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Showing page 1 of 4 (37 total posts)
  • Dear Future Leader

    Last week you told me about a recent leadership meeting: participants, proposed initiatives, attempted negotiations, and post-meeting allegiances. I didn’t hear what you needed, but I should have. I tried to dissuade you from higher-level politics. I don’t know if I felt jaded, or if I was trying to protect you. I care about you a lot. I don’t ...
    Posted to Speech in the Schools (Weblog) on November 6, 2015
  • Blending Clusters

    Clients working on cluster blends, /pl/, /bl/, /fl/, /kl/, /gl/, and /sl/, may initially demonstrate vowel epenthesis, inserting a schwa between two consonants, e.g., “puh-lay” for “play”, and altering the syllable shape from CCV to CVCV. We can directly teach how to blend consonants to produce near simultaneous release of sound – and lose the ...
    Posted to Speech in the Schools (Weblog) on October 30, 2015
  • Search That Fact

    Imagine a contemporary trivia game show with teenage contestants pitted against each other to see who can find information the quickest. The host asks a series of factual questions across content areas (history, literature, science, music, etc.). Contestants type key words on their cell phones, which appear on large monitors placed above their ...
    Posted to Speech in the Schools (Weblog) on September 14, 2015
  • 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
  • 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
  • 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
  • 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
  • The Study of Strengths

    As speech language pathologists, we are highly trained at observing and listening. We recognize and identify client productions that deviate from normative targets. We listen for errors and sort errors by type, degree, and frequency to plan remediation. Our testing methods enable us to pinpoint specific areas of difficulty and design intervention ...
    Posted to Speech in the Schools (Weblog) on May 29, 2015
  • Dinosaur Rhotics

    An excited student (working on generalizing /r/) recently told me all about an upcoming summer blockbuster dinosaur movie. He wanted us to watch the movie trailer (and he was highly motivated to talk about the movie). We made a list of /r/ words from the film clips and our own articulation cards using index cards and markers. We highlighted where ...
    Posted to Speech in the Schools (Weblog) on May 21, 2015
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