SALT Assessment - need help with things to think of, please!

[lou031205]

Hi, SALT have phoned and will see DD1 in January. One of the things she said would be helpful is to think about what DD1 struggles with in understanding.

The trouble is that everything blurs because it is just life, IYSWIM, so we automatically adjust for DD. If anyone has handy hints of things to think of, or a link, I would be so grateful.

E.g. She has no concept of 'home' meaning "where I live". Because we always say that "Nanny & Grandad are going home, now", when she wants to see them, she says she wants to "go home", because she thinks "Home" is Nanny & Grandad's house.

She has no concept of time, so disregards any words such as later, tomorrow, etc.
E.g. If I say "when you go to bed later, we will do x", she will say "no want to bed", because it is only mid-afternoon, and she has no concept that bed time is later.

She is 3.0, btw.

Thank you!

think about whether she understands instructions out of context - e.g. if you get your coat and bag, then say to her - "Get your shoes" she may get her shoes because she realises it's part of the routine. So try and put something different in - say - get your doll or get your cup. Also see if she can work with two part instructions like - go to the bathroom AND get your towel.

I wouldn't be concerned about her not understanding the time words, time is one of the later concepts.

Some briefish guidance here:

speech-language-therapy.com/devel2.htm

Thank you - those links are helpful

I asked DD "what is your name?" a few times, and every time she replied "Me".

But she often says "I Millie" to people. Does that suggest that it is the receptive side of language that she is struggling with? I get a little confused that she sometimes appears perfectly fine, but at other times has a completely blank look on her face, or goes into meltdown because she has got the wrong end of the stick.

I don't want to waste the appointment with SALT because we have waited 2 months, and the impression I got on the phone was that it will be a one-off to assess & advise pre-school, etc. rather than the start of regular therapy.

you have a few weeks, so it might be an idea to start writing down typical exchanges to do with questions, turn-taking, following instructions etc.

i've just filled out a pragmatics profile for ds. it's full of useful questions about your lo's expressive and receptive language.
you can download it here

as a bit of an aside, somebody linked these now next later boards on ebay and i'm finding them really useful with ds.

on the pragmatics profile, the relevant questions start on page 35.

Thank you RaggedRobin - I will take a look.

Tclanger - I might be being a bit thick & I'm not at all well (sob) but I have read your last post several times and still don't understand what "the absence of M in "I Millie"" means. What is M? and where should it be?

I presume TC meant that the verb "am" is missing, not "M".

Thank you!

Thank you, She does use am, but only in emphatic ways, if that makes sense & not correctly.

I might say in response to something "no, M, you can't play with playdough now"

She then replies "I-want-PLAYDOUGH!"

I say no again, then she says in a VERY frustrated and angry tone

"I AM playdough!" "I AM playdough", which I am sure is her trying to say "I can play with the play dough and I want to."

I can see where she is going with it, but it obviously isn't the right way to use 'am'.

Not entirely sure. I think it is her asserting herself, but it is tough to work out which bit is wrong because its a bit of a blend of concepts, and we are so used to it.