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  • Introducing the SLP Profession

    May is Better Speech and Hearing Month and a wonderful opportunity to increase awareness of every individual’s fundamental right to communication. Communication allows us to make social connections, develop emotional bonds with others, and have a sense of agency - to be active in the daily decisions of our lives. Visible markers, from a poster, ...
    Posted to Speech in the Schools (Weblog) on April 30, 2015
  • 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
  • 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
  • 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
  • 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
  • White/Gold vs. Blue/Black Dress

    Millions of people on social media and later mainstream media recently viewed a photo of a particular dress that stirred a national debate. Due to the background lighting and photographic exposure, people saw the two colors of the dress differently. For all of us who debated the colors of that dress (blue/black or white/gold), we had a ...
    Posted to Speech in the Schools (Weblog) on March 4, 2015
  • Compensatory Articulation for /r/

    Compensatory articulation means that we can produce a sound in more than one way. We can use different configurations of our tongue, jaw, lips, etc. to form a target sound. This target sound is perceived to be the same sound by a listener regardless of which mouth posture we are using. Compensatory articulation guides /r/ production. In the ...
    Posted to Speech in the Schools (Weblog) on February 23, 2015
  • Vowel /r/: Starting with the Vowel

    Vowel /r/ distortions are common and often challenging to remediate. We may benefit from starting with the underlying vowel and then re-introducing the /r/. In the United States, we generally have a rhotic /r/, where the vowel is “colored” (changed) by the /r/. Many children recognize this change in the state of the vowel, and when they ...
    Posted to Speech in the Schools (Weblog) on February 16, 2015
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