played with a set of coloured blocks, shapes or counters.
Simply make a pattern with the blocks and ask your child to continue it. Vary the pattern by changing the colours, shapes or sizes.
This activity will train your child to analyse the given information, make sense of it, recognise the pattern and re-create it.

6. Story Time Questions
Get into the habit of asking questions during your daily story time that develop higher-order thinking skills. Instead of just reading and your child passively listening, ask questions throughout, concentrating on solving problems.
Here are some examples:
* Why do you think the bear did that?
* Do you think his friend will be happy? Why?
* What would you do if you were the monkey?
* How do you think Peter can make things better with his friend?
* If the crocodile had decided not to eat the rabbit, how could the story have ended?
*
7. Board Games
Board games are an excellent way to develop problem-solving skills.
Start off with simple games like Ludo and Snakes and Ladders to teach the skill of following rules and moving in a logical sequence.
Then, introduce games that require some planning and deeper thinking, such as Monopoly Junior

Although Monopoly Junior is recommended from 5 years of age, it can still be played with a younger child if a parent is explaining and playing together with the child.
Card games like Go Fish are also great for teaching young children to think ahead and solve problems.

8. Tic-Tac-Toe
This is a perfect game to teach decision-making skills, thinking before acting and weighing up the possible consequences.
Use a Tic Tac Toe Board or draw a simple table like the one above on paper or a chalkboard.
Take turns to add a nought or a cross to the table and see who can make a row of three first.

Your child will probably catch on in no time and start thinking carefully before placing their symbol. This game can also be played with coloured counters or different objects.

9. Classifying and Grouping Activities
This activity can be done with a tin of buttons or beads or even by unpacking the dishwasher. The idea is to teach the skill of classifying and categorizing information by learning with physical objects. Here are some other ideas for categorizing:
* Separate the washing – mom’s clothes, dad’s clothes, etc; or socks, tops, shorts, etc.
* Empty out the cutlery drawer for cleaning, mix all the utensils up and then sort into knives, tablespoons, teaspoons, etc.
* Classify and sort out the toys in your child’s bedroom together – all books, construction toys, soft toys, etc.
* Play category games.

10. Building a Maze
This activity is lots of fun and suitable for any age. It is also going to be way more fun than doing a maze in an activity book, especially for younger children.
Draw a big maze on the paving with sidewalk chalk. Make passages, including one or two that end in a dead-end. Teach your child to find her way out.
As your child gets better at figuring out a route and finding the way out, make the maze more complex and add more dead-end passages.

2. Make Time for Creative Art is a great place to start when stimulating creativity. All children are drawn toward creating their own artwork.
There are so many materials to choose from. Keep the activities varied and allow time for art that focuses on the process every day.
Here are a few examples of creative activities:

Why Drawing is Important
There are many benefits of drawing during the toddler and preschool years.
* Drawing builds a child’s fine motor skills.
* It develops hand-eye coordination.
* It develops creative expression through free drawing.
* Drawing is the foundation of pre-writing skills.
* It builds a child’s attention span.
* It develops cognitive understanding of concepts.

There are several reasons why brain booster activities are beneficial for kids:
1. Cognitive Development: Brain booster activities can help kids develop important cognitive skills such as problem-solving, critical thinking, and decision-making. These skills are essential for academic success and future career success.
2. Memory Retention: Brain booster activities can improve memory retention in children. This helps them remember important information and recall it when needed.
3. Creativity and Imagination: Brain booster activities can help stimulate creativity and imagination in children. This is important for developing their artistic and literary skills, as well as their ability to think outside the box.
4. Emotional Development: Brain booster activities can help children develop emotional intelligence, which is the ability to recognize and manage their emotions. This is important for their mental health and overall well-being.
5. Physical Development: Some brain booster activities, such as sports and outdoor activities, can also help children develop physically. This is important for their overall health and well-being.
In summary, brain booster activities can help children develop important cognitive, emotional, and physical skills, which can contribute to their overall success and well-being in life.

The Stages of Emotional Development in Early Childhood (0 to 6 Years)

The Ability to Express Emotions
* The ability to express feelings in a healthy way
* Communicating feelings through words (part of language development)
* Displaying socially-acceptable, appropriate behaviours
* Displaying self-control and regulation of strong emotions
Social Interaction and Positive Relationships
* Building healthy relationships with family members
* Forming healthy friendships
* Resolving conflicts in positive ways
* Listening to others
* Engaging in prosocial behaviours – taking turns, cooperating, sharing, etc.
* Developing social competence in a group setting
*
Kindness and Empathy
* Showing affection for others
* Paying attention to and being observant of others
* Understanding others’ emotions
* Being able to step into someone else’s shoes

The Three Stages of Emotional Development
What are the stages of emotional development in younger children and how can we recognize them?
Developmental psychologist Erik Erikson (1902-1994) believed that the human development socialization process occurred in eight stages. Three of those proposed stages, in which children gain trust, autonomy and initiative take place during early childhood.

While these phases have been categorized in different ways by professionals, they often boil down to the following three stages of emotional development in childhood, along with these typical skills or milestones. [source]

Preschooler (Ages 3 to 5)
During stage 3, emotional learning in the preschool years includes developing the ability to control emotions and impulses and displaying socially appropriate behaviours.

children with poor working memory may have one or more of the following problems.
* They may have difficulty paying attention to lessons.
* They may seem uncooperative during learning activities.
* They may fail to comprehend what they are reading.
* They can’t follow a string of instructions.
* They “space out” during lessons.
* They seem forgetful.
* They often misplace things.
* They struggle to complete multistep activities.
* They often forget what they were going to say.

6 Ways to Build Your Child’s Working Memory
As you implement the six ideas below, you will begin to see improvement in your child’s working memory.
1. Avoid information overload. When too much information is presented in a lesson, your child’s working memory becomes overloaded.
2. Eliminate distractions. When your child is working, try to reduce distractions such as TV or radio in the background, siblings or classmates talking, and toys or other interesting activities nearby.
3. Make sure your child is comfortable during lessons. Physical stress (from things like headaches, an uncomfortable chair, hunger, being too hot or too cold, and eye strain due to vision issues or from facing a bright window) can have a negative effect on working memory.
4. Read aloud every day for at least 20 minutes. When you read aloud, your child has to recall what you just read and anticipate what is coming next. All the while, he is interpreting the words and comprehending the story.
5. Do motivating activities with your child that require following instructions, such as crafts or recipes. She should read one or two simple steps and then complete them. (Depending on your child’s reading level, either you can read the instructions or she can.) This will exercise and stretch your child’s working memory.
6. Play games that build memory skills. Concentration-style and matching games are a great option. Hedbanz is another great memory-building game the whole family will enjoy playing together.
And above all, have patience! This might be the hardest part! Be encouraging, and keep emotional stress to a minimum. If your child is worried about performing properly or disappointing you, that just adds another layer of stress that taxes working memory even more.

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