Behavioral Health Clinic

  If you recall from our  previous discussions , infants and mothers are uniquely predisposed to interact. A mother’s pattern of talking to her baby and the child’s response patterns reflect a unique developmental predisposition that is designed to initiate the process of acquiring the amazing gift of speech and language. We will now continue our exploration of how children learn to communicate, and in doing so let’s now turn our attention to the “conversational” side of communication. I think you would agree that turn-taking is an integral part of having a conversation. As adults, when we engage in conversational interactions, we have learned to employ the social rules for conversational exchanges. These rules simply imply that one partner listens as the other speaks. When one is done speaking, it is then the turn of the other partner to interact. Thus, a conversation is largely comprised of language-based turn-taking consisting of back and forth exchanges on a single topic. ...

  If you recall,  last week  we described several behaviors that are present in newborn infants and their mothers from the earliest of their shared experiences. For example, newborn infants and their mothers are driven to initiate and sustain face to face contact. A mothers’ request to “see the baby” is concurrent with the infants’ primary interest in gazing at faces above than anything else. It is only later that the infant’s principle interest transitions from gazing at faces to gazing at objects. With those considerations in mind, let’s take a look at several additional developmental activities that mothers and infants engage in, from the earliest of their interactions. Prior to 4-7 months of age, the infant is the primary initiator of face to face contact. If you doubt that, simply try to get an infant to gaze at you if he does not want to. However, although the baby is the primary initiator of face to face contact, the adult can prolong it by responding to and encour...

  Over the past three weeks, we have laid the groundwork for understanding how important early experience is relative to a child’s cognitive development. We have stressed the importance of opportunity and ability as foundational for a child to begin and sustain the process of making sense of the world. With those considerations in mind, in the weeks ahead we will discuss the developmental milestones that suggest typical skill development and mastery, with particular emphasis on the emergence of communication skills. Now as it relates to communication skills, it is important to note that a child’s communication skills are highly related to his success in the early elementary grades. Said differently, children that possess and utilize age-appropriate communication skills, by school age, generally do well in kindergarten and beyond. Conversely, if a child does not possess age-appropriate speech and language skills, the risk for school difficulties is increased. Thus, our awareness and...

  Based on our discussion over the previous two weeks, it is instructive to recall that there are two things that are essential for a child to begin the process of making sense of the world. Certainly, one of these relates to the child’s ability to do so. As we noted, anything that restricts a child’s ability can serve as a contributing factor to the presence of developmental delay. Several of these factors were discussed last week. The second issue relates to a child’s early exposure to the world. In that light, if a child has a limited or deficient early experience or is not afforded ample environmental exposure, the potential for developmental delays is increased. This relates to several things, not the least of which is the actual caregiving environment and routine the child is exposed to. It should be kept in mind that children come into the world uniquely predisposed to begin the process of making sense of it. In order for the process to unfold, a child needs auditory, visual...

  Last week,  if you recall , we began this discussion by emphasizing the unbelievable process whereby children enter the world and immediately begin making sense of it. I made the point that children learn more in the first five years of their lives than they do for the rest of their lives. It is an incredibly complex process, and it is dependent on two primary things; first, the opportunities provided for the child; and second, normal ability, from birth, to begin and sustain cognitive development. As such, anything that impedes the child’s ability or inhibits their exposure to the world presents an increased risk for developmental delay. Keep those thoughts in mind as we consider some of the “ability” factors that can impact, in a negative manner, a child’s developmental progress. It is helpful to acknowledge that there are many factors, prior to a child’s birth, that equip a child for typical skill mastery. Now, keep in mind that for the most part, a healthy mother brings ...