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Showing page 1 of 5 (49 total posts)
  • Beginning With Goodbye

    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 ...
    Posted to Speech in the Schools (Weblog) on August 21, 2015
  • Winning the Job Lottery

    “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 ...
    Posted to Speech in the Schools (Weblog) on August 14, 2015
  • When Being Quiet Isn’t Listening

    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 ...
    Posted to Speech in the Schools (Weblog) on August 7, 2015
  • Categorical Negation

    Which of the following is not an easy way to ask a question?a)    Inclusivityb)    Exclusivityc)    Negationd)    Both (b) and (c)My colleague and I worked with a friendly, middle school student, who had language-learning challenges. In the classroom, the students read classic and ...
    Posted to Speech in the Schools (Weblog) on July 24, 2015
  • Demographic Meanings

    “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 ...
    Posted to Speech in the Schools (Weblog) on July 16, 2015
  • Interrupting the Monologue

    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 ...
    Posted to Speech in the Schools (Weblog) on July 9, 2015
  • First Class Clinicians

    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 ...
    Posted to Speech in the Schools (Weblog) on July 3, 2015
  • Speaking and Being Heard

    In the early days of my career, I apprenticed with a clinician who specialized in Augmentative and Alternative Communication (AAC). She was highly skilled and in tune with her clients, who used forms of AAC to communicate. One day, a young girl arrived for her therapy appointment. The girl wore ankle/foot orthotics on both legs and had a stilted ...
    Posted to Speech in the Schools (Weblog) on June 18, 2015
  • Safety in Silliness

    It may take a great deal of bravery to try something new – something that you don’t know how to do, something that feels foreign or strange. When we ask our clients to produce sounds in different ways, we are asking them to experience unfamiliar motor movements. When we shape progressive approximations of targets, we ask our clients to make ...
    Posted to Speech in the Schools (Weblog) on June 5, 2015
  • The Study of Strengths

    As speech language pathologists, we are highly trained at observing and listening. We recognize and identify client productions that deviate from normative targets. We listen for errors and sort errors by type, degree, and frequency to plan remediation. Our testing methods enable us to pinpoint specific areas of difficulty and design intervention ...
    Posted to Speech in the Schools (Weblog) on May 29, 2015
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