Pinnacle Blooms Network (Gurunanak)

Pre-writing skills help us to improve handwriting skills, build fine motor skills and gets children ready for a successful learning to write journey Practising tracing lines, shapes and mark-making are all important steps a child must take before they are ready to learn to form letters and words. Here we are discussing all the reasons why these beginner skills are essential for a child's education: Builds independence & confidence Developing fine motor skills make it easier to learn to hold a pencil correctly and comfortably, meaning children can enjoy writing for longer periods of time. When a child learns to comfortably hold their pencil in the correct dynamic grip, form letters and organise their ideas on paper, they gain confidence in their writing ability and become confident independent writers. Learning with a positive attitude motivates children to challenge themselves and want to achieve more, this confidence extends beyond learning to write and positively impacts other areas of a child’s academic and social lives. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

EXPRESSIVE LANGUAGE Expressive language is important because it enables children to be able to express their wants and needs, thoughts and ideas, argue a point of view, develop their use of language in writing and engage in successful interactions with others. If a child has difficulties with expressive language they might: Have difficulty naming items and objects. Not link together words or uses sentences that are shorter than others of the same age. Use sentences that sound immature for their age. Not be understood by unfamiliar people. Have difficulty finding the right words to use in conversation or when describing or explaining something. What activities can help improve expressive language? Name items together when looking at a book, in the car, looking outside, in play, while they are playing, whilst shopping. Choice-making: Offer the child choices so that they are encouraged to use words to make a request rather than relying on gesture. Day-to-day activities: Engage in lots of “day-to-day” activities (e.g. going shopping, to the park, to the zoo, to the museum) then talk about/draw/act out what you did and saw. Play something together that the child really enjoys and throughout the game model new words and phrases. Look at books together and talk about what you see. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Amid face-to-face addressing, regularly creating children and grown-ups utilize look revultion (GA), absent from their examiner, when considering. GA increments with address trouble and moves forward the precision of reactions. This is the to begin with consider to examine whether people with extreme introvertedness range clutter (ASD; related with decreased friendliness and atypical confront look) and Williams disorder (WS; related with hypersociability and atypical confront look) utilize GA to oversee cognitive stack amid face-to-face interactions. Autism range clutters cover a extend of inescapable formative impedances that have a specific impact upon the way an person capacities and interatomic socially. Extreme introvertedness is characterized by serious disability of social working, a need of intrigued in social intelligent, and irregular eye contact (e.g. Frith, 1989). Undoubtedly numerous of the classic portrayals of the clutter center on a need of intrigued in others and the atypical utilize of look (e.g. Master et al., 2000). Willemsen-Swinkels, Buitelaar, Weijnen, and van Engeland (1998) looked the look and social practices of children with unavoidable formative clutter (PDD; 11 of 19 had extreme introvertedness) in parent–child intuitive. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Monday all smiles at Pinnacle Blooms Gurunanak Colony on 18/11/2024 #PinnackeAllSmilesMonday We wish you all a wonderful week ahead. Best empowerment to your kids from #1 Autism Treatment, Child Development, Rehabilitation Centres Network. Whatsapp: https://lnkd.in/dq8knU2 #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

How do we replace the Behavior? Explain with one example. Replacing unwanted behavior involves identifying the behavior, understanding its triggers, and introducing a more desirable alternative. This process is commonly used in behavioral therapy and works best when applied consistently with positive reinforcement. Example: Replacing Nail-Biting with Stress Management Techniques Step 1: Identify the Behavior and Its Triggers Suppose a teenager has a habit of biting their nails, especially during stressful situations like exams. The first step is to recognize that nail-biting is a response to stress or anxiety. Step 2: Understand the Underlying Cause The teenager might bite nails as a coping mechanism for nervousness. Understanding this helps focus on addressing the cause (stress) rather than just the symptom (nail-biting). Step 3: Replace the Unwanted Behavior with a Positive One Introduce an alternative behavior, such as squeezing a stress ball or practicing deep-breathing exercises when feeling anxious. These actions serve the same purpose (stress relief) but are healthier and less harmful. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Receptive language is the “input” of language, the ability to understand and comprehend spoken language that you hear or read. For example, a child's ability to listen and follow directions (e.g. “put on your coat”) relies on the child's receptive language skills. In typical development, children are able to understand language before they are able to produce it. Children who are unable to comprehend language may have receptive language difficulties or a receptive language disorder. Children who have difficulty understanding language may struggle with the following: Following directions Understanding what gestures mean Answering questions Identifying objects and pictures Reading comprehension Understanding a story There are several factors that influence receptive language development, including exposure to language, the quality of the language environment, and individual differences in language processing. Children who are surrounded by language (people engaging in conversation and interacting with them) are more likely to develop strong receptive language skills. This includes being exposed to a variety of speakers, engaging in conversations, and exposure to reading. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

What Sensory Issue Is Responsible For Clothing Aversion & Deep Touches........ : Tactile defensiveness, also known as tactile hypersensitivity or tactile sensitivity, is a sensory issue that can cause a person to be hypersensitive to touch. People with tactile defensiveness may experience discomfort or pain when touched, and may prefer to wear loose-fitting, soft, or seamless clothing. Some signs of tactile defensiveness include: Discomfort or distress when touched lightly, like by a gentle brush or tap Finding certain fabrics, tags, or seams irritating Avoiding touch or withdrawing from situations that involve touch Having strong negative feelings about touch Experiencing anxiety, hostility, or a need to withdraw Some people may be more sensitive to touch due to genetic factors. These differences can cause the brain to send and receive touch signals differently, making some textures or touches feel overwhelming. This happens with the sensory of clothing: Their clothing or shoes could be providing too much sensory feedback that moves them from the “Just Right” zone. Our skin, especially our head, neck and abdominal areas, are particularly sensitive, so clothing provides constant sensory feedback. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Breaking a behavior cycle involves understanding, interrupting, and replacing unwanted patterns with healthier ones. First, identify triggers—situations, emotions, or people that set off the behavior. Recognizing these underlying factors helps in anticipating and managing the impulse before it happens. Next, create a plan to interrupt the cycle. This could mean removing oneself from the situation, taking a deep breath, or using a mental reminder to pause. Developing self-awareness is key here; pausing allows us to consider alternative responses instead of acting out of habit. Tools like mindfulness and journaling can be helpful in recognizing and managing these triggers effectively. Once you’ve interrupted the cycle, focus on creating new, positive habits. Replace the old behavior with one that aligns with your goals. For example, if the cycle involves stress-eating, practice going for a walk or using relaxation techniques instead. Reinforce these changes by setting small, achievable goals and rewarding progress, which strengthens new habits over time. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Monday all smiles at Pinnacle Blooms Gurunanak Colony on 11/11/2024 #PinnackeAllSmilesMonday We wish you all a wonderful week ahead. Best empowerment to your kids from #1 Autism Treatment, Child Development, Rehabilitation Centres Network. Whatsapp: https://lnkd.in/dq8knU2 #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Language Language is a system of patterns and symbols used to communicate. It is defined as the comprehension and/or use of a spoken (i.e., listening and speaking), written (i.e., reading and writing), and/or signed (e.g., American Sign Language) communication system. In some cases, individuals may use augmentative and alternative communication (AAC) to replace or supplement spoken language. For further information, please see ASHA’s Practice Portal page on Augmentative and Alternative Communication (AAC). Language is both expressive (e.g., speaking, writing, signing) and receptive (e.g., listening, reading, watching). Spoken language, written language, and their associated components are each an interdependent system comprised of individual language domains that form a dynamic integrative whole. The five language domains are as follows: phonology morphology syntax semantics pragmatics These five language domains are often grouped into three components of language, as follows: form: phonology, morphology, and syntax content: semantics use: pragmatics #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork