Articulation Progress Monitoring


Progress monitoring for articulation was something that I struggled with for a long time.  I never felt like I was comparing like data.  I would pull out a pack of articulation cards and take data on the words that came up.  I didn't write down the words, I just had plus and minus marks on my paper.  I would get a percentage for the sound, but not much more information.

Two years ago, I started working on a system for myself to progress monitor articulation skills.  I wanted it to be easy for me to pick up and go with multiple students in a group, all working on different sounds.  I also wanted to be able to compare how students produced the same words over time.  I started with a few sounds, and it grew and grew.  With a little tweaking and putting in some fun new clipart for you, I think it is ready to share with everyone!

Here is my Articulation Progress Monitoring Kit:



This kit is really easy to put together and to use.  I started with a large three ring binder.  I think the one I have set up is a 3" binder.  You don't need one that big, but I like to keep lots of copies of the data sheets so I always have one ready when I need it.


Next, print the entire kit.  I laminated my picture pages, but this is not necessary.  I glued all of the cover pages for each sound onto tabbed dividers.  This makes it super easy for me to find the sound I am looking for in seconds.



I just flip to the section I need, grab the target pictures and a data sheet, and I am ready to take some data!

I like to keep about 10 of these data sheets in each section.


This data is so easy to collect!
If you are worried about the amount of colored ink this may take, rest assured.  You can print this in black and white, and it turns out great.  Here is an example of two identical pages.  One is printed in color and one is printed in black and white using my printer settings.  You could easily print out a set for your student and keep it in their file to pull out when you need to collect data for progress reports. You would only need to print four pages- the three picture sets plus one data sheet.  This packet is set up alphabetically, so each sound is easy to find within the file.


This kit has been so useful to me.  I actually look forward to taking my articulation data at progress report time!

As a bonus for making it this far in my post, I am offering you a FREEBIE!  You can try this packet by printing the entire set for G.  I hope you enjoy it!


You can get the entire packet for all of the sounds HERE.

Let's Have a Conversation!



Many of you have asked where I got my visuals for conversation in my 5 Tips for SLPs Working with Students with ASD.  I have worked on these over the years, and I am ready to share them with you!

Let's Have a Conversation is a packet that has helped me and the school social worker at my school give our students with ASD a way to learn how to have a very simple conversation.  Using visuals and removeable icons, we have expanded utterance length in our students and helped them to learn the skills needed to have a conversation.

We try to do this during our peer support times with our SNAPs students (Students Need A Pal), but also practice with just ourselves and the students with ASD.  When we have SNAPs students, we have them ask the questions.  When they are not there, the social worker or I ask the questions.

The questions are simple such as, "What is your favorite color?"  We give students a variety of options to choose from.  Sometimes, they may start with just answering with one word.  We try to quickly work up to complete sentences just to expand utterance length.  In reality, students don't usually answer a question with "My favorite color is blue."  They may typically just say the word, or something like, "I like blue."  I have included two different visuals in this packet for that reason.  You can choose which carrier phrase you would like to use.

This is the visual used to ask questions.

This visual is used to answer the question using the carrier phrase:
"My favorite ____ is ____."

This visual is also used to answer the questions using the carrier phrase:
"I like ____."


There are also ten topic cards included that can be used with students who are ready for the next step in conversations.  On the left of the card is a topic question.  On the right hand side are some additional comments or questions that the student may use in the conversation.

Additional topic cards.


These visuals have helped so many of our students make gains with asking and answering questions with their peers.  We have had so much fun watching our students grow in their conversational skills! You can get these visuals HERE and hopefully watch your students grow too!


Working with Students with ASD


With the end of the year here, I have been thinking a lot about what I have accomplished this year with my students.  This year I worked with four self-contained Autism Spectrum Disorder (ASD) classrooms.  This was a huge challenge for me simply because of the high number of students on my caseload with pretty high needs.  In reflecting on my year, I decided that I wanted to share some tips of things that helped me get through relatively unscathed.

I have been working with kids with ASD for about 13 years now. During that time, I have picked up a lot of little tips and tricks to working with this population of students.  I have had some definite therapy fails and learned from those fails.  Luckily I work with some amazing people who have helped me learn along the way.  I have also been lucky enough to work in a district that has provided me some pretty awesome professional development training. Because of the help that I have received, I have developed some great tips that I want to share with you!

Here are 5 tips of things you could use when working with elementary aged students with ASD:

1. Visuals!  I cannot say this word enough!  Visuals, Visuals, Visuals!!!

When working with students with ASD, I really feel like you can never have enough visual supports.  It is easy to fade back a visual support, but I think it is really difficult to fade back verbal supports.  I use visual supports to increase length of utterance, for functional communication, to show a schedule of activities, to support students in playing games, and to support students in answering questions.  I'm sure there are many more reasons that I can't even think of right now!

Playing Pop Up Pirate

Sequencing

Reading a book

Making a recipe


Cariboo Summer Vocabulary
This has been a favorite of mine the last two weeks!
Grab the Cariboo visuals with the link below:
You can get these free visuals for summer vocabulary to use with the Cariboo game HERE!

2. Token systems- There are many different token systems that you can use for a variety of reasons.  In the classroom, I have seen token systems used for behaviors.  Students can earn tokens for appropriate behaviors and work to earn reinforcing items.  I have also seen them used as a negative reinforcer.  Students lose tokens for inappropriate behaviors that are clearly defined.  They lose their reinforcing item if they lose all of their tokens.

I like to use token systems to show how many trials a student has to do with me before earning their reinforcing item.  You don't have to buy anything fancy for this.  I just use paper and pen.  I draw a quick picture on the paper in a box and then draw as many circles as trials that I want the student to complete.  Then, I put a box at the end with the reinforcing item on it.  The number of trials depends on what the student can tolerate.


I have also used pegs to show how many trials the student needs to complete.  You can read all about this on my Trial Tracking post from a few years ago.



3. Peer models- This has honestly been one of the most amazing things to watch.  I work closely with the school social worker at my school.  Together, we run some social language groups.  At the beginning of the year, we set up our Students Need A Pal (SNAPs) students.  These are usually our fourth and fifth grade general education students.  The students at our school have an hour of block recess once a week.  We sign up students who would like to help us during a half hour of their block recess.  This year we had 24 fifth graders and 45 fourth graders sign up to be a "SNAP."  We have a meeting at the beginning of the year where we describe what being a SNAP entails.  We then hand out permission slips so that parents know they are giving up half of their block recess.  After we get the permission slips returned, we schedule the students into time slots.  This year, we were able to schedule four blocks of time to work in small groups.  The groups typically contain 2-4 students with ASD with 2-3 SNAP students.  We make sure that the students and teachers have a copy of the schedule, and we also put the SNAP students names on the morning announcements when it is their day to come down.  Using these reminders, we have had almost 100% attendance this year from our fourth and fifth grade peers.

I love scenes like this one!

A typical session with our SNaPs peers begins with a feeling check in.  You can find an example of this to use with your students HERE.  We always encourage our peers to give reasons for why they feel the way they do.

Next, we work on conversation.  Depending on the student's needs for visual supports, we have varying supports available.  To start, we have our SNaPs peers ask a question, and then the students with ASD answer using a visual sentence strip with icons depicting choices of favorite items or activities.  As the students start to progress, we have them ask their peers the questions too.  A lot of our fourth and fifth grade students are now able to ask additional questions such as, "why do you like _____?" or add a statement such as, "I like that too!"  We slowly fade away the visual models as the students have success.
Students ask their question with this visual.

Students answer their question with this visual.
The way we always end our sessions is with a little free choice.  It is a great time to have our students with ASD work on requesting and play skills.  Many of our students have trouble with engaging with toys, and this is a great opportunity to practice with their peers.  As I detail later, I think our SNAPs kids enjoy the toys just as much!

You can read more about our conversation visuals HERE.

4. Reinforcers- There is something to be said for a good reinforcer!  I have had kids that will work an entire half hour for a single Skittle, but most of my students need a little faster reinforcement schedule.  This is where I use my token systems to show when a reinforcer will be presented.  You can present the reinforcer as often as you feel is needed to keep the student engaged.

The main thing you need to know about reinforcers is that they can change often.  What works for a student one day may not work the next. Making sure that you and your team do frequent reinforcer checks is important.



I use a variety of reinforcers during therapy.  I do use some edible reinforcers such as Skittles, M&Ms, Starburst, and any other little candy.  I have been known to cut a Starburst into four pieces to make it last a lot longer.  Anything small works really well, especially if you are reinforcing frequently.  The bigger candy works better for students who can work a much longer time without a reinforcer.  You don't want the candy in their mouth while you are trying to get them to communicate with you!  I also use toys, games, or other activities that the student enjoys.  They can pick what they want to work for.  I have students who will work for 3 minutes with one of my toys, coloring, a sensory activity such as the swing, or an iPad app.  I just set a timer, and when their set amount of time is up, we move on to the next task.

5. Toys- I think that play is such an important part of teaching students with ASD.  Many of my students have needed teaching on how to play with toys instead concentrating on parts of objects/toys.  This is a great time to bring peers into play.  The fourth and fifth grade kids that have helped us out are really great at teaching how to use toys.  I have found that when kids are around 10 years old, they don't want to admit that they still like toys a little bit.  But, when they are in our room "teaching" how to play, they really get into the toys.  I can't even count the number of times that I have heard "These cars are awesome!" or "I love Play-Doh!"

This train has been a favorite for years!
Barbies were a new addition this year.

Throughout the years, I have "borrowed" many toys from my own kids at home.   When my youngest son seems to have outgrown a toy, I bring it in to school (I might have to actually sneak most of them out).  Some of the favorites at school are the car track and train sets that I have brought in.  Of course, Play-Doh is always a hit.  We also have a lot of stuffed beanies, cars, animals, and games.  A new addition this year was some Barbie dolls that I purchased at Salvation Army.  I have been surprised to see that even a lot of the boys will ask for the dolls and play with them. The toys can open up so many language opportunities.  We have the students request their toys using their communication systems, and then comment or request during play with their peers.

There is so much to consider when starting to work with students with ASD.  Hopefully these five tips have helped you a bit.  Stay on the lookout for more tips to come!  I plan on offering my conversation visuals on TpT, and will detail these a bit more this summer.



Categories!


I'm not really sure why, but I love working on categorization.  Maybe it's the organization of it all.  I also love the language I can get when talking about items.  So, with my love of working on categorization, I am always looking for new ways to target the skill.  I wanted to make some file folders for my students with ASD, some no-prep worksheets for my preschool and kindergarten students, and of course, my new obsession which is interactive books.  With all of these ideas came my newest TpT product, Categories!


This fun packet contains everything you need to create three different file folder games, two different interactive books, and worksheets that you can complete during your sessions, or send home for extra practice.


I love how the file folders turned out.  I have used them so much with my students with Autism Spectrum Disorders (ASD) as well as my preschool and kindergarten students.  There are two different activities contained in these file folders.  The first is Category Sorting.  Students are asked to place icons into four different categories.  Category Sort 1 contains these categories: vegetables, clothing, vehicles, and sports.  Category Sort 2 contains these categories: animals, colors, food, and toys.

The third file folder activity targets category naming.  In this activity, students are asked to label each set of category items with their category name.  Categories include: sports, clothing, vehicles, letters, toys, animals, colors, and food.
The next activity is two different interactive books.  These books work exactly like all of my interactive books.  I use Velcro to attach all of the icons.  Students will complete a sentence with the category name using the visual icons.  Category choices include: animal, food, vehicle, color, number, letter, shape, dessert, toy, and flower.


The worksheets that are included in this packet target category sorting and category labeling.


I have had so much fun with this packet!  Once put together, you will have activities that you can use again and again.

You can find this packet here: Categories!

Auditory Summer!

If you have seen my past Auditory Memory packets, you will love this one!  I am starting a series of seasonal themed auditory memory packets.  The first one in this series is Auditory Summer.


The first activity in this packet is Auditory Memory for Sentences.  In this activity, you will pick a card for your student and read the sentence out loud.  The student repeats the sentence exactly as you say it.  There are 6, 7, 8, and 10 syllable sentences contained on these cards.  After your student repeats the sentence, they can move their piece on the game board provided.  I printed my game board on an 11x17 piece of paper and laminated it.  All of my students see it out on the table and want to play!



The second activity in this packet is Beach Day Riddles.  In this activity, students are given three auditory clues to name a summer item.  The clues are read out loud.  I have also included item picture cards that can be placed out on the table if the student needs some visual cues to guess the item.  When the student guesses the item, they can put the item onto their "beach."


The next activity Auditory Memory for Summer Stories.  This is a set of super short stories with auditory comprehension questions.  The questions target who, what, where, when, and some quantities.  Each story has a picture that can be printed on the front of the card.  I use the two sided print option on my printer and flipped the page on the left side in order to get the cards to line up correctly.  


The last activity in this packet is Summer Story Retelling.  In this activity, you will read a summer themed story to your student and then have the student tell the story back to you.  A rubric is contained at the bottom of the page so that you can easily keep data on story retelling.


My students have already been having fun with these auditory activities.  You can purchase this for your students here: Auditory Summer.

Speechy TPT Teacher Appreciation Sale!


I love Teacher Appreciation Week at my school.  The parents make everyone on the staff feel very much appreciated.  I also love this week because there is usually a TpT sale so that I can stock up on my wishlisted items for the end of the year!

Well, the time is upon us!  This week is Teacher Appreciation Week at my school, and guess what?!? The TpT Teacher Appreciation Sale starts today too!  When you use the code CELEBRATE at checkout, you can save 28% off of your cart.  The sale will run Tuesday and Wednesday, May 3 &4.

The Frenzied SLPs decided to share some things that we are excited about offering to you, and also share some things that are on our wishlists!

First, let me share some things that are in my cart:



This Growth Mindset product from Speech to the Core looks great!  We have been focusing on this at my school along with improving our feedback with students.  I'm excited to have some activities and posters to go along with our work!









My students have been BEGGING for Cariboo lately! I have a few sets of articulation cards that I have made for my students, but haven't had time to make sets for all of the sounds.  This set of Cariboo for Articulation and Language, Too! from Mia at Putting Words in your Mouth looks like it will work perfectly for me and be such a time saver.





Now, for a couple things that I want to share with you from my store (everything will be 20% off, and you can add an additional 10% off at checkout by using the code CELEBRATE):


This is a product that I have used so much with my students since I created it.  Categories!  has everything you need to target labeling and sorting items in categories.  This has worked great with my preschool, kindergarten, and students with ASD.  You know I am all about interactive books, and the books in this packet have targeted categories in a new way for me, as they have helped to increase length of utterance when describing categories.  I have had so much fun using the activities in this packet.





While on the topic of using interactive books, Verb Interactive Books: Kids in Action is another one that I have used so much since I created it.  Using real pictures has helped me work on verbs in a new way with my students.  Having the visual sentences right under each picture has helped them to increase their sentence structure, length, and use of verbs.  This has been great with my students with ASD!

I hope I gave you a few ideas to fill up your cart.  Remember to use the code CELEBRATE when you check out to get an additional 10% off of all items in your cart.  The sale runs May 3 and 4.  You can follow through this linky if you want to find some more recommended items from The Frenzied SLPs and other awesome TpT sellers:


Taking Therapy Outside


This week, The Frenzied SLPs are bringing you ideas of how to take therapy outside.  This is something that I love to do when the weather is nice.  The school social worker at my school and I have done some fun things with our ASD groups.  One of the outside activities was a scavenger hunt.
This is an activity that we have done for a few years now.  I posted about it a while ago, but thought I would share again.



First, we made a scavenger hunt schedule for each student.  They needed to find each piece of playground equipment on the playground and check it off their list.

We encouraged the students to play with each other and wait for friends at the end of each piece of equipment.

After the students completed the scavenger hunt, we went back inside and worked on our conversation skills.  The students asked each other, "What was your favorite piece of playground equipment?"  This is a skill we have been focusing on for months now, and the students are getting MUCH better at directing questions to each other and orienting themselves toward each other.  They are even getting better and asking and answering the questions without visual supports!

This year we are going to take some of our general education peers out with us to do this activity.  We have two volunteer students for four of our groups.  This will be a great way to get our students with ASD to engage with their peers in a different way.  I'm looking forward to the conversation piece this year too, as our students have progressed to asking additional questions about topics and making comments.  Looking forward to the nice weather very soon!!!

You can link up here with your ideas for taking therapy outside: