Talking Children Podcast Sarah Verdon

This week we are sharing some insights into providing evidence based reading instruction - teaching kids to read, write and spell.



Helpful links for literacy:

https://www.learnwithlee.net/

https://twitter.com/lifelonglit?lang=en

https://www.readingdoctor.com.au/

https://www.youtube.com/watch?v=ogks_oVVPok

https://pamelasnow.blogspot.com/

https://svp-slp.com/the-ultimate-free-resource-guide-for-speech-language-pathologists/

Have you ever heard of the term echolalia?

Maybe its Gestalt Language Processing! This is a newer area of research in understanding different ways of acquiring language. Many Gestalt Language Processors are neurodiverse and so we see these types of communicators a lot in our work.

This episode dives into what GLP is and how we can support people who communicate using Gestalts.

Picky eating, problem feeder and ‘the white diet’, we’ve heard it all before. But is there more to it than that?

In this episode Sarah and Lucia discuss ‘Avoidant and Restrictive Food Intake Disorder’ also known as ARFID. This episode unpacks;

- What is ARFID?

- What is the DSM5 diagnostic criteria for ARFID?

- What are the commonly co-occurring factors alongside ARFID?

- How is ARFID managed and treated?

- Who is involved in supporting people with ARFID?

- The link between ARFID and neurodiversity.

Key references used for this episode

Brigham, K. S., Manzo, L. D., Eddy, K. T., & Thomas, J. J. (2018). Evaluation and treatment of avoidant/restrictive food intake disorder (ARFID) in adolescents. Current Pediatrics Reports, 6, 107-113. https://doi.org/10.1007/s40124-018-0162-y

Cobbaert, L., & Rose, A. (2023). Eating disorders and neurodivergence: A stepped care approach. Eating Disorders Neurodiversity Australia.

https://nedc.com.au/assets/NEDC-Publications/Eating-Disorders-and-Neurodivergence-A-Stepped-Care-Approach.pdf

Dovey, T. M., Kumari, V., & Blissett, J. (2019). Eating behaviour, behavioural problems and sensory profiles of children with avoidant/restrictive food intake disorder (ARFID), autistic spectrum disorders or picky eating: Same or different?. European Psychiatry, 61, 56-62. https://doi.org/10.1016/j.eurpsy.2019.06.008

Hay, P., Mitchison, D., Collado, A. E. L., González-Chica, D. A., Stocks, N., & Touyz, S. (2017). Burden and health-related quality of life of eating disorders, including Avoidant/Restrictive Food Intake Disorder (ARFID), in the Australian population. Journal of Eating Disorders, 5,

1-10. https://doi.org/10.1186/s40337-017-0149-z

Zimmerman, J., & Fisher, M. (2017). Avoidant/restrictive food intake disorder (ARFID). Current Problems in Pediatric and Adolescent Health Care, 47(4),

95-103.https://doi.org/10.1016/j.cppeds.2017.02.005

In this episode Sarah and Lucia discuss Pathological Demand Avoidance (PDA) also known as a Pervasive Desire for Autonomy. This frequently occurs within neurodiverse children with Autism and ADHD and can be especially challenging for children, parents, teachers and speech pathologists. This episode offers understanding of the underlying processes in PDA and helpful strategies to support children.

In this episode Lucia and Sarah discuss the pros and cons of screen time when it comes to children's language development. Recent research shows that screen time reduces the amount of interaction that children have with their parents, but is it all bad news? Or could there be some benefits when it comes to using screens with our children?

Tune in to find out!



Key references:

Brushe, M. E., Haag, D. G., Melhuish, E. C., Reilly, S., & Gregory, T. (2024). Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months. JAMA Pediatrics. doi: 10.1001/jamapediatrics.2023.6790


Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665-675.

In this episode Lucia and Sarah discuss:

What is ADHD?

What are some common features?

What are common myths about ADHD?

What can we do to support ADHD?