“My son is not confident”, says a concerned Mom at a picnic I’m attending. She goes on to say, “He seems to have difficulty understanding what people are saying and responding to them in an appropriate time frame, so he is struggling in college.”unica Continue reading “Life Long: Language-Based Learning Challenges”
“SORRY, I win!” Wow, perfect /s/ pronounciation! YEAH!
Play is the key to speech and language therapy when working with children and teens on developing new language skills. SORRY for this child the game of SORRY by Hasbro provided him with the motivation to work on the articulation of the /s/. Finally, as he won the game he produced a perfect /s/ in a short sentence. It was definitely a win for him.
How do you motivate children and teens to work on skills repeatedly over the course of many speech and language therapy sessions? You play. Board games, special therapy games, video games, games on ipad apps, specially created one of a kind games, building blocks, doll houses, bubbles, and online games are a few of the ways to play to keep children interested in improving their speech and language.
Imbedding targeted skill development into play is a strong motivator for most children. In the case of “SORRY” sometimes the same game is used repeatedly , sometimes they are changed depending on the targeted goals. In this case. SORRY was adapted to work at many different levels of skill development because this child preferred the game. Initially work consisted of establishing the /s/ sound. For example, start your turn with 5 /s/ repetitions. “Now it’s my turn, listen to my /s/’s are they being pronounced correctly.” Not only is his speech improved, but his ear is being trained to hear the /s/ sound. This is a critical component of articulation therapy. Playing during therapy is an effective way to develop new speech and language skills in childre
My client was concerned that she was passed over for a much deserved promotion because of her accent. She said that she often avoided eating lunch with her co-workers because she rarely understood their jokes or references and she thought this might have hurt her opportunity to advance. Accent modification she felt would improve her mobility within her company. Continue reading “Accent Modification 30% Non-Verbal Language 70%”
“I have problems expressing my thoughts: Ever since the day I was born, I’ve always had problems expressing my thoughts and getting out what I wanted to say,” says the writer on psychologist Kristina Randle, Ph.D., LCSW, blog on PsychCentral. Continue reading “Expressive Language Disorder or English as a Second Language”
Recently, I took a 30-hour intensive refresher training in Orton-Gillingham, a preferred method of instruction for people with dyslexia, given by the Institute of Multi-Sensory Education. Continue reading ““C” says /K/: Orton-Gillingham Reading Approach”
What we think about our ability to learn matters. Believing that we can only learn a fixed amount, or that others can only learn a fixed amount, does not offer anyone the opportunity to grow. Without the belief that we can learn and grow, a “C” student can never become an “A” student. Continue reading “The Potential of a “C”: Developing a Growth Mindset”
Twice exceptional learners may remain undiagnosed, by educational professionals including Speech Pathologist, because of their unique abilities in other areas. The language assessment in a neuropsychological battery and in some speech pathology tests often require only one-word or limited responses. Continue reading “Revealed: Twice Exceptional Learners”
Even though teens and young adults often continue to have problems managing their language based learning disabilities in middle and high school, some are initially resistant to accepting help from specialist. Continue reading “I Don’t Need Help! Problems of Adolescence”
I am holding up a bright yellow jacket at the LL Bean outlet in New Hampshire. “Hey look this is really bright it will be great for biking,” I say to my daughter. “No, it’s dull she says!” Continue reading “Vocabulary Development: Teachable Moments”
“I’m dumb!” “I can’t learn!” Often underserved in public schools, twice exceptional children of color, especially children of color who are of African or Hispanic descent spend their entire academic career unidentified and underperforming. Continue reading “Unidentified: Twice Exceptional Children of Color”