Carryover Activities for Speech Therapy

5 Nov

No matter what goals you are working on with a student, there comes a time to move those newly developed skills outside your therapy setting. This is referred to as carry over.  For some students we know it can be a real struggle.  We all have experience with the student who does a perfect /s/ during therapy and then you see them  in the hallway and they turn to you to ask “Is it my peech day?”  All of  that work does little good if it does not  transfer to the real world.  Therefore carryover skills are important to address. It is important to have this in mind from the very beginning.   

There are things to keep in mind when planning tasks for carry over.  It is important that the student is able to do the required task correctly in a controlled setting and hear the difference between his correct and incorrect productions before doing homework assignments on his own.  If he doesn’t self correct errors he is likely to practice homework wrong which only reinforces errors.  Homework  should be given at the level where student is successful.

It is important to reinforce the correct behavior to get it established but after that don’t give immediate feedback every time.  Instead, teach self monitoring by asking the student what they think about their production and then give feedback.  This makes them responsible for their behavior and not as dependent on your approval.  Children often work for approval and do not see the big picture.  We want them to be self-disciplined and responsible for their actions.  I often tell them they need to become their own therapist because they certainly don’t want me following them around all day correcting them.

As soon as students are at a spontaneous sentence level I encourage them to self monitor by using  a  hand counter  or tally counter. They self monitor by  making a click each time they observe themselves doing an assigned task correctly during therapy.  This could be monitoring a correct speech sound, using correct grammatical structures, or using fluency techniques. All those things we tend to work on. 

Hand counter

It is easiest to do this in an hierarchy.  Train the student how to use the clicker when reading a word list or reading sentences that have the words they are working on. Then bring it up to the next level by working on  more spontaneous productions.   The Silly Sentences in the  “Expressive”  section are great for a reading task.  It goes to the next level of spontaneous speech when student explain what is wrong with the sentence that was read.  The Association cards in the “Vocabulary” section are also a way of getting more spontaneous output as the student explains how words are similar  in meaning. I often have students working on vocabulary skills as well as sound production in the same group.  With the clicker almost any task that requires a spontaneous response can work and meet a variety of needs. 

There are a few bonuses for having the student use the tally counters.   You can keep track with a second counter or paper and pencil, and compare accuracy of the self monitoring as well number of attempts with the student’s tally.  The students finds it motivating to hit a target number of correct productions and you have data for your records.

The clicker can add natural controls at the  level of conversational speech.
 Often students get carried away with a conversation, and forget to monitor or allow others to talk.  The flow is stopped if you need to remind them.  The tally counter in their hand is a good reminder there is a goal in mind. When working with multiple students you can give an assigned number to tally before passing it to another student.   The group can earn a chosen activity when they reach a certain number.  For some reason the clicker by itself can be motivating to some students.

The “Social”  section at the top has quite a few activities to encourage spontaneous speech in social situations.  There are ideas for role playing in this section.  Role playing is a good activity for practicing   real life situations.  Ideally you will be providing tasks that reflect real life speaking  situations so students practice what they will actually be saying and then carry it over.

The Forms and Letters section has a “Home Work Rating Scale” I have used to get feedback from parents, teachers, and caregivers. The student becomes aware he is being listened to by others and parents know what can be expected from the student.  I often use this sheet as an exit requirement.   When parents have been part of the process, they are more likely to know and agree when it is time for the student to discontinue speech services.

I hope you find something you can use in this blog post.  I enjoy hearing what works for you or any other feedback.  You are always welcome to leave comments.   In addition, let me know if you run into links that do not work.  I found some recently and deleted or fixed them.  It is a hard thing to keep track of some of these things.  

For those of you interested in buying Teachers Pay Teachers products there is a sale you might want to  take advantage of.








 

 

Speech Therapy Schedule Hacks

20 Aug

 

 

It is that time of year when new SLPS are beginning or will soon begin their 1st SLP experiences.   Since I don’t have an assignment to start the new school year, I am finding myself getting quite nostalgic about the whole thing.  This time of year I can’t help but reflect back and marvel that I survived it all.  I also have to laugh about some of the craziness. I know some things have improved over the years, but a lot remains the same, for instance scheduling has always been a nightmare.

We often want to be accomodating to our teachers and administration.  Unfortunately, we often become the default for tasks “somebody” has to do.  People don’t know what we do so we become the “somebody”.  In some states,  SLPs  are  considered  licensed teaching positions and are assigned duties such as recess, lunchroom, and before and after school dismissal monitoring.  Of course this doesn’t take into consideration that we accomodate all grade levels in our schedule and therefore use all hours of the day for working with students and having  parent meetings.  This gets even more complicated if you are in more then  one school and more than one school assigns you duties.   It is important to become assertive about your duties and set up your schedule early on before you get overloaded.  Make a nice copy of that schedule and keep it handy.  I’ve had to use my schedule to justify not being assigned a duty. You may need to remind an administrator that you need that time to see students and using your time to do recess duty is not cost effective for special education funds.

After many frustrating years of scheduling I found a few hacks to make it easier. Most teachers have to produce a class schedule early on.  I asked teachers at our first staff meeting to provide a copy of their schedule with circled times when I can see students. I would then have the full schedule of each teacher and possible therapy times. The office or attendance system often provided the student list by assigned teachers.  This with the teacher schedule gave me the information to set up my schedule. I would then make a tentative schedule. I then emailed or talked to those teachers about the assigned times for their students. This way we needed less correspondence to get things rolling and they could respond by email.

I try to schedule students together according to their goals but this doesn’t always work out.   After many years, I found out this wasn’t as important as I first thought.  It was easier to schedule students from the same grade levels or classrooms.  In most cases therapy could be adapted to meet multiple needs in a group. Since grade levels were often in the same halls or wings I could get students to alert the next group when it was their time to come or I could work in a classroom with multiple students. i found less wasted time with this method.

Don’t forget to give yourself testing and paperwork times.  It’s tempting to use that for student therapy time to make smaller groups, but don’t.  It is an area that is sensitive to a lot of people to include  parents, teachers and administrators.  You need that time to complete assessments in a timely manner.

I found one of the hardest things was having an actual lunch break. It was Murphy’s Law that my lunch time would be prime time for therapy time for multiple groups.  My lunch was often at the end of the school day before running off to a meeting.

I hope you found some tidbits to use in this post.  I hope everyone has a good start to their school year.

 

 

 

 

 

Accessorize Your Speech Therapy Sessions

6 May

I am always searching for activities that can address a number of speech therapy objectives in groups.  Clothing accessories are a good tool for this.   Most of these items are readily available in our closets, yard sales or thrift stores and cost very little if anything.  It doesn’t matter if they seem silly or out of the norm. That  just opens up possibilities for descriptive language, social conversation skills  and clear conversational speech.

So should we see what I can find in my drawers and closet?  I found hats, scarves, beaded necklaces, sun glasses, knee pads, and gloves.

This is how I used them.

To address the social skills of  conversational speech;  complimenting, asking questions, and noticing the perspective of another person.

Have two or three students go out of the room and put a number of items on.  When they come back in, students have a few minutes to observe them.  The students then go back out and switch the items among each other. They then come back in. When they come back into the room, students who remained behind report the differences.  This encourages students to be more  observant of others. I often use this as a lead in  to a discussion about body language.

Another skill to address is starting a conversation. Students ask relevant questions or make a compliment according to what someone is wearing.  For example, “I love that red scarf. Where did you get it?”  “Are you getting dressed for a special occasion?”

In another activity, students conduct  a talk show.  One student can put an item on and be interviewed by another according to the character they become with the items they are wearing. This activity is great for determining if students have conquered those articulation skills conversational speech.

I hope you have fun with these open ended activities and they help you to  get away from the grind of drills, provide an engaging activity and allow for speech and language samples for the end of the year progress reports.

 

 

 

 

A Flexible Brain Revisited

10 Apr

 

 

I published a post quite a few years ago about making a flexible brain.  It was a very popular post at the time. I decided to re-publish this post because for me the jello brain lesson tended to come up in the month of April and is relevant for many today when using the popular Superflex  program by Michelle Garcia Winner who is author of Social Thinking Curriculums.  For those who do not know the program, There is a character, Superflex,  who conquers Rock Brain who is not flexible and doesn’t adapt to change well.  He keeps getting stuck doing the same old thing and being rigid in his thinking pattern.

The lesson required the use of a flexible brain to illustrate how the brain needs to be flexible to grow and handle changes in an ever changing environment.  There is a comparison of a rigid brain with a flexible brain. The lesson manual suggested using a brain mold to make a jello brain and the mold itself for the inflexible version.

I was able to order a brain mold from a Halloween prop store.  Now there are quite a few alternatives where you can order a mold on line.  Just do a search for brain molds.  It was fairly inexpensive and I used it multiple times.

The manual did not give actual directions or a recipe for the mold.  I have a bad history with Jello molds from the 1970s. My jello would stick to the mold and never turn out and lose it’s shape. There was also the problem of trying to work in the time line of classes  at  two different  sites. I needed to be able to transport it.  I figured the Jello would melt and be over the table before the first session was up.

I researched Jello brain recipes on the internet.  It turns out that there are a lot of these.   Some of them are a bit on the gross side of things.  I decided to stay away from the worm and bug infested brains although I’m sure they would be attention grabbing.  I wanted something that would be close to flesh tone and stay fairly solid even if it wasn’t in the refrigerator for a couple of hours.  So I settled for the following recipe. It worked well.

You need the following ingredients:

3 boxes of jello with orange to pink colors (watermelon, peach), Evaporated milk (12 ounce can), green food coloring, and 2  1/2 cups  boiling water

Dissolve the gelatin in the boiling water, Spray the inside of the mold with vegetable oil spray.  Add milk and cold water to the gelatin mixture and stir until smooth.  Add 2 drops green food coloring.  The mixture should look flesh-colored.  Add a drop at a time until you get the right color.  Pour the mixture into the mold and put in the refrigerator.  This brain turned out to be quite solid and kept its shape for several hours. In between sessions I slipped it back into the mold and put it back in the refrigerator.

For the lesson, slips of paper with brain functions from the categories of  social awareness, motor,and factual/science  are inserted  into the jello brain.  The students take turns pulling  these out and talking  about them.

I debated the best method of getting the papers in the Jello.  I ended up laminating the papers and poking them in after the brain was taken out of the mold. This worked better than pouring the jello mixture over them. This way ends of the paper were left sticking out and easy to grab with tweezers.  Surprisingly, the brain kind of resealed itself and was in good shape after the papers were removed.  I reinserted the laminated papers into the same locations for the next group and used it again.

No one asked if they could eat it.  I wouldn’t recommend it after all that examination with tweezers and handling of papers.

I took a picture of the brain so you could  have a visual.  The photo at the top is my original jello brain.

Social Skill Activity Using Tangram Puzzles

1 Mar

A Tangram Puzzle is an old Chinese tile game that consists of seven geometric shapes called tans.  The tans usually consist of a square, 5 triangles and a parallelogram. The shapes can be used to form various shapes and designs.  I used the original square but also developed a Shamrock puzzle because this lesson was presented  in  March. I would do the shamrock after the square because it tends to be more difficult.

I have used these puzzles when working with my social groups as a cooperative activity.  It is a good activity to work on problem solving, seeing another person’s perspective, using directive language and cooperating within a group.   Hopefully you have had a chance to work on some of these skills before this activity and this will allow you a chance to observe and encourage their development.

To begin the activity you need a square puzzle printed out on cardstock for each student in the group. They cut the square apart into individual shapes. At its simplest level each student mixes their pieces up into a pile and then puts them back together into a square shape. The difficulty and need for interaction can be increased by having students mix their pieces of the puzzle with other students.   They choose puzzle pieces from the mix  and then try to put their square back together again. This forces students to look at the pieces they have and what other students have.  They then need to negotiate and trade for the pieces they need to make the original square.

There are two free downloads for this activity.  One is the square pattern and the other is a shamrock pattern .  I hope your students learn from and enjoy this activity.

                                                Square Tangram pattern

 Shamrock Tangram pattern

 

Recently I found I have Irish in my DNA so I leave you with this Irish saying.

Life is like a cup of tea,
it’s all in how you make it.

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Crocodile Dentist Adapted for Communication

7 Feb

I updated Crocodile Dentist with a new communication board.   It was a popular game with my early language learners and I managed to wear out two crocodiles since the original posting in 2013. This was a great game for speech therapy reinforcement and to encourage communication. Apparently some of you are still using it.

Readers  have requested the communication  board I made to go along with the game but unfortunately I don’t have it any longer.  It was left behind with the game when I moved on to other schools.  I no longer have access to the program Boardmaker to print the digital copy. However, there is a free program called Picto-Selector that I have been using to make communication boards.  This program may be a good option for some of you.  Click on the colored print to find the site to download it. I made the board below using it. If you want to download this board click on the board below.

Meanwhile, here are the game adaptations I posted about in 2013.

Crocodile Dentist is a plastic crocodile that has a spring loaded mouth.  The mouth closes when a certain tooth is pushed down. Kids enjoy the suspense of seeing who is going to get bit. I give the  kids an option of using using a tongue depressor because some take this quite seriously. The trigger tooth changes location each time the mouth is opened.

Some of you may already use this game for reinforcement.  I thought you might like to know how you can expand its use a little further.  I use it to expand a student’s verbal output to 2 to 3 word phrases using a communication board and to follow directions using prepositions.

I colored the teeth alternating colors using permanent markers.  I used pink, green, and orange because I already had a die that had those colors.  If you don’t have a die you can make a spinner or use colors for a die you have.

For my students with limited verbal abilities, I use the communication board along with the die in a plastic jar.  I have the students shake the die to get the color of tooth they need to push down.  I then model phrases using the communication board while playing the game.  The game creates a lot of opportunities for repetition of phrases such as “I have ….” or “push down green tooth”.  I also reinforce saying “your turn” and “my turn.”   After repetition the students start to say the appropriate phrase when you point to the correct icons as a prompt.  Finally, they may prompt themselves by pointing to the icons and verbalizing.  This is a good way to break up an imitative pattern that often happens when training non-verbal children and uses a natural context for turn taking.

The colors are used in the direction cards also.  Click on the free download icon for the cards.  Cards were made using the concept vocabulary:  next to, beside, between, right, left, colors, not, side, front, either/or.  Children take turns drawing the cards and following the directions for the tooth to be pushed down.  We play a variation by giving each child three poker chips.  They feed the crocodile a chip if he bites.  The person who feeds all three chips is the winner.             

 I provided a word program down load because I thought people may need to adjust the color words for their needs. If you have any difficulties with this, leave me a comment.  Print out the cards and have the students pull them out of a bag and then follow the directions while playing the game.

A reminder that Teachers Pay Teachers is having a February sale.  If you have been putting off purchasing, now is a chance to get a discount. Don’t forget to use the code.

 

 

Antonym Reversal Sentences and Free Trial Task Cards

14 Jan

 

February is the month I usually focus on antonyms.  You may remember some of my  past February bulletin boards that had an antonym theme to them. Some of my language learners still have difficulties with antonyms following 3rd grade which is when the Common Core has them listed for proficiency.  A lot of my therapy materials seemed a bit childish for older students and they were tired of them by that point. I decided to create some task cards especially for them. This led me to producing task cards that were at a sentence level and using a little more advanced vocabulary then you would find in the early grades. I still include pictures because some of my students really benefit from visual cues. I like them self checking so that students can use them independently and for homework.  As usual, I will post some trial cards for my readers to test out. There is a set of 12 cards.

I have a set of 40 cards at my TPT store if you find them useful and would like more.  Click on the button below and it will take you directly to them.

Speech Therapy Tasks for our High School Level Students

26 Nov

I know finding speech therapy materials for high school students can be difficult.  I also know that some students still benefit from  having skills broken down into specific learning modules.  They get lost when presented passages containing complex sentences and unknown vocabulary. Teachers Pay Teachers is having their annual Cyber Sale so I thought I would take advantage by showcasing two of my products that work with the High School crowd.

Recently, I have been a substitute Speech Language Pathologist (SLP) at a high school location.  I found at the  high school level it is often more relevant for students to bring their class work for speech therapy.  However, the students being served often forget and come empty handed.  I try to have activities on hand to make the time productive.  I thought I would showcase 2 activities that have worked well with encompassing what they are working on. They are Word Association Cards for vocabulary development  and Sentence Sequence Task Cards for complex sentence comprehension and development. There are free samples in the Vocabulary section of this blog for the Association cards and in the Expressive section for the Sentence Sequence Task Cards.  If you haven’t tried them yet you should.  If you want to get the full sets at my TPT store, they happen to be part of the  Cyber Sale which makes them a real bargain.

Our speech students are often behind with developing vocabulary.  This affects them throughout all their classes. One way to boost vocabulary is to develop word association skills. They need to be able to compare and contrast new words to integrate them into the vocabulary they already have. I often tell them this analogy: Your brain is a closet with different shelves and drawers  holding different words. You try to place things together that are similar such as your socks in a sock drawer.   If you just try to memorize words without making connections with other words you know, it is like throwing everything  in one big pile on the floor and trying to find a brown sock to match another brown sock.   You won’t be able to find or remember what you have when you need it. It seems many of them can relate to this.   Therefore categorizing and making associations is an important skill to learn for their academic career.   This is a skill that gets better with practice.

High School students are often required to take notes on subjects that use a lot of   complex sentence forms.  They they need to be able to consolidate information and retain the meaning in their notes.  Sequencing events using complex sentence forms is a natural way to get students to produce complex sentences and practice this.  These cards present two different activities to address production and comprehension and promote better note taking.

In Activity 1, the students are instructed to use the main details of the three given sentences to form one complex sentence using connecting words such as; and, so, but, because, before, after, when, while, that, and then. In sentence production, students replace parts of the sentence with pronouns to prevent redundancy. They  need to consider which information is most important, hold information into memory, think about time sequence, and then manipulate the ideas into one sentence.  These skills are used in note taking as well as comprehending complex sentences in reading passages.

In Activity 2 the student is presented sentence examples. The students may have developed some of these while completing the first activity. One of the sentences does not have the same meaning as the other two or is an incorrect use of the conjunction.  The students are instructed to find the incorrect sentence. The answer is provided in a QR code in the lower right corner of the card  or by using the answer sheet. Students can correct the error sentence for additional practice.  Student are often motivated by using technology and appreciate the QR code. It means the cards can also be used for independent practice.

I hope you find these products useful and they free up your time from lesson planning. Happy Holidays

 

 

The Virtues of a Grab Bag and Grab Bag Hack

1 Nov

Have you ever wished for extra arms while conducting speech therapy?  Who can forget those early days of  SLP training and starting of clinical hours.   At the time, it seemed impossible to manage everything. I wished for more hands to manage materials, data taking tools, and especially the young clients.   If you turned  your back, your clients had control of the materials and you became an octopus trying to get them back.  This was not a good start to the session.

I got  to thinking about the hacks I discovered along the way that made a difference.  A grab bag was one of my real life savers. If you haven’t discovered the virtues of a grab bag  you have really missed out.

There are lots of advantages to using a grab bag.  A bag allows for control of the materials and prevents students from helping themselves to  items before you are ready to use them.  It allows for controlled  turn taking.  Only the person with the bag has access to the items. They  take items one by one before handing it on to the next person.

It creates  intrigue for some  students who would not otherwise be interested. Who doesn’t like discovering what is hidden in the mystery bag?   And finally, when you find yourself switching locations and working from room to room, you can keep better tabs of those small pieces if they are contained in a  bag that is portable.

I used grab bags frequently with my  early language learners, especially in small groups.  It creates a natural context for communication boards when training core vocabulary such as “I have, I see, I want,” and that mportant question for vocabulary development,  “What is it?”.   I have used grab bags with a activities such as potato head, the car races, and windup toys.  You can use a clear freezer for students who need  to see the parts and request them.

Here is an example of a communication board I used with  mechanical toys and a grab bag. The board is made from Picto-Selector graph which is a free download.  It can be found at https://www.pictoselector.eu/  

A bag can also be used with older students seated around a large table.  The bag can be passed so items can always be reached.  You have one less thing in your hands which really helps when taking data.  You can even have different  bags and different cards in each so students can work on different objectives by pulling from their bag. I have a lot less trouble with a stack of cards being scattered across the table and floor.

I imagine you are saying, “I want one of those. Give me the directions for that grab bag already.”   Well here they are:

Find an old sweater or sweatshirt that has long sleeves and cuffs.  Simply cut the sleeve off, turn it inside out and sew across the flat bottom.  You can glue the bottom opening closed with a glue gun if you can’t sew or don’t have a sewing machine.  Turn it back to the right side and you should have a bag with a cuff opening for the top. Now tell me that isn’t simple.

 

 

Halloween Trial and Error Activity for Social Skill Building

5 Oct

 


It has been a while since I posted but I am back. I had a great summer visiting family and am refreshed.  Recently, I was looking at old posts.  Back in  April 2013, I posted about an activity called Trial and Error Pass.  I have always felt this activity had a lot of value. I was surprised to find the post is now 4 years old.  Some of you may not even remember seeing it the first time.  Sometimes when an activity is packaged a little differently It allows for multiple presentations without students disengaging because they have seen it before.  I decided to rework it  with a Halloween theme.

Halloween is often a time when students are allowed a group celebration.  Students may think it is time off from work but little do they know.  It is an opportunity to build social skills.   Trial and Error Pass is a good activity to use with small groups or a class.  For those  who are working on social skills, it provides an opportunity for students to generalize skills into a classroom setting.

You can make this activity easily enough on your own with  clip art.  If you want to save some time and effort you can down load it from my TPT store for a  minimal cost. Just click on the button for a direct link.

The activity requires students to use a trial and error method of problem solving.  It reinforces the idea that mistakes are not necessarily bad and can be used for learning.  It also teaches students to work together toward a common goal.  The solution is found by observing the mistakes of everyone and it would be very difficult to succeed individually.  It also requires students to use their short term memory and make inferences to predict the pattern.

This activity can be used with small groups of students, two competing teams, or with one or two students.  The object of the game is to cross a grid in 6 moves stepping on the correct sequence of objects.  They determine the path by trial and error.

 

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Cards are laid out on a carpet in a grid pattern.  If you do not have room to lay them out you can print off a grid to make a game board and use a game marker to represent the person crossing  the grid.  I think using large motor movements makes it more interesting for some students.

A judge, who could be a student or teacher, is selected.  The judge takes one of the  pattern cards that will be the solution to the stepping pattern.

A student begins the challenge by stepping on one of the objects in the first row and moves one row ahead for each step.    As the move is made the judge indicates if it is the correct one by saying right or wrong move.   There are  buzzer sounds available on apps for electronic devices that make it even more engaging for some students.

The  student continues to move forward as long as he steps on the right object.   If  it is the wrong step the person returns to the start or the end of the line and watches the attempts of others until they get to the front of the line again.  The students may notice that a pattern is developing as students discover the correct moves.  This will speed up the progress until someone finally makes it across.  The students should be reinforced for working as a team and not make it an individual competition to make it to the finish.

If you prefer not to have a Halloween them to the activity there is the generic version. Just click on the button and it will take you there.

This fall I am enjoying my retirement status and doing things I didn’t have time for the last few years. It was nice not to have the stress that comes with the beginning of the year.  I have been thinking about all of you SLPs in the trenches.

I hope your year is going well.

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