Category Archives: guest blog post

How do I need to be in order to be with you? With a NOW and NEXT lens (guest post by Sheridan Forster for AAC Awareness Month 2025)

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I was honored to be invited to make a guest post about my work.

I am not going to be talking about apps or devices or symbol sets.

I am going to talk about meeting a person with a communication disability. Perhaps a person who has a severe or profound intellectual disability, or perhaps they don’t.

The first question in my mind is “How do I need to be in order to be with you?”  This might include where I sit, the speed and complexity of speech or not using speech, the amount of eye gaze, use of touch, degree of directness in interaction or referring more to the things around us. I observe what is responded to and what is not. I adjust what I do with an open mind to the needs for accommodations. I look for the sweet spot in which there seems to be some shared meaning, perhaps indicated in a lingered gaze, a leaning in, a responsive initiation directing the next step in our engagement.

Everyone I meet communicates expressively and receptively – and this is no exception for people with severe or profound intellectual and multiple disabilities. This might be their ALTERNATIVE communication to speech. They might communicate with symbols or without symbols. I explore how to fit myself to their receptive abilities and promote their expressions in each moment of engagement.

I consider things from the NOW and NEXT lens. 

How are they communicating today, and how do I fit into that present way of communicating? For some people, communicating with them in a way that meets their current communication needs is lacking. For the person who engages best through touch, eye gaze, and a person sitting in physical contact to feel their changes in muscle tone with pleasure or displeasure, too often they are surrounded by partners relying solely on using speech towards them that they may not hear or process. 

The first principle of my work is to guide interactions towards meeting current communication needs. This is no easy task when people may require highly individualised forms of communication and a cultural shift around them. Sadly much research has indicated that proffered interactions can be few and far between in group homes, can be unattuned to individual communication levels, and can ask partners to interact in a new way. 

Much of my work is seeing when interaction does work and promoting this. A staff member sitting on the floor is recognised as attunement. A staff member repeating back the sounds of a person is seen as having a conversation without words that enables reciprocity. Seeing someone actively interpreting the movements of someone towards them is celebrated as valued social engagement – much like the relational doses discussed by Bruce Perry in the Neurosequential Model of Therapeutics.

Getting NOW communication right can be the entire focus of communication supports. Often latent (skills always there but rarely showed) communication skills and sometimes new skills may arise through better attuned interaction. 

This dynamic, moment to moment engagement involves far more than what might be written in a gesture/symbol dictionary or communication profile. Often the dynamics of sustained engagement are best captured through video recordings and rich discussions of the possibilities inherent in real engagement. 

Sometimes NEXT communication skills might be worked on. But these are never worked on in isolation to the NOW communication skills. A firm foundation or shared meaning using what the person can do now is needed to build new skills. 

For some people learning new skills is difficult and for some even maintaining present skills can be a challenge. It is perhaps analogous to a first and second language. For some people, their first language might be body language, facial expression, and sounds. Perhaps we aim to teach them a second language of pictures for communication. If we only speak to them using a second language that they have not mastered, there might be an absence of shared meaning. However if we maintain the use of their first language (albeit not a symbolic language), we maintain some form of shared meaning – such as a delight or interest expression – fundamental indications that the person is being noticed, witnessed, worthy of sincere attention and sharing of experiences.

“How do I need to be in order to be with you NOW and possibly NEXT?” is my starting point with each individual.

Want to learn more?

Join the “HOP: Hanging Out Program” Facebook group – a group focusing on people with severe or profound intellectual disabilities, bringing together research, good practice, and ethical considerations: https://www.facebook.com/groups/hangingoutprogram 

Website: https://sheridanforster.com.au 

About: https://sheridanforster.com.au/about/ 

Hanging Out Program: https://sheridanforster.com.au/passions/hanging-out-program-hop/

Helpful Links:  https://sheridanforster.com.au/links/ 

Note from Angela: I invited Sheridan to do this guest blog post during AAC Awareness Month to help boost the signal of her very important work. I enjoy the deep perspectives and resources that she shares in her Facebook group and I admire her willingness to speak up when online discussions in other groups become too narrowly focused on symbolic communication and high tech AAC. 

11/1/25: A must read related post by N of 1 on Facebook:

https://www.facebook.com/story.php?story_fbid=840384161829423&id=100075735411407

Looking for more AAC resources? Check out the Resource Links page here on my blog: https://omazingkidsllc.com/omazing-kids-aac-resource-links

Have a question? The best way to reach me is via Facebook messaging over on my OMazing Kids page: https://www.facebook.com/OMazingKidsAAC/

Angela Moorad, MS, CCC-SLP, Founder of OMazing Kids, LLC, OMazing Kids AAC Consulting

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Mindfulness in Your Classroom: 4 Ways to FLOW ~ {Guest Post from GoNoodle}

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 Mindfulness in your Classroom - GoNoodle

Mindfulness in Your Classroom: 4 Ways to FLOW

By Wynne Kinder BA Ed. (of Kinder Associates LLC and Wellness Works in Schools)

 

Meet guest poster Wynne Kinder— former classroom teacher (16 years), wellness educator, curriculum author, and teacher trainer—who has been using principles of mindfulness, social skills, and emotional balance in classrooms for 10+ years. Most recently, Wynne collaborated with GoNoodle to create Flow, the first-of-its-kind mindfulness brain break for classrooms.

 

Mindfulness Came into My Classroom

 

Jose was not having it.  He declared, with actions and words, that he was not going along with my hopes of quiet, calm or “just breathing” in our 5th grade classroom.

I had envisioned that my newly-discovered personal practice of mindfulness would naturally assimilate into this 28-student, urban, public school classroom.  Jose and friends responded, “You are just trying to calm us to death,” and “We’re not like that, Miss. We’re not like you.”  So, I stuck to the curriculum in the classroom.

That is until a mindfulness program, Wellness Works in Schools, came to our school to lead classroom sessions. I was hopeful, but still skeptical;  My wiggly nay-sayers?  My chatty, non-sitters? My separated from the group-ers? My Jose is going to try something new, quiet, calm? I think not.

I should have given him (actually, all of them) more credit.

 

Jose became the star student.  He reminded me when the mindfulness teachers were coming.  He helped set up our classroom. He even led a mindfulness activity in one of our final sessions, and I resisted the urge to tell him, “I told you so.”

Three years later, I retired from classroom teaching to help spread classroom mindfulness concepts around the district and the county through Wellness Works in Schools. Today, teachers like me who weren’t sure how, when or why to engage their students in mindfulness don’t have to wait for a mindfulness expert to save the day.

 

Mindfulness Goes Everywhere

 Mindfulness in your Classroom - GoNoodle 2

 

Last week, I received an emailed plea from a teacher-friend two hours away.  “How do I teach what you teach?  I need to try.  My kids are talkers.  They seriously won’t stop.  Help!”

 

I sent her straight to GoNoodle, an online suite of resources to engage students and teachers with physical activity breaks or “brain breaks,” that incorporate mindfulness practices.  I specifically recommended Flow, the newest online, centering, mindfulness brain break I created with GoNoodle.  I heard from her a day later.  “Success! Made me cry.”

Brain breaks are three to five-minute experiences that can change the tone of a classroom from high energy chaos to channeled productivity or even to focused, balanced readiness.

 

Taking my work from one-on-one classroom wellness consulting to collaboration with GoNoodle opens up the possibilities for classroom mindfulness and reaching classrooms everywhere. Teachers who never imagined practicing mindfulness are now discovering the benefits, and those who wanted to practice classroom mindfulness, but weren’t sure how, now have an accessible starting point.

 

4 Ways to Flow

Mindfulness in your Classroom - GoNoodle 3

Flow is designed as a “jumping off” point for mindfulness practice. While Flow does not represent the entirety of mindfulness practice, it serves as a way to guide students in short, repeatable mindfulness exercises without need for prior experience.

 

1. Morning Meeting offers an opportunity to set the tone for your day. Take note of the vocabulary used in the exercises and remind students how they can “bring down their balloon” when feeling out of control, or “chin up” when feeling discouraged or frustrated.

 

2. Class Meetings are an interjection of a needed shift for you and your students. Use Flow during such times: before a test, after a conflict, or as a break from a challenging or frustrating lesson (long division, anyone?).

 

3. Transitions are one of the most uncertain parts of classroom management, as they afford the most opportunity to “lose” the class. Make Flow a natural 3-minute transition aid.  Use Flow as a chance for students to be more present and to give yourself the opportunity to smoothly shift focus and manage energy.

 

4. Anytime.  Really, any time you or your students want to Flow! Once mindfulness becomes a regular part of your classroom routine, students will ask for a brain break when they need it. Follow their intuition (and your own) to offer Flow as a strategy to rearrange energy and attitudes.

 

To use Flow with your kids or students, create a free account at GoNoodle.com. GoNoodle also includes 3-5 minute brain breaks of varying energy levels from calming to high energy.

 

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Note from OMazing Kids: Be sure to check out the FREE Teacher’s Guide PDF on the GoNoodle website (http://inspiration.gonoodle.com/2014/05/a-teaching-guide-for-flow/)

GoNoodle Flow Teacher's Guide - PDF

and their social media sites for updates:

https://www.facebook.com/GoNoodleGames

https://twitter.com/GoNoodle

http://www.pinterest.com/gonoodlebreaks/

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Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2

Speech-Language Pathologist

Founder of OMazing Kids, LLC – inclusive wellness activities for kids of all abilities

Radiant Child Yoga Certified – Levels 1 & 2

E-Mail: amoorad1@juno.com

Facebook: http://www.facebook.com/OMazingKidsYoga

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Blog: http://omazingkidsllc.com

App Reviews on The Appy Ladies: http://theappyladies.com/?s=Moorad

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OMazing Kids LLC is an organization that promotes inclusive wellness activities for kids of all abilities. The blog and social media pages share information about books, DVD’s, CD’s, games and other products specifically designed for kids wellness, mindfulness and relaxation, product reviews & giveaways, lesson plan & activity ideas, research, kids wellness in the news and a connection corner with listings of individuals doing adapted yoga and those offering trainings.

NOTE: Please ignore any ads that appear below the crayons divider bar or any ads or unusual hyperlinks that may appear above. This is a free blog site & I have no control over ads appearing here. I have attempted to remove the CouponDropDown but no luck so far…. DO NOT click on any hyperlinks unless you hover above them first to insure they are valid. Ones I included should appear in blue font.

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Childhood Apraxia of Speech and the Benefits of Guided Relaxation/Yoga – a guest blog post by Leslie Lindsay, R.N., B.S.N

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Childhood Apraxia of Speech and the Benefits of Guided Relaxation/Yoga

By Leslie Lindsay, R.N., B.S.N.

        When my daughter was in preschool, she came home with a CD that was intended to help kids transition from one activity to another.  It wasn’t your typical “Clean up” or “Good-bye” CD, either.  Dubbed as “The Calm Classroom,” this program is designed to help kiddos stop and take inventory of their body, their breathing, their proprioception (sense of body position and motion from joint and muscle receptors), and vestibular stimulation (sense of gravity and motion that comes from receptors of the inner ear) through simple yoga poses, focused listening, and breathing techniques.

        Being the type of parent who is open to all things that would better my child—or myself as a parent—I was all about trying the new CD.  We popped it in the stereo in our family room at first, all four of us lying on the floor in effort to relax and focus.  My daughter, who suffers from childhood apraxia of speech (CAS)* and wasn’t speaking much—but understanding plenty—skipped to the track she liked best: environmental sounds.  The purpose of this track is to relax and focus on sounds in the environment such as a rushing train, frogs croaking, water dripping, and ____.  She loved this and soon we were all experiencing greater focus and relaxation. 

         But just why was The Calm Classroom so effective for my daughter?  And what does childhood apraxia have to do with it, anyway?  For those of you who aren’t familiar, CAS is a neurologically-based motor speech disorder.  Rooted in the brain, but expressing itself in the verbal communication (or lack thereof) of children, CAS is a complex disorder characterized by the inability to produce verbal sounds to form intelligible words.  Here is the definition offered by ASHA in 2007, “A neurological childhood (pediatric) speech sound disorder in which precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits.”   In plain language, children with apraxia of speech want to speak, yet they just can’t coordinate their thoughts with their mouth. 

        In the exercises provided on the Calm Classroom CD, my daughter was able to become more self-aware.  She was able to make the brain-body connection that is so vital in a neurologically-based motor speech disorder.  Not only that, but some of the tracks require chanting or mantra style vocalizations (humming, buzzing), which is all a part of early communication.  And—there is a good deal of breath awareness in these exercises and any yoga practice.  Finally, the repetitive aspects of relaxation exercises and yoga poses are key: the body craves repetition to gain mastery over motor-based movement.  These very same principles can be applied to speech-language pathology, and specifically childhood apraxia (CAS).

          If you feel like this is a path you would like to explore, look to see if your child’s speech clinic offers occupational therapy, sensory integration therapy, or yoga.  It really can be quite beneficial to children of all ages with all types of motor speech disorders.  Worst case scenario:  your child has tapped into a new coping strategy that may prove helpful for the future. 

        The Calm Classroom went into retirement for awhile at our house until just recently, when our now-7-year old daughter rediscovered it.  She suggests we join her in a type of relaxation class in which we all are all provided with a note card to collect punches–much as we would if we were taking a class at a health club.  Of course, this is all her design.  And this time around, she is speaking quite normally and will be in 2nd grade, “Come on!  Don’t you want to relax, mom and dad?!  It will do you some good.”  My husband and I just look at each other with that, oh-what-have-we-got-to-lose look and give in to her request. 

         And you know what, she was right. 

*Childhood apraxia of Speech (CAS) is sometimes referred to as “developmental apraxia” in countries other than the U.S., and in the U.S. before 2007. 

Bio:  Leslie Lindsay is former child/adolescent psych R.N. at the Mayo Clinic-Rochester.  She is the mother of two school-aged daughters and a basset hound, named Sally.  Lindsay and her family reside in the Chicago suburbs where she writes full-time.  She is the author of “Speaking of Apraxia: A Parents’ Guide to Childhood Apraxia of Speech” (Woodbine House, March 2012).  Read more on her blog, “Practical Parenting…with a Twist” where she writes about apraxia, parenting, education, and more 5 days a week, www.leslie4kids.wordpress.com  

Information about The Calm Classroom:  For more information about the research-based Calm Classroom program mentioned in this article, please visit their website, http://calmclassroom.com.

Disclaimer:  The author has no professional affiliation with The Calm Classroom/Luster Learning.  This article is for information and entertainment purposes.  It is not meant to be a “cure” for Childhood Apraxia of Speech (CAS).  The most effective treatment for CAS is a multidisciplinary approach which encompasses motor, sensory, and speech work.  All children with CAS present in their own unique ways; not all will respond as positively to yoga or relaxation-type exercises.  The key is finding that perfect fit for your child.

References:

Kurtz, Lisa A.  Understanding Motor Skills in Children With Dyspraxia, ADHD, Autism, and other Learning Disabilities.  Jessica Kingsley Publishers, 2008.

Note from OMazing Kids: I greatly appreciate Leslie sharing her daughter’s experiences with relaxation & yoga! Her book is FABULOUS… see my review at: http://wp.me/p1t7TU-x1.

Do you have a child with special needs who has benefited from relaxation, yoga or other wellness activities? We would love to hear your story! Feel free to share it in the comment section below 🙂

Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2

Speech-Language Pathologist at the JD McCarty Center (http://www.jdmc.org/)

Founder of OMazing Kids, LLC – inclusive wellness activities for kids of all abilities

Radiant Child Yoga Certified – Levels 1 & 2

E-Mail: amoorad1@juno.com

Facebook: http://www.facebook.com/OMazingKidsYoga

Twitter: http://twitter.com/#!/amoorad

YouTube: http://www.youtube.com/user/amoorad1

Pinterest: http://pinterest.com/OMazingKids/

Blog: http://omazingkidsllc.com

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Guest Post on Playful Planet: The Benefits of Yoga for Kids

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So excited about being invited to do a guest post on the Playful Planet blog! Check it out at:

http://playfulplanet.com/guest-blog-the-benefits-of-yoga-for-kids/

Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2

Speech-Language Pathologist

Founder of OMazing Kids, LLC – inclusive wellness activities for kids of all abilities

Radiant Child Yoga Certified – Levels 1 & 2

E-Mail: amoorad1@juno.com

Facebook: http://www.facebook.com/OMazingKidsYoga

Twitter: http://twitter.com/#!/amoorad

YouTube: http://www.youtube.com/user/amoorad1

Pinterest: http://pinterest.com/OMazingKids/

Blog: http://omazingkidsllc.com

NOTE: Please ignore any ads that appear below the wavy divider bar. This is a free blog site & I have no control over ads appearing here.

 

Goldilocks & the 3 Grounded Bears – a classic tale with a kids yoga twist

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We have been having a fun discussion on the OMazing Kids Yoga Facebook page about great picture books and stories to use in yoga with kids 2-10 years of age!

One of the many great ideas shared was to use Goldilocks & the 3 Bears. Several folks were intrigued by that so Jessica Millen at Grounded Yoga Chicago (http://groundedyogachicago.com/) e-mailed me the details to share since it was too long to post in the comments on Facebook.

Here are the details in a 1-page printable PDF:

If you have questions about the lesson plan, feel free to send Jessica an e-mail: warm123@me.com

Free printables to use with the story:

http://www.kizclub.com/storypatterns/folktales/goldilocks(C).pdf

http://www.kizclub.com/storypatterns/folktales/goldilocks.pdf

Get in on the fun discussion thread of great kids books by adding your comments on the photo on the FB page – https://www.facebook.com/photo.php?fbid=344588795592132&set=a.191017694282577.62242.174264525957894&type=1&theater 

Love the creative & fun ideas being shared :)

Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2

Speech-Language Pathologist

Founder of OMazing Kids Yoga, LLC – inclusive yoga for kids & teens of all abilities in Norman, Oklahoma

Radiant Child Yoga Certified – Levels 1 & 2

E-Mail: amoorad1@juno.com

Facebook: http://www.facebook.com/OMazingKidsYoga

YouTube: http://www.youtube.com/user/amoorad1

Blog: http://omazingkidsyoga.com

NOTE: Please ignore any ads that appear below the wavy divider bar. This is a free blog site & I have no control over ads appearing here.