Answering all your questions pertaining to speech and language evaluations! When should you seek out an evaluation? Why is an evaluation important? What is included in the evaluation process? How often should a child receive an evaluation? Can evaluations be carried out virtually?
Read MoreToday, I’m sharing a roundup of my favorite teletherapy resources I’ve used this fall. I know many therapists and kiddos are transitioning back to teletherapy or remote learning as COVID-19 cases spike around the country. I hope this list serves as inspiration if you need some new ideas for remote speech therapy sessions or home practice.
Read MoreI’m sharing a roundup of the books I’ve included throughout the fall on my Friday Favorites Instagram series. Below each book title, I’ve listed the recommended ages provided by the author or publishing company. However, please note that this range is not all inclusive from a therapeutic standpoint, as I typically choose books based on both a child’s age and language level. I’ve also listed a few ways in which I incorporate each book during therapy.
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 More
