M Bloom Learning Centre

Happy Independence day Zambia.

Cultivating growth through learning.

𝖶𝖧𝖠𝖳 𝖣𝖮 𝖸𝖮𝖴 𝖪𝖭𝖮𝖶 𝖠𝖡𝖮𝖴𝖳 𝖲𝖤𝖭𝖲𝖮𝖱𝖸 𝖲𝖤𝖤𝖪𝖨𝖭𝖦 𝖡𝖤𝖧𝖠𝖵𝖨𝖮𝖴𝖱 ???

Here’s an overview of those sensory-seeking behaviors — why they might happen, and what they can mean — plus some ideas for supporting the child.

1. Making loud noises

Possible reasons: The child may crave strong auditory input to help regulate their alertness, express excitement, or block out other overwhelming sounds.

Signs it’s sensory seeking: They make noises repetitively, even when asked to stop, and seem to enjoy the sound itself rather than the reaction it causes.

Support strategies:

Give access to appropriate noise-making outlets (musical instruments, echo tubes, whispering into a cup).

Schedule “noise time” followed by quieter activities.

Offer headphones with preferred music or white noise.

2. Biting

Possible reasons: The child may be seeking strong oral-motor or deep-pressure input; biting provides intense jaw muscle feedback. Sometimes it’s also a self-calming strategy or a way to cope with frustration.

Signs it’s sensory seeking: They bite non-food objects, clothes, or people without obvious emotional triggers.

Support strategies:

Offer chewable toys (chewelry, chewy tubes, silicone pencil toppers).

Give crunchy, chewy snacks (dried fruit, bagels, carrots) during the day.

Provide regular oral-motor activities (blowing bubbles, whistles, drinking through a straw).

3. Climbing and spinning

Possible reasons: These activities give strong vestibular (balance/movement) and proprioceptive (body position) input, which can be regulating or stimulating.

Signs it’s sensory seeking: Constantly moving, climbing furniture, spinning without dizziness, difficulty sitting still.

Support strategies:

Provide safe climbing structures (playground, therapy gym, indoor climbing frame).

Include spinning or swinging time in daily routine (with supervision).

Offer movement breaks during seated activities.

4. Touching others

Possible reasons: Seeking tactile input, connection, or reassurance. Some children have difficulty understanding personal space and boundaries.

Signs it’s sensory seeking: Touching clothes, hair, or skin repeatedly, even with strangers, not just during greetings.

Support strategies:

Teach and practice personal space rules using visuals or role play.

Offer alternative tactile input (stress balls, fidget toys, textured fabrics).

Use “heavy work” activities before social situations to reduce the urge.

5. Rough play

Possible reasons: Provides intense proprioceptive and tactile feedback; can be a form of social connection but may be too intense for peers.

Signs it’s sensory seeking: Prefers wrestling, pushing, or crashing into things/people; may laugh or seek more even when others withdraw.

Support strategies:

Redirect to safe, structured rough play (pillow fights, crash mats, supervised tumbling).

Build in “heavy work” activities like pushing weighted carts, carrying groceries, or animal walks.

Teach cues for when a peer is uncomfortable.

Developmental regression describes a child losing their ability to use previously established skills. For example,a child who was regularly saying words and then stops speaking.

🧠 1. Developmental Regression

Some children—especially those with autism spectrum disorder (ASD) or certain neurological conditions—may experience a loss of previously acquired skills, including speech. This is called developmental regression.

Signs: Loss of vocabulary, reduced eye contact, less social interaction, or increased echolalia.

Possible causes: Neurological changes, environmental stress, or an underlying medical or genetic condition.

🧠 2. Apraxia of Speech (Childhood Apraxia)

This is a motor planning disorder where the brain struggles to coordinate the muscle movements needed for speech.

A child might know what they want to say, but can’t say it clearly or consistently.

May start with some words, but later speech becomes harder or less intelligible.

Speech can appear "effortful" or inconsistent.

🧠 3. Hearing Loss

Even mild or fluctuating hearing problems (e.g., from chronic ear infections) can affect speech clarity and development.

Children may stop using words or pronounce them incorrectly if they can't hear clearly.

Important to have a hearing test done by an audiologist to rule this out.

🧠 4. Neurodevelopmental Conditions (like Autism)

Children with autism may have early "splinter skills" (e.g., counting early, labeling letters) but these can be rote skills that don’t develop into flexible language use.

As demands for functional communication grow, they may struggle more.

Words may become less clear due to sensory processing difficulties or speech-motor issues.

Echolalia (repeating words/phrases) may increase or speech may become less intelligible.

🧠 5. Cognitive or Emotional Factors

Stress, trauma, or major life changes can temporarily affect a child’s ability to speak.

Children may withdraw or regress when overwhelmed.

Cognitive delay might also mean early skills plateau or decline if the child’s developmental pace slows.

🧠 6. Medical or Genetic Conditions

Conditions like:

Rett syndrome (especially in girls),

Landau-Kleffner syndrome (a rare epilepsy-related condition that affects language),

Or other genetic disorders can cause language loss or difficulty.

✅ What to Do Next

If you’re noticing this kind of change, don’t wait—early intervention is critical.

1. Consult a Pediatrician: Ask for a developmental screening or referral to a specialist.

2. See a Speech-Language Pathologist (SLP): They can evaluate speech clarity, motor planning, and language use.

3. Audiology Evaluation: Check hearing thoroughly.

4. Developmental Pediatrician or Neurologist: If regression is significant, these experts can look deeper.

Our inbox is open to all.

What would you like us to talk about?

TODAY'S LESSESSON:UNDERSTANDING ECHOLALIA

What Is Echolalia?

Definition: Echolalia is the repetition of words, phrases, or sentences that someone else has said. It is a common part of language development, especially in autistic individuals or those with language delays.

Why Do Children Use Echolalia?

Echolalia can serve many purposes, including:

Communication: The child may be trying to express a need or want.

Processing language: It helps some children understand and learn how to use language.

Self-regulation: It can help manage anxiety or emotions.

Enjoyment or sensory stimulation: Repeating phrases might feel satisfying or comforting.

Echolalia is not always meaningless — it can have intent and purpose.

Functional echolalia:

Child says, “Do you want a cookie?” when they mean “I want a cookie.”

Scripted play:

A child uses lines from a movie while playing with toys.

Emotional expression:

Repeats caregiver's soothing words like, “It’s okay, it’s okay,” when upset.

How to Support a Child with Echolalia

✅ DO:

Model appropriate language: Offer simple, clear alternatives.

Use visual supports: Pictures or written words can aid comprehension.

Acknowledge the message: Try to understand what the child is trying to communicate.

Be patient: Give the child time to process and respond.

❌ AVOID:

Telling the child to "stop repeating."

Assuming they aren’t understanding or thinking.

Using overly complex language.

Simple Support Strategy: Recast

> Child: "Do you want juice?"
Adult: "You want juice? Okay, let's get some juice!"
This gently provides the correct form while affirming the child’s intent.

Activity Suggestion

Use choice boards or sentence strips to teach functional language.

Example:
Visual Strip: "I want [picture of juice]"

Practice replacing echoed phrases with structured, supported requests.

Summary

Echolalia is a normal part of language learning for many children.

It can be immediate or delayed, and often serves a meaningful purpose.

Support strategies should focus on modeling, patience, and visual aids.

OUR INBOX IS OPEN TO SPEECH RELATED QUESTIONS/TOPIC
WHAT WOULD YOU WANT US TO TALK ABOUT?

This April,go beyond awareness Befriend,employ,teach,listen and include Autistic people.

Developmental regression describes a child losing their ability to use previously established skills. For example, a child who was regularly saying single words and then stops speaking.

𝐇𝐨𝐰 𝐭𝐨 𝐡𝐞𝐥𝐩 𝐚 𝐜𝐡𝐢𝐥𝐝 𝐰𝐢𝐭𝐡 𝐬𝐩𝐞𝐞𝐜𝐡 𝐝𝐞𝐥𝐚𝐲.
A delay in speech is just a gap between a child’s age and his/her speech and language skills compared to his or her age peers.

𝐇𝐞𝐫𝐞 𝐚𝐫𝐞 𝐚 𝐟𝐞𝐰 𝐰𝐚𝐲𝐬 𝐭𝐨 𝐞𝐧𝐜𝐨𝐮𝐫𝐚𝐠𝐞 𝐬𝐩𝐞𝐞𝐜𝐡 𝐝𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭 𝐚𝐭 𝐡𝐨𝐦𝐞.

At a young age, one of the best ways a child can learn to communicate is through play and interaction with an adult.you can sing familiar songs together using songs that have motions ( like if you are happy and you know clap your hands, the wheels on the bus etc). This will increase your child’s interest in trying to mimic you.

𝐔𝐬𝐞 𝐬𝐞𝐥𝐟 𝐭𝐚𝐥𝐤
This is merely just talking about what you are doing.For example when playing with a ball describe it ( this is a ball, it is round, it’s a green ball, i like to play with the ball, etc make your description fun and interesting. The key is to keep your utterances short and simple. Your child will eventually learn from hearing you talk about all those things.

𝐑𝐞𝐚𝐝
Look for age appropriate books with pictures that encourage kids to look while you name the pictures.

𝐔𝐬𝐞 𝐞𝐯𝐞𝐫𝐲𝐝𝐚𝐲 𝐬𝐢𝐭𝐮𝐚𝐭𝐢𝐨𝐧
Talk your way through the day.Name food,explain what you are doing eg cooking, cleaning, washing and point out objects around the house naming them.avoid baby talk.

𝐂𝐡𝐨𝐢𝐜𝐞
Providing your child with choices, hold two things that may interest your child name each one as you show it to your child,ask them which one they want. If the child attempts to communicate there preference by pointing to or looking at it give them the requested item reinforce the item by naming it again ( here is the car).

If you have any questions or contributions inbox is open.

Autism spectrum disorder is a developmental disability caused by differences in the brain .As we look forward to the Autism Awareness Month ( April ),we will focus on raising awareness about Autism Spectrum Disorder and how to support and care for the children on the spectrum.