Four Friends

Motivational Poster Generator

2010-05-18T05:23:00.000-07:00

You can create your own motivational posters/images at Auto Motivator.

via Mr. Byrne at Free Technology for Teachers

Featured Website – Speech Techie

2010-05-17T04:22:00.000-07:00

One of my coworkers mentioned this great blog: Speech Techie

It’s totally cool. I’ve used the Bad-Luck-O-Meter with a few groups and am doing quite a bit with Visible Thinking right now. My social language group in the autism classroom loved Reading Feet.

Sean Sweeney, CCC-SLP is doing some sweet work with his Language Lens. Kudos to Mr. Sweeney!

Have you read…

2010-05-14T03:05:00.000-07:00

Egan, G. (2002). The Skilled helper (7^th ed.). Pacific Grove, CA: Brooks/Cole.

Luterman, D. (2001). Counseling persons with communication disorders and their families (4^th ed.). Austin, TX: Pro-Ed.

Nicholas, M. P. (1995). The lost art of listening: How learning to listen can improve relationships. New York: Guilford Press.

Shames, G. H. (2006). Counseling the communicatively disabled and their families: A manual for clinicians. Mahwah, NJ: Erlbaum.

Shipley, K. (1997). Interviewing and counseling in communication disorders: Principles and procedures (2^nd ed.). Boston: Allyn & Bacon.

I’ve started reading Luterman’s book. Once I’m finished, I’ll be tracking down Egan’s book, although probably the 2007 version.

The risk we face as SLPs

2010-05-13T12:44:00.001-07:00

The ultimate risk is to care too much about our life’s work and the persons who receive our services. But with these risks comes the greatest reward – the sense that working with clients with communication disorders and their families is an integrated part of our lives and part of our human growth and development, rather than simply a vocation that pays the bills.

-Prizant’s comments in the Preface of David Luterman’s (2001) text

It’s okay to feel incompetent

2010-05-13T12:37:00.001-07:00

From Walter H. Manning’s Clinical Decision Making in Fluency Disorders, Third Edition (page 349):

Luterman (2001) stresses the importance of accepting our limitations and recognizing that particularly difficult cases will cause the icy finger of possible failure to threaten and test our confidence. Nonetheless, if the clinician is learning, if he or she is a truly responsible professional, he or she should be operating on the fringes of incompetence (Luterman, 2001). Effective counselors, clinicians, and people in general should take risks and occasionally make mistakes, or they will not grow.

Ah, it’s great to have permission to feel incompetent: it means that I’m pushing the edge of my learning and experimenting with my knowledge and therapy base. If I’m not feeling stretched, I need to reevaluate and push myself further.

Is it the new school year yet?

2010-05-05T10:28:00.001-07:00

I’m already thinking about getting ready for a new set of students. Eek!

I think this may be a fun way to start the year with my groups by having my students make Wordle’s about themselves.

Twist and Shout

2010-01-15T10:38:00.001-08:00

Well, at least a shout out to the TWST group that meets in North Virginia.

I took my speech students on my very first fieldtrip this week and we attended the local NSA Teens Who STutter support group. It was invaluable! My boys enjoyed meeting other teenagers who stutter, but the most exciting part for me was listening to the parents share their emotions and insights about raising children who stutter. I remember hearing/reading about how stuttering impacts families, but I had never seen it firsthand.

I’m hooked. I think I may turn into Edward Norton’s character from Fight Club and become a support group junkie, well a stuttering support group junkie. I was invited to attend the adult NSA support group on Saturday and I can barely contain my excitement. It’s true: I’m a speech geek!

I’m rereading Barry Guitar’s book Stuttering with renewed enthusiasm and vigor. My goal is 7-8 pages each week day, which means I should finish in about 10 weeks. When you see me in person, feel free to quiz me on Treatment Considerations(Chapter 6) and Assessment and Diagnosis (Chapter 7). (yes, I started with chapter 6 because it’s more interesting)

Creating your own comic strips

2009-10-08T10:35:00.001-07:00

I’m quite excited about this fun tool. You can make simple comic strips with a variety of characters at www.makebeliefscomix.com. My high school students have had fun making comics that summarize topics we’ve addressed during our S/L sessions.

Theme for high school

2009-08-06T13:11:00.001-07:00

I officially have my assignment for the upcoming school year: 100% high school. I’m pleased to just have one campus but honestly a bit sad about storing away my fire engine and Brown Bear, Brown Bear activities.

I want my therapy to focus on strategies that secondary students can use throughout their day to improve their communication skills. What do you think about doing a “Pimp My Conversation” bulletin board as a spin off of the TV show Pimp my Ride? The emphasis would be that when we come to the Conversation Shop we work on improving the way we talk, just like when you take your car to the Auto Shop the mechanics make your car run smoother. On another board I would have “What’s in your toolbelt?” with various comprehension strategies listed on pictures of tools.

Any thoughts? Do you think the “pimp” is too racy to be included on a bulletin board or has it been made more mainstream?

The Technology Vision

2009-07-13T14:12:00.000-07:00

Eric Sailers knows how to use technology for speech and language intervention. I am in awe!

Check out his blog, website, and twitter.

Here are a few of my favorites from his blog:

Summer Speech
Networked Student - Video Questions
Video Modeling of Social Language
3 Ways to Use a Webcam in Speech-Language Therapy

Eric's introduction:

I've been working as a speech-language pathologist for four years. I've also been an assistive technology specialist during the last two years. I currently work three days per week as an SLP with middle school students who have non-severe needs. As an AT Specialist, I work two days per week testing students, and collaborating and consulting with special education staff. My experiences in assistive technology have drastically changed the way in which I deliver speech-language therapy. I now attempt to use technology - technology that is engaging and meaningful - in every speech-language lesson. I've been inspired by many educators and special educators on the Internet to implement technology in therapy.

Visual Timer

2009-07-13T12:16:00.000-07:00

Here's a nice online visual timer: www.online-stopwatch.com. You can even download it here.

An Inspiring Story About an SLP and Her Client

2009-07-13T12:10:00.000-07:00

Jesus, Listening, Can Hear

By Jean Ernstrom

Jean Ernstrom, “Jesus, Listening, Can Hear,” Ensign, June 1988, 46–47

I have never forgotten how, in one fleeting moment, the Spirit was powerfully manifest to me through two bright blue eyes.

The eyes belong to Heather, a nine-year-old girl with a keen mind, infectious giggle, and a determined spirit housed in a frame with great physical restrictions. Because of her handicaps, the simplest of life’s activities are major tasks for her.

Unable to verbalize, Heather sends messages with her eyes. She is quite efficient. A direct gaze means yes, and a blink means no. Through a series of questions, gazes, blinks, giggles, and facial expressions, Heather shares her vibrant spirit and brings joy to the lives of those who interact with her.

As her therapist and teacher for several years, I have many times sensed that for Heather, as for many other handicapped children, the veil seems very thin. If she could speak, what could she teach me about the things of the Spirit?

One Monday morning, Heather and I visited about the previous weekend. Heather indicated to me that she had attended Primary, so I began singing some Primary songs. A smile broke across her face whenever she recognized a song. I sang her my favorite, “I Wonder When He Comes Again.” Then I asked her if she had a favorite song. Immediately her eyes focused on mine and I was suddenly faced with the challenge of determining which song she loved above all others.

Through a series of questions I discovered that her favorite song was one she had heard in Primary. She wasn’t sure which songbook it was in, but knew it was about Jesus. I went through every possible song I could think of. To my dismay and Heather’s disappointment, none of them was the right one.

Heather refused to let the issue die. For some reason she needed the two of us to share her favorite song. Finally, I agreed to bring my Primary songbooks to school the following day and go through them with her.

On Tuesday morning, Heather let me know in no uncertain terms that she wanted to find the song—now! We went through the books, but to no avail. She liked all of the songs, but none of them was the song. In desperation, I told Heather that if her mother could figure out the song, we would sing it. If not, we would have to live with the fact that we couldn’t find it.

Heather came to school the next day more determined than ever to find her song. Tucked in her wheelchair was the new Church hymnbook. I positioned myself next to her and, page by page, we made our way through. I sang the first phrase of each song, and each time Heather’s eyes closed in a definite no. Halfway through the book, I began to sing: “There is sunshine in my soul today …”

As if someone had stuck her with a pin, Heather jumped and smiled. Her bright eyes looked directly at me. Together we laughed and reveled in the completion of our three-day search. “OK, now we can finally sing your favorite song,” I said. She smiled as I sang the first verse, and as I began the chorus she mustered all the effort she could and joined in with occasional sigh-like sounds. As I finished the chorus she looked at me steadily as if to say, “I liked that part.” I was so grateful I had found the song! I asked if she wanted to hear the rest of the verses and she responded with a firm yes. Again I began:

There is music in my soul today,
A carol to my King,
And Jesus listening can hear
The songs I cannot sing …

Heather’s reaction to that line was so strong that I stopped. I looked at her as the reality and significance of the moment pressed on my mind. “Heather, is that what you like about the song?” I asked. “Is that what you want me to know? That Jesus is listening, and he can hear the songs you cannot sing?” She lifted her head and looked me straight in the eyes. The testimony had been borne.

Feeling guided by the Spirit, I ventured to ask, “Heather, does Jesus talk to you in your mind and in your heart?” Her look was penetrating.

Knowing her close relationship with the Spirit, there was one more thing I wanted to know. With reverent anticipation I whispered, “Heather, what does he say?” My heart pounded as I viewed the clear look in her eyes as she awaited my questions so she could share her insight. I felt that the Lord gave me the right questions to ask as I took a deep breath and proceeded. “Does he say ‘Heather, I love you’?” Her eyes were radiant as she confirmed that statement. I paused, swallowed, and continued. “Does he say ‘Heather, you’re special’?” Again, yes. I paused again, with a lump in my throat, and then asked, “Does he say, ‘Heather, be patient; I have great things in store for you’?”

Heather’s head became erect; every fiber of her being seemed to be electrified as her eyes penetrated my soul. She knew she was loved. She knew she was special. She knew she only needed to be patient because great things were in store for her.

The moment seemed too sacred for further words. I leaned forward and pressed her cheek against my own. Without words, but through the bright blue windows to her soul, the truth had been made known.

Yes, Heather, Jesus, listening, can hear.

IPA

2009-07-13T12:01:00.000-07:00

I just discovered that Dictionary.com has IPA symbols that you can copy and paste into your report.

Using a Peer Conflict Resolution Task to Assess Adolescent Syntactic Development

2009-07-13T09:58:00.000-07:00

Literature Review:
Nippold, Marilyn A., Mansfield, Tracy C., Billow, Jesse L., Tomblin, J. Bruce Syntactic Development in Adolescents with a History of Language Impairments: A Follow-Up Investigation Am J Speech Lang Pathol 2008 0: 1058-0360_2008_08-0022

The researchers found that using a Peer Conflict Resolution (PCR) task to elicit a language sample for adolescent students was an effective naturalistic tool for evaluating syntactic development to supplement standardized assessment.

How it's done:
The SLP reads aloud the scenarios to the student. Then the student retells the scenario. If they left out pertinent details, misreported details, or changed the characters names, the SLP rereads the scenario and asks the student to try again. Then the SLP asks a series of questions. (Estimated time for 2 scenarios: 9 minutes)

Story A: “The Science Fair”
John’s* (Debbie’s) teacher assigned him (her) to work with three other boys
(girls) on a project for the science fair. The boys (girls) decided to build a model
airplane that could actually fly. All of the boys (girls) except one, a boy (girl)
named Bob (Melanie), worked hard on the project. Bob (Melanie) refused to do
anything and just let the others do all the work. This bothered John (Debbie) very
much.

Questions:
1. What is the main problem here?
2. Why is that a problem?
3. What is a good way for John (Debbie) to deal with Bob (Melanie)?
4. Why is that a good way for John (Debbie) to deal with Bob (Melanie)?
5. What do you think will happen if John (Debbie) does that?
6. How do you think they both will feel if John (Debbie) does that?

Story B: “The Fast-Food Restaurant”
Mike and Peter (Jane and Kathy) work at a fast-food restaurant together. It is
Mike’s (Jane’s) turn to work on the grill, which he (she) really likes to do, and it
is Peter’s (Kathy’s) turn to do the garbage. Peter (Kathy) says his (her) arm is
sore and asks Mike (Jane) to switch jobs with him (her), but Mike (Jane) doesn’t
want to lose his (her) chance on the grill.

Questions:
1. What is the main problem here?
2. Why is that a problem?
3. What is a good way for Mike (Jane) to deal with Peter (Kathy)?
4. Why is that a good way for Mike (Jane) to deal with Peter (Kathy)?
5. What do you think will happen if Mike (Jane) does that?
6. How do you think they both will feel if Mike (Jane) does that?

* Male names (John, Bob, Mike, Peter) were used with male participants, and
female names (Debbie, Melanie, Jane, Kathy) were used with female participants in an effort to increase each adolescent’s ability to relate to the main characters.

"After eliciting a language sample, transcribing it into T-units, and entering it into SALT, the SLP may wish to code the sample for the use of subordinate clauses, keeping in mind that Mean Length of T-unit, Clausal Density, and Nominal Clause Use were the variables on which the TLD group outperformed both the SLI and NLI groups on the PCR task. After analyzing the sample for syntactic complexity, it may be useful for the SLP to examine it more subjectively, evaluating the content of the adolescent’s responses to questions concerning the nature of the conflict, how it should be handled, and what the outcome might be. This type of qualitative analysis is important because young people with language impairments often have poor peer relationships. (Brinton & Fujiki, 1993;Brinton et al., 1998; Fujiki et al., 1996; Fujiki et al., 2001; Hart et al., 2004)."

Planning Intervention

When clients demonstrate deficits in complex syntax, SLPs often target those problems directly, employing activities such as asking the client to imitate the desired sentence types, to combine simple sentences into complex sentences, or to engage in sentence completion tasks in an effort to increase the overall length and complexity of the speaker’s utterances. While there is evidence that these types of intervention activities can be effective, the newly learned skills may not generalize to natural language production unless they are addressed in meaningful communicative contexts (Eisenberg, 2006; Paul, 2007). Thus, the SLP might consider focusing more attention on the content of what is being said and factors that might motivate a speaker to use complex syntax.

For example, it has been reported that children, adolescents, and adults use substantially greater syntactic complexity during expository discourse compared to conversational discourse, particularly when explaining something intricate and of high personal interest (Nippold, in press). This suggests that intervention for syntax should occur during activities where adolescents are encouraged to talk about complex topics that interest them. To be effective, language intervention with adolescents must be cognitively stimulating and relevant to their lives.

During adolescence, positive peer relationships are a major source of personal growth and emotional well being, offering friendship, support, and guidance as a young person makes the often bumpy journey from the protected world of childhood to the autonomy of adulthood (Schickedanz, Schickedanz, Forsyth, & Forsyth, 2001). Given the importance of peer relationships to adolescents’ social and emotional development, efforts to build their knowledge base in this domain may be an excellent context in which to address the use of complex syntax.