Showing posts with label speech/launguage/communication. Show all posts
Showing posts with label speech/launguage/communication. Show all posts

Tuesday, June 2, 2015

What Happens to Your Brain Under the Influence of Music? (Article by: Alasdair Wilkins)




"From the perspective of neuroscience, listening to music is one of the most complex things you can do. Many parts of your brain have to work together to comprehend even the simplest tune. So what is music really doing to our minds?" 


Hello Friends!

What a great article! This is an easy read with good concrete biological evidence/ examples (without being too overwhelming)!  Click here for the whole article.  Below are some at-a-glance bullet points ... good stuff! 

Jessica

  • The prefrontal cortex, cerebellum, and many parts of the temporal lobe all go into our ability to recognize the tone of a given piece of music. Taken all together, this means that music already brings in three out of four of the lobes of the human brain - frontal, parietal, and temporal
  • (So what about the fourth lobe? Yep, even the Occipital is engaged ... ) Another intriguing side-effect of listening to music is the activation of the visual cortex, found in the back of the brain in the occipital lobe. 
  • Part of the reason that music tends to be so meaningful to us is that it's deeply intertwined with memory.
  • And let's not forget the language aspect of music. Obviously, not all songs have lyrics, but those that do draw upon the language centers of the brain. The two main parts of the brain associated with language are Wernicke's area and Broca's area, the former of which is found in the temporal lobe while the latter is in the frontal lobe. 
  • Previous research has tended to indicate that Wernicke's area is more crucial to language comprehension, while Broca's area is more tied up in language production, though it now appears that there's significant overlap. In any event, we can add them to the list of brain regions tied up in music comprehension.
  • A good song can trigger a cascade of secondary responses, often involuntarily. An obvious example of this is the propensity to move in time with music - not so much dancing, which is an active, independent process, but simple motions like tapping one's toe along with the song. This is caused by stimulation of neurons in the motor cortex.
  • Even better, the brain hangs onto the ability to understand the emotional impact of music, even if the finer points of comprehension are lost. One study, for instance, focused on a woman with damage to her temporal lobe - and, by extension, her auditory cortex - that made it impossible for her to comprehend different melodies and other basic parts of musical structure. Even so, she was still able to read the basic emotional content of the music, respond appropriately to "happy" and "sad" music in turn.
-Alasdair Wilkins 

Monday, March 22, 2010

Do You Have an Augmentative Communication Device? (Big Mack, Cheap Talk, etc)

Do you happen to have a Big Mack, Talk Pad, Voice in the Box, or Cheap Talk Devise (aug. communication devises), either new or used that you are looking to donate or sell? OR do you know of anyone who does?

I am searching for these devises to use with my clients, and since I am self employed, I would certainly love to get them at a discount.  I am certainly ok with gently used items.  These are items I could thoroughly sanitize. 

I am also looking for PECS or BOARDMAKER software or cards/pictures.
I have other items listed on "My Wish List" in the left hand column of this blog.  If you see any items there that you have and want to get rid of, please let me know :)

Although I do feel like I have a nice collection of items for session use, there are so many things I would love to have for my clients! Instruments are pricey and so is being in private practice! So, I'm always looking for options :)

Thanks!
Jessica

Friday, December 11, 2009

"In My Stocking" (a speech related activity)


Here's another little holiday related activity that is very easy to implement ... I think anyone could do this one with no problem :)








"In My Stocking" (to the tune of: " Oh My Darlin' ")

In my stocking,
In my stocking,
In my special Christmas stocking,
Look inside for little prizes
In my special Christmas stocking!

Materials Needed:
  • Stocking
  • small toys or pictures of small toys/candy prizes
Directions:
  1. Sing song through 1x.  (slowing down speech to enunciate/stress certain words and/or syllables on targeted words)
  2. Have child reach into stocking to pull out 1 (only one) item.
  3. Look at and name the item.  Repeat item name (i.e. "dinosaur", "ball", etc), being sure to encourage/practice verbal clarity and speech fluency. 
  4. Make sure you have fun with this!
Targeted Goal Areas:
  • Speech production/clarity/fluency
  • Impulse control
  • Auditory cueing/Auditory attention
  • Attention to task for duration
NOTE:  If working mainly toward speech goals with this activity, be sure to choose items (to go in stocking) that include speech sounds/characteristics that fit your child's speech needs.  For example, if your child needs improvement on blended sounds, include an item with blended sounds in it's name (maybe a blue item /bl/).  If your child needs improvement on producing words with 2 or 2+ syllables, include items with multi syllables (maybe "dinosaur" or "alligator"). 

Have a great weekend!
Jessica

Tuesday, November 3, 2009

a great social story from a fellow blogging therapist ...


There's a great blog I enjoy entitled "If Only I Had Super Powers".  The blog is hosted by a Speech-Language Pathologist/Mommy, and she has a range of topics from recipes for "Moosey Muffins" (home related topics) to "Articulation Development" (Speech Therapy related topics).  

"Therapy Thursdays" are dedicated to therapy, and it was in her most recent Thursday posting that I discovered this little social story entitled Therapy Thursday: Not Getting Chosen.  Click on the link above to visit the site (and to view a larger version of her social story). 

I love that she has included pictures here beside each line.  This is something I often include in my social story activities.  It serves various purposes, including drawing attention to each line (scenario/action) as well as making each line more applicable to real life situations and more concrete.

Thanks, Super Powers, for a great resource!
Jessica

Friday, October 16, 2009

Here's a Little Pumpkin





Orange and Round
Sung to :  I'm a Little Teapot

C
Here's a little pumpkin,
F                   C
Orange and round,
G7                    C
Here's a little pumpkin,
G7       C
That I found.

When I get him cleaned up
F       C
I will say,
"Here's a little pumpkin
For my holiday."

-Jean Warren

The above song and signs are from one of my favorite little activity resources, Piggyback Songs to Sign.  I have mentioned this little book before, and I also have it included in my aStore in the left hand column of this blog.  This is a great little activity that can accomplish a lot.  Here are some goal areas for which this activity would be useful:

  • Teach/reinforce cognitive concepts (holiday themes, colors, shapes, etc.)


  • Increase communication skill (facilitate nonverbal communication, teach ASL)


  • Increase visual attention


  • Improve auditory attention (listening for certain auditory cue to perform task/ASL signing)


  • Improve hand/eye coordination


  • Facilitate midline/cross lateral work


  • Increase range of motion/quality of movement

You may find other great uses not represented here as well or you may enjoy building from this activity. 

Have fun and happy fall!
Jessica