Monday, June 25, 2018

Patriotic Adverbs Worksheet- courtesy of

Summer is in full swing here in Illinois!  With July 4th just around the corner, I have a freebie to share from the creative folks at  Follow the links to grab your patriotic adverbs word search and answer key.  

Let freedom ring with this fun language practice. Be sure to check out for more learning fun.

Adverbs Word Search

Answer Sheet

Sunday, May 20, 2018

Fun and Functional Carryover Work for Speech and Language Goals

It has been quite a "frenzied" school year between my home office visits and telepractice hours in California and Indiana that I have not linked up with my peeps since last school year!  Ironically, when I volunteered to be part of this blog hop, I didn't know that the organizers would pick a topic that I was already in the process of editing.  Although I do not have a school caseload, I am often asked by my online caregivers to suggest some speech and language summer homework.  While I like calendar versions, these can take some time to personalize for each client, so I decided to give my original, summer homework pages a face lift.

I live and breath by fun and functional speech and language activities, so I created these FREE handouts to mirror that motto.  Below are articulation and language versions for each month.  Every carryover page includes 12 speech/language tasks for practicing carryover of target sounds/language skills acquired during the school year.  The only edit that you will need to make is filling in the target sound on the articulation papers.  Some of the tasks are duplicates, but all are simple and easy enough to complete within minutes during the week.  I searched the Internet for free, clip art and used one for each lesson plan as a reward.  Who doesn't love a sticker, right?

I hope that these summer carryover plans make your speech life a little bit easier!  Be sure to visit the other blogs below for more summer ideas.  Enjoy!!

June Articulation 

June Language

July Articulation

July Language

August Articulation 

August Language 

Tuesday, April 24, 2018

AAC Shared Book Readings

One of my favorite things to do is plan speech and language lessons with literacy. You can build in a craft for requesting, naming, and counting and/or use visuals to work on sequencing, grammar, and answering WH questions.  My main reason for including a craft is to promote carryover conversation about it at home.  It's been my experience that kids of all ages and ability levels have the best attention when a book is interactive. 

Teachers pay Teachers (TpT) has been a game changer with a plethora of sellers using their creative juices to produce book companions that are just a few clicks away.  I also cherish my Custom Boards app by Smarty Ears apps as I can quickly create visuals using Smarty symbols or my own images to use with my favorite storybooks.  Honestly, I don't know how I survived before I got my hands on this app!!  You can even vary the sizes of images now, so I enlarged a giant pancake and meatballs for my Cloudy with a Chance of Meatballs bin and the kids really enjoyed it.

With my older students, I use thought bubble shaped sticky notes with reading comprehension questions right on the page so I can be sure to target multiple goals.

Recently, I have stepped up my modeling on Speech Generating Devices (SGD) during story readings and guess what?!  The kids are catching on to it!!  I have several SGD users navigating effortlessly to COMMENT, maintain topics, and answer simple questions.  It's been so much fun!  Sometimes, I open You Tube and play a book on my iPad, while other times, I use a book from my collection.  Either way, I recommend using one or the other to simplify modeling with the SGD.  Some of my favorites for this simple interaction have been the series from Pete the Cat by Eric Litwin and Elephant and Piggie by Mo Willems. During my back to school lesson plans, clients found items seen in school on their devices while listening to: If You Take a Mouse to School by Felicia Bond.  Now it really feels like clients are attending to these stories as opposed to trying to hurriedly flip pages because they are jointly attending.

Pete the Cat Video

Let's Go for a Drive Video

So you may be asking, how is this commenting?  Aren't they answering questions and memorizing paths?  GREAT question!!  I believe that I'm shaping commenting by solidifying client's expressions.  For example, when one little guy finds the color of Pete's shoes on his device, I respond with, "Yes!  His shoes are brown now!"  I also love using social responses like, "Uh Oh", "Oh no!" and "Great!" to make a comment during book readings.  For the most part, I have been able to fade my modeling with many of my clients after just a couple sessions.  Recently, a caregiver reported that her daughter started commenting when she sought out mom to say fish after watching something on You Tube about fish.  We all celebrate these moments when a child with autism seeks out another person to share and thereby demonstrate joint attention about a topic.  It's easy to see that clients feel proud of these accomplishments, so I end some of my work tasks by modeling this proud emotion on devices too.  

Friday, February 9, 2018

Five Ways to use Alexa in Private Practice

Hello strangers!!  It's been a while, but I'm making use of a snow day in Illinois to catch up with you.  My speech and language private practice continues growing in leaps and bounds between home office sessions and telepractice therapy in Indiana and California via Presence Learning.  Over Christmas, I treated myself to the new Alexa Dot to help keep me organized at work.  Here are five ways that I'm putting Alexa to work:

1) I synced my calendar so I can set up for morning sessions while hearing my schedule for the day.  It only took a few minutes and it was worth each and every second!

2) Just before a client arrives, I set an alarm for five minutes before the session ends.  This helps me stay on time, reduces constantly looking at my watch/clock, and gives me a chance to take the last five minutes to finish writing my online note through Therabill.

3) During sessions, I have my verbal clients tell Alexa to "stop", "turn off", or "tell a joke."  This has been especially helpful for articulation practice and reducing speaking rates.

4) Alexa is synced with my free Pandora so during the Christmas season, I asked her to play some holiday tunes while clients worked on my annual crayon giving project.  Nowadays, I have Alexa play music for my toddler clients to enjoy during play tasks.  I've always loved using music to imitate gestures/sounds/words with toddlers, but never remembered to set up my boom box (Do people still call it that??!) and I try to keep my iPad out of the therapy room when possible.  Syncing my Pandora allowed me to have some good tunes jamming within seconds.

5) I set a quick timer for "jump" breaks on my "new to me" trampoline.  Setting these timers does not impact the alarm warning for the end of sessions.  Clients are practicing following directions by waiting for Alexa to say: "One minute timer starting now" before they start jumping and then clients stop moving when the timer goes off.  No fighting or crying and pleading for more time: that timer is simply magical!!

There are so many other tasks that you can accomplish with Alexa!  Have you utilized this device in your speech and language sessions?  If so, then leave me a comment about it.  

Tuesday, December 5, 2017

Social Skills Builder Perspective Taking App Review

As a private practice practitioner working with individuals in 1:1 sessions, I can never have enough social skills tools in my collection to simulate practice in group settings.  When the developers at Social Skills Builder offered me an opportunity to preview and review their newest app: Perspective Taking, I gladly took them up on their generosity.  Opinions expressed in this review are solely and unbiasedly mine.  

Incidentally, Social Skill Builder offers FREE worksheets for a variety of social pragmatic topics.  For more information, you can go to their site at this link.

When you open the app, you will see a Welcome bubble and link to 'Go' and create a profile.  

Within seconds, you can create a new user by following the instructions on the screen.  Once you create a profile, that name will appear in a thought bubble.  If you want to delete users, you need to follow the 'Info' link in the lower right-hand corner of the screen.  

After selecting users, you will be navigated to a screen with four topics for play.  Each topic links to specific settings in each category.

Let's take a look at the 'My Community' tab with questions about perspective taking in a restaurant.  The object is to find and drag the appropriate thought bubble from the bottom of the screen to each star.  Users must inference body language and expressions to consider the person's perspective.  Once you select a perspective for each star, then you can check your answers by selecting 'Check Answer' located in the center of the screen.  If you got all of them correct, then you get a quick visual reward and happy sound.  However, if you miss one, then all the answer choices go back to the bottom of the screen and you can try again.

Here are more sample screen shots from the elementary school and the structured and unstructured middle to high school categories.  

If you want to check your score, then you can find that tab in the lower right-hand corner on a sub-topic page. 

1) Good variety of settings and sub topics.
2) Nice challenge for middle and high school students.
3) Engaging way to attend to body language and facial expressions when working on using perspective.

1) App does not identify which questions you answered incorrectly.  I thought it might be a bit frustrating for clients to start over if they miss a question.  

Wednesday, November 8, 2017

Diagnostic Hearing Evaluations and Speech-Language Assessments

Dr. Eve Leinonen, Audiologist
This post was written in collaboration with a colleague who provides exceptional care for clients ages four and older in Naperville, Illinois.   Dr. Eve Leinonen has been practicing Audiology since 2007, when she earned her Doctorate in Audiology from Wayne State University in Detroit, MI.  She has worked in a variety of office settings, as well as with a hearing aid manufacturer as an Outreach Audiologist.  She has been the owner and principle Audiologist of Affordable Hearing Solutions since 2015.  Diagnosed with hearing loss at age 17, Dr. Leinonen can relate on a more personal level to the struggles and frustration that many with hearing loss face on a daily basis.  She is committed to helping patients choose the best treatment option for their hearing loss and lifestyle, and helping them continue to thrive in their every day.

Together, we hope to answer the following:
  • My child can hear me whisper, so why does (s)he need a diagnostic hearing evaluation? 
  • How does fluid and negative pressure in the ears impact hearing?
  • What are the types of hearing losses? 
  • How is a hearing screening different than a diagnostic hearing evaluation?
  • What are the different types of diagnostic hearing tests?
My child can hear me whisper, so why does (s)he need a diagnostic hearing evaluation? 
One of the essential components to a dynamic speech and language assessment is a diagnostic hearing evaluation.  If they haven't already, I strongly encourage families seeking my private speech and language services to schedule a diagnostic hearing evaluation before I assess articulation, expressive, and receptive language skills.  It is critical to rule out a medical factor for a speech and/or language delay that could negatively influence assessments and speech-language therapy.  The American Speech-Language Hearing Association (ASHA) acknowledges that, "Hearing is critical to speech and language development, communication, and learning" in an audiological information series from 2015 titled: The Effect of Hearing Loss on Development.  Specifically, a hearing loss can impact vocabulary development, sentence structure, articulation, and academic performance.  Our sounds are produced at many, different frequencies.  The inability to hear a sound frequency would impact a child's accuracy in producing that sound target.  This is especially evident with quieter sounds:  s, sh, f, t, and k.  A child with a hearing loss may also have difficulty hearing words with -s or -ed endings, making it difficult to both comprehend and express these structures.  If we do not have all the information that we need in planning speech and language services, then we may see limited progress and continued communication delays.

A common misconception is that intact comprehension negates a probable hearing loss.  While this may be true, the only way to be certain that a child does not have difficulty hearing is to complete diagnostic hearing testing.  It is very possible that a child with a temporary hearing loss can continue to follow routine, familiar directions; respond to subtle gestural cues such as eye gaze; and seemingly attend to conversational tasks.  However, it would be challenging for this same child to imitate a variety of speech sounds, especially if they are hearing sounds as though they are swimming underwater.

There are some telltale signs and/or symptoms that indicate a need for a diagnostic hearing evaluation.  Here is a list of the ones that I am most concerned about as a Speech Pathologist:

  • Delay in speech and/or language skills in comparison to siblings/peers
  • History of re-occurring ear infections or sinus infections
  • Difficulty imitating speech sounds 
  • Trouble following directions
  • Excessively loud talkers

How does fluid and negative pressure in the ears impact hearing?
Understanding the effect of fluid on hearing is crucial, especially for young children.  Fluid can give the appearance of normal air conduction levels at times, but the child is losing important speech sounds and cues.  Though it appears normal on paper, to them it sounds as though they are hearing underwater.  Speech and environmental sounds are muffled, thus effecting a child’s ability to hear and understand sounds correctly.  It’s possible that their “normal” levels of hearing without fluid are even better than what is appearing with fluid.  This reduction of hearing can appear to the listener as a “hearing loss” despite showing normal response levels.  Diagnostic testing is important as it will show whether the normal hearing thresholds reveal a conductive component (related to Conductive Hearing Loss and is a gap between air and bone conduction thresholds), thus indicating middle ear concerns.  A child may show normal hearing thresholds, however they could be greatly elevated due to fluid despite still falling in the “normal hearing range”.

Infants and toddlers are prone to excessive fluid build up in the ear canals because the Eustachian tube is parallel, giving fluids a cozy place to stay.  As toddlers grow, the  Eustachian tube begins to slant, which supports natural fluid drainage from the ears.  This is just one of the reasons why we encourage toddlers to sit upright while drinking to avoid adding more fluids into that ear canal. Children can fluctuate in and out of temporary hearing loss conditions and even have this fluid in the ears without an infection.  There are several misconceptions regarding children and hearing loss.  One is that if your child has “normal responses”, then their hearing is fine.  One particular aspect to look at is Tympanometry, which analyzes middle ear function.  Tympanometry can tell us if there is fluid or negative pressure in the middle ear, which can greatly impact hearing. 
What are the types of hearing losses? 
There are three kinds of hearing loss: conductive, sensoirneural, and mixed.  A conductive loss is often a temporary condition brought on by: fluid accumulation, ear infections, or a blockage of the Eustachian tube caused by an allergy.  A sensorineural hearing loss can be the result of a viral infection such as measles, meningitis, or mumps.  This damage to the middle ear may also be caused by head trauma or exposure to extremely loud noise.  Some people are born with a sensorineural loss while others may acquire one in old age.  These videos help explain causation for these losses and common interventions.

Conductive Hearing Loss

Sensorineural Hearing Loss

Mixed Hearing Loss

How is a hearing screening different than a diagnostic hearing evaluation?
It’s important to understand the difference between a hearing screening, and a diagnostic hearing evaluation.  Screenings are typically performed in schools to survey whether a child may have a hearing loss.  This only looks at how the child hears via air conduction (how we hear with sound traveling through the ear canal to the middle ear, inner ear, and then the brain). 

Diagnostic hearing evaluations look at all aspects of the hearing mechanism.  It looks at how we hear via air conduction, bone conduction (how the auditory nerve itself is responding), Word Recognition Scores (Speech Audiometry), Tympanometry and/or Otoacoustic Emissions (OAE). 

What are the different types of diagnostic hearing tests?
There are also different types of diagnostic testing available depending on the child’s age and ability to task during testing.  Visual Reinforcement Audiometry (VRA) is used for children who are old enough (typically 6 months-3 years), or are developmentally delayed, to respond to sounds in their environment, and looks for localization.  This is typically done in a sound booth with external speakers and toys that light up for positive reinforcement when a sound is presented.  Tympanometry and OAEs are typically utilized to make sure there is not any fluid, and that the hair cells in the inner ear are responding to sound stimulation.

Play Audiometry is utilized for children who are old enough (4 years or older) to task to a game or toys, but may not quite be old enough to raise their hand for each beep.  Usually the game involves dropping toys into a bucket when they hear a beep to help the audiologist establish thresholds.  Tympanometry and OAE’s can be performed as well as speech recognition testing.
Older children may be asked to raise their hand or push a button when they hear pure tone “beeps”, repeat words for word recognition score testing, and also Tympanometry and OAEs (if necessary).

If you have any further questions about the impact of hearing on speech and language development, then please visit these links for more details:

Newborn Hearing Screening

Beyond Early Childhood

Childhood Hearing Screening

How We Hear 

Wednesday, October 4, 2017

Classroom Activities to Enhance Empathy for Children with Special Needs

October is Down Syndrome Awareness month, so I wanted to dedicate a post honoring my 10 year old niece, Ella. She, like her parents, is a rock star who has a wonderful circle of friends, many extracurricular interests, and a love for all things science and Disney!  Ella's mom is my sister, Jennifer, who has always loved books, writing, and teaching.  By day, Jenn works as an English professor at Bunker Hill Community College in Boston and by night, she races to bring her girls to after school adventures, work on homework, and then get dinner on the table for her family.  Jenn has an incredible support system comprised of a mix of family, neighbors, and educators who work cohesively in providing care for Ella and her younger sister, Abby.  I have learned so much from this network over the last decade as I watch their tireless efforts in caring for and enhancing Ella's overall development.  One thing that I really wanted to share with my followers, was a presentation that my sister put together for Ella's elementary classroom a few years ago.  Jenn's intent was to help young children develop empathy towards a child with processing challenges and low tone.  These lessons were executed with great success and as a result, Ella developed lasting friendships with many of her peers.  If you are a parent, educator, or specialist working with young children, then the activities described so eloquently in this post by my sister can easily be adapted for many populations, so by all means, please share and pass these ideas along!!  Thanks to Jenn for taking the time to write about her presentation and experience in raising a rock star with Down Syndrome!

After six years of worrying, I found myself in a unique situation. My concern was that my child would have difficulty making friends because she has a disability. She does not have the same language skills as the typical six or seven-year-old. Despite that, we were lucky enough to move to a town that was populated with kiddos who not only took an interest in getting to know my child, but also went above and beyond to be her friend. While that all sounds wonderful, it can also be overwhelming for that same child who is constantly approached by her peers and does not know how to communicate that she needs space. So I took it upon myself to help my child’s peers understand her. What better way to do that than to have them “walk a mile in her shoes.” I spoke with her teacher, who allowed me to have time in her classroom to run two activities with the kiddos to help them better understand my girl. Here’s what we did:

First, we divided the class into groups of four. Within each group, someone needed to volunteer to stand in the middle. The other three remaining participants were each given a slip of paper with a different piece of information on each: birthdate, my favorite meal, and my favorite toy. The goal of the exercise was to have each of the three participants try to tell the person in the middle the information that was written on the paper they received. They were all trying to talk to the person in the middle at the same time. After about a minute of this exercise, we stopped and asked the children how they felt trying to communicate and listen. Those in the middle commented that it was difficult to listen to everyone, and they felt overwhelmed. It was equally frustrating for those who were trying to share their information to the person in the middle. I then transitioned to discuss how this exercise could apply to my girl. We talked as a group about how sometimes she would respond with an automatic “no.” Sometimes she would push people away. I asked the group what did they think they could do to help lessen these behaviors. And the children had some insightful answers. “Approach her one at a time.” “If she does say ‘no,’ then just say ‘OK,’ but wait for about five minutes and then go back to see if she wants to play then.”

The other exercise I did with them was a practice used by the Down Syndrome Society of Rhode Island. After making sure no one had food allergies, I handed out large marsh mellows to the children. I cut the marsh mellow in half because they were so large. I asked the children to put the marsh mellow in their mouths and had them store it in pocket of one of their cheeks. Then, they try to speak to one another and quickly discover how difficult it is to both speak and understand one another. After allowing everyone to eat the marsh mellow, we again talked about how it is sometimes difficult to understand my girl because she has low tone. When asked what they thought they could do to help understand my girl, some responses were, “Have her repeat what she says” or “Ask her to slow down a bit when she talks.”

Overall, I was so happy with the way these exercises went and the children’s responses to them. I knew these exercises were effective when a parent approached me at the end of the year and said that her son had come home the day we did them and with enthusiasm, told her that he now knew how to talk to his friend at school. The fact that he offered this information freely, gave me the sense that he was listening that day. If these exercises helped him to communicate better with my daughter, then it was not only a fun venture, but also an effective one.