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  • Compensatory Articulation for /r/

    Compensatory articulation means that we can produce a sound in more than one way. We can use different configurations of our tongue, jaw, lips, etc. to form a target sound. This target sound is perceived to be the same sound by a listener regardless of which mouth posture we are using. Compensatory articulation guides /r/ production. In the ...
    Posted to Speech in the Schools (Weblog) on February 23, 2015
  • Vowel /r/: Starting with the Vowel

    Vowel /r/ distortions are common and often challenging to remediate. We may benefit from starting with the underlying vowel and then re-introducing the /r/. In the United States, we generally have a rhotic /r/, where the vowel is “colored” (changed) by the /r/. Many children recognize this change in the state of the vowel, and when they ...
    Posted to Speech in the Schools (Weblog) on February 16, 2015
  • Child-Led vs. Adult-Led Therapy

    I think all of us in some way have a style to our therapy that prefers one or the other. I have made it my own challenge to be able to do both: the reason being that there should not just be one type of approach for all children. I feel like some kids thrive and respond better when they feel like they can lead the play in a session. Other ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on February 16, 2015
  • Overcoming Device Use Hurdles

    Each time that I help a user get a device I am filled with hope. It is an exhilarating day, thinking about the possibilities that are there for communication. Often though, there are hurdles that interfere with device use, which means we have someone unable to communicate wants and needs. This affects safety, ability to socialize and ...
    Posted to Speech Therapy: The ABCs of AAC (Weblog) on February 11, 2015
  • Ideas: The Power of Sharing

    Each time we work with a client, we are learning about successful intervention and so are our clients. When a target is met, a good idea has been implemented – and when we share credit for these ideas, everyone blooms. Developing a generous and giving mindset toward ideas and reducing instinctive proprietary reactions, may help us to empower ...
    Posted to Speech in the Schools (Weblog) on February 11, 2015
  • Learning with Small Steps

    When I was in middle school, I liked running and signed up for track team. When we met with the coach, she pointed to a far away water tower that was a tiny speck in the distance. “At the end of the season, you will be running to the water tower and back,” she announced.  I could barely see the water tower, and I did not ...
    Posted to Speech in the Schools (Weblog) on February 3, 2015
  • Questions about Communication Device Use in Treatment

    As an SLP who helps treat and train those with communication devices, I get lots of questions about device use. Sometimes families tell me that the therapist or teacher that works with the user “does not want to use the device until they are trained.” In some ways this seems reasonable, technology is really scary, but to me who deals with it ...
    Posted to Speech Therapy: The ABCs of AAC (Weblog) on February 3, 2015
  • Behaviors in Young Children

    Behaviors and speech delays tend to go hand-in-hand, and deciphering which is causing which can be a very frustrating task. Judging and offering opinions right away, I have learned, can come back and hurt the parent/therapist relationship. I try to remember that kids and parents are truly doing the best that they can in the moment. So what to ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on February 3, 2015
  • Your Clinical Space has a Voice

    There are occasional jokes about the types of rooms that are available for specialists who provide services to students in public school settings. Many school buildings are packed with classes, special activities, storage, and designated work/meeting areas. Clinical spaces may vary in size from an entirely empty classroom, a classroom ...
    Posted to Speech in the Schools (Weblog) on January 26, 2015
  • What's in a Name?

    It’s always exciting when someone gets a new communication device. It’s even more exciting when they have been waiting (because the old one broke). Yesterday, Corey brought me his brand new device to set up. He looked at the student that is working with me and said, “I’ve named this one ‘Sky.’” Corey’s last communication device was named ...
    Posted to Speech Therapy: The ABCs of AAC (Weblog) on January 21, 2015
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