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  • 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
  • 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
  • Hearing Two Phonemes

    A child who is substituting /w/ for /r/ makes progress producing /r/. He is now using /r/ in initial position in words. Surprisingly, he is also now substituting /r/ for /w/. He is producing “right” correctly, but now he is no longer saying “white”. My colleague shared this story with me and explained how she needed to provide specific ...
    Posted to Speech in the Schools (Weblog) on April 5, 2016
  • Recovering From an Angry Email

    I received an unfriendly email message from a colleague. The message started nicely with kind words, but ended with criticism and complaints. I felt stung. The whole situation was a misunderstanding and I had not even caused the problem. “I’m innocent,” I wanted to proclaim. “It wasn’t my fault. We didn’t even know that there could be a problem.” ...
    Posted to Speech in the Schools (Weblog) on March 16, 2016
  • Vocabulary Schemes

    I almost got in an argument with a five-year-old. We were working on describing skills and taking turns providing descriptors for familiar objects. We were looking at a picture of a car. I attempted to give him a clue. I whispered that a car needs a key. He shook his head, “no”. He said that a car didn’t need a key. I looked at him ...
    Posted to Speech in the Schools (Weblog) on January 25, 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
  • Describing: Beyond Adjectives

    Many students have describing goals. Describing is the ability to provide details and specific information about a person, place, object, or concept. Descriptors allow a listener to create a mental picture of a shared idea. Descriptors help differentiate between different possible interpretations of an entity, e.g., for “dog”, “the small dog” ...
    Posted to Speech in the Schools (Weblog) on December 14, 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
  • 'Is the Teacher a Racist?'

    “Do you think that the teacher is a racist?”Does this question offend you? Does it depend on the context? Does the context matter?Here is the actual situation: the special education team is reviewing referrals from general education staff. One teacher (not present) has referred a fourth grade student for concerns about his reading and math ...
    Posted to Speech in the Schools (Weblog) on November 20, 2015
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