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Showing page 1 of 4 (37 total posts)
  • Describing Dialect

    “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 ...
    Posted to Speech in the Schools (Weblog) on September 25, 2015
  • Search That Fact

    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 ...
    Posted to Speech in the Schools (Weblog) on September 14, 2015
  • 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
  • Metacognition and Success Mindset

    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 ...
    Posted to Speech in the Schools (Weblog) on July 30, 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
  • 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
  • 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
  • Dinosaur Rhotics

    An excited student (working on generalizing /r/) recently told me all about an upcoming summer blockbuster dinosaur movie. He wanted us to watch the movie trailer (and he was highly motivated to talk about the movie). We made a list of /r/ words from the film clips and our own articulation cards using index cards and markers. We highlighted where ...
    Posted to Speech in the Schools (Weblog) on May 21, 2015
  • Every Mouth is Special

    Early in my career, I was completing what I expected to be a routine oral mechanism examination for a shy girl in the 4th grade. She opened her mouth wide and I shined my flashlight into her mouth. She had two complete sets of teeth, side-by-side – like a shark’s mouth. I was shocked. I had never seen anything like that, nor imagined that children ...
    Posted to Speech in the Schools (Weblog) on May 8, 2015
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