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Showing page 1 of 12 (117 total posts)
  • The SLP's Gift of Clarity

    Clear and easy-to-follow directions are like a compliment. They make you feel better about yourself. Confusing and poorly explained directions are like an insult. They have the potential to lower your self-esteem and your belief in your own abilities. As adults, we've seen poor directions related to our purchases. Some products have the warning ...
    Posted to Speech in the Schools (Weblog) on January 26, 2017
  • Using Perceptual Illusions in Speech Therapy

    Children who have challenges with pragmatics and social language often struggle with recognizing that people have different perspectives on the same situation. People interpret actions, behaviors, and events from their own unique viewpoint. One of my colleagues recently shared an interesting technique to teach multiple interpretations through ...
    Posted to Speech in the Schools (Weblog) on September 12, 2016
  • Learning from Clinical Mistakes

    I hate making clinical mistakes. They make me feel bad about my skills and myself. Mistakes may often be based on lack of information, which affects the development of a relationship. Sometimes the desire to make a difference as quickly as possible negatively affects the collection of comprehensive background information and prolonged ...
    Posted to Speech in the Schools (Weblog) on August 8, 2016
  • Cooperative Categories

    Humans may be able to remember thousands of words, but we definitely can’t always find the word we want when we want it! We may have unlimited storage for words and concepts, but we definitely have limited retrieval.We can make word recall easier through organization and categorization. When we think of with a word, we search through a large ...
    Posted to Speech in the Schools (Weblog) on July 7, 2016
  • Rainbow Fairies

    Fairies represent magic and wonder. The word “fairy” is a magic because it helps students transition from consonantal /r/ to vocalic /r/. The intervocalic /r/ in medial position allows us to produce /r/ at the end of the first syllable and the beginning of the second syllable, “fairrrr-- -rry”. We can teach the postvocalic /r/ through ...
    Posted to Speech in the Schools (Weblog) on June 29, 2016
  • Record It

    Cell phones and tablets allow for immediate audio and video recording. Students typically begin by making silly recordings of greetings and funny sayings. Since most of us are initially surprised at how our voice sounds on a recording, we watch British Radio 1 Scientist, Greg Foot’s YouTube video, “Why does your voice sound different on a ...
    Posted to Speech in the Schools (Weblog) on June 14, 2016
  • What Did You Learn This Year?

    Every school year we learn new things. I recently took a few minutes to ask each student the question, “What have you learned about your talking and your speaking this year?”Here are a few of the different responses:•    “I learned that I can do good R’s fairly consistently.”•    “I learned a different kind of R and ...
    Posted to Speech in the Schools (Weblog) on June 9, 2016
  • 'Dear Tongue...'

    “We need to write a letter to your tongue so that it will know what to do. What directions do we need to give your tongue?” The students generate directions and tips that we write on a card. A “Dear Tongue” letter for /r/ might be:“Dear Tongue,•    Remember to go to the back of the mouth•    Lift up the sides a little ...
    Posted to Speech in the Schools (Weblog) on May 31, 2016
  • Deconstructing Describing

    Let’s start with a virtual field trip to the zoo to watch the hippos eating watermelon, using multimedia. With YouTube, we can bring entertaining videos of zoo animals to therapy sessions. The hippos, with their mouths wide open awaiting a large, whole watermelon, give us a way to build our describing skills.We can start with a basic noun phrase ...
    Posted to Speech in the Schools (Weblog) on May 24, 2016
  • Spelling /r/

    How do you say, “Squirrel”? Does your pronunciation truly match the spelling of “squirrel”?A bright student and I were practicing the postvocalic /r/ sound in “first”. I re-spelled the word (incorrectly) as “ferr—st” to show how it’s pronounced with an emphasis on the underlying vowel and a prolongation of the /r/. “Even though it has an ‘i’ in ...
    Posted to Speech in the Schools (Weblog) on May 4, 2016
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