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Showing page 1 of 21 (202 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
  • Planning for Practice

    With speech sound therapy, guided questions may help children recognize which words to practice and allow for visualization of a semi-independent practice routine.Co-create a list of practice words:•    Which of these words did you think were your star words – your best words?•    Which of these words do you want to ...
    Posted to Speech in the Schools (Weblog) on December 28, 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
  • Looking at Language Samples

    A colleague asked about ways to analyze a language sample:Consider cultural and linguistic factors: dialect/language differences, linguistic community, etc.Highlight conjunctions: compare compound and complex sentences•    Coordinating conjunctions: and, but, or, etc.•    Subordinating conjunctions: before/after, ...
    Posted to Speech in the Schools (Weblog) on December 7, 2015
  • Graduate School Applications

    Do you know anyone applying to graduate school? Here are some tips to share:Writer’s block: Fight the freeze by starting in the middle of the essay. Sometimes we discover introductions through conclusions. Return to the opening lines only after you’ve reached the end.Answer simple questions: Unsure what to say? Start with everyday, plain language. ...
    Posted to Speech in the Schools (Weblog) on November 16, 2015
  • Dear Future Leader

    Last week you told me about a recent leadership meeting: participants, proposed initiatives, attempted negotiations, and post-meeting allegiances. I didn’t hear what you needed, but I should have. I tried to dissuade you from higher-level politics. I don’t know if I felt jaded, or if I was trying to protect you. I care about you a lot. I don’t ...
    Posted to Speech in the Schools (Weblog) on November 6, 2015
  • Blending Clusters

    Clients working on cluster blends, /pl/, /bl/, /fl/, /kl/, /gl/, and /sl/, may initially demonstrate vowel epenthesis, inserting a schwa between two consonants, e.g., “puh-lay” for “play”, and altering the syllable shape from CCV to CVCV. We can directly teach how to blend consonants to produce near simultaneous release of sound – and lose the ...
    Posted to Speech in the Schools (Weblog) on October 30, 2015
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