Real Talk SLP Archives - thedabblingspeechie

Ep. 48 Transitioning from Elementary to High School Setting with Robyn Boyd

Hey Hey SLPs! On this week’s episode, you will hear tips on how to transition from elementary to high school with Robyn Boyd. Robyn has been a preschool/elementary SLP for 7 years, and recently made the switch to high school. “The high school setting is a completely different structure than elementary and you have to make a lot of modifications in how you approach things.” In this episode, Robyn will give SLPs 3 tips for making the transition a smooth one!

 

In this episode you’ll hear:

  • What SLPs need to expect those first 3 to 6 months after transitioning to high school.
  • Differences in working with elementary versus high school.
  • 3 tips for making the transition smooth.

 

Instead of spending the summer procrastinating, why not join the organizational challenge and get your materials in order before the school year starts.

 

You can sign up for the 5-day Themed Therapy Organizational Challenge HERE: 5-day Themed Therapy Organizational Challenge

 

With every 5-day challenge, there are some free goodies for attending, Facebook LIVES, daily giveaways, and an ultimate prize which this time someone is going to win a $100 Amazon giftcard and a free year membership to my themed therapy SLP membership that is launching at the end of this month.

 

Want to be in the know for when the themed therapy SLP membership launches?

 

Get on the Themed Therapy SLP Membership waitlist HERE

 

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Ep. 47- 3 Tips for Planning Themes on a Budget

Hey Hey SLPs! We have been talking about themes all month long, and now I’m going to share three tips for planning themes on a budget.

So this episode will show you that you can do it without a lot of money, and you don’t have to go with all the bells and whistles. Remember…a low budget themed unit is not worse therapy! And some of you have giant case loads as well, so you are doing what’s gonna be best for your kids. 

In this episode you’ll hear:

  • Invest in materials for themes you can use longer than a week.

  • Look for free materials: Readworks.org, YouTube, ABCya, Library, Donations from families

 

  • Find materials that are used:  Facebook MarketPlace, Goodwill, Donor’s choose

If you are using themed materials, but haven’t gotten them organized, you need to join my 5-day themed therapy organizational challenge on Facebook.

 

Each day, you will get a mini-challenge to help you make progress with getting your themed materials and activities organized, so that you can easily find them when you want to use that themed unit in therapy.

 

Instead of spending the summer procrastinating, why not join the organizational challenge and get your materials in order before the school year starts.

 

You can sign up for the 5-day Themed Therapy Organizational Challenge HERE: 5-day Themed Therapy Organizational Challenge

 

With every 5-day challenge, there are some free goodies for attending, Facebook LIVES, daily giveaways, and an ultimate prize which this time someone is going to win a $100 Amazon giftcard and a free year membership to my themed therapy SLP membership that is launching at the end of this month.

 

Want to be in the know for when the themed therapy SLP membership launches?

 

Get on the Themed Therapy SLP Membership waitlist HERE

Ep. 46 Using Themed Vocabulary to Teach Depth of Vocabulary Knowledge

Hey Hey SLPs! In this weeks episode you will learn ways that you can use a theme to teach vocabulary depth with your students who have language impairments.  When we use themes it can help add in new words to those existing semantic networks. It can also make it easier for a child to learn new words if they can fit it into a system or category that a child has already learned well. So, if we use themes in our therapy rooms, we can build that background knowledge and semantic networks, thus making vocabulary growth easier for our students. Today, I am going to share 4 strategies for how you can build depth of vocabulary knowledge using themed words.

 

In this episode you’ll hear:

  • Explicitly teaching the meaning of the words with kid friendly definitions 
  • Teaching about features or function to form category groups. For example, if you discuss a sand bucket, you can name the category of a beach toy, function – you put things inside it like sand, shells, shape- cylinder, made out of – plastic
  • Multiple exposures to words in varied contexts – this is when you can give the child more opportunities to hear and engage with the word while reading a beach-themed book, or using beach vocabulary to build sentences, answer wh-questions, or create a hands on activity such as a sensory bin to use the beach vocabulary in a new context.
  • Relating words thematically or in a taxonomy. Taxonomy – a bathing suit is an outfit for the beach, which you wear during summer, and is clothing. Thematic connection – beach you bring a swimsuit, towels, cooler with food, sand toys, boogie board, sunscreen, umbrella, etc.

If you are using themed materials, but haven’t gotten them organized, you need to join my 5-day themed therapy organizational challenge on Facebook.

Each day, you will get a mini-challenge to help you make progress with getting your themed materials and activities organized, so that you can easily find them when you want to use that themed unit in therapy.

Instead of spending the summer procrastinating, why not join the organizational challenge and get your materials in order before the school year starts.

 You can sign up for the 5-day Themed Therapy Organizational Challenge HERE: 5-day Themed Therapy Organizational Challenge

 With every 5-day challenge, there are some free goodies for attending, Facebook LIVES, daily giveaways, and an ultimate prize which this time someone is going to win a $100 Amazon giftcard and a free year membership to my themed therapy SLP membership that is launching at the end of this month.

 Want to be in the know for when the themed therapy SLP membership launches?

Get on the Themed Therapy SLP Membership waitlist HERE

Ep. 45 Why I Use Themes Longer than a Week

 Hey Hey SLPs! Do you ever find yourself scrambling to find enough activities to cover your Prek-5th grade caseload? You might have a gigantic caseload and are having to plan for a wide-range of ages and treatment areas. If that is you…this episode is for you! Planning for a caseload can easily become scattered because of the many responsibilities we have in the job and next thing you know, you begin just grabbing books, toys, and games off the shelf to cover goals. Because I needed some structure to cover so many goals and ages, I turned to planning by themes. Today, I am going to share 3 reasons why I use a theme longer than one week.

 

 

In this episode you’ll hear:

  • How to streamline your planning – which in turn helps you have a plan quicker, and it is more cohesive
  • How using themes build deeper semantic networks, gives time to work on background knowledge and also increases engagements with the vocabulary and language concepts. There is research that shows students with language impairments need up to 36 engagements with a word to learn it. Plus, you can pick themes that align with the classroom curriculum, the student’s interests, or things that are part of the child’s environment.
  • How themes can be more cost effective when you have to plan for less themes. You aren’t always on the hunt for more toys, books, games, etc. to add to your therapy closet.

 

To grab the FREE themed therapy planning idea guide, text the number 44222 with THEMETHERAPYGUIDE (all capitals)

THEME THERAPY SLP MEMBERSHIP

If you LOVE doing themed therapy, but are tired of spending endless hours searching Pinterest and TPT for themed activities to cover your Prek-5th grade caseload, then the Themed Therapy SLP membership is for you! Having monthly themed activities for a wide range of goals and ages will save you time, stress and money! Want to know when the membership will be ready? Get on the waitlist by clicking the pink button below.   Themed Therapy SLP Membership WaitlistGet on the waitlist to know when this helpful membership is available.

Ep. 44 How to Cover Various Goals Using Themes

Ep. 44 How to Cover Various Goals Using Themes

Hey Hey SLPs! In this week’s episode you will learn how you can use themes to cover a lot of goals. I will walk you through what is a theme, how I started doing theme therapy and you will hear examples of how you can take a theme and adapt them for all ages. If you are new to theme therapy, this episode will give you a ton of nuggets to help you feel more comfortable. You will hear how to adapt these themes even for a large caseload! You can also get a free themed therapy planning cheat sheet, so you can map out all the goals and skills you can target with whatever theme you pick.   

In this episode you’ll hear:

  • What is Theme Therapy?
  • How I started doing theme therapy.
  • Tangible examples of theme therapy.
  If you LOVE doing themed therapy, but are tired of spending endless hours searching Pinterest and TPT for themed activities to cover your Prek-5th grade caseload, then the Themed Therapy SLP membership is for you! Having monthly themed activities for a wide range of goals and ages will save you time, stress and money! Want to know when the membership will be ready? Get on the waitlist by clicking the pink button below.   Themed Therapy SLP Membership WaitlistGet on the waitlist to know when this helpful membership is available.

Ep. 43 Parent Coaching During Daily Routines

Hey Hey SLPs! This week Ayelet Marinovich is here to talk about implementing a coaching model. She will be sharing a framework about how to implement parent coaching with daily routines. All SLPs can benefit from Ayelet’s strategies and tips, whether you are in the school setting or private coaching. 

 

 

In this episode you’ll hear:

  • How parent coaching during daily routines can be a powerful approach to supporting a child’s communication.
  • Tips for planning coaching lessons and how to establish roles, routines and buy-in from parents.
  • How to use the LEARNS framework.

 

So, in the LEARNS framework, the first tenet is L for Listen… Listen, observe, and wait: We spend so much time in the didactic seat – teaching, therapizing, lecturing, giving our “expert opinion,” educating. Of course, this is a big part of your job. But just like our little ones, parents and caregivers need to feel heard. Not only do they need to feel heard, but they also need to be provided with the space to reflect, to observe their child, and to be given permission to say, “I can do this.”

So the first step in doing that is modeling to them that you’re going to provide the space to listen – not only to them, but to their child. You’re all going to participate – not just the therapist: child dyad, but also the caregiver: child, and the therapist: caregiver! This is a place where we all participate – each adult with each other, as well as with the child.

In fact, the child, in many ways, may decide what’s going to ACTUALLY happen in the session. You might have a goal, but the child can often lead the way. The child might create the lyrics of a song you sing, the direction of the conversation, and even the materials you use.

You are not only the therapist, but also the facilitator. And what does it mean to facilitate? Verb: To make (an action or process) easy or easier. You’re simply setting the stage. And whatever happens, you bring it into the session. So if you hear babbling during a song, the sound the child makes will likely make it into the song. If you give the child a choice of two objects, you (or they) might hold them up and whisper to the adult, “let’s wait just a few more seconds…” before you give another prompt. If you see the child becoming overwhelmed, you might slow down the song or offer them a turn with something.

The second tenet in the LEARNS framework is Engage With Play. So within my Learn With Less® “caregiver & me” classes, we use the 4 pillars of Play, Talk, Sing and Move. So here, with play, we want to really help families see the power of open-ended play. In order to create an environment in which both child and caregiver feel they can explore and be playful, what do we have to do? Model playfulness. Follow the child’s lead. Model flexibility for the caregiver. Model turn-taking. Model waiting.

Model the serve and return interaction that we know is so powerful in this context. That’s really what the therapeutic context, and any parent education context, is all about. Providing the space and the structure to bring in the children’s actions and interests, to comment upon them, to build upon them, to sing about them, to imitate them… to value them!

The third tenet: Accept and Interpret. This blossoms right out of the first two – you’re the facilitator of the therapy context, you’re the one who’s going to highlight the value of what’s already happening in the environment.

You’re going to accept what the child is doing and how they’re doing it…

AND, you’re going to share the value of that by creating a structure around it. You can create an entire activity based on what they’re doing, what they’re interested in, and how they’re engaging with any particular material.

Clearly, we need to first scan the environment (to see what’s there, what’s available), and then set up the environment and set the boundaries of what’s acceptable in the beginning (and often, that needs to be established by the caregiver – not by you if you’re in their home)… but sometimes, the less you say, the better – the more you show – by sitting together on the floor or at the table or on the sofa, by closing off certain areas if you don’t want them to be accessible, by covering any “not available” materials so they’re not so distracting…

Now, you also want to accept what the adult is doing, and create an environment in which they feel comfortable participating at their own level, as well – so when they do try something, give them constructive feedback and keep it brief!

The fourth tenet: Repetition – With Variation! As we spoke about earlier, the power of those everyday routines is really in the repetitive nature of it. And this really is the gold standard for early learning.

Dr. Carolyn Musselwhite

So, how do infants and toddlers learn best? “Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts.” That’s a quote from the Office of Special Education Programs and I can give you the link to the document all about these 7 key principles for learning within natural environments.

Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, March). Seven key principles: Looks like / doesn’t look like. Retrieved from http://www.ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf

So, again, within routines. Within daily interactions. Infants and toddlers are detecting patterns in our behavior and in the environment… in order to make sense of it!

While predictability is extremely important… we want to remember to introduce a bit of a pattern interrupt!

Repetition… with variation… supports our young children with both pattern detection, but also enough variation (once a routine is familiar) to ensure our little ones start to deal with changes, and start to offer opportunities for scaffolding – learning new skills, or learning to generalize current skills into new contexts. We can do this in any number of activities – daily routines like changing a diaper, making dinner, bathtime, etc. – in any activity which is highly predictable in nature! And THAT is what the structure of the session provides: the opportunity to build upon familiar routines with often familiar objects and with familiar people, and for you to show your families that they can do this, they’re already doing this, and here are new ways for them to do this – to support their child’s learning. 

The fifth tenet: Navigate using basic materials. The way forward in early intervention, and routines-based intervention, is not about you getting to show off all your cute therapy toys, or getting to use your laminator. For EVERY single material you use (if you bring it into the home or if you use what’s already there), try to think of the most basic version.

Marinovich, A. (2019). Understanding Your Toddler: A Month-by-Month Development and Activity Guide For Playing With Your Toddler From 1-3 Years. Mountain View, CA: Strength In Words LLC.

In our use of everyday items, we are educating caregivers that they don’t need what you have: they can use what they already have in their own home, regardless of how “much” or how “little” they have!

Your clients are a diverse set of caregivers and children who may or may not be accustomed to playing with a variety of materials. They may have started your session already having spent the morning in a cardboard box or the kitchen cabinets… or the caregiver may be completely opposed to their child using their kitchen as a play space.

And the latter? THAT’S OK! That is their right. So if they’re just not comfortable, find another way, another material, another space.

Remember, we’re building family capacity, family confidence, and family competence. You’re making attempts at creating an environment for exploration, you’re providing examples for ways they can engage with their own children. You’re giving them ideas about how they might generalize at home or when you’re not there. You’re showing examples – you’re not giving them the “right” way to parent.

Your model and your structure provides them with a new set of eyes, a new way to see what they already have and what they can use and do… should they wish to implement that without you.

They may start to see, over time, that “controlled chaos” is maybe sometimes ok. That mess is not always terrible, or that they can create “mess” in ways that are more comfortable than others. And they may start to see that the value of those little moments in between… are actually incredibly powerful.

And finally, the sixth tenet: SIMPLIFY! Not only with the materials… but also with your words and with your body! SHOW, don’t tell. Use your body to model what you want others to do – pause expectantly for the adults, as well as for the children.

 

Resources from Ayelet

Learn with Less Certification

Learn with Less Podcast

Learn with Less FREE Training for SLPs

 

Speech Retreat July 17- Virtual PD

 

Speech Retreat Session Topic: Push-In Therapy for Moderate-Severe Classrooms

 

Grab your ticket by June 7th and get a swag box delivered to your door the week leading up to the Speech Retreat.

 

We have 8 amazing speakers and each attendee gets $40 of digital materials and 6 CMH hours. 

 

Grab your ticket here: July 17th Virtual Speech Retreat 

 

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