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Back to School SLP Efficiency Bundles™

September is practically here and many speech language pathologists (SLPs) are looking to efficiently prepare for assessing and treating a variety of clients on their caseloads.

With that in mind, a few years ago I created SLP Efficiency Bundles™, which are materials highly useful for SLPs working with pediatric clients. These materials are organized by areas of focus for efficient and effective screening, assessment, and treatment of speech and language disorders.

A.  General Assessment and Treatment Start-Up Bundle contains 5 downloads for general speech language assessment and treatment planning and includes:

  1. Speech Language Assessment Checklist for a Preschool Child
  2. Speech Language Assessment Checklist for a School-Aged Child
  3. Creating a Functional Therapy Plan: Therapy Goals & SOAP Note Documentation
  4. Selecting Clinical Materials for Pediatric Therapy
  5. Types and Levels of Cues and Prompts in  Speech Language Therapy

B. The Checklists Bundle contains 7 checklists relevant to screening and assessment in speech language pathology

  1. Speech Language Assessment Checklist for a Preschool Child 3:00-6:11 years of age
  2. Speech Language Assessment Checklist for a School-Aged Child 7:00-11:11 years of age
  3. Speech Language Assessment Checklist for Adolescents 12-18 years of age
  4. Language Processing Deficits (LPD) Checklist for School Aged Children 7:00-11:11 years of age
  5. Language Processing Deficits (LPD) Checklist for Preschool Children 3:00-6:11 years of age
  6. Social Pragmatic Deficits Checklist for School Aged Children 7:00-11:11 years of age
  7. Social Pragmatic Deficits Checklist for Preschool Children 3:00-6:11 years of age

C. Social Pragmatic Assessment and Treatment Bundle  contains 6 downloads for social pragmatic assessment and treatment planning (from 18 months through school age) and includes:

  1. Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers
  2. Behavior Management Strategies for Speech Language Pathologists
  3. Social Pragmatic Deficits Checklist for School Aged Children
  4. Social Pragmatic Deficits Checklist for Preschool Children
  5. Assessing Social Pragmatic Skills of School Aged Children
  6. Treatment of Social Pragmatic Deficits in School Aged Children

D. Multicultural Assessment and Treatment Bundle contains 2 downloads relevant to assessment and treatment of bilingual/multicultural children

  1. Language Difference vs. Language Disorder:  Assessment  & Intervention Strategies for SLPs Working with Bilingual Children
  2. Impact of Cultural and Linguistic Variables On Speech-Language Services

E. Narrative Assessment Bundle contains 3 downloads relevant to narrative assessment

  1. Narrative Assessments of Preschool and School Aged Children
  2. Understanding Complex Sentences
  3. Vocabulary Development: Working with Disadvantaged Populations

F. Fetal Alcohol Spectrum Disorders Assessment and Treatment Bundle contains 3 downloads relevant to FASD assessment  and treatment

  1. Orofacial Observations of At-Risk Children
  2. Fetal Alcohol Spectrum Disorder: An Overview of Deficits
  3. Speech Language Assessment and Treatment of Children With Alcohol Related Disorders

G. Psychiatric Disorders Bundle contains 7 downloads relevant to language  assessment  and treatment in psychiatrically impaired children

  1. Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers
  2. Social Pragmatic Deficits Checklist for School Aged Children
  3. Social Pragmatic Deficits Checklist for Preschool Children
  4. Assessing Social Skills in Children with Psychiatric Disturbances
  5. Improving Social Skills of Children with Psychiatric Disturbances
  6. Behavior Management Strategies for Speech Language Pathologists
  7. Differential Diagnosis Of ADHD In Speech Language Pathology

You can find these bundles on SALE in my online store by clicking on the individual bundle links above. You can also purchase these products individually in my online store by clicking HERE.

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SLP Efficiency Bundles™ for Graduating Speech Language Pathologists

Graduation time is rapidly approaching and many graduate speech language pathology students are getting ready to begin their first days in the workforce. When it comes to juggling caseloads and managing schedules, time is money and efficiency is the key to success. Consequently,  a few years ago I created  SLP Efficiency Bundles™, which are materials highly useful for Graduate SLPs working with pediatric clients. These materials are organized by areas of focus for efficient and effective screening, assessment, and treatment of speech and language disorders.   Continue reading SLP Efficiency Bundles™ for Graduating Speech Language Pathologists

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Guest Post – Praxis: It’s not just a test you take after school and Introduction to Prevalent Disorders Bundle Giveaway

On Day 23 of Birthday Extravaganza I have a guest post from Kelly of Speech2U and a giveaway from yours truly entitled: Introduction to Prevalent Disorders Bundle.

A now a few words on praxis from Speech2U.

 A few months ago I went out after dinner with an occupational therapist friend of mine.  We spent the night catching up and geeking out on therapy techniques.  She was describing a class she had taken on Ideational Praxis.  I found an article online called, “A Theoretical Model of Ideation in Praxis” by Theresa May-Benson, M.S., OTR/L.

Praxis refers to motor planning problems.  I have a LOT of motor planning problems and would have benefitted greatly from occupational therapy as a child.  

For example, I’m pretty sure I was still riding my Big Wheel into grade school because I couldn’t ride my bike.  And I once made the mistake of jumping out of a pedal boat to use the lake’s facilities.  Only to realize that I couldn’t figure out how to climb back into the boat.  My friend and I pulled the boat while swimming and tried to wave down other boaters-but they just waved back.  I think we were swimming for at least 30 minutes before some kids told their parents they thought we were in trouble (I was…) and the parents rescued us.  I made myself practice climbing onto the dock for the rest of the afternoon and was finally able to figure out how to get up onto the pedal boat the next day.  You are probably picturing a cute 10 year old Speech2U.  But really I was 32.  

Anyhow, I find motor planning and praxis interesting.  The article is focused on Ideation which is defined as the ability to know what to do with things.  For example, I can look at a ball and know that I can throw it, kick it, bounce it, roll it, sit on it, put it under my shirt to pretend I’m pregnant, or play catch with it.  Theresa May-Benson is proposing that some children may have problems with Ideation which impairs their ability to interact with new objects in different ways.   This is different from a child with motor planning deficits who knows what they would like to do but can’t figure out exactly how to do it.
These children are described as children who often sit out of activities, stand and watch others or refuse to participate in different play activities.  They may be the kids who say, “I don’t know” when asked how to play a game OR when asked what they want to do.   It sounds similar to the planning and initiation deficits described in Executive Function disorders.
What was really interesting to me was the idea that language is an integral part of the ability to initiate motor actions.  So the question becomes, is it that the child doesn’t know what to do with the object-or is it that the child lacks the language to help him conceptualize what to do with the it?  May-Benson suggests “Using a conscious language-driven approach to expand and generalize the child’s semantic knowledge of possible object-action interactions provides an additional avenue for ideation”  (page 174).  She suggests clinicians can help their clients improve their ideation by mapping in language during gross motor activities “For instance, the clinician might help the child analyze a swing: “Sam this swing is on a stretchy cord.  It goes up and down. What could we do with it?”  (page 174).
So what does this mean for us as Speech Language Pathologists?  First, it gives me some ideas of how I can map in language if I am doing a cotreat with OT.  Second, I think it reiterates the importance of teaching a variety of object functions vs. just one.  Maybe the long term goal for an object function goal is to describe 5 different ways that you can use it.  It also reminds me of the importance of teaching actions and helping my clients describe WHAT they are doing in the most descriptive terms.  Last, I think it reminds me to teach object characteristics.  For example, you could pull out a variety of objects and have them tell you what they THINK it will feel like.  Will it be heavy or light?  If it is heavy how do you need to pick it up?
What do you think?  Is this information you could use in your sessions?
kellyKelly Hungaski MS/CCC-SLP has been practicing as an ASHA certified speech language pathologist for the last 16 years. She has worked in a variety of settings including: clinics, schools, telepractice and in adult day work programs. Kelly has special interests in Autism, motor speech disorders, and social/pragmatic language skills. She blogs at www.speech2u.blogspot.com
And now since Kelly of Speech2U has provided some introductory information in this post about praxis, I am supplementing her introductory information with some introductory information of my own by giving away a copy of my Introduction to Prevalent Disorders Bundle. So enter the giveaway below for your chance to win! 

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Bilingual Therapy Resources Linky Party!

bilingual therapy resources link upThe Dabbling Speechie is having a bilingual therapy resources Linky Party so I decided to join in and write a few posts on what I am using and referencing when it comes to assessment and treatment of bilingual and multicultural children.

First up I’d like to tell you a little bit about the post I wrote and materials I created for this purpose.

A few months ago I did a post on Integrating aspects of multiculturalism into group language therapy sessions where I offered some suggestions on how to integrate multiculturalism into your group therapy sessions, which included books, activities and websites.

Below are a few products I’ve created for bilingual/multicultural assessment and treatment purposes:

I also created specific products relevant to comprehensive data collection and narrative assessment of multicultural children

  • General Assessment and Treatment Start-Up Bundle
    • This product bundle contains 5 downloads for general speech language assessment and treatment planning and includes:
      1. Speech Language Assessment Checklist for a Preschool Child
      2. Speech Language Assessment Checklist for a School-Aged Child
      3. Creating a Functional Therapy Plan: Therapy Goals & SOAP Note Documentation
      4. Selecting Clinical Materials for Pediatric Therapy
      5. Recognizing Speech-Language delay in school age-children: a tutorial for teachers
  • The Checklists Bundle
    • This product contains 4 checklists relevant to screening and assessment in speech language pathology
      1. Speech Language Assessment Checklist for a Preschool Child
      2. Speech Language Assessment Checklist for a School-Aged Child
      3. Auditory Processing Deficits (APD) Checklist for School Aged Children
      4. Social Pragmatic Deficits Checklist for School Aged Children
  • Narrative Assessment Bundle
    • This product contains ontains 3 downloads relevant to narrative assessment
      1. Narrative Assessments of Preschool and School Aged Children
      2. Understanding Complex Sentences
      3. Vocabulary Development: Working with Disadvantaged Populations

What materials are you using to assess your bilingual/multicultural students?