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Showing page 1 of 19 (181 total posts)
  • 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
  • Question Parents Carefully

    There are many test tools on the market to use with young children. I think it is important to understand the information that each of these tools can yield and that testing should contain a play component, a parental report component, and a standardized testing component whenever possible. There are parent questionnaires and tools that rely ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on July 16, 2015
  • Interrupting the Monologue

    Many people are enthusiastic communicators who love to share stories and talk about their hobbies and interests. I once worked with an 11-year-old boy who was creative, engaging, and entertaining. He had specialized interests and advanced skills in engineering. He loved to talk about his latest inventions – in a long, detailed, running ...
    Posted to Speech in the Schools (Weblog) on July 9, 2015
  • Administering Tests to Toddlers

    “Are you kidding?” I chuckled to myself at the thought of the title of this blog entry. In grad school, I actually thought that you evaluated a toddler's speech and language skills by breaking out a standardized testing tool and you administered the test and that was that. Well, that sounds fabulous, but let me tell you all of the things that ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on July 7, 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
  • The Gift of Communication

    I am so grateful to have chosen the career that I have as a speech-language pathologist. At one point in my education, I remember being worried about choosing the right job. I did all of the prerequisites to become a nurse at first. At the last minute, I decided to pursue the field of speech therapy at San Francisco State University. Looking ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on June 25, 2015
  • Speaking and Being Heard

    In the early days of my career, I apprenticed with a clinician who specialized in Augmentative and Alternative Communication (AAC). She was highly skilled and in tune with her clients, who used forms of AAC to communicate. One day, a young girl arrived for her therapy appointment. The girl wore ankle/foot orthotics on both legs and had a stilted ...
    Posted to Speech in the Schools (Weblog) on June 18, 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
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