The holiday season is just around the corner. If you’re like me, then you are always looking for gift ideas. Today, I’m sharing my must-have list of board games to support school-age language development. These games are fun, interactive, and effective in fostering language and social skills. While some of these are great for kids in elementary school, a few listed below are better suited to middle and high school students.
Read MoreMany kids with expressive language disorders rely on reading rather than using their language skills to describe pictures in a book. When asked to describe a picture scene, children may read the text on the page without fully comprehending the content. Additionally, when children read the text verbatim, they often do not generate novel phrases and sentences to describe the story in their own words. While it is of course critical we address reading skills, wordless picture books are an effective way to target language formulation, which is a skill we may lose sight of as kids are learning to read.
Read MoreI introduced aided language input, also referred to as modeling or aided language stimulation, in my last blog post. Aided language input is a strategy in which a communication partner uses a communicator’s Augmentative and Alternative Communication (AAC) system as they talk and interact with the individual. Modeling is the means by which an AAC user learns to use an AAC system.
Today, I’ll be sharing tips to become an effective modeler!
Read MoreAided language input, also referred to as aided language stimulation or modeling, is a communication partner strategy in which a communication partner activates buttons or points to icons on a communicator’s Augmentative and Alternative Communication (AAC) system as they interact with the individual verbally (Goosens’, Crane, and Elder, 1992). For example, touching the button for “Look” as a communication partner verbally says, “Look at that!”
Read MoreWhen selecting vocabulary for an emerging Augmentative and Alternative Communication (AAC) user, many individuals first think of words the individual needs to express their wants and needs. On a vocabulary selection inventory, parents may provide an extensive list of their child’s favorite toys and snacks as words to include on their child’s AAC system. While we cannot undermine the importance of words that allow an individual to request, it is essential to consider additional communicative functions (e.g., refusing, commenting, describing, directing actions and attention, asking and answering questions) when selecting vocabulary.
Read MoreI’m sharing ideas for a pizza-themed therapy session for emerging Augmentative and Alternative Communication (AAC) users. These activities are adaptable based on the age and language level of your kiddos. I’ll focus on AAC users within the context of this blog post, but this is by no means all encompassing. While I’ve carried out these activities via teletherapy, they can alos be implemented in person. Flexibility is the name of the game with therapy materials and home practice.
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