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October 9, 2015 7:45 AM by Teresa Roberts of Speech in the Schools

Dear Friend,

Thank you for trusting me and telling me about everything. I didn't realize how difficult this fall has been for you. The problems you described are painfully familiar:

    Fundamental imbalances in the amount of tasks required within the time period allotted
    Insurmountable paperwork and documentation, and the sinking knowledge that you could easily fill ...

October 2, 2015 8:57 AM by Teresa Roberts of Speech in the Schools

When the right advice is given at the appropriate time, it improves lives. When off-hand, unsolicited advice is given, it may be a source of frustration. The concept of advice is to guide another person in making a decision or completing an action. As Speech Language Pathologists, we are often expected to provide advice and demonstrate expertise. We may inadvertently begin offering unsolicited advice to our colleagues, ...

September 25, 2015 9:58 AM by Teresa Roberts of Speech in the Schools

"Do you think that the student's responses are affected by dialect?" I asked my colleague. We were discussing a student's performance on a subtest that required generating original sentences given a picture and a stimulus word.

"What dialect?" she countered, "Trailer Park?"

After a momentary pause, I said, "I was thinking rural or mountain dialect."

Linguist Max Weinreich stated that, "A language ...

September 18, 2015 9:11 AM by jasna cowan of The Ins and Outs of Early Intervention

What if a child just isn't making the progress you would like to see no matter what toys or activities you plan for.

I hear that a lot from therapists: "This child just stumps me" and "He just isn't progressing."

I say "time to abandon ship."

In order for us to clean our slate and avoid becoming so frustrated that we actually do not look forward to working with that child, it's time to ...

September 18, 2015 8:34 AM by Teresa Roberts of Speech in the Schools

There's often a single moment in therapy when you recognize that the client now sees you as a trusted support. As clinicians, we measure clients' progress in skill development in many ways, including daily data collection, judgments of approximations, tallies and percentages of correct responses, levels of scaffolding and modeling, audio/video recordings, analyses at regular intervals, and more. Even with all of these ...

September 14, 2015 2:01 PM by Teresa Roberts of Speech in the Schools

Imagine a contemporary trivia game show with teenage contestants pitted against each other to see who can find information the quickest. The host asks a series of factual questions across content areas (history, literature, science, music, etc.). Contestants type key words on their cell phones, which appear on large monitors placed above their heads for the audience to view. The winner is the one who is the most adroit ...

September 4, 2015 10:59 AM by Teresa Roberts of Speech in the Schools

A colleague told me that during the first Special Education staff meeting of this school year, an administrator pointedly asked her, "What is it that you actually do?" The principal was questioning team members about their individual roles and the services they provide for students. Members of the team were responding by listing curriculum kits and standardized intervention approaches.

As my colleague attempted ...

August 27, 2015 1:58 PM by Teresa Roberts of Speech in the Schools

Competition may be inherently divisive and alienating, as people are sorted into predetermined roles based on "winning" and "losing". People handle competition in different ways, and some types of responses are more successful than others. Ideally, we gradually learn to manage our frustration when we don't win a game. Recently, I was touched by one student's empathy, and his attempts to resolve a situation when two ...

August 26, 2015 6:03 AM by jasna cowan of The Ins and Outs of Early Intervention

As a speech-language pathologist, I am very accustomed to measuring how a child understands language. What I have realized, however, is that hearing information and listening to information are two separate and completely different things.

What about our own hearing and listening skills towards the parent? Can we tune into what they are concerned about? Can we evaluate or treat the child and all the ...

August 25, 2015 8:59 AM by Speech Merion of Speech and Hearing Perspectives

Susan Gottlieb, TSHH, speech therapist, invented the following speech game for helping children correct speech production. Children find it very interesting, as they need to produce the proper sound in a word before they can add a block to a tower. What's more, there's no additional expense, as the tower can be built with toy blocks or virtually anything stackable. Thanks Susan, for sharing your game! Have a game ...

August 21, 2015 9:50 AM by Teresa Roberts of Speech in the Schools

There's always a small thread of sadness mixed in with the happiness when a client completes therapy.

Our relationships with students are temporary. Sometimes they last a few years, and sometimes they last a few months or less. Yesterday, a student who has been making excellent progress on her articulation asked me, "What happens when I'm finished with my R's?"

"You don't need to work on any other sounds. ...

August 14, 2015 8:04 AM by Teresa Roberts of Speech in the Schools

"What would you do if you won a million dollars?"

A few years ago I was working with an entertaining group of fifth grade students who were practicing producing their speech sounds at the sentence and conversational level. We were taking turns answering social questions from a deck of cards. We turned over the card with the question, "What would you do if you won a million dollars?"

Each of the students ...

August 7, 2015 8:24 AM by Teresa Roberts of Speech in the Schools

Some years ago, a student showed me how 'sitting quietly' doesn't necessarily equate to 'listening'. His teacher was concerned about his behavior during reading and his auditory comprehension skills. He was a friendly and gregarious student who was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and mild language/learning challenges.

We decided to role-play reading to find ways to help him. ...

August 6, 2015 10:59 AM by Speech Merion of Speech and Hearing Perspectives

By Susan Gottlieb, TSHH

Tommy was an only child. He always wanted a pet to keep him company.

On his fifth birthday, his wish came true. His mom took him to the pet store to buy a parrot.

Tommy was so excited to take his new parrot home and teach him how to talk. But days and months went by, and Sammy the parrot didn't utter a word.

Every day, Tommy would come home to his parrot: ...


Is the socioeconomic status of the parents of a child receiving speech therapy important information to know as an educator/interventionist?

I believe it is not just important, but that it is vital.

Whether you come out and ask those questions directly or not, there are some subtle signs from a parent in experiencing financial difficulty that can indicate considerations and flexibility on our part as ...

July 30, 2015 5:03 PM by Teresa Roberts of Speech in the Schools

How we ask questions and the types of questions that we ask our clients may encourage success-based thinking patterns. Forward-thinking and future-based questions may help clients envision themselves meeting their goals. Being able to see oneself in the future is a metacognitive skill.

As clinicians, we believe that our clients are able to make gains. We have faith that they will make progress toward ...

July 30, 2015 9:30 AM by Speech Merion of Speech and Hearing Perspectives

Having managed nearly 200,000 patient visits, and conducted in excess of 12,000 education and wellness classes, the Muhammad Ali Parkinson Center in Phoenix is celebrating its extraordinary accomplishments with a unique testimonial video featuring patients paying tribute to the 17-year-old comprehensive center and its famous ...


At our agency, we firmly believe in working alongside the parent and family to address speech and language delays in young children.

We provide speech and language services in homes, parks, and day cares if that is the normal routine location that the family participates ...

July 24, 2015 8:21 AM by Teresa Roberts of Speech in the Schools

Which of the following is not an easy way to ask a question?
a)    Inclusivity
b)    Exclusivity
c)    Negation
d)    Both (b) and (c)

My colleague and I worked with a friendly, middle school student, who had language-learning ...

July 16, 2015 7:26 PM by Teresa Roberts of Speech in the Schools

"My caseload is really diverse. About 25% of the students are African-American, 25% are Hispanic, 25% are Asian, and the rest are American."

One of my colleagues offered this description of her caseload at a social event attended by other clinicians and university faculty. Did you notice anything interesting about the above statement? Perhaps you thought about ...


There are many test tools on the market to use with young children. I think it is important to understand the information that each of these tools can yield and that testing should contain a play component, a parental report component, and a standardized testing component whenever ...

July 9, 2015 10:34 PM by Teresa Roberts of Speech in the Schools

Many people are enthusiastic communicators who love to share stories and talk about their hobbies and interests.

I once worked with an 11-year-old boy who was creative, engaging, and entertaining. He had specialized interests and advanced skills in engineering. He loved to talk about his latest inventions - in a long, detailed, running monologue.

As much as people may have been interested in his projects, ...


"Are you kidding?" I chuckled to myself at the thought of the title of this blog entry.

In grad school, I actually thought that you evaluated a toddler's speech and language skills by breaking out a standardized testing tool and you administered the test and that was that. ...

July 3, 2015 6:04 AM by Teresa Roberts of Speech in the Schools

Last week I met a skilled clinician who had recently relocated, transitioning from running a private practice in an urban environment to working in a rural school district. After our conversation, she shared the following sentiment: "I was encouraged by your own strong feelings that school-based clinicians aren't second class therapists and shouldn't be viewed that way."

The inherent desire for humans to categorize, ...

June 30, 2015 10:22 AM by Speech Merion of Speech and Hearing Perspectives

Elizabeth Kenkel is a 21-year-old young woman with Moebius Syndrome and cerebral palsy who no longer has to rely on anyone to share her ideas, thoughts and feelings thanks to her speech-generating augmentative and alternative communication (AAC) device. Her mother, Sandra Kenkel, shares the following tips for other parents of children using AAC:

Don't underestimate your child. Set the bar high ...



Stephanie Bruno Dowling, M.S. CCC-SLP, discusses her experiences in early intervention and offers tips to clinicians and families.

A blog by and for school-based speech-language pathologists.

Tips, tricks, reviews, and ideas for using touch screen apps and technology to enhance therapy, work, and the lives of your clients. 

Josh Gilbert is entering his third year as a Doctor of Audiology student at The University of Florida. He is a graduate of Baylor University in Texas, where he earned a Bachelor of Science degree in Biology and a minor in World Affairs.

Darlida is a school based and early intervention therapist and evaluator who works with culturally and linguistically diverse infants and middle school students.

Guest bloggers working anywhere within the speech and hearing field share their therapy experiences, new research, lessons learned, useful tools and more.

This blog is about using a common sense, evidence-based approach to evaluating, treating and implementing Augmentative and Alternative Communication.

A pediatric SLP shares her experiences in early intervention, and offers tips, tricks and strategies for other speech therapists.

Advocating for national accreditation.