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Smart Speech Therapy (SST) LLC Receives ASHA Approved Continuing Education (CE) Provider Recognition
ASHA Approved CE Provider Status Demonstrates Commitment to High-Quality CE Programming for Audiologists and Speech-Language Pathologists Continue reading Smart Speech Therapy LLC Receives ASHA Approved Continuing Education (CE) Provider Recognition
Those of you familiar with my blog, know that a number of my posts take on a form of extended responses to posts and comments on social media which deal with certain questionable speech pathology trends and ongoing issues (e.g., controversial diagnostic labels, questionable recommendations, non-evidence based practices, etc.). So, today, I’d like to talk about sweeping general recommendations as pertaining to literacy interventions. Continue reading But is this the Best Practice Recommendation?
Last week I did a guest post for The Practically Speeching Blog on the topic of multiculturalism. In case you missed it, below I offer some suggestions on how to integrate multiculturalism into your group therapy sessions.
I don’t know about you but I have a number of multicultural students on my caseload who exhibit language deficits in both their birth language as well as English. Even though I am unable to speak their languages (e.g., Spanish, Hindu) I still like to integrate various aspects of multiculturalism into my sessions in order to support their first language as well as educate them about their culture and other cultures around the world as much as possible. Why? Because among other benefits (e.g., cognitive, linguistic, academic, just to name a few) studies have also found a connection between bilingualism/multiculturalism and higher self-esteem in children (Verkuyten, 2009). For me the latter definitely plays a huge part, since children with language impairments already recognize that they are different from their peers when it comes to their abilities and accomplishments in the classroom, which is why I try to support them in any way that I can in this area. Believe it or not it’s not as complicated as it sounds, and with a little ingenuity you can make it happen as well. Below are some suggestions of what you can do in sessions. Continue reading In case you missed it: Integrating aspects of multiculturalism into group language therapy sessions
For years, I have been seeing a variation of the following questions from SLPs on social media on a weekly if not daily basis:
Let me be frank, these questions show a fundamental lack of understanding regarding the purpose of standardized tests, the knowledge of developmental norms for students of various ages, as well as how to effectively tailor and prioritize language intervention to the students’ needs.
So today, I wanted to address this subject from an evidence-based lens in order to assist SLPs with effective intervention planning with the consideration of testing results but not actually based on subtest results. So what do I mean by this seemingly confusing statement? Before I begin let us briefly discuss several highly common standardized assessment subtests:
Continue reading Dear SLPs, Don’t Base Your Language Intervention on Subtests Results
I frequently see numerous posts on Facebook that ask group members, “What are your activities/goals for a particular age group (e.g., preschool, middle school, high school, etc.) or a particular disorder (e.g., Down Syndrome)? After seeing these posts appear over and over again in a variety of groups, I decided to write my own post on this topic, explaining why asking such broad questions will not result in optimal therapeutic interventions for the clients in question. Continue reading Dear SLPs, Try Asking This Instead
Critical thinking are a set of skills children need to make good independent decisions. Critical thinking abilities involve children analyzing, synthesizing and evaluating information in order to recognize patterns, distinguish right from wrong, offer opinions, anticipate reactions to their actions, compare scenarios to choose favorable outcomes, as well as consider a variety of solutions to the same problem.
Even for typically developing children critical thinking can at times be a bit of a challenge and needs to be nurtured and encouraged through a variety of ways. However, for language impaired children, critical thinking skills hierarchy needs to be explicitly addressed in therapy sessions in order to improve these children’s independent decision-making abilities.
Teaching critical thinking skills to language impaired students is no easy feat especially considering the “seriousness” of the subject matter. One fun way I like to address critical thinking skills is through picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the following categories: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Prior to story reading ask the children to flip through the pictures and ask them questions regarding what the story might be about and what could be some potential story problems based on provided pictures.
During story reading actively question the child to ensure that they are not just passive story listeners (e.g., “Why do you think…?). Begin with basic story recall of characters, events, and outcomes (knowledge). Here asking simple -wh- questions will do the trick. Then move on to checking on what the child has done with the knowledge by asking him/her to identify main ideas of the stories as well as associate, compare, contrast and classify information (comprehension).
As you are reading the story as students to compare and contrast different characters as well as different story situations. Children can also critically compare different (satirical) story versions of popular tales like Cinderella, Little Red Riding Hood, Jack and the Beanstalk, etc.
Involve children in active story discussion and analysis by asking questions the answers to which are not directly found in the story (e.g., Who else do you know who also…?; Why do you think the ___did that?) Ask the student to identify each characters motives. When looking at a particular problem in the story ask the student how they would solve a similar real-life problem (application).
Have them weigh in pros and cons of the characters choices. Make a ridiculous statement about a story or character and have the students argue with you and explain constructively why they disagree with it. It will teach them how to find weaknesses in someone else’s reasoning. Ask the children to synthesize the presented story by generalizing it to relate to another story or an episode from their daily life.
Consider covering up story ending to have the students create their own creative alternate story conclusions. Do a shared story reading in group therapy sessions and then have a debate (e.g, Who is your favorite character and why?) in which each child has to provide appropriate rationale in order to successfully defend their point of view.
Teaching children critical thinking skills is an integral part of therapy since children need to use their language skills effectively in order to make informed decisions and function appropriately in social and academic settings.
Looking for suggestions on the hierarchy of addressing analogical problem skills then grab this one page FREEBIE I created entitled “Teaching Hierarchy of Problem Solving Skills to Children with Learning Disabilities” from my online store HERE.
So how are you teaching critical thinking skills in therapy?
Helpful Resources:
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:
B. The Checklists Bundle contains 7 checklists relevant to screening and assessment in speech language pathology
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:
D. Multicultural Assessment and Treatment Bundle contains 2 downloads relevant to assessment and treatment of bilingual/multicultural children
E. Narrative Assessment Bundle contains 3 downloads relevant to narrative assessment
F. Fetal Alcohol Spectrum Disorders Assessment and Treatment Bundle contains 3 downloads relevant to FASD assessment and treatment
G. Psychiatric Disorders Bundle contains 7 downloads relevant to language assessment and treatment in psychiatrically impaired children
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.
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
Similarly to Speech Therapy for Apraxia, Speech Therapy for Apraxia-Words is designed for working on motor planning with children and adults presenting with developmental or acquired apraxia of speech. Continue reading App Review and Giveaway: Speech Therapy for Apraxia – Words