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Showing page 4 of 63 (622 total posts)
  • Keep Calm and Stay Optimistic

    As speech-Language professionals many of us face struggles every day as we meet and work with those new and challenging clients.  Whether it’s finding and practicing new therapy strategies to help our clients reach their target goals or identifying additional needs as they arise.  We all face them and most of us every day.  What ...
    Posted to The Voice of the SLP Assistant (Weblog) on October 28, 2015
  • In Defense of Blinders

    “If you’re not outraged, you’re not paying attention” is a familiar political quote, expressing a form of social commentary. Those of us who work within organizations have reasons to be outraged. We are beholden to processes and procedures designed by others. We live within complex structures with layers of bureaucracy and pre-established rules ...
    Posted to Speech in the Schools (Weblog) on October 16, 2015
  • Letter to a Friend

    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, ...
    Posted to Speech in the Schools (Weblog) on October 9, 2015
  • Abandoning Ship

    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 ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on September 18, 2015
  • Measuring Trust

    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 ...
    Posted to Speech in the Schools (Weblog) on September 18, 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
  • Belonging in Competition

    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 ...
    Posted to Speech in the Schools (Weblog) on August 27, 2015
  • Fine Tuning Our Listening Skills

    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 ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on August 26, 2015
  • Building Sounds One Block at a Time

    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 ...
    Posted to Speech and Hearing Perspectives (Weblog) on August 25, 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
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