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Showing page 1 of 19 (188 total posts)
  • 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
  • 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
  • Sammy the Lisping Parrot

    By Susan Gottlieb, TSHH Tommy was an only child. He always wanted a pet to keep him company. On his fifth birthday, his wish came true. His mom took him to the pet store to buy a parrot.Tommy was so excited to take his new parrot home and teach him how to talk. But days and months went by, and Sammy the parrot didn't utter a word.Every day, ...
    Posted to Speech and Hearing Perspectives (Weblog) on August 6, 2015
  • Working With Disadvantaged Families

    Is the socioeconomic status of the parents of a child receiving speech therapy important information to know as an educator/interventionist?I believe it is not just important, but that it is vital. Whether you come out and ask those questions directly or not, there are some subtle signs from a parent in experiencing financial difficulty that can ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on August 6, 2015
  • Involving Parents in Early Intervention

    At our agency, we firmly believe in working alongside the parent and family to address speech and language delays in young children. We provide speech and language services in homes, parks, and day cares if that is the normal routine location that the family participates in. It would be a rare occasion if we were to exclude the parent or have the ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on July 28, 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
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