Early on in my career as an SLP, I knew that many of my students benefited from visual supports to comprehend speech and language tasks. There were many sessions when I was scrambling to scribble out visuals to help my students understand a concept. You can relate, right!? In the early days, I didn’t always have the visuals, or the time to make the visuals I wanted. With more years of experience, and the help of the internet, I have developed or found visual supports that are staples for my speech sessions.
Benefits of Using Visual Supports
Visual supports help our students process information presented orally. They can also help reduce the cognitive demands placed on the brain when trying to comprehend or expressively use a new language skill. Visual supports can also help our students be able to better communicate when they are upset or don’t have a strong expressive skills to let us know what they are feeling or thinking.
Visual Supports for Students to Help With Articulation Generalization & Self-Awareness
#1 Articulation Carryover Visual Supports for Students
Many of my students working on 1-2 sound errors struggle with monitoring their speech productions. I have started incorporating self-awareness tasks to help students be more accountable for their productions.
At the start of each session, we do a Yes/No visual check-in. I either produce the sound correctly or incorrectly in isolation, syllables, or words. The student then judges my production. Then, the student produces 5-10 sounds/words and judges his/her production. We do this before jumping into drill practice.
As my students progress to the sentence and conversation levels (multiple sentences, reading, structured conversations, etc.), I incorporate self-reflection time into my sessions. We also fill out conversation scripts for specific times, places, or people that they may need to use their correct speech. Check out my info about artic carryover HERE. If you need more practical strategies for generalization, I have a blog post HERE you can read.
#2 Articulation Production Feedback Visual
It isn’t super helpful to tell articulation students whether or not their production was correct. I notice a lot of my students get discouraged if I say a lot of “try again” or “nope, wasn’t quite right.” When I give more specific feedback about their production, the student can see when they are on the right track, but may need to adjust their production slightly.
I really love Speechy Musings’ production feedback visual that you can download for FREE here. I have used it in therapy and also sent it home for parents to use with the student as well. I love using file folders to make home programs. You can check out how I make a home program using a file folder and this visual HERE.
#3 Visual Sentence Strips For Speech & Language
Having visual sentence strips or sentence frames for my students has helped so much when learning a new skill. You can read more about how to use sentence strips in therapy HERE.
My visual sentence starter strips have been handy for my mixed groups because I can easily find the sentence strip for different students. They include articulation strips, fluency, grammar, language, and social skill strips. No more writing on sticky notes!
#4 Visual Supports for Social Inferencing
When working on inferencing skills, I like to incorporate visuals. Many of my students with social pragmatic weaknesses or language disorders struggle with making inferences. Some of my students can make inferences, but then have NO idea how they got their answer. So, I like using sentence frames to break down the skill. We first work on what we “see” (concrete details), then talk about what we “know” (accessing scheme and background knowledge). Then, we each make a “smart guess” about what the person could be feeling/thinking or answer a higher order thinking question.
Many teachers are wanting their students to use more academic language when explaining their answers, so I like having those visually displayed, so my students can start to practice using those vocabulary words in context. Need this free visual support? Head over to my TPT store.
#5 Visual Supports for Behavior
I have a lot of students working on following routines and expectations. Many of my students benefit from having a working for chart, first/then visual, and visual reminders for what their bodies need to be doing in a session. That’s why I decided to put all my frequently used visuals in one place.
I just printed it out, glued it to a file folder, and laminated the file folder. Then, I could re-use the visual supports using a dry erase marker. I love that I can use this for multiple students at one time.
If you need this visual, hit the pink button below for this free download. Need more ideas for using file folders? Check out this blog post, HERE.
What Visual Supports Do You Love Using in Speech Therapy?
I would love to know what visual supports you have found helpful for your clients or students. Share the visual in the comments or tag me on social media at @thedabblingspeechie.
One thing that I felt my graduate program could have helped better prepare me for was teaching behavior management techniques for mixed groups. Anyone else struggle with how to create positive behavior routines in speech therapy sessions? I sure did when I first started out. I got my feet wet during my field placements when I did group therapy (aka mixed group madness). But, my real education came when I was a CFY-SLP.
The SLP Struggle With Creating Behavior Routines In Speech
Between lesson planning for all the goals in the group, managing behaviors, and trying to take data, I felt very stressed in some of my groups. Doing all those things at once was really difficult. And some days, I didn’t know how to manage a behavior. Or I was so busy trying to manage behaviors, that I didn’t get to goals/lessons that I wanted to. Then, there are days when incorporating everyone’s goals in the lesson and keeping students engaged led me to completely forget to take data.
Have you ever been there as an SLP? In my first few years, I focused on creating simple rules and expectations. I had a raffle prize box and the students could earn a jelly bean for not getting more than two reminders about behavior. This was the system my master clinician modeled for me. It worked well with keeping my groups in order as I managed a 75+ caseload. Many groups had 4-5 students, so I felt like I didn’t have time to mess around and needed tangible incentives for my students.
Why You Should Create Behavior Routines & Expectations In The Speech Room
Having behavior management techniques in your speech room increases students’ engagement, and improves participation with the lesson being taught. To be effective with implementing your therapy lesson, you need a plan containing strategies for being consistent with expectations. Furthermore, it is also important to foster a positive learning environment while minimizing unwanted behaviors.
Recommendations For How To Create A Positive Learning Environment
-Use simple rules and expectations that are consistently and fairly implemented.
-Make events and activities predictable by establishing routines. Set up cues and signals with students to let them know about transitions in the lesson and/or explain the content or length of the lesson.
-Provide frequent use of praise (non-verbal and verbal) that is specific and descriptive of the behavior being executed. For example, “Thank you, Desmond, for keeping your hands to yourself. That is very respectful.”
-Make adjustments and accommodations to help all students access the lesson and successfully engage in the content (this may mean shortening the assignment, creating visuals, or answering choices to help participation).
-Give opportunities to respond and participate in the activities and materials with all the children in the group/class.
For more research-based classroom management strategies, readthis blog postwith helpful tips to use with students.
Evidenced Based Practice For Using Visual Cues To Establish Behavior Routines
During a lesson, your students have to follow the set rules, transition to a new activity, and participate in the session. That can be overwhelming for our SLP friends. Some of our students struggle with following our complex directions. For example, Devon may remember to raise his hand to speak, but is constantly getting out of his chair during instruction. This causes a lot of distraction for you and the group. He knew the expectation to raise his hand to speak, but his body was struggling to follow the expectation that during reading time, we all have to sit in our chairs.
Research has shown that children who are exhibiting less problem behavior show bigger gains in language skills. So, teaching behavior expectations is very important for speech pathologists. If we can decrease the presence of unwanted behaviors, we will increase the opportunities for meaningful participations in the session.
Our students on the Autism Spectrum process information better when given visual supports paired with verbal directions or expectations.
Visual supports are picture/written word cues that are paired with a verbal cue. This helps your student process information about the behavior routines, skill, or activity. Visual supports you may use with your students could be: pictures, written words, objects, arrangement of the environment, visual boundaries, schedules, maps, labels, organization systems, timelines, and scripts.
Furthermore, visual supports meets the evidence-based practice criteria set by National Professional Development Center on Autism Spectrum Disorder with 18 single case design studies. You can learn more about this evidence-based practiceHERE.
Ideas For Creating Behavior Routines In Speech
My best piece of advice that you can do to improve your behavior routines in speech is to have a plan. Know what your expectations are for students. You also need to know how you will respond when your students ARE doing the expected skill. (Or when they aren’t.)
I would also suggest following the school or classroom behavior management system. By using our own elaborate system, we could be confusing our students. Remember, the best practice is to be consistent! So, I have my own behavior routines for my small groups that I follow.
But when my students need more support, I follow the behaviorist’s/teacher’s recommendations. For example, I have some students using “Working For” charts for “First/Then” charts. I don’t use those supports with my whole caseload. You can find some handy behavior visuals with these charts in myBehavior Visuals resource.
Because I have a large caseload and not always the time to visually write out my therapy lessons on the board, I use a generic therapy structure that I can reference every session. This allows me to change things up, but still follow a consistent, predictable routine.
Use Visual Supports to Reinforce Positive Behaviors
The other important tip is to have visual supports that break down the skills you want your students to use. During a book activity, you have to teach your students how to answer questions while you are reading the book, what their bodies should look like, and the voice volume they need to have while listening to the book.
I use my behavior visuals to teach expectations for transitions, playing a game, and doing a group activity. We even work on the expectations for classroom activities too.
These behavior visuals have been really helpful for teaching the routines of my push-in lessons when students have to move to a new station.
I use the visual supports to reinforce skills that I am seeing such as, “Thanks, Thalia, for being respectful by raising your hand,” or, “I like how Juan is being safe, sitting in his chair.”
When I use the visual supports to share the positive things I am seeing, it naturally helps me ignore the unwanted behaviors. A long time ago, I used a speech reward system with raffle tickets, prize boxes, and earning a jelly bean for each session. It was a LOT to manage. The past few years, I made a goal to focus on teaching routines and making my lessons engaging. I got rid of my prize box about four years ago because it stressed me out, trying to keep it filled. You can hear more about why I got rid of my prize box on a facebook LIVE video I did HERE.
I am happy to report that when you put the efforts into teaching behavior routines and bring in materials that motivate your students, the unwanted behaviors GO AWAY.
Share Your Behavior Management Strategies
What behavior strategies do you use in the therapy room? I would love to know the tools and resources that have been helping your students. Share in the comments or email me at email@example.com.
My son became a reader this year in 1st grade, which is pretty darn exciting! Finding independent reading incentives for my son has been a bit challenging because there are so many other fun things to do. I am a month into summer break and we have been filling it with all things FUN! Day camps, my 3 year old’s birthday party, beach camping, going swimming and lots of activities with friends and family. We are now in July and I realized it’s time to buckle down and get my son back into independent reading every day.
I have been reading books to my kids in the mornings or evenings, but it is super important for my son to continue reading independently. Research has shown that when kids participate with independent reading they build their reading fluency skills (which helps with improved comprehension), increases vocabulary development and builds a child’s background knowledge. In order to keep me accountable and my son motivated, I made some print n’ go bookmarks to keep track of how many books he reads. Once he colors in all the stars, Riley (my son), can cash it in for a reward. His first reward was popsicles!! You can keep it really simple and inexpensive by creating a list of choices like going swimming, ice cream bars, inviting a friend over, IPAD time, no chore day, etc.
Grab this free printable in my TPT store! My son has been liking it so far. Next reward, is a bowling night with the family (this is because I got a really awesome groupon deal). If your child is not yet ready to read books independently, you can still use this incentive for books you read to him/her or maybe use it for when they complete a sight word identification task!
Breaking down social situations and the skills needed to be successful in those situations can be difficult. Social language is very complex and one wrong move can destroy a social exchange. Today, I wanted to show you how you can use social behavior mapping in speech therapy to teach perspective taking and how a person’s behavior affects others.
I am a BIG fan of materials that are easy to store, require little to no prep and can be used flexibly in therapy. Today, I am going to share a great resource from Social Thinking. If you aren’t familiar with the social thinking curriculum, I would recommend buying their Thinking About You, Thinking About Me book or Think Social! book to get started. They are awesome resources that will help enhance your social skills therapy! Today, I am going to be sharing about there Social Behavior Mapping Poster.
Some of the vocabulary taught with this curriculum, uses the terms expected behavior and unexpected behavior. In different social contexts, we have to adjust our behavior, so that we are being expected because we want people to have pleasant, good thoughts about us. For example, when we are watching a football game, it is expected to scream and cheer loudly at the television. However, if we did that behavior at a library, we would be exhibiting unexpected behaviors because what is expected at the library is for everyone to whisper or stay quiet while looking for books.
For our students with social skill deficits, understanding how their “expected” and “unexpected” behaviors affect people is very difficult. They struggle with picking up on non-verbal cues, tone of voice and interpreting ambiguous/sarcastic verbal messages. Some of my students struggle with “seeing” how their behavior affects others as well as understanding that you have to change your behavior in different contexts.
This poster allows the therapist or student to write information on the poster with a dry erase marker, so you can use it all the time. This allows the therapist to tailor the lesson to specific situations the student may need to process through.
What the Social Behavior Mapping Poster Includes
There are four columns with different questions to answer about the behaviors. Here is what is listed in the four columns:
My behavior that is expected/unexpected for the situation
Others feelings about our behaviors
How others treat me based on how they feel about my behavior
How I feel based on how I am treated in the situation
You can chose a general situation such as “lunch time” and map out behaviors that are general to all students, or you can tailor the behavior mapping specific to what the student is exhibiting during that time. I have done both because I have some students that become very resistant and escalated in behavior when I point out their not so great behavior.
I love how we can analyze the different feelings/emotions others may feel as well as how the person may be feeling. We can compare/contrast the affects of expected/unexpected behavior and then think of ways to use more expected behavior in that situation. I am also able to incorporate “thinking bubbles vs. talking bubbles” with this lesson as well.
The only downfall of using a dry erase poster is that you don’t have anything tangible to send home with parents or to give to teachers. So, a quick fix I thought of was snapping a photo with your IPAD or phone and emailing it to parents/teachers!
This poster is only $13!! What a deal! I have found working at the middle school that less is more in terms of materials and this helped me tremendously with planning effective therapy. This is a great tool to use as a warm up if you are having students practice having expected behaviors when playing a game, having a conversation, working in a group, etc. It gets their brains ready to be social thinkers. Do you have this poster? What do you love about using it?
Social Thinking wants to give one of MY followers a Social Behavior Mapping Poster!!! Enter below to win.
Are you familiar with the zones of regulation curriculum? It is a popular self regulation curriculum that helps students communicate how they are feeling. SLPs can use zones of regulation activities to help students initiate communication, explain how they are feeling, or what they are needing. Zones of regulation activities can also help students identify how others are feeling and what words/actions they should do when someone is feeling a certain emotion.
At my middle school, I have students on the Autism Spectrum that have a difficult time with regulating their emotions. They need visual and verbal prompts to recognize what type of emotion/feeling they are experiencing in situations. An SLP can work on teaching self-regulation by using the zones of regulation curriculum in therapy. These terms and strategies help improve a child’s ability to express their emotion and make requests/comments for what they need in a social situation.
What is zones of regulation?
Zones of regulation is a curriculum (amazon affiliate links included for your convenience) designed to help children independently self regulate their actions by teaching them to recognize how their body is feeling. They use colors to explain the different emotions. By teaching these zones, students can learn to increase communication initiations by sharing how they are feeling and what activities they need to do to help them stay in the green zone. Increasing communication around emotions helps decrease unwanted behaviors!
If you want to read more about the program and get more of the worksheets, head over to Zones of Regulation website.
Bulletin Boards For Zones Of Regulation
This is a great poster to hang in your room as a visual and use with your students to generate strategies to help them stay or get to a certain zone. Grab a poster for your speech room on Social Thinking.
My SDC teacher Janelle McDaniel made this cute visual bulletin board for her classroom. I think it is awesome! She had the different zones and then pasted the emotions that go on the zones as a visual reminder for students.
Look what else they made in the SDC classroom! The SDC teacher grabbed free paint chip samples from Home Depot and had the kids write the different emotions for the zones. She took pictures of the students acting out the different zones and posted them in the classroom.
Zones Of Regulation Activities For Your Speech Therapy Sessions
I dabbled around on the internet in search of some more “Zones” activities and this is what I found!
Fun with Firsties made a very cool bulletin board in her class with all the ZONES and has some great strategies on how to make a calm down area.
There are visuals in the ZONES book that you can photo copy and use as visuals. The Lower Elementary Cottage made a “tools” book for students to pick a tool for a ZONE to help them get back to green. If they successfully use the tool, they earn a tool coupon in which they can save up to earn a prize.
I found some hilarious video clips on youtube from one of my SDC teachers. They show the different zones people can be in using clips from the Big Bang Theory!
Sheldon in the yellow zone! Super funny!!
Love this clip for the blue zone. The kids got a kick out of this. We were also able to talk about how the other character was feeling too and why it may be unexpected to ask a friend to rub Vics on your chest when you are sick.
Red zone with Sheldon! This one made me laugh the most!!
This video is of Sheldon in the green zone. Some of my kiddos could relate to feeling the most calm when they are left alone, lol.
This video has LOTS of Zones going on! I recommend starting the video at about 1:28 seconds because Kevin Hart says “bitch” in the video. My students LOVE Kevin Hart and they sure got more interested about ZONES when we watched this clip. What activities have you done with the Zones of Regulation? I would love to add some more ideas to my stash of tricks!!
Need more videos to help teach the Zones of Regulation?
Follow my playlist on youtube for videos that help teach the Zones of Regulation HERE.
I used video clips from the movie Elf during the holidays to work on perspective taking and what “zone” people were in. Check out my blog post HERE!
I have a small elementary caseload that I am covering this year. Most of my cuties have articulation goals, so we try to get LOTS of productions in during the session. I see a couple of them for a 5 minute articulation session and then another time during the week in a group. It is imperative that we stay focused during those sessions because I want lots of practice going on with these students, so that they can meet their goals. If one little lady or gent begins to get off task aka silly, then it affects the productivity of the whole group. After giving warnings and many “please, stop talking, messing around, getting out of your seat, etc.”, an idea popped in my head (this happens from time to time, lol). All of a sudden, I blurt out, the next time I have to ask you to stop__________, you will have a speech fine and owe me 10 words to practice. Well, the next time came and I said “you just got a speech fine.” Read off 10 of your words. It worked! I got 10 productions (woot!) and the rest of the session went without a speech fine or off task behavior.
Throughout the next couple of weeks, from time to time, I had to give some speech fines. It was great because I was able to call the student on their behavior, give a quick consequence that ultimately benefited the student (speech practice) and then move on without causing a big reprimand. Now the kids know, if they mess around, they will owe me with more speech practice.
Over break I was able to make these cards to use in my groups. I am just going to put them in a stack near the table and hand them out as needed. What I love the most is you don’t know which card you may get, which can mean 10 word production fine or a 60 word production fine! I also included language fines as well as a sheet of blank speech violation cards, so you can customize as needed! What do you think? Would this work for one of your groups?