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  • 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
  • Fine Tuning Our Listening Skills

    As a speech-language pathologist, I am very accustomed to measuring how a child understands language. What I have realized, however, is that hearing information and listening to information are two separate and completely different things. What about our own hearing and listening skills towards the parent? Can we tune into what they are ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on August 26, 2015
  • Winning the Job Lottery

    “What would you do if you won a million dollars?”A few years ago I was working with an entertaining group of fifth grade students who were practicing producing their speech sounds at the sentence and conversational level. We were taking turns answering social questions from a deck of cards. We turned over the card with the question, “What would ...
    Posted to Speech in the Schools (Weblog) on August 14, 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
  • 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
  • Assessing Articulation in Toddlers

    It is common for parents to indicate they are concerned about their toddler’s speech sounds at age two. Although most of the time these concerns are typical and age appropriate, there are times when further evaluation or consideration for speech therapy is necessary. We have all heard baby-talk, or children who use phonological processes. ...
    Posted to The Ins and Outs of Early Intervention (Weblog) on June 9, 2015
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