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Showing page 1 of 17 (166 total posts)
  • Consonant Clusters with Coarticulation

    Many children with articulation disorders may have difficulty with consonant clusters (two sounds together), possibly inserting a sound such as “puh-lay” for “play”. As we produce intricately timed sequences of speech sounds, we are simultaneously completing one sound while we are preparing for the next sound. Our primary active articulators (lips ...
    Posted to Speech in the Schools (Weblog) on April 17, 2015
  • Joining the Conversation

    Daily conversation unites individuals and groups. We establish social bonding and friendships through every day, seemingly trivial, exchanges. Many children with pragmatic challenges (impairments in social language) may have difficulty joining a conversation. Sometimes children have an underlying pragmatic deficit, such as Autism Spectrum ...
    Posted to Speech in the Schools (Weblog) on April 10, 2015
  • Autism Reveals Mother-Child Connection

    After working with thousands of young children with autism, I have noticed something extremely difficult to explain. Young children that do not say one word, yet have such a strong connection to their mothers that they quickly develop an intuitive understanding of how they are feeling. It is a phenomenon that I have seen time and time again.Many ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on April 9, 2015
  • Remembering My Original Motivation

    Children accessing speech therapy should never be about politics, budgets, and high caseloads. Speech therapy and other types of therapy should be available to all children that demonstrate the need. As I write about this, I reflect about my own past working for a school district where I learned about the world of politics as a recent ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on April 6, 2015
  • Terminology and the Power of Plain Language

    Speech language pathologists use an impressive amount of technical terminology, also known as jargon. This is to be expected within any professional discipline, however, clinicians are regularly required to code-switch between high-level terminology and plain language.Back in my early days, I was presenting to a teacher and a young ...
    Posted to Speech in the Schools (Weblog) on April 3, 2015
  • Verb Choices and Learning Opportunities

    Our daily lives are filled with a combination of both obligations and opportunities. Sometimes we may even have difficulty distinguishing between the two. Having the chance to work hard, to push oneself to accomplish tasks, and to learn new things is an opportunity. Access to education is not universal – learning is in many ways still a ...
    Posted to Speech in the Schools (Weblog) on March 27, 2015
  • Self-Care for the Early Interventionist

    As early interventionists, we are constantly on the go. Adhering to the natural environments policies, we are constantly traveling from home to day care and back. The following tips are things we need to consider that are specific to the job that we do. 1. Eat! It is very important to prepare your meals and snacks for the days. I am ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on March 25, 2015
  • Hearing and Seeing “He/She” Pronouns

    Children with language disorders may have difficulty with subjective personal pronouns “he/she”. They may use only “he”, only “she”, or appear to alternate between the two terms indiscriminately. They may even use objective personal pronouns “him/her” instead. We can analyze what we hear and what we see with “he/she”. Auditory/acoustic and ...
    Posted to Speech in the Schools (Weblog) on March 20, 2015
  • Your Child’s Biggest Fan

    Somewhere along the line you have heard the word ''autism.'' Tomorrow is the day someone will either confirm your deepest fears or at the very least tell you this might be going on with your child. I want you to remember this — no diagnosis or label will ever change the love you have for your child. It should never shatter the dreams ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on March 18, 2015
  • Advocates for Acceptance

    In our practice we recognize differing communication and learning abilities. As clinicians, we work to increase our clients’ access to social opportunities and interactions. We understand that all people have a unique way of expressing their thoughts and ideas. Within the nature of the human condition, skills vary across domains, and ...
    Posted to Speech in the Schools (Weblog) on March 13, 2015
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