Ideas for Winter Crafts to Use in Speech

Ideas for Winter Crafts to Use in Speech

SLPs either love or hate crafts. They can be a LOT to prep and make a mess. But I would like to argue that easy, simple crafts can be just the activity you need to help increase engagement with a theme or working on functional communication. When planning co-teaching lessons, I will use a simple craft one to two times a month to help reinforce a concept from the book we used. Often times my students dig doing it and we have opportunities to talk about the craft after it’s completed. Today, I wanted to share some ideas for winter crafts that don’t take a long time to prep and can pair well with your winter theme unit.

Craft Materials to Have on Hand 

Easy ideas for winter crafts that don't require a lot of prep or high cost materials.

When thinking about ideas for winter crafts that you can use for therapy, it’s always best to have the craft supplies ready to go. Investing in a small stash can last you for many months, or even the whole year. Your staff prep room may also have most of the supplies, so it won’t be much of a cost from your wallet. Here is a list of craft materials you want to have handy (Amazon affiliate links included):

– String or yarn (Found at Dollar Tree)

Construction paper (Check your staff room)

Jumbo Popsicle Sticks

Colored pencils or markers

Tissue paper squares (you can find some at Dollar Tree too, just not as many colors)

Glue Sticks

Paint and Q-tips

Paper plates 

Ideas for Snowman Crafts

If you LOVE doing a snowman theme in January-February, you can do a snowman craft to pair with any book. This snowman craft template comes with different targets, so that you can use it with any mixed group. Do ONE craft with everyone, but have the targets tailored to your students speech or language goals.

Similarly, make a fun snowman paper plate craft. This can be great for a whole class lesson to work on functional communication. Or, you can do it with your elementary students and glue or write their speech targets on the back. I often print pages from the Any Craft Companion Resource. The trick is to select four pages and then print four to a page, so that they print on one page.

These ideas for winter crafts can be paired with story books to reinforce the character or vocabulary from the book.
This easy snowman paper plate craft is another idea for the winter season!

Grab this FREE visual support step-by-step craft resource for making a snowman craft on this blog post. 

Winter-Themed Paper Plate Crafts

Want more winter-themed paper plate ideas!? You can make a hibernating bear, a snow swirl, or a winter tree. These crafts would pair well with a hibernation theme or any snow-related book! If you want more paper plate craft ideas, check out these blog posts for crafts that use paper plates. They are packed with ideas for how to adapt and use for a variety of goals in therapy. I think paper plates are my MOST favorite craft supply. 

Check out this blog post filled with ideas for winter crafts that you can use in speech therapy for your winter-themed activities.
Check out this blog post filled with ideas for winter crafts that you can use in speech therapy for your winter-themed activities.
Check out this blog post filled with ideas for winter crafts that you can use in speech therapy for your winter-themed activities.

Ideas for Winter Crafts for Winter Clothing

If you need ideas for winter crafts to pair with your favorite winter books, check this post out for speech therapy!

Need ideas for winter crafts to use in speech therapy that has very little prep? Your OT therapists will love you for doing these winter clothing tissue papercrafts. Use your leftover tissue paper from holiday gifts and cut it into squares or use the link above in the craft material recommendations to get tissue paper squares in a variety of colors. Have students make requests for tissue paper, target CORE words for “more,” “again,” “help,” “I,” “turn,” and “all done.” These winter clothing crafts would pair perfectly with The Jacket I Wear in the Snow by Shirley Neitzel or The Mitten by Jan Brett. If you need a winter clothing template and CORE boards to pair with the craft, hit the images below to get the winter language lesson plan guides. You can also do this craft with paint and Q-tips. In case you didn’t know, I also have an entire blog post filled with lesson plan ideas for the book, “The Mitten.” Check it out HERE

Need ideas for winter crafts to use in speech therapy? Using easy to prep tissue paper crafts are great for fine motor and functional communication.
Have low prep winter crafts to use for speech therapy and whole class instruction.

Winter Themed Popsicle Stick Puppet Crafts

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Make winter crafts using popsicle sticks to make easy puppets

What ideas for winter crafts do you have for speech therapy?

Easy winter craft ideas to use in speech therapy sessions!

Do you have a fun and easy winter craft that you use for speech therapy? I am always looking for engaging crafts that can be used during co-teaching sessions.

Share your favorite winter craft in the comments below!

Looking for more winter ideas? Here are some blog posts that may help you plan engaging winter activities:

Winter Sequencing Short Stories Blog Post

Winter Activities for Speech Therapy

Sensory Bins for the Winter Season

4 Tips To Pick A Theme For Your Caseload

4 Tips To Pick A Theme For Your Caseload

When I first began as an SLP, I started with a large caseload that fluctuated between 72-83 students. There was no time in my day to plan for those individual students. So, my brain immediately went to using theme-based lessons that I could adapt for all of my grade levels. Using theme-based lessons that are easily adapted helped me reduce my planning time (and brain power) by hours! I am heading into my 15th year as an SLP, and using themes continues to be a super helpful strategy! I want to share with you 4 tips for picking a great theme for your caseload!

Tip #1 : Pick A Theme That Is Motivating

Check out these 4 tips to help you pick a great theme for your caseload that can be adapted across all of your grade levels. Save hours of planning time by using themed therapy materials to cover your wide range of goals!

The #1 tip I have for selecting a theme is to make sure it’s something that is high interest and highly motivating for your students. This is a much easier task for my younger students than it is for my older elementary or middle school students. I can usually capture my younger students’ interest for any theme by simply incorporating dinosaurs, legos, or something shiny! My older students are not so easily entertained (as I’m sure many of you understand). Another SLP shared with me a little while ago that she likes to poll her older students about what they are interested in at the beginning of her school year. Her students’ answers help drive her lesson planning and theme selection. This is something that can easily be incorporated into your therapy plans for your first week back.

Why is this my #1 tip? The more we can build our students’ interest in the lessons and themes we are using, the more buy-in we’ll see, which we know leads to more progress

Tip #2: Keep Your Students’ Environment In Mind

When picking a theme, think about what is going to be relevant to your student. What is something your students can relate to or experience in their day-to-day lives? I like to pick themes about the seasons, the environment around my student, on-going classroom topics, etc.

Selecting themes that are personally relevant to my students helps build that connection between therapy and real life (can’t forget about that generalization!). A great theme for this summer would be the Summer Olympics, especially for those of you doing ESY.

Check out these 4 tips to help you pick a great theme for your caseload that can be adapted across all of your grade levels. Save hours of planning time by using themed therapy materials to cover your wide range of goals!

Tip #3: Pick A Theme That Inspires You Too

Check out these 4 tips to help you pick a great theme for your caseload that can be adapted across all of your grade levels. Save hours of planning time by using themed therapy materials to cover your wide range of goals!

The themes you pick should also be inspiring and exciting for you too! Of course, my students’ interests will always trump mine (#therapistlife). However, if you can find themes that are as interesting and motivating to you as they are to your students, then you’re going to kill that session! Your excitement will shine through and therapy will be really fun for you and your student.

For example, I love selecting camping themes because I love going camping and hiking and it’s also a theme that my students love. This makes our camping themed therapy sessions really, genuinely, fun!

Tip #4: Pick A Theme You Can Adapt Across Grades

Picking a theme that you can adapt across multiple grade levels is they key to save yourself planning time. For example, an apple theme is great for younger elementary students, older elementary students, and middle schoolers. This theme can also be adapted for my older student with higher needs or benefit from a very supported classroom. I found that many of my students with this profile had language skills similar to some of my elementary student. I was able to take the same concepts and adapt them with age-appropriate photos and materials that are respectful to those students. Here are some sample activity ideas using an apples theme across different age groups:

Check out these 4 tips to help you pick a great theme for your caseload that can be adapted across all of your grade levels. Save hours of planning time by using themed therapy materials to cover your wide range of goals!
Check out these 4 tips to help you pick a great theme for your caseload that can be adapted across all of your grade levels. Save hours of planning time by using themed therapy materials to cover your wide range of goals!

In A Theme Rut?

If you’re having a hard time picking the right themes for your students, check out my free Themed Therapy Planning Guide. It has over 100 seasonal and non-seasonal therapy theme ideas for you to choose from! This planning guide also comes with an editable lesson plan template you can use to help plan your themed therapy sessions. If you’re still having a tough time finding the right theme for your students, I would also recommend collaborating with other teachers. See what themes are being incorporated in your students’ classrooms that can also be incorporated and worked on in speech therapy! 

Check out these 4 tips to help you pick a great theme for your caseload that can be adapted across all of your grade levels. Save hours of planning time by using themed therapy materials to cover your wide range of goals!

Join The Themed Therapy SLP Membership!

If you’re loving themed therapy planning that can be adapted across grade level to save you hours of planning time, check out the Themed Therapy SLP Membership. With this membership you will receive new themed materials to use with your students every month! To kick-off this challenge, I will be hosting a 5-day theme organizational challenge on Facebook. Join now for a sneak peak into the membership, great organizational tips from other themester SLP’s, and fun giveaways! Click on the photos below to learn more.

This blog post is based on my recent Facebook live called, “What Makes a Great Theme for Your Caseload“. Make sure to check it out! 

Get high trials with this paper plate paddle in speech therapy!

Get high trials with this paper plate paddle in speech therapy!

Has your speech sessions needed a little revival of enthusiasm to keep your students motivated to practice their speech productions in therapy? Or, maybe you have a child that is a mover and shaker and needs to get out of their seat to stay focused on their productions. In this blog post, I am going to be sharing how YOU can make paper plate paddles with your students and get high trials while also incorporating movement into your session. Plus, your students will love taking home their paper plate paddle! To learn more about how to prep this craft (spoiler alert: it’s really easy!), keep reading.

How to Make the Paper Plate Paddle Craft

 

I love functional crafts that will achieve meaningful outcomes for my student’s progress on goals. SLPs don’t have a ton of time OR money to prep extensive crafts. You probably have everything on hand or can get for cheap. Here are the supplies I used:

Amazon affiliate links are included for your convenience. I get a small commission when you purchase using this link. 

Have your students decorate their paper plate with circles using the dot markers. You can also have them glue or write their speech words or other language targets on the plate.

 

paper plate paddle craft for speech therapy that can help you get high trials in your speech sessions. Use this craft to add movement into your speech sound disorder treatment sessions.
paper plate paddle craft for speech therapy that can help you get high trials in your speech sessions. Use this craft to add movement into your speech sound disorder treatment sessions.

Glue the jumbo popsicle stick on the back of the paper plate. You can also glue a word list on the back for the child to reference while practicing in the session or at home for additional practice. The word lists I often use come from my Any Craft Companion Pack. 

Tips for How to Use the Paper Plate Paddle Craft with Speech Sound Disorders

Use the dot markers to keep your students engaged with their speech sound productions. Have your student decorate the paper plate with dots before creating the paddle. To make sure you get lots of repetitions in a session, you can have your students say their sound/word for every dot they make on the plate. Or, you can have your students drill five words/sounds per dot.

Sometimes, if my students struggle with waiting or if they take a long time to make dots, I will drill for 1-2 minutes and then let my students put 5-10 dots on the paper and repeat this until the paper plate is fully decorated.

Or, if you don’t have time for crafts, you can make the paper plate paddles and use while the student practices a word and then hitting the balloon up in the air.

Tips for How to Use the Paper Plate Gumball Craft with Speech Sound Disorders

Using Your Paper Plate Paddles for Speech Sound Disorders

The fun really begins when you have the paper plate paddle completed. Blow up a balloon and have students practice their sounds while they keep the balloon in the air. Of course, you can always use this to cover a lot of goals especially for our friends working engagement, joint attention, expanding functions of communication (uh oh, fell down, get it, whoa, high, drop, etc.)

You can give your student one target word to focus on that they can say as they hit the balloon. Or, you can have your student do drills for 1-2 minutes and if they got 20 productions, let them have a movement break to see if they can keep the balloon up in the air for 20 hits.

To help with transitioning between getting to hit the balloon with the paddle and practicing, you can glue words on the back of the paddle (I have an  Any Craft Companion Resource with targets all ready to go.) Onc they say all of the words on the back of the plate, they get to use their paddle.

Send this craft home with your students for additional practice with a balloon. You can direct your parents to blow up the balloon and use the paddle to keep the balloon in the air while they say their speech productions.

Paper plate paddles for speech sound disorders that will increase trials and incorporate movement into your speech therapy sessions.
Paper plate paddles for speech sound disorders that will increase trials and incorporate movement into your speech therapy sessions.

Speech Sound Resources to Use with the Paper Plate Paddles

If you are looking for articulation resources to use while getting those high trials, you can grab my articulation flipbooks. They include word lists, pictures, carrier phrases, and picture scenes for each sound. Use the L flipbook for FREE. The NO Print versions can be used on laptops or iPad

For your students working on speech words at the word and structured sentence level, use my visual sentence starters to help your students get that repetitive practice while creating this craft.

If you need another paper plate craft for working on grammar skills, check out these ideas in this blog post HERE

Share How You Used This Paper Plate Paddle Craft With Your Students

Paper Plate paddle crafts for speech therapy to help get high trials with speech sound disorders

I hope that this post gave you a variety of low-prep and easy, yet effective, ideas for treating speech sound disorders on your caseload. My speech students have loved using the paddles to hit balloons and move around the room as they practice. If you do this craft with any of the students on your caseload, I’d love to hear how you adapted it to fit their needs. Comment here on this blog post or email me at feliceclark@thedabblingspeechie.com.

Monster Sensory Bin for Speech Therapy

Monster Sensory Bin for Speech Therapy

Do your students love talking about monsters? I know mine do! And there are so many books and activities you can use to cover lots of speech and language goals. Here are a couple of blog posts with ideas to use in your therapy sessions.

If you have been following my blog or social media accounts, you know I love sensory bins! They are the best way to engage your students. Today, I want to show you how to make this monster sensory bin using really affordable materials. This googly-eyed sensory bin is really fun to use during the Halloween season or any time of the year!

Grab your favorite monster themed book and use this bin as an extension activity! Amazon affiliate links are included for your convenience. For more sensory bin ideas, I have a whole page filled with ideas to give you inspiration for therapy!

Materials for Making the Monster Sensory Bin

Here are the materials you need to make your speech sensory bin:

-A bin or box of any size

-Monster Googly-Eyed ping pong balls (You can get at the Dollar Tree during Halloween season or grab them on Amazon)

Purple yarn cut up into spaghetti length pieces (Use your 40% off coupon from Joann’s for a great price on yarn)

Learning Resources scoopers or use a plastic spoon or soup ladle with your bin

Ways to Use Your Monster Sensory Bins

This sensory bin can work on functional communication. You can target “want”, “more”, “all done”, “my turn”, “wait”, “help” and “where” using this bin. Do you need a CORE board for some of your students? Head to this blog post to get a free one

Your students can learn the concepts of in/out using this bin. If your students are working on verbs, you can target “pick”, “find”, and  “look” while playing with this sensory bin.

Students can work on language concepts while using this bin. Write different conjunctions on the eyeballs. When a student picks up an eyeball, he/she has to create a sentence with the conjunction. You can do the same thing with prefixes or suffixes. What other goals could you target in your sessions? Let me know in the comments. 

Articulation Practice Using This Monster Sensory Bin

Want your students to increase their repetitions with their articulation sound or phonological process? Write numbers on the eyeballs using a sharpie. Then, have your students hunt for an eyeball. Whatever number is on the eyeball is how many repetitions they have to say. You can also use this as a generic mixed group game. The student with the most points at the end wins!

Are you struggling to get more repetitions with your articulation/phonology students? This blog post will keep your students motivated and working hard each session.

These ping pong balls are bouncy. So, the other way you can use this bin is to put all the eyeballs in a bucket or basket. The student has to say his/her sound so many trials before trying to bounce the eyeball into the sensory bin. Consider it a kid friendly game of monster pong!

Mixed Group Sensory Bin Reinforcer

Play a minute to win it challenge with your students once they complete their work for the session. Set the timer for one minute. Have your students use the scoopers to see how many eyeballs they can get out of the bin in a minute. The student who can get those most eyeballs out in a minute wins.  

How Will You Use This Sensory Bin in Therapy?

Are you going to make this bin for your students? I love storing my sensory bin fillers in gallon sized plastic bags. This way, I can have 1-2 bins and interchange the fillers for new themes. For more storage ideas, head to this blog post. If you need to change up your therapy plans, this sensory bin will definitely get your kids engaged in the session. Make sure to tag me on social media with your bin and therapy ideas @thedabblingspeechie

How To Set Up Your Push-In Speech Therapy

There has been a big shift in school districts wanting Speech Pathologists to adopt push-in speech therapy services for their caseloads. It is very easy to tell SLPs to use this model, but without guidance, this process feels overwhelming. And as SLPs in the trenches, we know that when implementing a new model or approach, many conflicts can arise that impact delivering collaborative services well.

Concerns SLPs Have With Implementing Push-In Service Delivery Models

SLPs raise several questions about implementing push-in speech therapy services. Personally, I know since implementing different collaborative service delivery models, conflicts and roadblocks come up. Even though I am in my 12th year as an SLP, I still find issues with doing push-in therapy. It is an on-going learning process. 

Here are some questions I have asked  about push-in therapy:

  • How will I have time to fit in all the collaborative services into my schedule?
  • How will I take and keep data on these students?
  • Where and when will collaboration and planning happen during my work day?

More Questions SLPs Are Asking About Push-In Service Delivery Model

  • What do I do if a teacher doesn’t want me in his/her classroom? What if the teacher is difficult to work with?
  • How do I know this model is going to be effective for my student? And how do I communicate this recommendation to parents and staff?
  • Why is this deliver model more effective than doing pull-out therapy?
  • How do I structure lessons to target all my students goals?

These are very valid questions SLPs should be asking when considering a collaborative service delivery model. As busy SLPs it is difficult to know when collaborative services are appropriate, and how to manage those services. Furthermore, having the support for ways to plan effective lessons/classroom supports is time-consuming and complex. Trying a new service deliver model takes time. And it also means that you have to be willing to try new approaches and be flexible with the ups and downs with the process. One way that you can feel more confident about trying a push-in approach is getting some guidance with how to set up your push-in therapy session. Today, I will answer “How do I structure my push-in therapy  session?”

 

Roadblocks I Have Faced Implementing Push-In Speech Therapy

I have been implementing push-in therapy sessions starting in my 4th year as a school-based SLP. Over the years, I have found the most success with implementing a push-in speech therapy model with my Special Day Classrooms. There has been a big desire to provide push-in support in the general education teacher, but one of the big roadblocks I faced was time. A lot of times, I needed to see 3-4 kids at a certain time and they all were placed in different classrooms. I physically could not push into the classroom for each child because of time. One group is 30 minutes long. If I went to individual classrooms, I would be spending one to two hours servicing that group. With the size of my caseload, my schedule was not able to accommodate a full collaborative model. For many general education students, I used a pull-out speech therapy model with a coaching/collaborative approach.

We Must Remember What IEP Stands For When Considering Service Models

It is also a good reminder that the Individual Education Plan is just that, individual. We must consider least restrictive environment, areas of need and how a student will learn best base don the present levels of performance. So, I am not in support of school districts telling SLPs that a full inclusion model is appropriate for every student. 

How I Use C0-Teaching In My Special Day Classrooms

Today, I am going to share about how I do a co-teaching or team teaching model with my Special Day Classrooms. When I use this model, I know which students I am providing this support as their services. Some students that have services with me will participate in the push-in lesson, but I may schedule to see them at an alternative time because the areas of need/goals may need to be addressed with a different model. For example, if I have a student with persisting phonological processes, I will try to cover their goals during the push-in lesson as I can, but I may have them on my speech schedule to provide service for that goal in a pull-out group therapy session. Does that make sense?

Tips For Co-Teaching Model in my K-2 Special Day Classrooms for Mild-Moderate Delayed

I go into the classroom for a 50-60 minute block of time. Before starting this co-teaching model, I have set up expectations with the teacher with the support I need during that time. Even though planning out the lessons is more work for me, I found that it has helped teachers with looking forward to having me in the classroom. Typically, I will collaborate with the teacher via conversation or email about the themes and activities I want to plan. My level of co-teaching depends on the teacher. Some teachers like to participate during the whole class lesson and others need me to take the lead on running the entire lesson. Prior to implementing this support model, I share how the session time is structured and the level of support I am wanting to have with the teacher and aides.

What I Do Prior To Starting My Push-In Therapy

During this time, I also ask the teacher about how he/she structures her class and want to make sure I am following his/her classroom procedures. The classroom teacher can help take the lead on behavior management as well as pairing students at the appropriate levels. I am very upfront with my vision for the push-in and how I usually run the lessons. Before starting services, I try to make sure I answer any questions the teacher may have as well as giving them reasons why I chose the co-teaching model.

Here are some talking points that I share:

  • I get to learn from you and the staff on behavior management techniques. There is also an opportunity to learn about the curriculum you are using with students.
  • By doing services in the classroom, it helps minimize transitions and provides language instruction in a familiar, natural setting.
  • All students in the classroom can benefit from the language/social language instruction.
  • I can model techniques for the teacher and staff on how to facilitate more language/communication skills during the school day.

 Helps With Collaboration With How To Support The Classroom Environment

  • It increases opportunities for the teacher and speech pathologist to collaborate about language supports.
  • I am able to plan lessons around the classroom curriculum or help with finding opportunities for students to practice language throughout the instructional day.
  • This model allows me more time to provide support with making visuals or modeling techniques to engineer the classroom for more language and communication (if you say this, then you need to make sure you do it to build trust in the teacher.)

How To Set Up Your Push-in Speech Therapy Session

You can set up a 30 minute whole class lesson or do a 50-60 lesson. Typically, I have found the most success in providing language enriched instruction when doing a 50-60 minute lesson. The longer session works best when you have teacher buy-in to help support running stations with you. The classroom teacher helps with managing behaviors and the flow of the lesson. The speech pathologist can teach the whole lesson as a group in front of the class. The second half of the lesson, break the kids up into small stations that last for 10 minutes each. The instructional aides, SLP and teacher help run a station. Students can rotate to the new language activity every 10 minutes. Or at each table, there is a different activity. If transition is difficult, then scaffold one activity to cover all students’ abilities.

Here is how I set up a push-in speech therapy session for a 50-60 minute period:

  • Welcome and introduce the activities planned. Review behavior expectations. This portion is implemented as a whole class at their desks or on the carpet. I utilize the instructional aides/teachers to support with behaviors and students focusing.
  • I read the chosen book to the class. I make it interactive by asking questions, using hand movements for verbs or have students predict what might happen next. You do not have to read a book during this whole class instruction. You can plan a lesson around a theme using songs, anchor charts and answering questions like a circle time routine.

Planning Movement Breaks & Whole Class Instruction After The Book

  • Then, I implement a movement break or a quick activity to keep the students focus.
  • At that time, I either do a Google Slide presentation with short videos, pictures to answer questions or working on “I see _______.” If I don’t do a Google Slide presentation, I have come up with a quick language activity to work on basic concepts, answering simple questions or describing an item by attributes. This portion of the push-in can be 20-30 minutes depending on attention spans and content planned.
  • Then, I explain each of the stations, who will run the station and which students will go to each station. The first month, you may have a heavy emphasis on transitions and behaviors around transitions. I use a lot of behavior visuals to explain what the child needs to do and how I will signal when it is time to move to the next station. My behavior visuals to teach routines and expectations has helped me support the class during this time. If you want to read more about behavior management, click on this post HERE.

Small Group Work Stations With Other Staff Allow Additional Meaningful Practice

  • Each station has an activity to do that is aligned with the common core standards and targets a language skill or a students goal. Typically, I give the aides and teachers the activities that are easier to implement, so if I don’t have time to give a lot of feedback and direction, they know what to do. I provide cheat sheet instructions or try to make the lesson straight forward, so the aides and teacher feel confident.

  • At my station, I may use the same activity with all the students or I may vary the activity instruction to give that focused time on specific goals. I try to make my lessons at stations aligned with many of the students goals, so they get multiple opportunities to practice. Station activity time can take 10-15 minutes. I usually make sure to allow 1-2 minutes for transitioning students to the next station. If you have a class that struggles with transitioning, you can just move the activities to the next table and eliminate having students moving from table to table. Also, if you find that you want aides/teachers at the three stations, you can do one activity at a time while you float and model skills across the different tables.

Planning Push-In Lessons

Planning push-in lessons can be time consuming and overwhelming. It can be difficult to come up with lessons that are easily adaptable for different language levels and skills. In my next blog post, I will be providing information on how to plan a push-in lesson as well as showing you  a sample lesson plan. If you need language lesson plan guides with activities already thought out for your next push-in lesson, I have lesson plan guides for different themes that will help you feel more confident about going into the classroom. You can check those out HERE. If you have questions or tips for how you do push-in therapy, please share in the comments below or email me at feliceclark@thedabblingspeechie.com

Need More Support With Push-In Services?

If you are tired of feeling alone and insecure about your abilities to implement collaborative services, I created an ASHA CEU course that will help you have the tools to feel confident with implementing push-in services with your caseload. Sign up today HERE.

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