 Being bilingual can be defined as speaking more than one language with medium to high-level proficiency. Currently, more than half of the world's population can speak a second language. This is leading to more interest and research into bilingualism as time goes on.
There is a lot of research which shows that bilingualism has developmental, educational, socio-cultural and cognitive benefits. But what happens to our brain when we age? As we age, we typically experience a decline in cognitive functioning and a loss of grey matter (which control our movement, memory and emotions) in our brain. However, being bilingual can slow this process down and can even protect our brain as we age, to some extent. It is thought that this happens due to the constant mental exercise by switching between languages in daily life, leads to bilinguals having better cognitive functions, such as memory, inhibitory control and decision-making, compared to people who speak only one language. Here is what the evidence has shown (studies below cited in Waldie et al., 2020):
The good news is - it is never too late to learn a new language in life! In fact, continuing to stimulate our brain and learn new things as we get older has been shown to protect our brain as we age, even well into the later years. Speak soon, The Expat Speechie References: Libersky, E., Crespo, K., Reppe, A., & Kaushanskaya, M. (2023). Effects of bilingualism on autobiographical memory: variation in idea density and retrieval speed. Memory, 31(4), 491–501. Waldie, K. E., Badzakova-Trajkov, G., Park, H. R. P., Zheng, Y., Neumann, D., & Zamani Foroushani, N. (2020). The cognitive and neural correlates of written language: a selective review of bilingualism. Journal of the Royal Society of New Zealand, 51(1), 81–96.  Parents often raise this question. Parents typically notice that their child stutters more when they are tired, excited, frustrated or upset - this is more common among children than you may think.
 More than 350 schools in Bangkok closed on Friday January 24th due to high levels of PM 2.5 in the air, resulting in children staying home instead. When this happens, you may notice that your child's need for movement sky-rockets. They will likely also seem more fidgety and irritable than usual. Before you panic, it is important to remember that your child is likely trying to communicate that they need more movement, more interaction, or that they are craving a change in their surroundings.
Below are some fun activities to try with your child at home, which will address some of their current needs, as well as stimulate their development. 1. Sensory Circuits A sensory circuit involves as series of physical activities. These activities aim to alert (e.g. bouncing on a ball), organize (e.g. categorize objects) and then calm (e.g. bubbles) your child. You can do this with your furniture, cushions and additional toys such as hoops, balls, etc. If your child seems to have low energy, try to focus on altering activities, and if your child has high energy, try to focus on calming activities. Aim for a sensory circuit which will take around 10-20 minutes. In this activity, your child will practice following instructions, planning, coordinated movement, as well as release some of the need for movement, organize their mind and achieve a calm state. 2. Role-plays Role plays can be based on scenes from your child's favourite movies, shows, or passages in their favourite books. Encourage siblings, cousins or friends to join in the fun. During role-plays, your child will get the chance to step into a character's world and take on their perspective. Through this, your child will be working on their communication skills, planning and organizing skills, perspective-taking, listening, waiting, collaborating and improvising. 3. Board games Board games are a great way to increase interactions with others. Playing board games also helps your child work on many skills, such as, turn-taking, self-regulation, tolerance to losing, communication skills, focus and planning. 4. Sensory Buckets Prepare 3 tubs, each with different sensory items, such as, rice, beans, sand, etc. Then hide some small toys inside each tub. Ask your child to close their eyes and find the toys in each tub. As they touch a toy, ask them to describe what they feel (e.g. soft, fluffy, round, etc.). This will stimulate their tactile sensory system, as well as, encourage them to work on their language skills through using a range of descriptive words. 5. Treasure Hunt You can do this by hiding a bunch of toys or items around the house and asking your child to find them. Be sure to let them know what items they are looking for. Each time they find an item, have them bring it back to a bucket or tub. Treasure hunting will address your child's movement needs, while also keeping them occupied for a while! Speak soon, The Expat Speechie  หากคุณเป็นผู้ปกครองของเด็กคนหนึ่งที่ได้รับการแนะนําให้เข้ารับอรรถบำบัด หรือหากคุณเป็นคุณครูของนักเรียนที่ต้องการการสนับสนุนเพิ่มเติมเกี่ยวกับทักษะการสื่อสารของนักเรียน ต่อไปนี้คือสิ่งที่คุณจําเป็นต้องรู้เพื่อทําความคุ้นเคยกับอรรถบำบัด อรรถบำบัดมีจุดมุ่งหมายเพื่อสนับสนุนเด็ก ๆ ในทักษะการสื่อสารของพวกเขา สิ่งนี้เกี่ยวข้องกับการทํางานเกี่ยวกับการฟัง การทําความเข้าใจภาษา การใช้ภาษาเพื่อแสดงออก ทักษะการพูดและทักษะการเขียน นอกจากนี้ยังเกี่ยวข้องกับการทํางานในการสื่อสารโดยใช้อุปกรณ์ เช่น ไอแพด การแลกเปลี่ยนรูปภาพเพื่อการสื่อสาร (picture exchange) และภาษามือ ใครจะได้รับประโยชน์จากอรรถบำบัด ลูกหรือนักเรียนของคุณมีแนวโน้มที่จะได้รับประโยชน์จากอรรถบำบัด หากพวกเขามีอาการใด ๆ ต่อไปนี้:
อรรถบำบัดทํางานอย่างไร อรรถบำบัดดําเนินการโดยนักแก้ไขการพูด (Speech Therapist) ซึ่งได้ศึกษาการพูดและภาษาในระดับปริญญาตรี โท หรือเอก ซึ่งนักแก้ไขการพูดจะปฏิบัติตามขั้นตอนดังนี้:
วิธีการและเทคนิคใดบ้างที่ใช้ นักแก้ไขการพูดใช้เทคนิคที่หลากหลายจากแนวทางที่มีหลักฐานเชิงประจักษ์ (evidence-based approached) ขึ้นอยู่กับด้านที่เด็กเข้ารับการบำบัด เช่นเดียวกับการฝึกอบรมเฉพาะทางในด้านนั้น ๆ ตัวอย่างวิธีการที่นักแก้ไขการพูดใช้ เช่น
บทบาทของผู้ปกครองในอรรถบำบัดคืออะไร ผู้ปกครองมีบทบาทสำคัญอย่างยิ่งในอรรถบำบัด เพราะท้ายที่สุดแล้ว ผู้ปกครองคือผู้ที่รู้จักเด็ก ๆ ของพวกเขาดีที่สุด
บทบาทของครูคืออะไร ครูใช้เวลากับนักเรียนอย่างมาก ครูมักจะรู้จักนักเรียนของพวกเขาเป็นอย่างดีและนําข้อมูลสําคัญมาสู่กระบวนการอรรถบำบัด
ไม่ว่าจะในฐานะพ่อแม่ ผู้ปกครอง หรือครู มีหลายสิ่งที่คุณสามารถทําได้เพื่อสนับสนุนเด็ก ๆ ในทักษะการสื่อสารของพวกเขา ขั้นตอนแรกคือการวินิจฉัยว่าเด็กอาจจําเป็นต้องได้รับการสนับสนุนเพิ่มเติม นักแก้ไขการพูดสามารถช่วยได้ อย่างไรก็ตาม บทบาทของคุณนั้นมีค่ามากในระหว่างทางของเด็ก ๆ แล้วพบกันใหม่ Expat Speechie 如果您的孩子在曼谷就读国际学校，受到学校的老师建议接受言语治疗的评估，以下这篇文章将会为您介绍言语治疗师能为您的孩子提供的支援。 言语治疗主要是帮助孩子们促进沟通技巧，其中包括理解语言，用语言表达自己，正确的发音，文字上的吸收和运用。一些小朋友更会通过言语治疗，学习利用平板，图片交换(PECS)，手语等方式来沟通。 谁适合接受言语治疗？ 如果您在孩子身上观察到以下情况，代表他们适合接受言语治疗师的帮助： ·语言理解迟缓，例如分不清一些同龄孩子普遍认识的词语，指令或问题 ·语言表达发展慢，例如还没开始说话或者比同龄的小孩说话明显比较少 ·说话顺畅度有问题或者有口吃的表现，断断续续或重复一些字，以致影响他们的表达能力，别人理解他们会比较吃力 ·与身边大人或者小孩子社交沟通上有困难，例如常独自玩跟行动，很少互动交流，不懂得在适合的环境讲合适的话等等 ·陌生人难以理解他们说的话，字词发音有问题，例如字的开头换成别的音（沙→打），加上多余的音或者漏掉尾音（开→卡, stop →sta_ ），展现出不同种类的错误发音等等 ·肌肉控制和协调导致的发音问题，让孩子说话时常出现不同的语音错误，甚至讲话上有困难 ·进食上的困难，例如嘴唇的控制或吞咽方面有问题，流口水等。另外他们会有严重的偏食或者不吃固体或需要咀嚼的食物 ·控制舌头方面有困难，例如呼吸，计时或讲话的时候，舌头会在口腔外 ·声线和用声方面有困难，听起来和其他小朋友的声线有明显的不同，常失声等等 言语治疗如何进行？ 言语治疗由受过专业的言语治疗课程，言语治疗系学士，硕士博士等学位的言语治疗师提供。 通常言于治疗依据以下流程： 1. 言语治疗师从家长学校方面收取关于这学生的资料，然后与学生见面进行评估 2. 根据评估结果和家长的需求，为学生定制个人的言语治疗训练目标 3. 为学生建议合适的言语治疗周期和频率进行训练，言语治疗师为学生定期观察进度 4. 为家长定期反馈学生的言语治疗进度，在家里的训练提供建议和方案，于每个训练周期尾声和家长商讨接下来的训练目标。已经达到训练目的的学生可以改为家里训练，由家长持续观察他们的进度 言语治疗的出发点和技巧： 言语治疗师会根据学生的表现和情况，运用自身专业经验，临床研究接受过的专业训练为学生提供定制的训练模式 ·通过游戏进行治疗，包括Hanen, DIR Floortime训练方式。从游戏启发小孩互动和沟通的意愿。治疗师会根据孩子的兴趣和专注能力，为孩子设计课堂活动，成为他游戏中沟通的示范和游戏伴侣，同时提供语言训练。这方法普遍适合五岁以下语言发展迟缓或有自闭症的孩子 · 社交技巧：训练孩子社交沟通上的思考能力，目的是让他们能独立的在社交环境中处理不同的情况。相比直接告诉孩子社交的礼仪和规矩，这种方法鼓励孩子们运用思考和把自己代入不同的社交场景中，尝试理解别人的观点，从而获得社交知识和能力 ·PROMPT口腔肌肉提示：为有肌肉控制困难发音问题的孩子，运用碰触和轻按脸部肌肉的方式，帮助提醒他们如何正确发音，例如如何收紧不同的发音肌肉 ·阶段性发音训练：循序渐进的教导孩子如何正确发音，有听力辨识，单音，和不同声母组合，到字面上句子上的正确发音，配合不同场景上的正确发音：阅读，述说故事，对话等等 ·口部肌肉功能性治疗：利用运动训练舌头，以帮助讲话进食和呼吸功能 ·S.O.S喂养疗法：帮助儿童克服进食喂养困难和严重挑食的问题，利用循序渐进的方式扩展不同食物质地的接纳程度 ·学前和在学儿童的语言刺激治疗活动，包括物件分类，聆听跟从指令能力，造句能力，序述事情和阅读理解能力等 家长在言语治疗中的角色： 由于家长是最理解孩子的重要一员，家长的参与是言语治疗中很重要的一环 ·观察孩子的发展过程，留意任何和同龄或和兄弟姐妹的显着能力差别 ·与言语治疗师沟通分享您对孩子的观察和顾虑，安排适当的评估和治疗 ·和治疗师相议孩子的治疗目标 ·参与言语治疗课和跟进孩子在言语治疗课的进度 学校老师的角色： 由于老师在学校和学生相处的时间长，他们能注意到学生在课堂上或群体中的表现，他们可以转介有需要的孩子接受言语治疗或评估，同时学校的老师也会跟言语治疗室合作，共同支持学生的语言发展 如果您的孩子被转介接受言语治疗评估或您发现孩子语言发展上有额外需要，欢迎与合资格的言语治疗师联络，希望能为您和您的孩子提供专业及有帮助的建议和支持。 This article was written by Chiman Estephan, Speech Language Therapist, and translated from English to Chinese by Siu Wai Wong (Leon), Speech Language Therapist.  According to a recent article in The Nation Thailand, language development among Thai children in Thailand is on the decline. The article reported that over 80% of Thai children's development was screened using the Denver ll Developmental Screening tool for children aged 0-5 years. More than 20% of children who were screened were found to have a language delay. A language delay is when a child is delayed to meet language development milestones according to their age. Also, more than half of these children presented with language delay in both their receptive language skills (the ability to understand language) and expressive language skills (the ability to use language).
This can be seen as an alarming statistic. However, it can also be interpreted as an important wake up call, that we need to be doing more to stimulate the language development of young children. Children learn language by hearing it from their environment. This means that we as parents, caregivers and educators, are the main models of language for children during their early years. Below are 5 simple strategies you can use today, to stimulate your child's language development: 1. Engage In Interactive Play During play, children are engaged, attentive and motivated, which are the ideal conditions for learning. Try to find 10-15 minutes each day to play with your child. When you do, get down to their level, turn your body to face them with full attention, and let them show you what they are interested in. 2. Stop Asking So Many Questions! Try to limit the number of questions you ask a child. Remember that when we ask a child a question (e.g. "what color is this?") we are not teaching them anything, we are testing them instead. Also, if your child is not talking yet and you are asking questions during play, your interactions will be one-sided because they do not have the words to respond. 3. Be Your Child’s Commentator Imagine that you are a sports commentator and your child is the athlete. Base your comments on what toy your child is playing with and what actions they are performing. When you comment on what your child is doing, they will find play enjoyable and will be likely to want to play with you again. Try to use comments which are slightly above your child's current language level. For example, if your child is not talking yet, keep your comments very simple by using only single words. If your child is using single words, try to use comments with 2 words, and so on. 4. Be Your Child’s Interpreter – Not Parrot Although, your child might not be talking yet, they can still be making sounds or trying to say words. A common mistake we make when a child produces a sound is to repeat this sound back to them. When we do this, we are not teaching the child anything new and thus, missing an opportunity for language stimulation. Instead, when this happens, try to interpret what your child is communicating by using the context you are in to guide you. For example, if your child says, “baa” while holding up a toy bear, avoid repeating “baa” back to them and respond with an interpretation of this sound instead (e.g. say “bear”). 5. Let Your Child Be Captain When you play with your child, take a step back and let them lead the play interaction. Try not to direct your child’s attention to certain toys by holding toys up to them or placing toys next to them. Instead, let your child choose which toys they want to play with. Also, try not to influence what your child does with the toy or for how long they will play with a toy. Let your child decide the events and duration of the play interaction. Your child will enjoy playing with you much more if they lead. As a result, they will respond better to your language stimulation. They will also be more likely to want to play with you again, which will present more opportunities for language stimulation in the future. The great thing about these strategies above, is that they can be incorporated into your usual routines and interactions with your child. You can further stimulate your child's language development by following these simple, yet effective steps, today! Speak soon, The Expat Speechie Statistics Reference: The Nation Thailand: https://www.nationthailand.com/health-wellness/40043135  Artificial Intelligence (AI) is attracting more buzz in the healthcare service sector, which often leads to misunderstanding and misconceptions. This post aims to touch on some of the common myths around AI in Speech Language Therapy and explores how AI can be beneficial when providing Speech Language Therapy services to clients.
So, what is AI? AI often involves algorithms, computer programs and systems which enable machines to do tasks which usually / previously required human intelligence. This may include explaining concepts, drawing comparisons, creating and generating content, translating language, and so forth. Since AI mainly delivers outcomes in some form of language (written, symbolic, spoken, etc.), it can be particularly useful for Speech Language Therapy services. Here are some of the common misconceptions about AI and Speech Therapy: Myth #1 - Your child no longer needs to see a Speech Therapist, which can be replaced with AI instead. Myth #2 - AI can do the same functions of a Speech Therapist. Myth #3 - AI can do the job of a Speech Therapist better and with more accuracy. It is important to emphasize that the above myths are factually not true. While AI is developing at a speedy and impressive rate, it does have several limitations. One of the main limitations is that AI cannot replicate or replace human critical thinking, collegial and multi-disciplinary collaboration and fact-checking. In saying this, AI can be used to supplement current Speech Therapy service delivery. It is already showing to be extremely useful in this regard, including with the below and beyond:
The key take away here is that AI can be an incredibly powerful tool for further enhancing current Speech Language Therapy service delivery. However, it is not without limitations. It is critical for Speech Therapists who use AI to continue to apply their critical thinking skills, to do ongoing training related to AI, continue to collaborate with peers, seek multi-disciplinary consultation and to fact-check. Speech language Therapists can also seek feedback from each other and from their clients, to give to AI developers on how their products can improve to better serve client populations. AI in Speech Therapy is a topic with growing popularity and questions. There will be more posts to come on this topic shortly. Speak Soon, The Expat Speechie  If you are a parent of a child who has been recommended to have Speech Therapy or you a teacher of a student who needs more support with their communication skills, here is everything you need to know to become familiar with Speech Therapy.
Speech Therapy aims to support children with their communication skills. This involves working on listening, understanding language, using language to express themselves, speaking skills and writing skills. It can also involve working on communication using a device such as an ipad, picture exchange and sign language. Who will benefit from Speech Therapy? If your child or student has any of the below, they would likely benefit from Speech Therapy:
Pathology in University, at a Bachelor, Masters or PhD level. Speech Therapists usually follow this process below.
What is the role of a teacher? Teachers spend a considerable amount of time with students, they often know their students well and bring important information to the Speech Therapy process.
As a parent or teacher, there are many things which you can do to support a child with their communication skills. The first step, is identifying that further support may be needed. Speech Therapists can lead the path, however, your role is invaluable in the process too. Speak soon, Expat Speechie  Many children growing up in Bangkok are bilingual, meaning they are exposed to more than one language. This post addresses some common questions and misconceptions about bilingualism, to further guide parents and educators about this topic. What does Bilingual mean? Bilingualism can look like many different things. Below are some examples:
Does Bilingualism cause language delay? No, learning two languages simultaneously does not cause confusion or language delay (1). In fact, in contrast to this common misconception, only speaking English to your child when it is not the parents’ native language can make it harder for the child to learn any language well, as the quality and quantity of language exposure is limited. This means that multilingual families should speak to their child in the language in which they feel the most comfortable and fluent in. Is it a Language Disorder? Or Language Difference? Language Disorder refers to difficulty in learning, understanding and expressing in any language. This means the child shows delay or atypical language development compared to the expected level of their age, even in their mother tongue or first language. Language Difference is when a child is developing as typically expected in their native language, however, they are having difficulties learning a second language. For example, difficulty with English used for instructions at school or with the language used by the greater population in the area where they live. Does my child need Speech Therapy? If you suspect language delay in your bilingual child, the first step is to consult with a Speech Language Therapist, who can conduct a Speech Language Evaluation, ideally in your child’s first language. Bilingual Speech Therapists can deliver therapy in your child’s native language, which can promote development in both languages. This article was written by guest writer, Siu Wai Wong (Mr. Leon), a bilingual Speech Language Pathologist. He has also translated the article into Traditional Chinese and Simplified Chinese languages below. Speak soon, The Expat Speechie Reference: 1. Paradis, J., Genesee, F., & Crago, M. (2011). Dual Language Development and Disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Paul H. Brookes Publishing. --- 中英文雙語言語治療 許多在曼谷長大，或在泰國接受教育的小朋友都會接觸到多種語言，我們稱他們為雙語兒童。以言語治療師的觀點，以下將探討家長和教育工作者對於雙語兒童常見的疑問。 什麼是「雙語兒童」？
會因為學雙語而「造成語言障礙」嗎？ 根據目前各種研究顯示：當孩子同時學習兩種語言以上時，並不會有直接的負面影響。但家長要留意，倘若家長對英語的掌握只是一般的水平，孩子從家長身上模仿也只是簡單表面的詞彙、句子結構，未能達到靈活運用的效果，反之，孩子接觸及練習母語的機會亦相對減低，因而影響母語的學習進度。只要父母或照顧者使用自己本身最舒服並且擅長的語言，孩子都能夠自然而然地吸收進而運用。 區分「語言障礙」和「語言差異」
我的子女需要接受言語治療嗎？ 如果您的雙語子女在語言方面有明顯且持續的困難，請安排與雙語言語治療師使用孩子母語或雙語進行發音和語言評估。治療師會根據評估結果診斷孩子是否語言發展遲緩，提供相對的雙語訓練與治療。 引用： 1. http://scrc.com.tw/?p=1813 --- 中英文双语言治疗 很多在曼谷长大，或在泰国接受教育的小朋友都会接触到多过一种语言，我们称他们为双语儿童。以语言治疗师的观点，以下将探讨家长和教育工作者对于双语儿童常见的疑问。 什么是「双语儿童」？
会因为学双语而「造成语言障碍」吗？ 根据目前各种研究显示：当孩子同时学习两种语言以上时，并不会有直接的负面影响。但家长要留意，倘若家长对英语的掌握只是一般的水平，孩子从家长身上模仿也只是简单表面的词汇、句子结构，未能达到灵活运用的效果，反之，孩子接触及练习母语的机会亦相对减低，因而影响母语的学习进度。只要父母或照顾者使用自己本身最舒服并且擅长的语言，孩子都能够自然而然地吸收进而运用。 区分「语言障碍」和「语言差异」
我的子女需要接受语言治疗吗？ 如果您的双语子女在语言方面有明显且持续的困难，请安排与双语语言治疗师使用孩子母语或双语进行发音和语言评估。治疗师会根据评估结果诊断孩子是否语言发展迟缓，提供相对的双语训练与治疗。 引用：1. https://m.ourbethel.cn/lists/details/pid/1/id/646c5bf4b679782805b85c4c   One of the common concerns which parents express about their child's early development has to do with their eating. This may include their child refusing to eat, not eating enough or being a 'picky eater'. It is important to address these concerns as they directly impact a child's nutrition, growth and development. This is where the SOS Feeding Approach comes in! SOS stands for Sequential Oral Sensory, an evidence based, multidisciplinary, multi-system approach developed by Dr. Kay Toomey that addresses feeding issues in children. The main objective of this approach is to prepare and support the children in learning the skills required to eat. Picky eater or Problem feeder? Some children go through a stage of refusing certain foods, some others have oral motor or sensory issues that contribute to challenges with eating. Some signs that feeding is a problem include: ● Having a limited range of foods, usually less than 20 foods ● Weight and height are lagging on growth chart ● Coughs or gags during mealtimes, or have reflux issues ● Refusing to eat food they once ate regularly ● Refusing entire food groups such as vegetables or textures such as solids ● Responding emotionally when presented with new food, such as by crying or walking away Does my child need Feeding Therapy? If you are not sure if your child needs Feeding Therapy, they may benefit from an initial Feeding Screening with S.O.S trained Therapist to evaluate their eating skills or feeding issues. The therapist can provide a personalized play-based treatment program which focuses on food to support your child in developing the skills and tolerance to progress through ‘Steps to Eating’ (listed below). The aim of this program is for your child to learn how to eat a wider variety and range of foods, to meet their nutritional needs and support their growth and wellbeing. 6 Steps to Eating: Step 1: Child tolerates the food Step 2: Child interacts with food Step 3: Child smells the food Step 4: Child touches the food Step 5: Child tastes the food Step 6: Child eats the food It is important to be mindful that eating a range of foods doesn't happen right away. Children often need to be exposed to and comfortable with food textures, smells and tastes as the initial steps. Also, it is encouraged to have a little fun and mess along the way! This article was written by guest writer, Siu Wai Wong (Mr. Leon), a bilingual Speech Language Pathologist. He has also translated the article into Traditional Chinese and Simplified Chinese languages below. Speak soon, The Expat Speechie --- 解決孩子進食問題： S.O.S 進食治療法 很多家長都有經歷過正餐時候，小朋友沒有食慾、不肯進食或者不願自己進食等的情況。到底如何幫助兒女解決飲食方面的問題呢？或許以下介紹的S.O.S進食療法會適合您的孩子。 SOS進食療法是一個有科學依據的系統性進食療法。這種方法同時強調感統和口腔肌肉在進食過程中的重要性，幫助孩子克服進食方面的障礙。 挑食 VS 進食困難？ 有些孩子會在成長過程中經歷挑食的階段，僅吃幾種自己喜歡或習慣的食物，但有些有進食困難的孩子，他們的口肌或感統問題會引致以下表現：
我的子女需要進食治療嗎？ 如果您擔心您孩子的飲食，請與接受過S.O.S訓練的治療師諮詢並為您的子女進行進食評估，從而提供診斷和治療方案。進食治療過程融合以食物為主的遊戲，促進孩子進食能力，如咀嚼技巧和提升他們對多種食物的接受程度，以助他們攝取足夠的營養，滿足成長所需。 學習進食不同種類和質感的食物需要時間。在治療師和家長的幫助下，小朋友可以開始學會接受和接觸更多的食物，在遊戲和感官學習的過程中逐步為他們的餐單添上色彩！ --- 解决孩子进食问题： S.O.S 进食治疗法 很多家长都有经历过正餐时候，小朋友没有食欲、不肯进食或者不愿自己进食等的情况。到底如何帮助儿女解决饮食方面的问题呢？或许以下介绍的S.O.S进食疗法会适合您的孩子。 SOS进食疗法是一个有科学依据的系统性进食疗法。这种方法同时强调感统和口腔肌肉在进食过程中的重要性，帮助孩子克服进食方面的障碍。 挑食 VS 进食困难？ 有些孩子会在成长过程中经历挑食的阶段，仅吃几种自己喜欢或习惯的食物，但有些有进食困难的孩子，他们的口肌或感统问题会引致以下表现：
我的子女需要进食治疗吗？ 如果您担心您孩子的饮食，请与接受过S.O.S训练的治疗师咨询并为您的子女进行进食评估，从而提供诊断和治疗方案。进食治疗过程融合以食物为主的游戏，促进孩子进食能力，如咀嚼技巧和提升他们对多种食物的接受程度，以助他们摄取足够的营养，满足成长所需。 学习进食不同种类和质感的食物需要时间。在治疗师和家长的帮助下，小朋友可以开始学会接受和接触更多的食物，在游戏和感官学习的过程中逐步为他们的餐单添上色彩！  |
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