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Showing page 1 of 6 (59 total posts)
  • Are You Ready to Order?

    A good waitress communicates, well, tells you the specials and maybe how long something will take to make. A good waitress knows her customer so well that they can remember what kinds of foods you like and maybe recommend something else around your taste buds. She remembers your name and asks how you've been and demonstrates a genuine ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on July 11, 2016
  • Faith in Your Clients

    I remember many years ago when I worked for a public school district and I was touching base with the teacher about one of her students. I asked her if she had any insight about the child's motivators — things I could use to motivate him in therapy. The next few words out of her mouth really made an impact on me forever. She said, ''Johnny? ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on June 21, 2016
  • Articulation: Social Belonging and Safety

    How do you decide if a child needs articulation therapy? My colleague and I discussed different factors.Does it sound like the child has an accent?A mother shared with me that everyone thinks they’re from another part of the country.Their son’s articulation disorder sounds like an accent. Whenever they meet people who have met their son first, ...
    Posted to Speech in the Schools (Weblog) on May 17, 2016
  • Benefits of Insecurity

    Confidence is widely regarded as an important trait for success, and insecurity is often considered a liability. Recently, a colleague who is transitioning to a new team shared her fears with me about her position change. She will soon be working alongside Occupational Therapists and Physical Therapists to serve children who use Augmentative and ...
    Posted to Speech in the Schools (Weblog) on April 12, 2016
  • Evaluating Attention vs. Hearing

    Over the past few years, I have come up with a few techniques to evaluate whether a child who does not respond to their name may be having hearing issues or whether the lack of response could be due to attention. When doing an evaluation, rather than asking the parents whether their child responds to their name, I actually have the parent call ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on March 29, 2016
  • Saying the A-Word

    As a young therapist I felt it was my duty my mission to mention autism the second I saw it. Over the years I think I have changed or evolved to another train of thought. Yes, early identification is important. And yes, parents deserve to know if we have concerns as a professional. The problem is, if I am the treating therapist and mention ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on March 1, 2016
  • We Do Care

    A few years ago, I attended a restorative listening community event, which brought together parents/caregivers, general education teachers, special education service providers, and administrators. I wasn’t sure what to expect as I entered a large hall filled with round tables. Seating was organized so that each table contained members of the ...
    Posted to Speech in the Schools (Weblog) on February 29, 2016
  • Deconstructing Sounds

    I was working with a bright student who has difficulty producing /r/ and consonant clusters. He was explaining about writing computer code in Java script. The word “script” was challenging for him. We stopped the conversation to practice it.“Did you know that script is ‘crypt’ with an ‘s’ at the beginning?” I asked, while writing ‘script’ and ...
    Posted to Speech in the Schools (Weblog) on January 11, 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
  • Thankfulness All Year

    Feeling thankful is recognizing the good things in one’s life, whether they are big things or little things. During clinical sessions, we can help students recognize the significance of everyday events, and the value of the people in their lives. As clinicians, we are role models for our students. We teach through our own values and behaviors. ...
    Posted to Speech in the Schools (Weblog) on November 27, 2015
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