Expert Tips From the American Speech-Language-Hearing Association
Getting ready for camp can be exciting-and a little overwhelming. Children with speech, language, and social communication disorders may need extra support as they prepare for this big change to their daily routines and environments.
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To help build children's readiness and confidence for camp, the American Speech-Language-Hearing Association (ASHA) is providing the below checklist for families. First and foremost, ASHA encourages parents and caregivers to ask their child's speech-language pathologist for additional strategies or a camp communication plan that is suited to their child's individual needs.
Be specific on camp documentation.
— On the camper profile form, detail your child's strengths, their interests, and any concerns you have. The camp may ask if your child has an individualized education program (IEP) or a 504 plan. This information can be helpful to them: The more the staff knows about your child, the more likely that your child's camp experience will be positive. The camp also may be able to make some reasonable accommodations.
— Share details such as how your child best understands instructions (e.g., in writing, when repeated verbally several times); what helps them feel comfortable if they are having a hard time; and how to handle behavioral or communication challenges.
— Include any specific communication needs that your child has, such as, “My child stutters – please be patient and give them time to finish their sentences” or “My child uses a speech-generating device to communicate. Please make sure that they always have this device with them.”
Visit the camp ahead of time.
— Some camps offer a preview or an orientation day-or may allow you to take a private tour. These are excellent opportunities for your child to meet their counselors and become familiar with key places such as the bathrooms, bus stop/carpool area, and lunch and health rooms. The preview visit can also be a good time to ask about the camp's experience with children who have communication disorders-if you haven't asked already.
— An advance visit can help reduce your child's uncertainty about the camp environment-and give you, as the family, specifics that you can talk about in advance with your child (e.g., where to go if they are overstimulated or want alone time, who will be in their group or cabin, etc.).
Talk to staff before camp begins.
— Reiterate key information that you provided on camp forms-such as reminding the camp of any specific communication needs that your child has and recommending ways that the camp can help if your child is feeling shy or is otherwise struggling.
— Ask about a typical daily schedule-and then talk through this routine with your child before they arrive at camp. If your child has difficulty with transitioning from one activity to the next, work with your child to come up with a plan for these potentially challenging parts of their routine.
Role-play common scenarios.
— Help your child practice saying their name and something fun about themselves. For example, “Hi, I'm Mia. I have a puppy named Charlie.”
— Rehearse simple ways that your child can ask for help, like . . .
— “Can you show me?”
— “I'm not sure what to do.”
— Practice joining group activities, like . . .
— “Can I play, too?”
— “That looks fun-can I have a turn?”
Pack items for support.
— Send a favorite book or toy, if this is allowed (just know that there is a risk of losing these items in the busy camp environment). Or, you can send a photo of your family or a pet that your child can keep in their pocket. These items can help start conversations with peers and counselors as well as help your child work through a tough moment.
— If there are specific sensory items that help your child when they are overstimulated, pack these items-or send them to the camp in advance.
— Pack a small visual schedule or picture reminders-if your child uses these tools at home.
Stay positive.
— Talk to your child about what they are excited to do at camp (like sports, crafts, or games).
— Show confidence in your child's ability to have a great time. Acknowledge their concerns but don't dwell on them (“I can tell that you're nervous. I get nervous, too, before doing something new. But I know you will have so much fun swimming in the pool and going down the slide.”)
Remember,with the right support and preparation, your child can build new skills, grow their confidence, make friends, and create wonderful summer memories!
For more information about speech and language disorders in children, visit www.asha.org/public.
About the American Speech-Language-Hearing Association (ASHA)ASHA is the national professional, scientific, and credentialing association for241,000 members, certificate holders, and affiliateswho are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. Speech-language pathologists (SLPs) identify, assess, and treat speech, language, and swallowing disorders.
Media Contact: Francine Pierson, (301) 296-8715, fpierson@asha.org
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SOURCE American Speech-Language-Hearing Association (ASHA)
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