This week at school the letter of the week was "Q." Now of course, we could honor the letter Q with a homemade quiche or by sampling a succulent quince; however, the occupational therapist I often co-treat with had an exciting idea that involved actually making the letter Q. She suggested we prepare no-cook edible dough that the children could shape into a "Q."

Here are the 3 ingredients we used for our lesson this week:

• 2 cups of creamy peanut butter
• 1 cup of honey
• 4 cups of powdered sugar

This recipe makes enough to give approximately 10 children a golf-ball sized lump of peanut butter dough.

Recipe Steps:

1. Measure each ingredient and place into a medium mixing bowl. (The students loved scooping the peanut butter, squeezing out the honey and shaking out the powdered sugar. We took time to measure each ingredient and pour them into the bowl).

2. Mix everything together in the bowl until it is a soft play-dough consistency. (If it is too soft or greasy, add extra powdered sugar).

3. Next, give each student a golf-ball sized piece of dough and instruct them to shape a "Q" on their plate for "Q" week! (I modeled how to do this for the students. Our OT, using small paper plates, drew a "Q" in black permanent marker on each plate so that the students had a model for which to shape their letter).

4. When everyone is done making their "Q", practice thinking of and saying "Q" words, like "quiet", "quilt" and "queen."

5. Finally, enjoy tasting your yummy peanut butter treat!

Recipe and Therapy Tips:

• Ask the children to name each ingredient. Have them look at, hold and smell the peanut butter, honey and powdered sugar. Talk about color and texture and the differences between each food. Maybe even offer a sample taste to get their palates curious!
• Have "Q" picture cards handy and a large tablet of paper to write "Q" words and even draw "Q" pictures.
• This is a wonderfully easy recipe to try at home! You may want to cut the ingredients in half if you do not need as much as we did for our whole class!

Hearing this man converse about his dual passion for gardening and helping children to be healthy really spoke to me. Working with young children and now raising my own family, I am developing a growing desire to teach little ones how to eat healthy and enjoy it. Observing, feeling, smelling and tasting all that we have available from the earth is a wonderful way to bring food to life for both picky eaters and children with speech and language delays. I love serving my own family fresh fruits and vegetables and I also enjoy bringing them into my language-based cooking lessons so our students can experience the amazing variety nature offers us.

As some of you may remember, we have farmers that share a section of our school campus. They visit our preschool classrooms about once a month, bringing with them fresh fruit, vegetables and herbs, as well as delicious and healthy recipes that really encourage the students to enjoy the beauty of locally grown and wonderfully fresh ingredients. Mid-May to mid-June is the best time of the year to begin a garden in here in Pennsylvania. Winter frosts are over, mild temperatures have arrived and the soil is rich and ready for planting!

If you are interesting in planting your own garden either at home with your children and/or as part of a speech and language hands-on curriculum at school, here are some links to help you get started:

• How to Plant a School Vegetable Garden
• If your space is limited: Small Vegetable Garden Design
• Some tips for gardening in the month of May!

Here are two of my favorite "Greener Partners" farmer recipes from previous blog posts:

• A "Berry" Good Way to Each Your Spinach!
• Kale Chips

Partner up with the classroom teachers, OT and PT at your school! Gardening-based lessons are rich with classroom curriculum and speech and language concepts, as well as fine and gross motor tasks. Digging soil, planting seeds, watering the land, watching the growth and picking, preparing and then tasting the ripened foods can really bring the world alive, as well as teach children some invaluable skills.

The three main ingredients include:

2 cups of milk

2 large scoops of vanilla ice cream

A medium sized bag of M&M chocolate candies

(Milk, ice cream and candy amounts needed will depend on how many will be drinking the milkshake!)

You will also need: a blender, an ice cream scooper, a measuring cup, small wooden mallets or play hammers, small Dixie cups and small Zip-lock sandwich bags.

Recipe Steps:

• 1. First, we placed a handful of M&M's into the Zip-lock bags (one for each student!) and zipped them closed.
• 2. Next, the students were instructed to MASH the M&Ms with a hammer, all while singing the following jingle: Mommy Made Me Mash My M&Ms to the tune of "Do Re Mi"! The students loved MASHING away at their candied coated chocolates!
• 3. Next, we took turns scooping vanilla ice cream into our MIXER
• 4. Then, we took turns pouring the MILK into our MIXER
• 5. Finally, the children came up one-by-one and emptied their MASHED M&Ms into the MIXER!
• 6. Lastly, we turned on the MIXER and watched it MIX and MASH our ingredients together!
• 7. We poured a small portion of the MILKSHAKE into Dixie cups and distributed to each student so they could taste a sample of the oh-so-yummy M&M MILKSHAKE that they MASHED, MEASURED and MIXED!

Additional Recipe and Therapy Tips:

• This is a delicious and easy treat to make at school or at home!
• M&Ms can be substituted with any candy to honor the letter or theme of the week at your school!
• Using hammers, scooping ice cream, pouring milk and opening and closing Zip-lock bags are all wonderfully hands-on activities to hold student interest AND exercise OT skills!
• Don't forget to SING! The little ditty MOMMY MAKES ME MASH MY M&Ms is a wonderful way to practice saying the /m/ sound, stringing words together and adding to the fun! Have each student sing a solo and let their speech skills really shine!

What inspired this post was the following appeal made after my March 13 post, How Many SLPs are REALLY Using iPads?, was published:

"I would really appreciate it if you would elaborate on this topic even more by listing some of the most useful iPad apps SLP's are currently using, especially with the EI and Pre-School populations". By Sharon, an SLP in Westchester County, NY

What a great request!

Here is my response based on both personal experience and research:

ADVANCE Magazine's Angela Desideri, MS, CCC-SLP and her blog: AT and AAC: Practical Tips and Strategies. Angela has written many posts regarding the usefulness of the iPad in speech therapy. Here is one post in particular that may be helpful: My Favorite Apps for Speech Therapy Part 1

GEEKSLP.COM: Here is a wonderfully thorough website I found which offers a wide variety of information about apps for iPads. Geek SLP herself is actually Barbara Fernandez, who also happens to be the founder and director of Smarty Ears and received her masters degree in Speech and Language Pathology, as per the website. When you explore this site, make sure to click the APPS link, as it will allow you to sort app information by grade level (preschool is included), area of need (autism, language disorder, etc.), device (ipad vs. android) and audience (parents vs. therapists).

Early Intervention Speech Therapy website ~ this website offers a variety of info pertaining to EI; however the following link, will bring you directly to a lengthy list of suggested apps, each of them designed for young children!

THIS BLOG! In January I wrote a post titled "Free and Useful iPad Apps!" In addition, I have written several posts since January, 2012 that focus on excellent apps for SLPs working in Early Intervention.

After lots of googling and research I have come to the conclusion that the answer to the request above partly depends on what each SLP actually needs for their individual caseload. Your personal preferences, the population you work with and the various disabilities and disorders you treat will all drive the answers you seek.

Hopefully today's post gave you some excellent places to begin your search!

At the preschool level, we sometimes have children that are overweight and tend to prefer sweets when we make our many speech snack recipes. Also, we have families that for various reasons will send in snacks and lunches loaded with sugar, sodium, etc. At the 3 to 5 age level, I strive to present our students with A) a variety of foods and flavors and B) healthy snacks with food in its most natural form.  

So, now that you understand my motivation for "low sugar, low calorie" smoothies, I would like to introduce my latest passion:  Soy Slender Chocolate Soymilk.

Here are the dietary facts:

Serving size: 1 cup

Calories: 70

Saturated Fat: 0.5 grams

Potassium: 290 mg

Total Carbohydrate: 5 g

Dietary Fiber: 4 g

Sugars: less than 1g

Protein: 7 g

Some of the "Soy Slender Essentials" listed on the container:

• No sugar added (Soy Slender is sweetened with Splenda)
• 1 gram Net Carbs
• 7 grams of soy protein
• 33 mg Isoflavones
• Low fat, reduced calorie
• Made from whole soybeans, no soy protein isolates
• Excellent source of calcium, Vitamin D and Riboflavin
• A Cholesterol free food
• Lactose and dairy free

*Here is a delicious smoothie recipe with no added sugar or artificial sweeteners:

Chocolate Banana Smoothie

• 1 ½ cup of soy slender chocolate soymilk
• 1 whole ripe banana
• 1 cup of ice

Recipe Steps:

Pour everything into your blender and mix well! (If you are making this in a classroom or at home with your little ones, let them help you measure, peel the banana and pour the ingredients into the blender. Kids love making smoothies and enjoy watching all the ingredients mix together!)

Special Note: Soy Slender comes in 4 delicious flavors: Plain, Vanilla, Chocolate and Cappuccino! Enjoy experimenting with various fruits, vegetables and flavors in your smoothies!

For Adults ONLY!! A special treat!!

Mocha Banana Smoothie

• For those adults out there who love coffee, reduce the soy slender to just 1 cup and substitute the rest with a ½ cup of cold decaffeinated coffee. Pour into the blender and mix the same as above and enjoy!

Below is a list of websites that offer various information regarding Better Hearing & Speech Month. Some include activities you can use at home and in Early Intervention classrooms, while others offer promotional products to raise awareness about the important work speech-language pathologists and audiologists do every day!

• ADVANCE for Speech-Language Pathologists & Audiologists

On the ADVANCE website you can find: "Customized Better Hearing & Speech Month gifts and promotions. From customized gifts and apparel to party favors and decorations, ADVANCE Custom Promotions has dozens of Better Hearing & Speech Month gifts to celebrate your staff and promotions to attract attention to your profession. Choose from our hand-picked selection or browse our easy-to-shop product categories to find the gifts and promotions that are perfect for your event."

• American Speech-Language-Hearing Association

On the ASHA website you will find various "opportunities to raise awareness about communication disorders and to promote treatment that can improve the quality of life for those who experience problems with speaking, understanding or hearing. We have many resources to help you celebrate BHSM every day."

Also on the ASHA website you can find out who is tweeting about BHSM, as well as who in the press and public are speaking about our special month. For those creative therapists out there, the link to submit your ideas for the May 2013 slogan and logo is also up and running!

• A to Z Kids Stuff

This website is celebrating BHSM by encouraging parents of young children "to take a close look at your child's communication skills. Forty-six million Americans, including 8 to 10 percent of our preschool children, have difficulty communicating. Research has shown that children with speech and language problems are more at risk for developing reading problems and may fall below their peers in academic achievement."

This link includes an online assessment for parents to take to help them determine whether or not their small child does indeed present with a speech and language disorder or delay.

• Apraxia Adventures

This website is celebrating the month by "posting a fact about CAS (Childhood Apraxia of Speech) on Facebook each day during the month"!

Yes, I know Easter is over. However, this past week was "E" week at our school, and the activities were too egg-citing not to share! Eggs were the curriculum focus, set by our classroom teachers, and it certainly was a creative hit. (Make sure you hard-boil the eggs prior to these activities.)

> For our first activity, we dyed the eggs. What a great way to practice learning and naming color words! Also, we had fun dropping the dye tablets into the water and vinegar and guessing what color would appear in the water. There are numerous speech and language opportunities embedded in this traditional, inexpensive, and oh-so-simple activity!

> For our second activity, we peeled the eggs and made egg salad. Each student had the opportunity to choose the color egg they wanted using a basic sentence strip, such as "I want a green egg." Next, they each peeled their own egg. To make the eggs easier to peel, I gently tapped each hard-boiled egg on the bowl to get the peeling process started for the children.  (Note: We kept the shells, as they were needed for our third activity.)

Next, each child used an egg slicer to dice their egg and prepare it to be mashed into egg salad. After slicing, all the eggs went into one big bowl. We added some mayonnaise, salt and pepper and got mixing!

Once all the eggs and ingredients were mixed together into a delicious creamy egg salad, each child was given a half slice of bread and a plastic knife. They were instructed to cut their piece of bread in half so they had two square quarter bread pieces. Each child was given a scoop of egg salad and shown how to spread it on their bread, place the second piece on top, and make their own mini egg salad sandwich! I was surprised how many loved our recipe and asked for seconds. Bon appetite!

> For our third and final activity, the students used the colorful egg shells to decorate beautiful and vibrant foam flowers for springtime. Each child was given a few small foam flowers (about four inches in diameter), glue bottles, and lots of colorful egg shells to paste onto the flower shapes. It was messy and beautiful all at the same time!

Enjoy these activities now, or keep them in your back pocket for next year at Easter time.

Either way, we are proof these activities are fun all year round!

Enjoy reading her insightful commentary on these issues, and feel free to write in with your questions, as Debra welcomes your feedback and inquiries!

Stephanie: What has been your experience working with the EI population?

Debra: I have worked with all ages of individuals, from preemies to adults over 90 years of age. I have treated children under 3 years of age since 1975. I have a clinic in the Central Florida area where I provide oral motor, speech and language evaluations and therapy for 15 to 18 children a day in individual therapy sessions. I work as a team with other members of the clinic therapy staff (occupational, physical and behavioral), as well as with other members of the health care team (parents, physicians and nurses).

Stephanie: What types of impairments, especially those affecting the EI population, do you feel you can effectively treat using oral motor therapy?

Debra: I have served a wide variety of diagnoses, including children with prematurity; genetic disorders (trisomy 21, Angelman syndrome, cleft lip/palate, short gut syndrome, lissencephaly, agenesis of the corpus callosum ); metabolic disorders (PKU, Lesch-Nyhan syndrome, inability to metabolize proteins); stroke (before or after birth); head trauma; autism spectrum; hearing impairment; gastrostomy tube; tracheotomy; speech delay; fluency disorder; apraxia; dysarthria; oral sensitivity; poor diet texture progression; articulation disorder; language delay; undiagnosed delays; and others. Oral motor interventions are just one component of a total treatment approach. I use a professional model of assessment, plan, implementation and reevaluation to determine the best program for each child.

Stephanie: What can your products offer these populations?

Debra: Many of us have experienced the frustration of not having the right tools for the job. That was the case for me. As a result, I designed three products: the Tri-Chew Teether, the E-Z spoon and the Professional Oral Probe. The Tri-Chew Teether was designed with a baby's mouth in mind. The shape is a triangle so that the baby can easily hold on to the teether and place the ends at the back of the mouth, without putting the teether in so far that it causes a gag. Each surface is textured for more mouth fun. Each end is designed differently. The smallest end has little bumps that simulate the mouth feel of grainy foods like rice or applesauce. The medium-sized end has a swirl texture that simulates the mouth feel of dried fruit or meat when it is chewed. The largest end has ridges that simulate the mouth feel of crunchy foods. Teething is a stressful time for babies, and the Tri-Chew can bring a little comfort and joy during that time. The Tri-Chew is made of baby-safe materials right here in the U.S.

The E-Z spoon was developed when I found that a flat-blade utensil was easier for many individuals to use, no matter what their age, if the person needed smooth foods with pieces less than one-quarter inch in size. Often for these individuals, tongue mobility is not developed, so the primary pattern is forward/backward. This causes a lot of food loss out of the front of the mouth. With the E-Z spoon the caregiver can bypass the thrusting tongue by placing the food to the side of the mouth. This technique results in increased lip closure, less tongue thrust and less food loss. As a result, there is less air swallowing also. When introducing pureed foods to a baby using the E-Z spoon, the caregiver can help the baby to use more controlled patterns for eating. Then it is easier to transition to a regular spoon with a deeper bowl.

The Professional Oral Probe is in production now. It is to be used by therapists to move the soft tissues of the mouth safely without abrading the tissue. Many of the tools we currently use are very hard or can come apart in the mouth. The Professional Oral Probe has two ends on the same tool, with one larger and one smaller sized. The textures on the ends will help facilitate tactile kinesthetic responses to assist in more organized movement for the lips, cheeks and tongue. It should be available in the next few months.

Stephanie: What would you say to individuals who feel that oral motor therapy is not valuable or effective?

Debra: As we serve the individuals on our caseloads, it is up to each therapist to find the best approach for the needs of each person. Because the variety of concerns can be so different from person to person, each of us must continue our professional growth after university training to make certain that we are prepared for the needs of those we serve. Our university programs have a huge list of areas they must cover in order to meet program certification. It is up to each therapist to continue to expand on the information presented in the university setting through networking with other therapists, clinical research, professional reading, as well as continuing education programs. Any approach used is only as valuable as the improvement in function that it offers for the individuals we serve. Therapists must use a professional model of assessment, plan, implementation and reevaluation to determine the best therapeutic intervention for each client.

Stephanie: Is there any other information you would like to share?

Debra: I have a long list of research opportunities, if any therapists are interested in taking on a topic for research. I am happy to help increase the information base regarding Beckman Oral Motor Assessment and Intervention. Following are research articles citing Beckman Oral Motor Intervention that have been published: "Range of Movement and Strength in Oral Motor Therapy: A Retrospective Study," by D. Beckman et al. (Florida Journal of Communication Disorders, 21, 7-14, 2004); "Building the Evidence: Using the Evidence to Create a Protocol for Infants with Feeding Issues," by J. Biro et al. (OT Practice, May 10, 2010, 9-13); "Outcome on Intensive Oral Motor and Behavioural Interventions for Feeding Difficulties in Three Children with Goldenhar Syndrome," by E.P. Clawson et al. [Pediatric Rehabilitation, 9 (1): 65-75, 2006]; "Oral Stimulation Accelerates the Transition from Tube to Oral Feeding in Preterm Infants," by Fucile et al. (Journal of Pediatrics, 141: 230-36, 2002); "An Effective Oral Motor Intervention Protocol for Infants and Toddlers with Low Muscle Tone,"  by L. Kumin (Infant-Toddler Intervention, 11: 181-200, 2001); "Effect of the Premature Infant Oral Motor Intervention on Feeding Progression and Length of Stay in Preterm Infants," by B.S. Lessen [Advances in Neonatal Care, 11 (2 ): 129-39, 2011]; and "Randomized Study of the Efficacy of Sensory-Motor-Oral Stimulation and Non-Nutritive Sucking in Very Low Birthweight Infant," by A.D. Rocha et al. [Early Human Development, 83 (6): 385-88, 2007]. I am happy to respond to anyone who has questions.

At first I wasn't sure what to expect. I have used sweetened coconut milk when cooking a handful of times, but I had never used the unsweetened version. Nor had I made a smoothie with it. I must admit I was pleasantly surprised and knew I must share the recipes and results with our blog readers!

First, let's start with the facts and health benefits of this creamy beverage.

The Trader Joe's version of the Unsweetened Coconut Milk Non-Dairy Beverage reads as follows (although there are several other versions of this drink currently on the market):

• Made from real coconut
• Gluten free
• Lactose and dairy free
• Soy free
• Vegan
• No artificial colors or flavors
• No preservatives
• Fortified with calcium and vitamins A, D and B12
• "A natural source of energy providing 3g Medium Chain Fatty Acids (MCFAs) per serving - a form of fatty acid more readily metabolized than long chain fatty acids and that helps to support metabolism"

Also, according to the carton: Serving size: 1 Cup; Calories: 50, Total Fat: 5g, Saturated Fat: 5g, Cholesterol: 0 mg, Total Carbohydrate: 1 g, Sugars: 0 g, Protein: 1 g.

So, now that you know the facts, you also know the benefits of including unsweetened coconut milk in your family's diet! Low in sugar and calories, but big in taste and vitamins!

Here is a delicious smoothie recipe with no added sugar or artificial sweeteners:

Tropical Smoothie

• 1 cup of coconut milk
• ½ cup of pineapple
• ½ cup of mango

Recipe Steps:

Pour everything into your blender and mix well! (If you are making this in a classroom or at home with your little ones, let them help you measure and pour the ingredients into the blender. Kids love making smoothies and enjoy watching all the ingredients mix together and change color inside the blender!)

Recipe Tips:

• Bagged frozen fruits work well when making smoothies. They are inexpensive to buy and help to make your smoothie refreshingly cold without adding additional ice, which can water down your concoction.
• Substitute and/or add flavors, using fruits such as strawberries and bananas to keep your smoothie options exciting!

As per her website, "Debra Beckman has worked in the field of communicative disorders since 1975, specializing in motor speech disorders. She has worked in a variety of settings, including schools, hospitals, universities, trauma centers, home-bound, foster homes, group homes, Intermediate Care Facilities for the Mentally Retarded (ICF-MRs), nursing homes and large residential facilities. As a self-employed consultant, she has co-authored training materials for the states of Florida, Oklahoma and Wyoming, which are presently used in a number of states. She has served as a court-appointed witness and as a resource content expert for seven federal court cases regarding services for the developmentally disabled. Ms. Beckman has presented at numerous local, state, national and international conferences and has published articles in professional books, journals, monographs and Exceptional Parent magazine. She has been awarded a United States patent for a therapeutic oral probe. Ms. Beckman has been recognized by her peers and her community for outstanding clinical achievement."

Join me now for this week's post, which is the first in a two-part question-and-answer discussion with this experienced and highly trained and established therapist.

Stephanie: Can you please give our readers an overview of your program?

Debra: I am so happy to have this opportunity to speak with you and your readers. Beckman Oral Motor Assessment and Intervention (BOMAI) is a criteria-referenced clinical assessment and intervention approach used to increase components of muscle response to pressure and movement, range of movement, strength, variety and control of movement for the lips, cheeks, jaw, tongue and soft palate. Because the approach does not require cognitive participation, it is a wonderful strategy for a wide variety of individuals with impaired oral motor skills. This approach has been used in a number of well-designed research studies and published in a variety of peer-reviewed journals, including the Journal of Pediatrics. I also train therapists around the world in the BOMAI approach. I have trained over 50,000 therapists.

Stephanie: I see that you began your program in 1975. Can you talk about what prompted you to do so?

Debra: When I began my first job as a speech pathologist, I was serving individuals who were not able to follow commands. As a result, most of the wonderful therapy strategies that I learned in my university program were not effective for these individuals. As I observed the changes being made for function of the muscles from the neck down by the occupational and physical therapists for these same individuals, I saw that these therapists were making functional changes for these same people using assisted movement. I knew that there must be a way to do the same for the little muscles of the face. I began reading and researching oral muscle response to pressure and movement. There is a list of Suggested Reading on the website if your readers are interested. With a lot of attention to detail, assessment and revision, the BOMAI approach has evolved to the present state, with more changes to come. As we learn more about the best way to organize movement for these very special muscles of the face, we will continue to develop our treatment strategies. It is critical that the intervention strategies be quantified to be able to track change over time.

ASHA has a position statement that says not to provide non-speech activities for individuals with speech impairment. I agree completely with that statement. However, the statement does not go far enough. It is imperative that each therapist complete an extensive baseline assessment to rule in or to rule out any co-occurring issues or concerns. Our interventions are only as effective as our baseline information. I do not believe that everyone on my caseload has hearing impairment, but I always make certain that a hearing screening is completed. Wouldn't it be tragic to have poor response to speech therapy, only to find out six months later that the underlying problem was a hearing impairment? That is how I view assessment for oral motor concerns. It would be tragic to find out months later that the poor response to speech therapy was due to an underlying problem with motor control that needed to be addressed. The Beckman Oral Motor Protocol is now my Oral Peripheral Exam, because it gives me much more quantified information to use to decide if any intervention for motor control is needed. If there is no deficit for oral motor control, there is no need to treat it. However, if there is an oral motor area of concern, motor control is more stable for other functions if that is addressed, whether it is control of secretions, eating or speech. I like using Beckman Oral Motor because it is a systematic approach that gives great results without requiring lots of time or the purchase of expensive equipment.

Please join me next week as Debra and I continue our conversation, discussing how the Beckman Oral Motor program can benefit children in early intervention, as well as her thoughts on the changing nature of oral motor therapy in 2012.

Cinnamon Carrots

You will need:

• Fresh baby carrots (I buy the bagged carrots found in the produce aisle, not frozen)
• Water
• Butter
• Cinnamon

Recipe Steps:

1. Cut the baby carrots into small pieces - approximately 2 cups, depending on how many you are feeding!
2. Steam the carrots until they are soft and easy for a young child to chew.
3. Once they are finished steaming, drain water and add in approximately 1 tablespoon of butter. Stir well so that all the carrots are evenly coated with a light layer of butter.
4. Sprinkle with cinnamon and stir completely until the spice is evenly distributed to all the carrots.
5. Serve warm, eat, and enjoy!

Tips:

• Cinnamon carrots are a wonderful addition to any dish. We love them best with ham and pork products.
• Cutting the baby carrots into tiny pieces allows little fingers to be able to pick them up easily. In addition, children do not need to bite into them, but can simply chew each piece.

Cheesy Broccoli Bites

You will need:

• Fresh or frozen broccoli
• 1 can of cheddar cheese soup
• Parmesan cheese
• Butter
• Bread Crumbs (optional, but recommended!)

Recipe Steps:

1. Preheat oven to 350 degrees.
2. Steam the broccoli so it is soft and easy for little mouths to bite and chew.
3. Drain the water, and generously butter the bottom of a 9x9 baking dish.
4. Lay broccoli evenly on the bottom of the dish. (Cut down large broccoli florets, and do not layer so broccoli bakes evenly.)
5. Drizzle cheddar cheese soup on the broccoli, then sprinkle with parmesan cheese.
6. Shake a light coating of breadcrumbs on top of the broccoli (optional).
7. Bake for approximately 15-20 minutes to allow the cheese soup to cook and the breadcrumbs to turn crispy and light golden brown.
8. Serve warm, eat and enjoy!

Tips:

• Delicious over rice or pasta!
• We love them best with poultry and/or fish!

With all that being said, over the last two years I have had a little one who would repeatedly spit out food, gag over certain textures, scream in restaurants and during family dinners, and repeatedly tell me, "Mommy, I don't want to eat" or "I don't like it" before she even made it to the table to see what was being served. There were days when I felt embarrassed by the situation, times when I wanted to just give in and give her macaroni and cheese for the 27th time that week because then at least she was eating something, and meals when she barely ate because I felt I needed to stand my ground. I've listened to all different types of advice and opinions from the elders in my family, as well as fellow moms, colleagues and the foodies in my life.

The vision I had for my daughter's early experiences with food never came true. I wanted her to gobble up different flavors the way I do and enjoy dipping fruits and veggies into dips and yogurts the way I have recommended to so many families in the past. To this day, she won't go near any type of yogurt, applesauce or pudding and is smart enough to know whenever I try to trick her with a frozen variation!

Being the mom of a picky eater has stretched me in a way that only being a mom can.

Now that she is just a few weeks shy of 2-and-a-half, I am realizing that we have finally made it to a new level where she will agree, and sometimes independently choose, to taste new foods. It is a hurtle we have crossed so many times, day after day, week after week, that I have lost count. However, somewhere in the process, she has learned to trust me. I credit both time and consistency with the successes we have had in the kitchen. It took time for my daughter to try new foods and like new foods. It took time for me to learn what she liked and how to build on it. It also required consistency. I needed to be consistent in my requests, praise and expectations. She grew to depend and rely on my consistency, which over time has created a child who has learned to enjoy food.

So, if you are the parent of a picky eater, take heart and know that your child is in a season, but it won't last forever, and the more consistent you can be over time, the sooner this season will hopefully pass.

Spinach Alfredo Penne

Serves 7-8

You will need:

• Fresh Spinach (I used the bagged spinach from the produce aisle)
• 1 lb of ridged penne pasta (I used a half pound of regular penne and a half pound of multigrain penne, which I think gives the dish more flavor and an attractive appearance)
• Olive oil
• Garlic powder
• 2 jars (30 oz) of alfredo aauce (I used Lite Alfredo Sauce by Classico in the 15 oz jars)
• Parmesan Cheese

Directions:

• In a large frying pan, sauté an entire bag of fresh spinach in olive oil and garlic on medium heat until it is soft (about 5 minutes).
• In a separate pot, boil the penne pasta. Once pasta is done, drain and add it to the spinach. Mix the two together.
• Add the Alfredo Sauce and stir everything together on low to medium heat.
• Add additional garlic if needed and sprinkle in parmesan cheese as well. Mix everything together and taste along the way to make sure it is to your liking!

Additional Tasty Tips!

This dish goes great with chicken for some added protein. I like to cut chicken breasts into bite-sized pieces and cook in a separate pan in parmesan, olive oil and garlic. Once the chicken is thoroughly cooked, add it directly into the spinach and pasta. Mix everything together!

The cheese is important! I prefer real authentic parmesan or parmesan reggiano Italian cheese. The better the cheese, the better the taste!

Recently, I have been challenging myself to "eat more greens"! I love spinach, so the leafy green was a practical pick for me. Substituting the spinach with broccoli is also a really simple option.

I prefer cooking with ridged pasta rather than smooth because I think the pasta holds the sauce easier, giving each bite a savory burst of flavor!

After sampling this recipe, my friends commented on the delicious taste, and one emailed me the next day requesting the recipe! My husband ate the rest the next day, and it was just as wonderful! Enjoy!

Springtime in a 3-5 preschool setting designed for children with special needs = quarterly progress notes, end-of-the-month billing, an influx of re-evaluations and drafting annual IEPs, as well as helping to prepare paperwork for our 5-year-olds moving on to kindergarten. It all seems to come at once through the beautiful months of April, May and June. These past two weeks have been non-stop phone calls and emails, meetings with parents and IEP teams, preparing quarterly progress notes, and evaluating children for various reasons and at various skill levels. Although we all know that these duties are necessary (and usually more enjoyable!) aspects of being a preschool-based SLP, when the deadlines and added requests all come at the same time, the demands can begin to feel very overwhelming!

I write this grumble today not to add more stress and urgency to your mind but to share my own woes in hopes of providing solace. To remind those of you feeling the strain of drowning demands that you are not alone and to find comfort here in the words of a fellow SLP. Know that you are among the many - all out there doing the best we can, giving our time and dedication, hoping that it is enough.

This week the preschool where I work is closed for spring break, so there is a temporary respite from the hectic day-to-day. However, I did bring home with me a stack of paperwork, and I know the responsibilities that await when I return. In an attempt to manage it all, I am carefully mapping out my time and my duties so it will all be done well and on time. 

Is this a busy time of year for you professionally? If so, share your own tips on how you manage the "Most Demanding Time of the Year"!

At my current workplace, we have started a new monthly pot luck tradition for the entire teaching and therapeutic staff. It has become a fun time to gather all the staff together, share and swap recipes and enjoy the company and cooking of others. In addition, each month's luncheon offers a different theme. This month was an Irish theme in honor of St. Patrick's Day.

One of my coworkers, who really enjoys being creative in the kitchen, brought in a phenomenal dish called Colcannnon. It is a traditional potato and cabbage dish; however, it can be made with numerous variations. The dish we ate was perfection and my coworker generously shared her recipe (and her secrets!) so that we could enjoy it at home as well!

*Picky Eater Dip: This dish is creamy and flavorful. The texture is soft and smooth. Colcannon is a very easy food for young eaters to handle.

Recipe: Colcannon Irish Mashed Potatoes

(Serves approximately 4 people)

Ingredients:

• ½ cup of finely chopped green onion
• 1 stick of butter
• ¼ cup milk
• 1 pound of cooked mashed potatoes
• 1 ½ cups of cabbage
• 2 cups of chicken broth
• Salt and pepper to taste

Prep:  1 pound of cooked mashed potatoes needs to made prior to beginning the recipe below. Looking for a mashed potato short cut? Check out your local grocery store for premade frozen mashed potatoes. The chef for today's recipe found her "short cut" mashed potatoes at Trader Joes in the frozen food section.

Recipe Steps:

1. Using a skillet, slowly cook the cabbage in approximately 2 tablespoons of butter and 2 cups of chicken broth until it is soft and savory
2. Chop the cabbage and set aside
3. In a separate deep skillet, melt approximately ¼ cup of butter and gently fry the green onion until soft
4. Add the milk and the well-mashed potatoes and stir until heated through
5. Add the chopped cabbage and slowly beat into the mixture over a low heat until the potato mixture is pale green and creamy
6. Add a dash of salt and pepper to taste
7. Serve warm as a side dish with ham, beef or poultry

According to Wikipedia:

"Colcannon is traditionally made from mashed potatoes and kale (or cabbage), with scallions, butter, salt and pepper added. It can contain other ingredients such as milk, cream, leeks, onions and chives. It is often eaten with boiled ham or Irish bacon."

I plan on making this as a side dish for our family's Easter dinner! It is a dish both adults and children will enjoy!