If I loved the Club Yicketty Yak Program, can my child do the program again for another term?
Yes. This will depend on the child’s skills and whether the program is useful now for their capabilities.
At the end of the program, your child will be assessed and a report generated which will indicate whether they will benefit from further attendance at the same level of the group they have attended or a group that offers extension skills at a higher level.
Some children may benefit from another term to enable deepening of their learning and achieving confidence in the skills they are obtaining. As we have a close watch on our participants goals, the Speech Pathologists adjust their tasks in the session to reach their optimal level of learning based on their needs. We may adjust a question to different participants from basic to complex during the same task to account for individual variations. So repeating the group does not mean repeating the material or level of learning that your child previously attended.
- My child attends kindergarten the same day of the group and this is locked in and I still have to pay for the kindergarten attendance.
Unfortunately, we can only cater for the days set down for the program, however based on our schedule, staffing and bookings, we may have other days in the week that you can attend. Check out the Club Yicketty Yak program dates for details.
However, may I suggest that you speak with the team leader and the Director and provide them with the information about the Speech Therapy program as they may support your attendance being aware of your child’s communication and learning challenges. They may assist you by offering you a change in your attendance schedule for this term if you give them adequate notice so that this does not impact their business operations and bookings. They may offer a make up day in some instances, but it is best to advise them of all the dates for attendance in the 10 week Program. We work collaboratively with your kindergarten and school as joint stakeholders in your child’s education and communication success.
Be mindful that for some children your kindergarten may have supported your child’s integration into their Kindergarten program with allocation of additional support staff through disability funding. This may have involved coordination and booking a staff member and accounting for their wages on these days. It is important to provide early notice to enable any changes to be given.
Following Spoken Instructions and Directions
Use the What’s wrong with Mr. Bing Ding Dong worksheet for your next task.
In this task we will be training the children to develop their effective listening skill and sharpening their talents for classroom listening for effective learning. They will:
- learn to attend for longer periods of time and reduce their impulsivity to chat, look around the room, drift off or think of something else whilst they should be learning
- learn new concepts and vocabulary that include: colour, shape, size, direction, prepositions (space words)
- learn syntactic markers that change the meaning in a sentence such as: if, then, don’t, before-after
- learn to listen to specific details in the sentence for accuracy in their answers
- learn to be able to be able to hold 2+ stages of spoken information in their auditory memory
Example: Week 1: Following verbal instructions- Here I have provided an example of some instructions you can give them. Now try and make up your own for the tasks in the following weeks.
You will need:
- Coloured textas
- Your genie gems
To indicate that they have finished the tasks at each step, you can instruct your child to place their hands on their head or you can create a pretend buzzer using an upside-down cup that they press. I love the empty stapler being the buzzer as well as a novel idea!
- Choosing a red texta, draw a straight line underneath the front wheel.
- Choosing a texta that is NOT blue, colour in the runners shirt and one of his shoes.
- Place a genie gem to the left of the picture and draw a circle around the rabbit’s ears.
- If there is a policeman on the train, draw a dotted line under the train track.
- If there is a cook on the train, draw two circles on the plane tail.
- If your name begins with A-B-C or D, colour in two back wheels in yellow or green.
- Don’t colour in the cook’s hat unless the smoke is blowing in the direction behind the train.
- Using a texta that is not orange or brown, draw a curved arc over the runner.
- Give me a texta that we have not chosen yet before you draw a green cross on the trains door.
- Draw a smiley face on the wing of the plane after you draw a tree in front of the runner.
We will be completing some of these tasks during our CLUB YAK sessions and you can complete the other tasks for home activities each week. Tick off the tasks when completed from the form in your program folders.
Find It! is a game whereby small objects are inside a cylinder whereby the children have to turn the tube around to uncover the objects that are among lots of tiny distracting and colourful pebbles. These pebbles make them have to work hard with their visual processing skills to detect the objects but also to sometimes visually cloze the image when they only see a portion of the object. This means to see the other parts in their minds eye to then put the whole image together to recognise what it is. Once they find an object, they are expected to name the object, which involves the skills for word finding. Some objects are new words for the children and some may require correction for how they say the word using their sounds enabling them to re-format the sound sequence and store it correctly. The find it! tubes are in topics such as Beach-Farm Yard-Jungle-Glamor which enables explorations of lots of words deep inside a category whereby the task is therapy for the semantic web (see parent training).
The children need to find the correct sounds in the word to articulate this correctly and then they try and find the same object on their tablemats provided for them.
- Level 1 students are given pictures with words on their table mats whereby only some of the words are included making it a search to see the ones they need.
- Level 2 students, who have some reading capability, are given a list of the written words on a page and have to tick the words off when they find them.
The children work in teams of two whereby one child searches for the word and says the name of the word while the other then looks at the words on the poster. They swap after 2 minutes. The team with the most words found at the end of a few rounds is the winning team in the Club House Game!