Blog post on how to teach the right variation of R for your student - bunched or retroflex. Where to start in speech therapy doesn't have to be hard!
If you liked my aspiration worksheets, you will like this Prevocalic Voicing Worksheet. It takes the “aspiration trick” and combines it with a hand cue. I use this combination of tech…
Echolalia- Learn strategies for your Autism classroom. What echolalia is and how to reduce it with activities to decrease repetitive speech or non-authentic communication.
“Tan I have a tup?”, “I want some tandy?”, “Tome here.” Sound familiar??? This is called “velar fronting”. These errors occur when a child substitut…
I have four different packets for my No Frills Articulation activities: No Frills Articulation: S and Z No Frills Articulation: TH No Frills Articulation: L No Frills Articulation: Sh and Ch I also have a bundle of the above activities for 21% off of what you would pay for all four activities. Plus, you will have access to any future No Frills Articulation activities that I post (there are two in the works). No Frills Articulation: Bundle Here is what a No Frills Articulation packet looks like: Memory Cards (72 cards): There are 12 cards for each sound in all three positions of words (initial, medial, final). Print two copies of the cards. Laminate and cut out to play a memory game. Phrase Worksheets (6 worksheets): There are three worksheets for each sound in all positions of words. Students can read or repeat the phrases. There is a spot to record the number of correct responses at the bottom of the page. Sentences Worksheets (6 worksheets): There are three worksheets for each sound in all positions of words. Students can read or repeat the sentences. There is a spot to record the number of correct responses at the bottom of the page. Story Worksheets (6 worksheets): There are three worksheets for each sound in all positions of words. Students can read the stories out loud. There is a spot to record the number of correct responses after each story. My older students love these packets! They like reading the sentences. I have put all of the pdf's for these packets on my iPad, and it is a great way to have a portable library of words, phrases, sentences, and stories for the targeted sounds. I hope you like these packets as much as my students and I do! Jen
Having troubles getting your students to produce the /r/ sound? Here are some tips that I have found helpful in teaching this stubborn sound.
“Tan I have a tup?”, “I want some tandy?”, “Tome here.” Sound familiar??? This is called “velar fronting”. These errors occur when a child substitut…
Free PAST TENSE VERBS SENTENCES Regular and irregular past tense verb sentence formulation cards with real pictures! Use the real picture cards to work on past tense verbs, nouns and pronouns, formulating sentences, syntax, and WH questions. Includes 36 cards 18 regular past tense verbs 18 irregular past tense verbs In addition, use the picture […]
Reading: you can practice reading one-on-one at one of our location partner sites.
Negation books that contain repetitive negatives to help teach the concept of negation expressively and receptively!
Tweet As a math specialist I often get asked which is better... push-in or pull-out interventions. Today I am linking up with a bunch of great bloggers to share with you all kinds of things you might like to know about. You can check out other blog posts by checking out the links at the bottom of this post. Let's take a look at the pros and cons of each intervention method Push-In Pros To me, the best part of the push-in model of intervention is that I really get to know all of the kids in a class. When I am there for co-teaching whole group lessons and available for small group instruction I get to know and work with a wide range of kids. The groupings can be more flexible and there is a great sense of teamwork with the classroom teacher. There is a great opportunity to follow a guided math structure and having two adults in the room makes things run very efficiently. It is also a great way to learn from another professional and see new teaching strategies. When I do push-in interventions, I am the person moving between rooms rather than the students which certainly saves transition time. Push-in instruction also means all the materials kids need for that subject are in one place. Finally, it provides more consistency in terms of classroom rules and routines. Cons There are several things that can be very challenging with a push-in model for intervention. If the classroom teacher and the interventionist have different ideas about classroom management, it can present a challenge. If one teacher is very laid back with management while the other is very consistent and on top of things it can be tough to co-teach and co-exist in the same room. Also, noise and distractions can be more of a problem especially as class size increases. Pull-Out Pros The very best part about pull-out intervention is having a quiet, focused place to do it. It is a small group of kids and at least in my case, I have my own mini-classroom to work in and there are not any distractions from other groups, students or teachers. If I am using specific materials for a particular intervention I can leave them in one place and know they won't get moved by another teacher or kid. Many of my favorite intervention materials like my place value decks and number puzzles are also used by teachers in the classroom so I can access most of my favorite things regardless of where I am. When kids come to my room, they get a change of scenery and a quick break as they walk to my room which is always nice. I also am in control of classroom management in my own space and I have to say, I really like having things my way. Cons The thing I miss most when I do pull-out interventions is the co-teaching relationship I have with the classroom teacher. I also have a very packed schedule and if I am not in a teacher's classroom, it can be hard to catch up with how students are doing and what we are working on. I also find during pull out interventions the groups are much less flexible and I tend to end up with the same kids over and over again. There also seems to be a bit more of lost instruction time waiting for kids to come to me or having to go to their classrooms and wait for them to be ready to go. There are also some kids who seem to get lost on their way from their classroom to my room. My General Rules for Intervention In general, I find push-in intervention to be the most effective way for me to deliver math services. I love getting to know all the kids in the school and I really enjoy collaborating with other teachers. Co-teaching and sharing kids can be a great way to increase the learning of all students. I am very good at getting along with other educators and have spent a lot of time developing relationships with the folks I work with. When you first start with a push-in model there is certainly a learning curve as you figure out the other teachers styles, preferences, strengths and weaknesses. After a decade of working with many of the same teachers, I have strong co-teaching relationships and can be very effective teaching with the people I know so well. Our school also tends to have smaller class sizes which really help make push-in instruction less distracting and more effective. Despite the fact that I really love push-in interventions, I still do some pull-out interventions. There are some days that the push-in model is not effective and there are some kids whose needs are so specific that they need to be in another room or near different materials to have their needs met. The best part about my job has been the flexibility I have to move between the push-in and pull out models. I work almost exclusively with math but feel that many of these pros and cons still hold true for literacy interventions as well. If you are looking for the perspective of a literacy person on this matter, you might want to check out Amy's post over at Eclectic Educating. Amy is a reading specialist who has had experience with both kids of interventions. How does intervention work in your school? What method do you prefer? Please respond in the comments below! Check out these other great blog posts about things you oughta know! Tell them the Math Maniac sent you! An InLinkz Link-up
Here are my tips and tricks for moving from making sounds in isolation to working on the VC and CV syllables during articulation therapy.
Welcome to the first day of Phonological Processes Week here at Simply Speech! Learning about the different types of phonological processes while in school was enough to make my head spin! After all there are SO many different phonological processes kids can demonstrate. Phonological processes are patterns of sound errors that typically developing children use to simplify speech. It's often hard to differentiate the difference between an articulation disorder and a phonological disorder. I found this great chart from the Mommy Speech Therapy blog that explains phonological process disorders with definitions and examples. No need to reinvent the wheel, so I am going to share it here: Check out Heidi's post and download the chart here! Stay tuned for more information on specific phonological process disorders and giveaways of products and reviews made to target these disorders!
Found some on this site, so I though I might as well make my little contribution... - ESL worksheets
We are constantly working with our students trying to get them to keep the conversation going. For many students, starting the conversation can be challenging. Many students require prompting in order to talk to their peers. Whether it is working with a group on a project in class, sitting at lunch, or at ...
Don’t know where to start with core vocabulary? Get a FREE starter board, tips and tricks to teach with, and even the first 5 words to start with!
I made this worksheet for one of my clients who is working on identifying when he or others might feel a particular emotion. Click here to download!
These 5 tips and tricks will help you best support the gestalt language processor in your life.
Zapraszam do testowania nowej gry – Taboo. Zasady są bardzo proste a sama gra nie tylko w ciekawy sposób pomoże utrwalić słownictwo, ale również integruje grupę.
Looking for professional Speech Language Pathologist resume examples? LiveCareer provides examples with the best format, template & keyword options. View now!
Natural left-handers should always be left to develop in their own way and be allowed to write left-handed if that is their choice. Forcing them to change hands and write right-handed can have very...
Perspective taking is skill that is difficult for children with Autism Spectrum Disorders. Jill Kuzma has great information on Perspective taking skills on her blog. The games Guess who or Guess where can given you insight on a child's perspective taking abilities. Many of my clients struggle with understanding that I have a a different character than they do. Instead, they continue to ask me questions about the person that they are looking at. Videos are a motivating way to work on this skill with older clients. Last week we used the Pepsi Uncle Drew Part 2 video to discuss False beliefs, expectations and how thoughts may shift based on what people believe our true. We watched the video twice. I told my client that we were going to watch a video of a basketball pick up game. We started by discussing what might be expected/unexpected during a basketball game. After the two old men were introduced as characters we discussed what we might think of older people-what could they do, would we expect them to be good at basketball against younger people. When they missed the first two shots, we paused on the audience reaction and discussed what they were thinking. Once they started to make baskets, we discussed the crowd reactions again. At the end of the video, you see the two basketball players putting on their make up. If they haven't figured it out, I let them know that these were professional basketball players that were wearing old man costumes. Then we watch it again to as a false belief task. Even though WE know that they are in costume, the spectators do not. After that, we talked about how figuring out what people are thinking helps to make conversations a "slam dunk" I'm posting a link to this FREEBIE here. What activities/videos have you found to be helpful to work on perspective taking skills?
Are you struggling to communicate with a student who repeats everything you say? Learn about echolalia and teaching students with echolalia. Learn how to help with these tips and tricks.
No....this mini series isn't about getting married....in the special ed world, we know that elopement is just a fancy word for running away. This is one of the most challenging behaviors to deal with
"How can I help my child to generalize from one social situation to another? In other words, how can he learn 'social themes' on his own? I would like for him to realize that any particular interaction is nearly identical to some others." Children with Asperger’s (AS) and High-Functioning Autism (HFA) are hard to train in typical social behaviors, but they spontaneously learn things that neurotypical (non-autistic) children may consider difficult (e.g., memorizing license plate numbers of parked cars or home addresses in the neighborhood). The learning styles of AS/HFA children and neurotypical children are better suited to learn different tasks. AS and HFA children’s difficulty of learning social behavior is similar to neurotypical children’s difficulty of memorizing random factual details (e.g., phone numbers). Both arise from a mismatch between learning style and task. Intensive long-term training would surely make neurotypical kids remember a phonebook better, but they will never do quite as well as AS and HFA kids. Similarly, intensive long-term training would help AS and HFA kids by supplying more examples to match a given social situation, but they will never have the flexibility and efficiency in social interactions that neurotypical kids have. Since most relationships in social interaction, language and sensorimotor processing contain many “unspoken” variables (e.g., context of the relationship, body language), social skills training should focus on how to teach AS and HFA children to comprehend, retain and model such intricacies. There are mnemonic tricks (i.e., memory aids) that can help neurotypical children to remember random facts (e.g., phone numbers, digits in π). The idea is to associate random facts with a story or coherent theme that is easy for neurotypical children to learn and remember. These tricks can be reversed to help AS and HFA children. They can learn to use lists of memorized random facts to “code” common themes in social interaction, language, and even sensorimotor processing. AS and HFA kids clearly have the ability to learn certain “social-themes” (e.g., how to start a conversation, create friendships, empathize, etc.), and it is possible to extend their ability through systematic social skills training. Unlike neurotypical children, who tend to naturally figure-out complex social rules, AS and HFA children have difficulty “discovering” common social-themes on their own, particularly complex ones. Thus, common social-themes should be explained to them explicitly. It helps to start training them on one simple social task (e.g., how to smile and say “hi” to a peer) and gradually move on to more complex ones (e.g., how to start and maintain a conversation). Case example: One of my young Asperger’s clients had difficulty listening to his mother speaking whenever there was a lot of distracting background noise (e.g., people moving about and talking at a restaurant). This child couldn’t filter-out environmental stimuli and focus on what was his mother was telling him (he had the same problem listening to his teacher’s instructions at school if the classroom wasn’t completely quiet). So, we set-up a training session as follows: Step 1: With just one source of background noise (in this case, a blowing fan), the mother gave one piece of instruction to her son (in this case, he was asked to button the top button on his shirt). Step 2: With the fan blowing, she gave two pieces of instruction simultaneously (“tie your shoe and then please bring me that book sitting on the table”). Step 3: We introduced two sources of background noise (the blowing fan and a radio playing within ear-shot). The mother made one, then two, then three requests, and her son was asked to respond appropriately. Step 4: We introduced a third piece of background noise (the fan, the radio, and two people conversing within ear-shot in an adjacent room). The mother made one, then two, then three requests, and her son was asked to respond appropriately. ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism We continued this procedure until (a) there were five sources of background noise and (b) the child responded appropriately to five of his mother’s requests. Much like a deaf person who learns to read lips, this young boy eventually trained himself to watch the lips of the speaker as a way to focus on the speaker’s words rather than any accompanying background noise. Also, he was instructed on why learning a general social-theme (in this case, attentively listening to others) is more useful than storing specific examples precisely. He was taught how to generalize (i.e., apply regularity to perform a social task) without “memorizing” individual examples (e.g., smiling and saying “hello” to his teacher is the same way he smiles and says “hello” to all other adults). Indeed, many moms and dads of kids with AS and HFA are concerned about their youngsters’ social functioning. They know that their sons and daughters have many wonderful qualities to offer others, but the nature of their disorder, or more precisely, their poor social skills, often preclude them from establishing meaningful social relationships. This frustration is amplified when moms and dads know that their “special needs” kids want desperately to have social contacts, but fail miserably when trying to make friends. Often, their failure is a direct result of inefficient programs and inadequate resources typically made available for social skills training. While most neurotypical kids learn basic skills simply by exposure to social situations, kids with AS and HFA must be taught these skills explicitly – and as early as possible! More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
Short stories for metaphors, idioms, and similes. Target figurative language in context with these easy, no-prep short story worksheets!
The effectiveness of SRSD interventions is related to its systematic and structured approach in helping students break down the writing task into manageable and attainable components leading to enhanced motivation to write. Teachers scaffold students by working collaboratively, helping the student to move toward independence in applying the strategy to write.
A must-have for any speech language pathologist performing kindergarten screenings! Now with a No-Print Option included! Screen, Score and Assess! I created this comprehensive toolkit because I needed a thorough Kindergarten Screening for assessing my students and determining “next steps” in their intervention and RtI process. Often, I would screen a student but then require additional information in a particular area before determining intervention needs. This toolkit contains real-life photos that are easily relatable. Cut-off scores determine whether a student requires additional testing in that particular area. This is the ENGLISH version of the Preschool Screening toolkit. For the Spanish Version, click HERE. Looking to screen and assess more grades? Check out my BUNDLE Toolkit that is discounted over 30%! In this packet you will find: ✱ A comprehensive Screening Tool to screen the areas of: ✓Comprehension for Reading/Writing ✓ Phonological Awareness ✓ Vocabulary ✓Grammar ✓ Articulation ✱Student handouts to go along with the Screening Tool ✱Answer and Scoring Guide for the SLP ✱No Print Screening Option for Screening to use on tablet or computer ✱A comprehensive “Next Step” Assessment Tool to assess the areas of: ✓Comprehension for Reading/Writing ✓Phonological Awareness ✓Vocabulary ✓Grammar ✓Articulation ✱Parent letters and permission to screen, assess and intervene In addition, I’ve included student lists to keep track of all your screenings and data A few notes: • This toolkit was created for Speech Language Pathologists. SLPs have the most training when it comes to assessing areas of language and articulation so I geared this packet to them. • These are not norm-referenced testing measures. Although they contain scoring guidelines and “loosely” created cut-off scores, they rely on your clinical judgment to determine whether a student could benefit from addition intervention. *Now offering discount bulk licenses (districts buying more than 10 individual licenses)! Please email me at [email protected] to find out if your district qualifies and for more information.
I created this graphic organizer to be used with any fictional story or novel. I also thought it would work well for the days my students earn time to watch a movie. I often feel like we are wasting time, even though they've earned it AND everything I show is based on literature, so I think this will do the trick for my guilt. Any Book Graphic Organizer
Memorization can be such a helpful tool in life! Think of all the things you have memorized: math facts, phone numbers, states & capitals, Bible verses, months of the year, important dates (like your anniversary:), etc. Now image if you had never memorized them and how your life would be different. You may have to carry around a calculator, keep a detailed Google calendar set up with email reminders of important dates, the list goes on. In my time as a special educator, I found that many student
Irregular plural nouns are the kind of thing that confuse lots of typical developing kiddos so it’s no wonder that our language delayed friends need a little (or a lot of) extra practice. And it helps to move in small increments and offer opportunities to hear the words used in context for them to really […]
If you are new to Augmentative and Alternative Communication (AAC) or just new to Proloquo2Go, you are likely feeling anxious and slightly overwhelmed. Here are some useful tips to help you get started!
Picture Exchange for nonverbal students is an effective way to implement a communication system. It relies on three main principles and a cycle of phases.
Speech therapy for older children with articulation disorders can be challenging. Here are some tips for assessment, treatment, and carryover.
Today I'll talking about how I implement inclusive language therapy! I’ve written about this topic before, but this time I want to share with you some activities you can put into action right away! These specific
