Baby slobbering: Drooling and Your Baby – HealthyChildren.org

How to Reduce or Stop Your Child From Drooling by Chicago Speech Therapy

Depending on your child’s age, drooling can be something that he or she is a temporary side effect and byproduct of teething.  If your child has already begun teething and isn’t able to stop from drooling, there are a few things you can do to help him or her exercise the oral muscles and gain control of this area.  While your child’s oral function may be underdeveloped, you can still use exercises to enhance and teach oral muscle function.

A Few Practical Tips

• Take away the pacifier, or at least reduce the time during which your child is using it. Preferably only allow your child to use it before bed to help put him or her to sleep.  Pacifiers may have a poor effect on children’s speech and oral control.  However, you do not have to do away with pacifiers altogether; only use it when absolutely necessary to calm down an aggravated child.   When you use a pacifier, pair it with a blanket or pillow so it will be easier to wean them off of it later.
• Stimulate your child’s oral muscles with an electric toothbrush. This is a popular technique to engage children with oral sensations.  Start slow by touching it to the child’s lips and cheeks when it is turned off.  Then move to the child’s tongue, gums and teeth. *Note: Do not do this when a child is teething, he or she will most likely not respond well to this.
• Upgrade from the bottle to a sippy cup. Bottles have the same ill effects as a pacifier if used for too long.  Each step to a new cup further promotes different muscles used in the mouth.
• After the sippy cup move on to using a straw. Most children who use straws often solve their drooling issue when this skill is mastered.

Activities to Strengthen the Oral Muscles

Allow your child to learn how to suck, chew and bite on different textures.   The straw and sippy cup can aid in teaching your child how to suck. See who can blow the most bubbles, or blow a feather across the table.  Teaching him or her to use the mouth in different ways strengthens different oral muscle groups.  Encourage playing with food by licking yogurt or applesauce from their lips or off of plates.  Picking up cheerios with their mouth and other food play will help them shape their tongue and lips to not only keep the drool in their mouth, but articulate words as well.   When they’ve graduated to different foods, give them fruit leather, dried fruit, or breakfast bars to chew on.  This will help their oral muscles exercise and grow.

If these techniques have little or no effect on your child’s drooling problem, there may be other variables causing it.  If your child is a mouth breather, has restless sleep or chronic sinus congestion, he or she could be suffering from allergies to food or even respiratory problems.

The best decision when you notice something seems wrong is to contact your speech pathologist to perform an assessment.   It is better to check and be wrong, than let something continue to fester, undiagnosed.

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Is it necessary to kiss children on the lips – sexologist Olga Kareneeva explains | 72.

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Olga Kareneeva told how kissing in childhood affects the sexual education of children One of the stages of this development is touching and kissing. T Yumen sexologist Olga Kareneeva tells why she is against kissing children even by their parents. We publish her opinion below.

— Do you kiss children? “Of course! After all, this is my treasure, and through a kiss I show him how much I love him! some say. “No! The lips are an erogenous zone, and when kissing her, the child develops sexuality ahead of time, ”others say. “No, it’s unhygienic. Children’s immunity is not strong enough, and kissing on the lips carries a high risk of infectious diseases, ”say a third.

Of the three options, I choose only hygiene. Touch language is the first language that the baby learned to speak in the womb, so kissing and touching parents is an indispensable part of the healthy development of the child. But let’s look specifically at kissing on the lips.

The child’s body is his personal territory. There are intimate places that they must strictly understand as the personal boundaries of the body. Parents, without realizing it, form a “victim” in the child who cannot manage their personal boundaries and cannot say “no”. And it turns out that the child becomes a passive object in front of adults actively penetrating his territory. This is if we talk about pedophilia, rape and child molestation. But we always think that this happens somewhere in the news and scary stories on the Internet, but this will never happen to us.

I myself saw a girl of 5–6 years old who hugged and kissed someone else’s uncle on the lips in the store just because he gave her something or said something kind. It was an acceptable way for a girl to show warm feelings of gratitude. Mom spread her hands, uncle went nuts, and I imagined that my uncle could actually have an erection…

Let me give you one more argument not in favor of kissing children on the lips. A child between the ages of 3 and 6 begins to explore his sexuality: exploring the difference between boys and girls, showing love to a parent of the opposite sex, then to peers, first interpersonal emotional experiences, and so on. During this period, it is important that parents not only adequately respond to the manifestations of sexuality in their child, but also set certain limits and restrictions.

If kissing on the lips is habitual for a child, he will easily try to kiss other children or adults, and he will not develop a special difference between boys and girls. And at a transitional age, when hormones are, to put it mildly, naughty, a kiss on the lips will not carry any sacred meaning, but will be a natural phenomenon. Well, if you inflate it a lot, then you can imagine that the ease of a kiss in adolescence can already lead to arousal, which will continue with sexual intercourse, which will end in pregnancy, which will become an abortion, which will lead to infertility . .. Creepy, but understandable.
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I think that no matter how much a mother or father loves their child, it is impossible to kiss a child on the lips after a year. A kiss on the lips is the prerogative of adults in love with people of the opposite sex!
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Ask the child if he can be kissed. The child should be comfortable. So that later, in adulthood, he would not recall with horror the slobbering lips of all his relatives, after which he had to dry himself as soon as possible.

Hug, kiss on the top of your head, forehead, cheeks, hands… Think of other places to show your love. In no case should you gently bite or tickle.

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Olga Kareneeva

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A boy with ASD grabbed her hair and tried to hit a classmate. Now the whole school is against him

In one of the Moscow schools, a 12-year-old boy tried to hit a classmate who was teasing him. Fortunately, the teacher intervened in time, and the conflict seemed to fade away.

But when it turned out that the boy had autism, not only the whole class, but the whole school opposed him. Now the parents of other children, and with them the director, demand that the mother remove the uncomfortable child from this class and school.

About the expert

Elena Okhonskaya is a teacher and mother of a young man with autism from St. Petersburg. Applied Behavior Analysis Consultant at the Center for Inclusion and Social Projects “June 1”, member of the Association of Behavior Analysts RusABA.

Has several educations – correctional teacher, psychologist, Montessori teacher. Elena has hundreds of cases of working with children with autism and other developmental disorders, experience in supervising several resource classes, and experience in managing an ABA therapy and inclusion center.
Her motto is “What a joy it is to deal with children and not with adults!”

Inclusion is when no one is a victim to anyone

– Is it possible for everyone in an ordinary class to be comfortable, including a child with special needs?

– Yes, of course. Inclusion is when no one is a victim to anyone. No one should sacrifice their interests for the sake of a child with special needs. Conversely, a child with special needs should not sacrifice anything.

No one should suffer, including adults. It should not be that the teacher was alone for 25 children, among whom there is another difficult one. This will not benefit anyone – not the child, not the class, not the parents, not the teacher.

And of course, when we introduce a child with disabilities (disabled health) to school, teachers must be ready: to understand what the student has, how to cope with them and prevent breakdowns. Such a child cannot be restrained. If he could, he wouldn’t be special.

– The mother of a boy – a participant in the conflict was just accused of having a badly brought up child .

– It must be understood that problems with self-regulation of such a child are connected with physiology, and not with education. He has an exhausted nervous system, an altered sensory system – the child deciphers the signals of pain, noise, discomfort in a different way.

Children with disabilities are already at a higher level of stress all the time, because their nervous system cannot cope with the load. Teachers should be aware of this and be able to prevent escalation of workload. Using techniques, you can build the learning process so that everyone is happy.

Yes, such children in the classroom require more resources. And, as a rule, their curriculum does not coincide with general education. They go through the educational material longer, and some parts of the program for a student with disabilities will be held in a different mode, possibly with invited specialists.

What is needed is not a tutor – an assistant in studies, but a moderator of relations

– Where to find such specialists?

– The school must find them, according to the law it is their duty to create adapted learning conditions. This is spelled out in Article 79 of the Law on Education.

Special conditions are prescribed for a child with special needs in any school – for example, he needs a defectologist and a speech therapist. Yes, it is often said that there are no such specialists. There may not be a comprehensive school, but the city budget of the education committee provides funding for the work of such specialists.

If the school cannot take them on staff, it must make an agreement with the rehabilitation center where they are available. The director’s task is to submit a request to the district unit or education committee with a request for additional funding. There are times when directors are not aware of such opportunities.

If nothing has been done, the responsibility passes to the school management, which did not inquire about this issue.

– According to the mother of the boy, a participant in the conflict, the child was denied the services of an individual tutor, explaining that the tutor’s functions include determining the educational route, and not controlling behavior. How legitimate is this?

– In this case, we are talking about socialization. I think that here the child needs not so much a tutor – an assistant in his studies, as a moderator of relations.

One of the teachers, a class teacher or a psychologist can act as such a moderator, but he will definitely need additional help. And we need to work more with the class. It is impossible to put a child with special needs and healthy children on the same bench and hope that they will adjust themselves.

Resource classes work great in a general education school, but only when a lot of time is devoted to preparing the school staff so that there are no such incidents.

Healthy children are easily set up for sympathy and help

– Why is such a conflict situation more typical than unique?

– Bullying is an animal behavior that is also characteristic of humans. Makes you gather in flocks and quarrel with someone who is not like you.

Children are not violent in and of themselves, but they can learn and practice a pattern of abuse if they are exposed to such system settings – for example, in school or, more broadly, by the education system.

There are settings that, on the contrary, allow you to format collisions in a safer way and lead to civilized agreements.

In general, it is easy to tune healthy children to sympathy and help, and then an accepting atmosphere will be created. In classes where these settings are present, we see not only a careful attitude towards special classmates and a willingness to help them, but also a change in the style of communication between normotypical children for the better.

This is not just my observation, there are statistics and studies. One of the effects of inclusion is improved relationships in a normotypical environment. Not only between children, but also between students and teachers, communication becomes more friendly, and in the school teaching staff itself – warmer.

And in educational institutions where these settings are not built in the school policy, such conflicts occur regularly.

“It’s like offering a one-legged one – we’re jumping here, and you’re jumping too”

– Parents of normotypical schoolchildren seek to get rid of uncomfortable children who, from their point of view, can interfere with the educational process. Does that mean they’re doing it for nothing?

– There is a very important social aspect here. The guys who grew up in a well-built inclusive environment are more mature personalities, more adaptive, more secure. They have an arsenal of social skills, including self-help and mutual help.

They know how to deal with emotional overheating – their own and others. They are not afraid of special people, they can help both them and those around them if they do not understand what is happening. In the future, they will not be lost in a socially difficult situation.

– After the conflict, parents of children with disabilities are offered to transfer their child to a class for children with mental retardation. Can’t you agree to this?

– In this case, the family is faced with a dilemma – either adapt to us, be like ordinary children, or leave. It’s just impossible to adapt. It’s like offering a one-legged – we’re jumping here, and you jump too. Or go where everyone is one-legged. This dilemma is completely unethical. Because nobody wins.

If the family chooses the worst conditions, then the child is doomed to poor educational conditions. But those who are on the other side – the teaching staff, the rest of the children in the class – will not receive a very important social experience. Separation never leads to a friendly atmosphere.

According to the law, in practice and in my experience, the school is primarily responsible for setting the communication settings correctly. And, of course, in no case should the level of the child’s program be reduced.

Also, when our schools don’t know what to do with special children, they “drop” them off for home schooling.

Poor development of social skills in the children’s team – a broken fate

– Why is home schooling bad? After all, it often gives even a higher level of education?

– A child with disabilities who is homeschooled loses contact with his peers. I have had occasion to communicate with people with autism with excellent higher education. Despite this, they had the highest level of anxiety and inability to work in one place.

At one time they did not get this experience – immersion in the children’s subculture, where you need to learn how to find friends for yourself, understand who will not be your friend and build a distance, go through moments of teasing, secrets, friendship, loyalty, maybe even betrayal. Pass and survive.

It is like a necessary inoculation for the future life, without it a person is not able to control his social relations. For him, those around him are extremely unpredictable, as there was little practice.

The lack of social skills in the children’s team is a broken fate. Adults, from an ethical point of view, are simply obliged to provide the child with this part of life at this particular age. And this is just about competent inclusion.

Be patient, we form humanity in your children

– If parents of other children oppose a child with special needs in the class, what should be done?

– I understand very well parents who, for various reasons, do not want special children to study with their children. They just don’t know how it will be. They also need to be enlightened – fears, myths, prejudices like “my child will adopt bad habits” or “here the slobber sits and will pull the class back” should be removed.

Parents need to be convinced that their children’s education will not suffer, and not to talk to them only in the spirit of “be patient, we are developing humanity in your children.” All children will learn at the level of complexity that they are supposed to, inclusive methods allow this.

– It turns out that when defending the rights of children with disabilities, it is much more productive for parents not to force the school to provide services, but to show what the school will receive with such a child?

– Even among healthy children no two are alike, and there are difficulties of their own. And now there are many children who are conditionally healthy with behavioral difficulties. So in the end, teachers with similar experience and competencies will find it easier not only with special children, but also with ordinary children.