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Written by Laurie Ray, MPT, PhD, who has over 18 years of experience in school-based practice and is a state-level PT consultant for public schools. She also consults for Medicaid and Adapted Physical Education for her state and
I'm sure if you ask a hundred speech therapists what they do for data and taking notes, you would get a hundred different answers. Everyone takes their daily notes differently and everyone takes data differently. The most important thing, is that you DO! Your lessons and student goals/objectives are driven by the data you take (qualitative and/or quantitative). I wanted to share with you how I keep up with my daily notes and data. Here's my clipboard with my schedule in a protective sleeve on top; under my schedule are the labels I use for my daily notes. I use these labels because it is easier to keep everything on the clipboard, rather than a binder (plus you don't have to flip back and forth when taking data on multiple students). You can find a template with these labels here (the labels are 2"x4" shipping labels); Anna also posted about these and you can find her version here. Each label has a place for the Student's Name (of course), Date, Time that you see the student (important for medicaid billing/auditing), Objective/s that you're working on for that session, and finally, room for your data. At the end of the day, I simply place the labels on each student's "Lesson Plan/Progress Monitoring" page. Each student has a page like this; it details the student identification at the top, as well as, how the student's will be monitored, what types of activities there will be and if the student has any accommodations/modifications. Prior to this page, I have the individual student instructional plan page (right off the IEP site - 'cause that's what's easiest and less time consuming). Student's are in alphabetical order and kept in a binder. This is the easiest and most efficient way for me to collect data during my therapy sessions. In order for me to know what I'm targeting for that session, I use my Lesson Plan binder I spoke about in my post Let's Get Organized! I hope this helps you in your practice; please feel free to share what you do!!
Today, I'd like to share with you how I take plan out my therapy week and record data during sessions. I'm not one that has elaborate lesson plans - what is important to me is to
As most of you know, I work with preschool aged students in a public elementary school. All of the students on my caseload are in our full-day program. The full-day preschool classes are comprised of students with autism, sensory disorders, and other developmental or medical disorders. I absolutely love this populat
Today is St. Patrick's Day- no longer much fun for kiddos in our public school who wear uniforms. Navy uniform tops and khaki pants mean .... you WILL get pinched for St. Patty's!! So I loaded
This is a resource offered by the Department of Special Education at the county public school I work in. It is great and has a complete list of 1,110 words separated into categories such as Colors, Animals, Letters, Emotions, Community Helpers, Toys, and many more! Some really awesome teachers put it together so I am hoping that their hard work will pay off by having many other people share in using it! Although the title says to use it for testing tacts on the VB-MAPP, it can also be used to think of ideas that your students can mand for. It would be great for coming up with items to use for teaching feature, function, class... and more! For those who are new to VB-MAPP and verbal behavior lingo in general, a tact is a fancy word for "label" and mand is a fancy word for "request". So if you were to point to a yellow fruit and say, "What is that?" to your student and he correctly answers, "banana" - he has made a successful tact! If a banana was sitting on the table and your student pointed to it and said "banana" because he was hungry and it happened to be snack time... you could probably assume he is making a mand :) Eventually, we want those words in that list to be accompanied with other words and carrier phrases, etc. Such as this tact: "I see a monkey eating an abnormally tiny banana" (okay, if your young student with autism says this, call me and tell me what your secret is!) or a mand: "Can I have a banana for breakfast?" HERE IS THE DOWNLOAD!!! Edit: There were some formatting issues when putting into Google Docs. I am assuming this is because it is an Excel doc but once you download it to your own computer, it should work just fine!
Ready to use immediately! Specifically designed to help students make the oh so difficult transition from correct prevocalic R to vocalic R production.20 different words targeted with 7 steps each. Not themed to seasons--so you can use ALL YEAR.Not themed to seasonal, so you can use all year!NO PR...
There's not too many CI moms I know out there that would be happy to walk out of the sound booth with this audiogram (top line = left ear and bottom line = right ear): now look at the speech banana and mentally place his audiogram in it (and remember, anything above the connected lines, he CANNOT hear). not good. at all. but, if you were a fly on the wall in the booth with us, you'd know why I am quickly learning to take his audiograms with a grain of salt. Bottom line, Aiden does not perform well in the soundbooth. period. How can I take this audiogram too serious when this same little boy can repeat each the six ling sounds with me (each ear alone) standing 10-12 feet behind him and speaking them at just above a whisper? According to this audiogram, he's far from hearing the /s/, and pretty darn close to barely hearing the /m/ or /sh/, yet he can imitate them and uses them all in speech pretty perfectly. Now, he has been dropping his /p/ and the endings of words (t, ed, s, k), and his audiogram does show this. But it's not a great representation of what he is truly hearing. Aiden clams up in the booth. When he's not sure of himself, he does nothing. He's not one to sit still. He knows what he's supposed to do, but shows his power. He does great on the NUCHIPS (a speech perception test where he has to repeat back a spoken word) and even did sorta ok on the HINT (hearing in noise test where a sentence is presented in noise and listener has to repeat it back. He scored 49% on this, not good, but not bad for first time ever taking it). Listen and drop to pure tones? ya, whatever. He'll hold that block or marble or peg or whatever it is to his ear for.ever. Goldfish, he eats them. m & ms, chocolate melting all over. Stickers, sometimes, but just for a bit. Marbles, he's shaking the can (and when we move it, he reaches out to touch it just to hear it make the slightest noise, on purpose, then looks at us with that grin, again, showing his power). Tones mean no.thing to him and so it is very hard to get a true solid audiogram. And without a good solid audiogram, how the heck does an audiologist provide a good solid map? based on phonemes. Leaving the booth I was terrified at the thought of the changes they were going to do to his maps, but once we got to her office, I saw right away she was all ready to test him herself, by having him imitate back the different phonemic sounds which make up the words in our language. and by doing this, she verified that he is actually hearing the /s/, /ah/, /sh/ and /g/ among a few others, and that he really is missing the /p/, /k/, /t/ and /f/ among a couple others. She'd then map him based on his imitated responses and test him again to confirm. (a little funny by my wee entertainer - as the audiologist was asking him to imitate a sound, she noticed aiden was watching and responding by which letter her finger was on instead of giving the sounds based on hearing. After a good laugh, she had to pick up her paper so he couldn't see which letter she was wanting him to imitate. She didn't realize mr. smarty pants knew all the sounds of the alphabet). By the time she was done he imitated back a /th/ and /v/ sound! Now, he may not be able to perfectly voice these sounds in words (saying a sound in isolation is a little different than putting it together with other sounds to produce words), but the fact that he can near perfectly imitate them back, tells me something that his audiogram doesn't - HE IS HEARING ALL THESE SOUNDS! Here are a couple other posts about this out of the booth mapping experience. why we sought out a different way to mapping first recap of mapping out of the booth another CI mom's story of phonemic mapping We have gone round and round with his maps since six months post activation. Some would blow it off that he just doesn't use his CIs as well as others, that he needs more time, that he's just a "late talker" a "boy" and that "he'll get there". Well, I don't have time to wait and see when it comes to my child's hearing and spoken language. I've learned, when a child isn't performing at a level they should be, first things first, CHECK TECHNOLOGY. and for this reason, we started this phonemic "out of the booth" mapping. We needed to know that Aiden had a good map before slapping another diagnosis on him. Yes, Aiden does have additional {small} challenges, but by golly, this has been heaven sent, and at least now we KNOW he has a good map to better tackle his other challenges; we KNOW he's hearing all the sounds in order to put them together and into words; we KNOW what he is hearing is what he should be hearing. and if that's not enough for ya, based on the Goldman-Fristoe 2 Test of ARTICULATION, Aiden has made: 12 months progress with his speech sound production in a matter of five and a half months! oh, and btw, we started phonemic mapping him six months ago.
The beginning of a new school year is always exciting for students as well as educators–I still feel the thrill several years after I’ve left the public schools to start my private practice. Everything is fresh and new–paper, name tags, friends, teachers and backpacks.
Increase communication skills with these interactive books and activities, designed to teach 40 core words for augmentative alternative communication (AAC) users. Perfect for speech therapy and special education, these resources empower individuals with autism and nonverbal communication needs by promoting language development and AAC use through engaging communication activities and games. Feel more confident with core vocabulary implementation for AAC! This resource will provide you with up to a full school year's worth of core word implementation materials and activities for teaching core words to beginning AAC users. This resource provides a variety of interactive books, teaching activities, games, and strategies to teach the early 40 core words. Interactive activities, interactive books, core word wall, word of the week materials, and more will help you teach core words to your AAC users, even if you don't have much experience with AAC. Find suggestions for using core words in everyday routines and activities, as well as activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom. There are 4 target core words per week, planned out over 10 weeks. You may need a different pace for your students/child, and that is certainly fine. Move at a pace that works for the students you are working with; making sure to always presume competence, provide maximum opportunities for genuine communicating, and use the least intrusive cues and prompts possible. Consistent partner use of Aided Language Stimulation is crucial. Contents: -Explanation of core words, time-delay teaching, data sheets, explanation of the resource -list of the 4 words/week, complete 40-word communication board -lists of the words/week and 3X5 sized symbols for classroom/therapy room wall-sized communication board, & additional lists of phrase examples interactive books for all 10 weeks (or months) Hide & Seek symbols and an environment hunt activity Fun activities for practice CVI-adapted symbols and board Words of the week handouts, door hangers, letter to home, Aided Language Stimulation brochure, & suggested activities for the environment 5 days worth of activities for implementing/teaching each set of words suggested game, toy, or activity for practicing the words in a context a game or activity that provides decontextualized reinforcement/practice of the words; such as a board or card game. ___________________________ 1. symbol cards (approximately 4.5 X 3) for use in the classroom, 2. a complete 40-location communication board. 3. interactive book each week Suggestions for expanding this activity are provided.. 4. environment hunt activity for examples of the symbols. 5. suggested games or activities for practicing the words in a context. 6. game or activity each week that provides decontextualized reinforcement/practice 7. 40-location communication board and the larger symbol cards are also provided in high contrast bright red/yellow for students who do/might have cortical vision issues. There are also: 8. handouts about core words and Aided Language Stimulation to send home and to give to other staff, 9. letters to home 10. door hangers for visual cues in the environment 11. additional symbol cards to use in the environment 12. additional suggestions for contexts to use the words 13. suggestions for using core words in every day routines and activities, 14. activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom 15. Explanation of time-delay teaching and data sheets This resource will provide you with up to a full year's worth of core vocabulary implementation materials and activities. (depending upon the learning pace of your students) ⭐ Research shows use of core vocabulary words provides AAC users with the vocabulary they need to meet most of their communication needs. ⭐ The DLM research has identified a basic core of 40 words that are a beginning word set to meet the needs of emerging communicators. ⭐ Suggestions included for using core words in every day routines and activities, ⭐ Suggestions for activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom. Core words used are: ☀look, this, is, mine ☀I, want, like, it ☀you, have, more, different ☀not, where, help, go ☀he, can, do, that ☀finished, put, need, stop ☀get, here, don’t, open ☀turn, are, some, she ☀what, in, all, on ☀who, over, up, when Let your students set the pace; 10 weeks or 10 months. You'll find success whatever the pace. ✯ Move at a pace that works for the students ✯ Always presume competence, provide maximum opportunities for genuine communicating ✯ Use the least intrusive cues and prompts possible. ✯ Consistent partner use of Aided Language Stimulation is crucial. Assemble once, use forever! Send books home for carry-over, along with weekly letters. Effective because practice opportunities move from input to contextualized and then decontextualized activities. Based on Evidence Based Core Vocabulary research. ⭐ Buyers have said: This product takes a bit of time to prep, but it's SO comprehensive and provides structure to teaching core words, which is something I was struggling with! Now I can plan my sessions around each week and know my students are getting solid exposure and practice using this product. Great core word lessons with a vocabulary that builds in new words while reviewing previously learned words. I'm really happy that I made this purchase These activities are great and have helped me with teaching core vocabulary to my most impacted kiddos! It saves me SO MUCH TIME!!! Love this!! I love that everything is broken down step by step. The visuals are perfect and keep my students engaged. This is a digital download product. SLPs can print out this PDF to use in the therapy room. Parents print out this PDF to use at home Remember, this is a digital download. You will find a Download button that Etsy provides to download the files to your computer. Given the size of this resource, it has been divided into 5 files to accommodate Etsy's file limit. Download all 5 files onto your computer. Have fun communicating!
Great ideas from an librarian, SLP, and PK teacher!
The beginning of a new school year is always exciting for students as well as educators–I still feel the thrill several years after I’ve left the public schools to start my private practice. Everything is fresh and new–paper, name tags, friends, teachers and backpacks.
Surprise! It's a double feature to cover the elementary school setting! I have two of my sweetest SLPeeps who love their students with their whole hearts and give all they have each day! First up, my friend, Stephen. Then, you'll get to hear from my gal Amanda! Stephen Lawrence A little about myself… My name is Stephen Lawrence, and I am originally from Bound Brook, NJ. I moved to Tennessee in 2008 to continue my schooling at MTSU. While at MTSU, I read about a class called “Audiology” which, to me, sounded…fun. Long story short, this lead me to discover my love for the field of speech pathology. While at MTSU, I was a member of our schools chapter of NSSLHA. During my three years of membership within NSSLHA, I served as our chapter’s treasurer and president. Our schools chapter also hosted an annual conference called “The Mid-Tenn Conference” where we raised money, hired presenters, and offered CEUs for attendees. After MTSU I headed down the road to TSU to attend and complete graduate school. While working on my Masters degree, I was an active members of TSUs NSSLHA program and competed in the yearly quiz bowl/spirit competition. Currently I work full time in the public schools as a speech pathologist, and I work part time after school at a private clinic. Once a year, I work as an adjunct professor for Lipscomb University where I teach a graduate course in their BCBA (behavior therapy) department. How did you learn about our field? Why did you become an SLP? As I mentioned above, I didn’t find speech pathology, speech pathology found me and I am forever grateful. I truly “stumbled” upon this field, and felt like it was something I was meant to do. As I pursued speech pathology, my mother told me I saw a pathologist regularly in school and I suppose that drove me to work harder and serve students similar to myself. Give a description of the setting and population you work with. How is this different from other settings/populations? I currently work in two settings, public schools and private practice. The majority of my time is spent in the public schools where I serve a very wide variety of students. My students range in age from pre-k (3yrs) to fourth grade (up to 12 yrs in some cases). My workload ranges from your basic /r/ artic student, to non-verbal students with Autism who use AAC/VOCD to communicate. The biggest difference between the two is the types of goals you can work on. In the school system, goals are based off of increasing academic and social emotional performance. In private practice, goals are centered on safety and independence. Although these categories may overlap in ways, you are typically allotted more “freedom” in private practice with what goals you target and how you target those goals. What is your specific role with your patients? Do you collaborate with other disciplines? Is your facility a specialty facility in any area? In the schools, therapists wear many hats. My primary role is to evaluate, diagnose, and treat any and all students who may be suspected of a speech/language disorder. I also work alongside our exceptional education team as a member of our behavior support team. We implement a variety of behavior modification techniques to foster a positive learning environment for our students. Other than the exceptional education teachers, I frequently have the pleasure of co-treating with an Occupational Therapist and Physical Therapist. What are common diagnoses that you see? In the schools, you truly see a little bit of everything. However, if there was one thing I saw the most of it would likely be articulation disorders. Errors specifically with the /r/ and frontalized/lateralized s/z. What are some common goals that you address? Aside from /r/, /s/, and /z/ goals, other common goals I target focus on building vocabulary. At my school, we have three Pre-k classrooms. As you can imagine I serve many students from each room, and many of them are non-verbal or basic emerging language. Often times I will frequently work on teaching them basic classroom curriculum (nouns/verbs). I look at this from a functional communication standpoint, but also a pragmatic participation standpoint. What is the greatest challenge you face in your specific setting that may be different from other settings? I find three major challenges that plague me daily in the schools. Workload size, qualification standards, and parent involvement. I currently have 82 students on my workload. Although I receive support from an outside SLP, that support is only twice a week for two and a half hours. The additional SLP is a huge asset, but there are still far too many students for one SLP to serve. When I’m not struggling to serve my tremendous workload, I am struggling to find ways to offer services to other struggling students. Not all student’s deficits are black and white. Some have very serious pragmatic, social deficits which don’t always reveal themselves on paper. It can be difficult to qualify students who don’t demonstrate typical speech/language deficits and meet that one and a half deviation point needed to qualify. Lastly, many parents of the students I serve are not involved in their student’s education. They often decline their invitation to meetings, parent trainings, and don’t complete home packets. If parents do not get involved in their child’s therapy, it can be very difficult to generalize what is worked on at school to other areas of the student’s life. What is the greatest reward for you in your job? This question is easy, it’s the kids. I’ll be honest… the pay is sub-par, workload is impossible, and the extent of what you do is not appreciated. However, all of this is forgotten when your favorite student sprints down the hallway and jumps into your arms, or when your early morning Monday group talks about how much they missed you over the weekend, or when a student reminds you that you’re their best friend. These are the moments when I feel I am actually impacting and changing lives. It’s difficult to put a price tag on moments like these. What has been one of your favorite experiences as an SLP? I have had lots of favorite moments and experiences working in this field, so it’s very difficult for me to pick just one. I would have to go with the day an entire family came together to rejoice their sons/brothers first words. After working diligently with a student for several months, we had a break through and he began using 1-2 word vocal approximations to request wants and needs. When his family first heard him using words to request, we all just lost it. Everyone was so happy we jumped up and down, teared up a little, and just shook with excitement. It’s amazing to know you helped a family achieve something they never thought possible. If you could teach the world one thing about our field that most people don’t know, what would it be? I think I would just want to bring overall awareness to our profession. Far too often I believe speech pathologist are viewed as glorified teachers. Now I think teachers are AMAZING and we couldn’t have a functioning society without them, but we (SLPs) are not teachers. People often forget the wide variety of deficits we are trained and licensed to treat. People often forget that Speech Pathologist are the only profession in the school system that evaluates, diagnosis, and treats their students. It’s also overlooked that outside the schools we work on swallowing, voice, cognition, etc. When I look at our profession, I argue that we are one of the most valuable fields that cover such varying disorders. Amanda Josserand Hello everyone! My name is Amanda Josserand. I am a wife, a mother of two (11 year old son, 8 year old daughter) and a lover of golden retrievers (my two fur babies, Harvey and Charlie.) I have been a speech-language pathologist for 13 years, primarily in the education setting. I have dabbled in private practice and teaching at the college level as well. I attended the University of Tulsa for both my undergraduate and graduate degrees. After graduating I spent a year working in the public schools in Houston, Texas, before moving back to Tulsa. I learned about the field of speech-language pathology from a good family friend. She was attending TU and finishing her masters to be a speech-language pathologist when I was getting ready to graduate from high school. Because of a conversation with this friend, I enrolled in a few SLP courses my freshman year. I immediately fell in love with our profession! It was a great mix of medicine and teaching. Both careers I had considered exploring prior to finding our field. I have spent 13 years working in the public schools. I have worked with children ages 3-18, however most of my experience is with the elementary school population. My role as an educational speech-language pathologist is to diagnose and treat children with speech/language impairments that are adversely affecting their education. An educational speech-language pathologist differs from private practice SLPs. Educational SLPs are tasked with considering a host of additional factors when it comes to providing appropriate speech therapy services for students during their academic day. We must consider how much time the child is missing class, do the benefits of therapy out weigh the potential harmful effects of being removed from the classroom, are the speech/language difficulties the child is experiencing adversely affecting their education, etc. Private practice SLPs, for the most part, can provide treatment at their discretion. In the educational setting, I can provide individual therapy, however most of the time I see children in small groups. We play games and participate in a wide array of activities while working on their individual goals. We have a great time! Another part of my job that I enjoy is getting to work with other professionals. On a daily basis I collaborate with classroom teachers, teacher assistants, special education teachers, counselors, English Language Learner teachers, Occupational Therapists, Physical Therapists, etc. The greatest challenge I face in the educational setting is educating parents and other professionals about the difference between SLPs in the private practice setting vs. those in the educational setting. As I previously mentioned, there are so many considerations that are involved in providing services to a student that are not a factor in the medical or private practice setting. The greatest reward for me in my job is witnessing my students making progress. The first time a child produces a correct /r/ sound, after he/she has been working on it for a long time, is a sight to behold. One of my favorite experiences as an SLP has been teaching at the college level. I taught a senior level class on speech-language pathology methods and ethics. I loved getting to work with college level students. If I were going to teach the world something about our field it would be about our vast scope of practice. Most people think all we do is work with kids on the /r/ sound, and while that is a LARGE part of my current scope, SLPs do so much more! Articulation, language, fluency, social skills, assistive technology, swallowing, the list goes on and on! I love being an SLP!!!! Thank you to both, Stephen and Amanda! I'm thankful for your contribution to this blog series and our field, but most importantly, your friendship! I adore you both!
I've heard much discussion from you (SLPs) about the method that your district/state uses to evaluate your performance. Some have said they are evaluated much like the teachers are, others said they're not evaluated yet because the district is unsure how to do so. In my district, all teachers, SLPs, OTs, PTs, specialists, etc. are
A blog about speech therapy.
Need help with collaborative services and planning themed therapy? This is a speech therapy blog dedicated to helping school SLPs.
This SENTENCE STRUCTURE UNIT unit has most of the same content as my popular Sentence Structure Unit in PDF form. It is in the form of POWERPOINT and GOOGLE. It is loaded with teaching tools to give your students a good foundation of sentence writing! You will like that it is Common Core aligned and completely editable! Please SEE THE PREVIEW to check out the quality of this resource! Distance Learning: (Be careful not to put the Google links or PowerPoints on a public website. For copyright purposes, websites need to be password protected)
New: DIGITAL slideshows also included! This symbol supported health booklet was created with special needs students in mind. Help students improve on daily living and health skills while teaching in a visual, hands-on way that they can better understand. The student booklet is 90 pages and includes 12 topics. Topics included are: public bathrooms, showering, deodorant, brushing teeth, getting dressed, private parts, nutrition, drinking water, sleep, exercise, colds + germs, washing hands. Digital Versions: The digital slideshows are available as Interactive PDFs, Google Slides (which can be converted to PowerPoint), and Boom Cards (which include audio, the story is read out loud to students on each page). 11 of the 12 topics include these digital versions (private parts does not have a slideshow) and include a 9-13 page story with real pictures along with the symbol supported text as well as 4 comprehension questions with immediate feedback. Interactive PDFs: Can be download to computer and used off line Google Slides: Can be used in present mode and use the arrows to flip through the pages and the select the choices for the comprehension questions at the end - these will give immediate feedback and prompt students to try again or go to the next question. Boom Learning Decks Preview the Boom Learning Washing Hands health story HERE. Boom Cards are compatible with Google Classroom™, SeeSaw, and other similar online platforms that permit you to assign by URL. To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. With a free account, you will be able to assign the Boom Cards you are buying with "Fast Pins" (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options and data collection, you'll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Read here for details: http://bit.ly/BoomTrial. Students Booklet: For each topic there is a cover coloring page, 2-3 page story, a quiz, and multiple worksheets/activities. Many of the worksheets encourage you to try something out with your class (ex. brushing your teeth, doing a workout video, trying healthy foods) so that students get hands on experience in addition to the paper work! This was created with high school and middle school special education students in mind, but will be appropriate for younger grades as well (except for probably deodorant). Download the preview to read more about each included topics and teaching suggestions. Note: You might also be interested in this free temperature check activity __________________ Widgit Symbols used with permission.
SLP’s working in the school setting can easily be spread thin. If an SLP isn’t monitoring what he/she is committing to or looking at their current work load situation, things can go from manageable to chaotic in a blink of an eye. We must say no at work when we can’t do something! I compiled […]
This year will be my fifth year as an SLP. I would like to say at this time that I have data tracking mastered. However, I can't seem to find "something" that works consistently. I am not sure that "
What a great pre-voc activity for the classroom! This student has excellent manual dexterity and can insert the name slips into these ID badges with minimal effort. Although the corners are a little difficult to squeeze into the snug plastic holders, this student can do it without getting frustrated and bending the paper too forcefully. You could start with paper slips that are slightly smaller and work up to the correct size paper. Some students can sort the completed slips by color, alphabetize them by last name or sort by another characteristic. This teacher found these ID badges at a recycle store, but you might send a notice to parents to donate materials that are suitable for pre-voc activities.
Summarizing is tricky skill for kids of all ages, but I'm sharing a tip to make summarizing easy for older students. Read this post to get the full scoop!
Use this free SLP handout as a helpful tool for explaining language therapy and the components of language evaluations to others!
UPDATED - October 6, 2019 Miami-Dade County Public Schools' website, Prekindergarten . . . the Right Beginning, has visual supports for everything! Find numerous literacy activities, behavioral charts, and so much more. This is one of my most popular posts and this morning I noticed the links no longer working. I little checking and I found their new site. Many printables -no Boardmaker software needed. There are communication boards and /or overlays to use with a large variety of toys found in early childhood classrooms, as well as many learning activities. The list below is a small representation of the items that you will find on this wonderful site. First / Then charts in a variety of styles and sizes. Social Stories Behavioral symbols and charts Phonological Awareness Interactive Storybooks Choice Boards Songs and stories Boards to use at home Nursery rhymes and popular children's stories Recipes Schedules and routines Diana © 2012 The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC.
The answer: “the same way you write them for any other student.” This is a great article for how to address the needs of an AAC user.
You’ve completed your schedule. You’ve met all the teachers. You’ve reviewed all the goals. You are ready to start seeing your students f...
Over the past few years schools have shifted from the ' screen and evaluate ' model of service to RtI (Response to Intervention)/MTSS ( Multi-Teired System of Support ). This new mind set of service means a more thorough look at the students and their abilities prior to evaluation, but also more time for the SLP. Even though it is more work ( scheduling, planning, completing sessions, logging data, etc ) it has helped me to ensure that the students on our caseloads are the students who truly need to be. ASHA supports SLPs being involved in the RtI/MTSS approach.
Cluttering is a speech disorder that few in the public know about. Here is an article for SLPs about how to diagnose and treat cluttering.
My best tips for teaching story grammar elements, plus my packet of visual supports and 13 no-prep short stories for story grammar practice.
Fluency (or stuttering) therapy is an area that many SLPs feel under-prepared to serve. While you may have had an excellent professor on the subject in grad school, it tends to be a lower incidence
5 tips for starting a private SLP practice from a private practice SLP
We are gearing up for summer this week with our ocean theme. Just 2 more full weeks of Tot School then we will be switching things up for summer, and we are so ready for some fun in the sun! Here were our plans for Ocean week: And here are the details […]
16 printable colorful yoga poses with and without step-by-step directions. Great for mixed group speech-language therapy. How to use: Articulation: Incorporate gross motor movement into articulation therapy by having the student randomly choose a yoga card from the stack. Once the student assumes the correct pose, have them hold the pose while producing their target sound in isolation or syllables. If at the word level, assign one target word per pose. The student must produce a given target word 10 times while holding the pose. Receptive Language: Draw a yoga card and describe the pose to your students. Have them try to match the picture with only listening to your descriptions. Student may ask questions to clarify before “locking in their pose” to be checked with the corresponding photo. Discuss how their pose is similar or different than the pictured pose. Expressive Language: Have the student describe the yoga pose to you or to another student. Close your eyes so the student cannot accidentally show you or say “like this”. Listen as the student is forced to use descriptive concepts like “wider”, “in-between”, “over”, “behind”, and more. Other ways to play: Print two of the same pose or print the photo and the step by step directions. Have the student say his target word(s) and then look for a match. When a match is found, the student may try the pose or challenge another player to complete the pose.
About more than breathing, the respiratory system is an amazing system that is crucial for life as we know it. Learn some fun respiratory system facts in this article such as why people yawn, how many times children laugh in a day, how many miles of airways are in lungs and how fast sneezes travel.
Congrats new speech grad! You are ready to start your CFY! Have no fear...Speech Time Fun is here with time and money saving tips for you! Several years have passed since I graduated from grad school with my masters in speech-language pathology. After working in the field (in public and private school settings) ...
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