Thursday, June 16, 2011

Chatterboxes Welcomes Dana Gudell, M.S., CCC-SLP


April 1, 2011

Dana’s gentle confidence, strong pediatric clinical knowledge base via her pediatric specific experience and inherent ability to bond with children is apparent in all interactions with her patients and their families.

Through her position at Clinical Associates of the Finger Lakes, in New York, Dana provided early intervention and preschool speech and language services to children in their homes, schools and daycares. By providing home-based services, Dana worked directly with parents and caregivers to increase the success and carryover of her patient’s goals. Dana endorses consistent collaboration with other professionals, including occupational therapists, physical therapists and psychologists as being paramount toward achieving the best possible outcome for her patients and families.

In addition to her birth-five clinical experience, Dana has also provided therapy to the school-age population in a suburban school district in New York. Her school-based efforts centered on children from kindergarten through eighth grade with a focus on articulation, expressive & receptive language and phonemic awareness skills, as well as children with auditory processing concerns and Autism spectrum disorders.

Dana graduated with honors from Nazareth College in Rochester, New York with a Bachelor of Science in Communication Sciences and Disorders. She went on to earn her Master’s Degree in Speech-Language Pathology from Nazareth College. Dana’s academic accolades include entry to the Phi Eta Sigma Freshman Honor Society, awarding of the Florence Sweeney Scholarship, receipt of the Trustee Scholarship, as well as consistent Dean’s List distinction.

Dana resides in Natick, MA with her husband, Marc. She enjoys spending time with family and friends, traveling, and cooking.

Chatterboxes is honored to have Dana on our clinical team. Her admirable personal and therapeutic qualities as well as her professionalism serve as a direct extension of Chatterboxes’ core values.

Dana can be reached via our main phone at 617-969-TALK (8255) or via email at dana@teamchatterboxes.com.

Tips for Managing Picky Eaters!


Mealtime Struggles

Many parents experience the woes of picky eating at some point in their child's development. A child's negative eating behavior can adversely affect the mealtime experience and have a detrimental effect on the child's health and development.
Try these tips:

•When introducing a new food, encourage interaction with the food in a less invasive way by gradually progressing through the following levels: tolerating on the table/plate, touching, smelling, kissing, licking, biting, chewing, and swallowing.

•Introduce an "all done" bowl. Don’t allow your child to leave the table until all of the food on his plate is either ingested or interacted with (pick up, kiss, lick, etc.) and placed into the all done bowl.

•Use a timer or visual schedule to encourage your child to stay at the table for the duration of the meal.

•Ignore any negative mealtime behaviors. This includes verbal protesting, pushing foods away, letting food fall to the floor, etc. Use timeouts when necessary in the event of disruptive mealtime behaviors.

•Continue offering new foods many times, even if the foods were refused in the past. Be patient and persistent.

Tuesday, November 17, 2009

From the President: The Turn of a Phrase


“Habilitative/Rehabilitative Services” Is Heart of Health Reform

Hale, S. (2009, November 24). From the President: The Turn of a Phrase : “Habilitative/Rehabilitative Services” Is Heart of Health Reform. The ASHA Leader.


As health care reform dominates the news and the attention of both houses of Congress, an inescapable truth confronts our professions. If a health reform bill passes—and it is likely that one will—audiology and speech-language pathology services will be embedded in the phrase “habilitative/rehabilitative services.” Much like the hopefuls on American Idol, with this phrase we are either “in” or “out” of the reform package. If this language is part of a bill that is enacted into law, we can celebrate a significant advocacy achievement.

The key word is “habilitative.” Children born with communication disorders—those needing habilitative rather than rehabilitative services—have been left out of too many insurance plans for far too long. Many of us have experienced denials for children with communication disorders by insurers who refuse coverage for speech-language or audiology services. Particularly troubling is a growing trend in the insurance industry of dropping coverage for children who need habilitative services. Insurers claim that children born with disabilities are developmentally delayed and that their care should be addressed in educational settings rather than in the health care system.

This approach is at odds with the evidence base of our discipline. We know that the best time for cochlear implantation, hearing aids, early intervention for autism and other disorders, or augmentative and alternative devices often predates a child’s eligibility for educational services.

Children born with cognitive or communication disorders have the same needs as adults with pre-existing conditions—and, like those adults, should not be tossed aside by the insurance industry. It is indefensible to deny services to children born with cognitive or communication disorders but cover rehabilitation services for those who have acquired the same conditions. This predatory practice must end. Habilitative services must be a basic benefit, provided by all insurance plans.

Never underestimate the impact of a single word in legislative language—or even basic punctuation—on our professions and the people we serve. After all, it was an inadvertent comma inserted by legislators in the Medicare law that placed speech-language pathology and physical therapy services under a single financial cap. As a result, ASHA has had to advocate tirelessly for successive overrides to the cap. So the power of a word or phrase can make a tremendous difference—and in the case of “habilitative/rehabilitative services,” a positive one.

Children with congenital communication disorders have had no direct voice or vote in the recent congressional debate, but their concerns have been central to ASHA’s grassroots advocacy. Getting this language into all the proposed health reform bills was not easy. Many thanks to all of you who sent letters to members of the Senate Finance Committee when the committee’s proposal did not include that critical language. We must maintain our vigilance to ensure that it remains in the legislation and that we are able to respond immediately if the situation changes. Regardless of our feelings about specifics of the final bill or our personal politics, audiologists and speech-language pathologists and those whom we serve cannot risk being left out of any bill that goes to the White House for a presidential signature.

On your behalf, I have communicated with Sens. Max Baucus and Charles Grassley to urge inclusion of habilitative services in health care bills. Along with ASHA’s governmental affairs staff, we pointed out that many communication disorders are medical in nature and caused by neurological injuries or dysfunction that affect acquisition of communication skills. We emphasized that early and appropriate intervention can mitigate the need for intensive services in the future, thereby reducing costs and improving the overall health and well-being of children and enhancing the opportunity for independence and success as adults.

Federal health plans are embracing habilitative speech-language and audiology services. Beginning in January 2010, insurance companies under the Federal Employee Health Benefits Program will be required to provide these services. In the bigger health care reform debate, we should celebrate this recognition of the value of speech-language and audiology services and broadened coverage of habilitative services.

I am hopeful that any health care reform decisions will assure that all children receive the same benefits that members of Congress enjoy and that we will be responsible stewards for the most vulnerable members of our society and give them a chance at a better life. A phrase or a word can make all the difference.

Friday, October 30, 2009


Happy Halloween from your team at Chatterboxes!!

Wednesday, October 21, 2009

Toddlers Improve Language Development through Block-play


A toddler who plays with blocks may experience improved language development if he/she comes from a middle or low income family, according an article in Archives of Pediatrics and Adolescent Medicine (JAMA/Archives), October issue.

The writers explain "Early childhood represents a critical period in the development of young minds. The newborn brain triples in size between birth and 2 years of age. The long-standing presumption has been that certain activities during this period promote optimal development and that others may hinder it."

Imaginative play can help a child's memory development; it can also develop the roots of impulse control and language development, say the authors. Although an enormous number of toys make claims regarding a child's cognitive development, the majority of these claims are unproven.

Dimitri A. Christakis, M.D., M.P.H, University of Washington, Seattle and the Seattle Children's Hospital Research Institute, and team carried out a pilot study with 175 children, aged 1.5 to 2.5 years. 88 of those children were sent two sets of building blocks, plus two newsletters which offered suggestions for parents about activities the families could do with the blocks. The other 87 children were not sent any blocks until the study had been completed.

The parents had been told that they were taking part in a study of child time use. They filled in a questionnaire about basic demographic information at the start of the study. They provided time diaries that monitored their child's activities during two 24-hour periods during the trial. Six months after the study had started the parents filled in another questionnaire by phone - this included evaluations of their child's language skills and attention.

53% (92) of the families completed at least one diary entry. Exit interviews were completed by 80% (140) of the families. 59% (52) of families which received two sets of blocks reported block-play in their diaries, compared to 13% (11) from the other group.

The authors wrote "In this pilot study, we found that distributing blocks was associated with significantly higher language scores in a sample of middle- and low-income children."

The researchers found that the children who had received blocks had an average language assessment score 15% higher than the other children, indicating that a program that distributes blocks could be effective in boosting development. The scientists also reported that as far as attention scores were concerned, the two groups had similar scores.

The researchers suggest that block play may be replacing other forms of times use which do not encourage language development, such as watching TV.

The writers added "Further study (including laboratory assessments) to corroborate these findings and to explore whether attentional capacity could be significantly improved given a larger sample is warranted."

Arch Pediatr Adolesc Med. 2007;161(10):967-971
http://archpedi.ama-assn.org

Written by: Christian Nordqvist
Copyright: Medical News Today