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Showing page 1 of 63 (625 total posts)
  • Recognizing Superpowers

    Toddler work is serious business. I have worked with many therapists including early interventionists, speech pathologists, occupational therapists, and behavior therapists. The providers who really stood out to me had extraordinary qualities about them—almost like they had superpowers.I worked side by side with an early interventionist and ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on February 3, 2016
  • Naturalistic Repetition

    Clinicians typically rely heavily on the phrases “say it again” and the mind-numbing “one more time” in articulation therapy. Intervention for speech sound disorders generally includes repeated trials of target words to facilitate auditory discrimination of correct/incorrect productions, self-monitoring of accuracy, and the formation of a new ...
    Posted to Speech in the Schools (Weblog) on January 31, 2016
  • Remain Calm. He's Only a Child

    Therapists often ask me what they should do with kiddos that are just ''out of control.''  I ask the therapist, ''Do you have your game face on?'' They might ask what that means. Allow me to explain.Children feel and react immediately to an adult's fear or uncertainty in their skills, you see. So, when the question about what to do when the ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on January 25, 2016
  • A Better Understanding?

    By Tamer Abouras The degree to which something is understood goes a long way toward how well it is handled. The presence of a cough, for instance, is generally treated as a bad health symptom, but if you had been diagnosed with pneumonia, you’d understand that a cough is actually preferable. (Not having one implies that the congestion in your ...
    Posted to Speech and Hearing Perspectives (Weblog) on January 21, 2016
  • Fall Break Escape

    A. only got two days off for Fall Break this year, but I made an executive decision to allow her to ''play hooky'' for the remainder of the week so that the entire family could take a trip to Fort Walton Beach, Florida in the middle of October. (And by ''play hooky,'' I mean keep A. out of school while letting all her teachers know where she was ...
  • Speech Issues & the 2016 Campaign: Autism

    By Tamer Abouras Regardless of your profession, there’s always something exciting about hearing a politician reference what you do in a speech — to a point. When they’re on the campaign trail, it’s usually nothing but positives: tax breaks, more jobs, student loan forgiveness, etc. If and when they are elected, the addresses and policy ...
    Posted to Speech and Hearing Perspectives (Weblog) on January 14, 2016
  • Predicting the Future

    What will the future bring? As we enter a new time period, a new calendar year, school year, month, or even week, we can help students make predictions about upcoming events. Asking questions about factual and hypothetical events may build metacognitive and syntactic skills:•    What do you know will happen? When we know something ...
    Posted to Speech in the Schools (Weblog) on January 4, 2016
  • PECS With Toddlers?

    Alternative and Augmentative Communication is no doubt helpful and can aide children to communicate. But too often these days I work with young children with autism where behavior therapists immediately recommend A Picture Exchange Communication System (PECS) as the primary means of communication. I have seen hundreds of young children that ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on December 18, 2015
  • Calendars Make Time Visible

    “What day is it today?” I ask students this question at the beginning of every session. It started as strategy of modeling self-talk, showing students my thought processes as I recorded the session data in the data log. Thinking aloud highlights internal steps of planning and information seeking. With busy schedules, often across multiple sites, ...
    Posted to Speech in the Schools (Weblog) on December 18, 2015
  • Describing: Beyond Adjectives

    Many students have describing goals. Describing is the ability to provide details and specific information about a person, place, object, or concept. Descriptors allow a listener to create a mental picture of a shared idea. Descriptors help differentiate between different possible interpretations of an entity, e.g., for “dog”, “the small dog” ...
    Posted to Speech in the Schools (Weblog) on December 14, 2015
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