International Adoption Info

Newsletter #43 for Internationally Adopting Parents
December 28, 2006
PAL Center Inc.

In this issue
Group Consultations Calendar

by telephone or email

Post-adoption family consultation and counceling

The next month consultations:

Wednesday January 24, 2007
6:00 pm - 9:00 pm

Language based disabilities
and their management
at school and at home

Natalia Likhtik, Licensed Bilingual Speech-Language Pathologist

Sunday January 28, 2007
10:00 am - 1:00 pm

Eligibility of international adoptees for the Special Education services

Boris Gindis, Ph.D.

Monday January 29, 2007
11:00 am - 2:00 pm

Difficulties of the initial adjustment period in international adoption

Shulamit Rishik, Certified Bilingual Psychotherapist


You receive this newsletter as a former client or correspondent of
the Center for Cognitive-Developmental Assessment & Remediation, or a former student
of the BGCenter Online School,
or a user of the International Adoption Articles Directory.


Latest Articles
from the

International Adoption Articles Directory

Gary Direnfeld, MSW, RSW
My child Is odd

Learning disabilities come in all types....

Gary Direnfeld, MSW, RSW
Divorce of low-conflict parents and kids
Ever have the rug pulled from beneath you?....

Nivea David
Peer pressure and teens
Peer pressure is one thing that all teens have in common. You can't escape it. It is everywhere. Whether it is pressure to conform to a group norm or pressure to act, peer pressure is something everybody has to deal with at some time in his or her life.

Romain Levesque
The benefits of out door play

Well, we know that sitting in front of video games and TV is not health beneficial. Being out doors help's our children to become creative.

Monica Craft
Struggling youth and wildness camps
The word –struggling- is describing a mental condition of a youth who are trying to understand the condition of social and moral environment. Struggling youth are progressively challenged to achieve physical goals of which they may have never imagined themselves capable. As their fitness levels increase so does their confidence and desire to maintain a healthy life style. There are many programs, boarding schools, and summer camps are running for the help of struggling youth.

Speech Pathologist's Corner

Steps to Help Your Child Acquire English Language Skills

In this newsletter we continue printing 4 steps that our speech pathologist Natalia Likhtik offers to new adoptive parents as a guide for helping children acquire the English language faster.

Step 3

Adults use mealtimes to "socialize" and "catch up" on the child's news of the day. Adults introduce narrative skills through modeling and telling a simple, personal narrative about a special event that occurred today or during the previous day. Good, clear models are essential in order to familiarize your child with basic story elements and terms that help to provide structure and temporal sequence (e.g., "first," "next," "last") in stories.

Adults then ask children to tell them about events during their day. They may have witnessed the event, but did not participate along with the child. This will provide the adults with some context in which to guide and support a child's story telling attempt. For better narratives, adults can provide children with the focus or theme through comments. For example, "It seemed like you and Michael were having so much fun in block area. You were laughing so loud. Tell us what was so funny." Or: "I saw that your teacher Maria put a band-aid on your elbow. What happened on the playground?"

Adults can help children with their narrative skills development significantly by being a truly interested conversational partner.

Goal: To develop personal narrative skills
  • Teach a child to relate events sequencing them with the beginning, middle, and end.
  • Teach a child to relate events with explicit, casual, and temporal sequence among events.

When: Mealtime, daily basis

How: The parent should be an interested, supportive communication partner during regular conversations and provide opportunities for children to practice skills during interactions.


  • Model personal stories (e.g., tell a 4-5 sentence story about what happened on the way to school or other interesting story that happened during your day).
  • Scaffold the child's attempts by restating utterances, expanding ideas, and providing words to describe the child's gestures (e.g., "Oh, it hurts right there!" "Your doctor gave you a shot?").
  • Ask questions and make comments that continue a conversation (e.g., "What happened next?" "That sounds scary!").
  • Use prompts for more information (e.g., "Tell me more.")
Compiled by Natalia Likhtik
Licensed Bilingual Speech-Language Pathologist


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