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My Speech Universe: November 2016

06 November 2016

10 Articulation Activities for your Speech Room


Do you ever have days where you know exactly what you need to target, but are just looking for a different way to do it?  I know I have had many days like that, especially when working on articulation.  My first year in the schools, I know that I was so frustrated with the monotony (to me at the time) of working on articulation, that I wasn't sure I even wanted to do the job anymore!  With my crazy caseload now, I have gotten over the feeling that articulation work is monotonous, and now embrace the time I have with my students working on articulation.  We can have so much fun together!

So, you may ask, how did I get over the feeling of monotony?  Well, I made a deal with myself that I would try to change things up.  I would take items that I already had and use them as reinforcing activities during articulation work.  Here are ten activities that really work for me:

1.  Go Fishin- This is a game that I had in my speech room, and every time I had it out for my preschool population, my older students would see it and want to play too.  So, I changed it into a way to use it for articulation work.   I wrote numbers on the bottom of each fish, so that each time my students catch a fish, they have to say their word or sentence that many number of times.  If I could do this again, I would start with higher numbers (I did 1-4) to get more productions.



2.  Making Progressive Sentences-  My kids think this is hysterical.  We start with one articulation card and make a sentence.  "I see a soccer player."  Then, we add a card and add to our sentence.  "I see a soccer player eating a sandwich."  Then, we add even more! "I see a soccer player eating a sandwich with Santa."



3.  Chipper Chat- This is my one go to item that is fun for all ages.  My students LOVE to pick up the chips with the magnetic wand.  Students roll the dice and say their word or sentence the number of times on the dice. Then, they get chips to put on their board.  When they fill up the board, they can take the chips off. Sometimes, I have students start with all of the chips on the board and take that number of chips off the board.
I use the set from Super Duper Inc., but there are lots of different magnet chip boards that you can find on Teachers Pay Teachers.  If you don't buy the Chipper Chat set, you can find a bingo magnet and chips at a store like Wal-Mart or Target.  I have even seen them at the dollar store occasionally.



4.  Paper Clips on Articulation Cards- This works great with the chipper chat magnet wands.  Just put paper clips on your articulation cards, and the kids can go fishing for cards.  I like to put the cards face down so that the cards are a "surprise" each time.



5.  Memory-  Ok, I'm sorry, but really, my kids of all ages still LOVE to play memory!  I try not to play it too often so it doesn't wear out it's welcome though.



6. Paper Bag- Put cards in a paper bag and pull them out.  Try to guess what you will get before you pull it out.  If you guess correctly, you get to keep it.  First person to guess all of their cards correctly wins.  Some kids have a really eerie ability to do this!


7.  A Good Book- I love to take a good book out for students and try to find words that start with their sound.  I pull out a piece of paper and we write down all of the words that have their sound.  I love when I can have them bring books from class for this so that they may think about those words again during reading groups with their teacher.



8. Categories!  I have students pick a word from their articulation cards and tell me the category of the item.  We create piles of different categories and see how many different piles we can make. Students have to say their word in a sentence, "A sandwich is an food."  I love this activity because students get both articulation and language benefits.



9.  Guess the Item- I describe the articulation word to the student and see if they can guess the word I am describing.

10.  Articulation Recall- We roll the dice to see how many cards the student has to recall.  I then present that number of words to the student and give them a moment to memorize them.  Then, we flip them over face down and see if the student can recall each word before flipping it back.



There you have it!  Whether you are just starting out or a seasoned veteran, hopefully some of these ideas will help you to cut the monotony and put more fun in your articulation sessions.

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06 September 2016

5 Tips for Progress Monitoring for Speech and Language Skills

5 Progress monitoring tips for speech therapy

Progress monitoring is something that can haunt you all year. In the past, I have felt like I was constantly scrambling at progress report time, trying to scrounge up data that I had taken to present on my reports. When I started out, I didn't think ahead to how I would compare this data over time to show the growth that I knew I was seeing. Now, I have realized that when I use the same tool each time I progress monitor, I can get a much better picture of how my students are learning and changing over time. Here are 5 tips for getting great progress monitoring data:

1. Be Consistent
I think this one is pretty important.  When I am doing progress monitoring, I want it to be a snapshot that I can compare with another snapshot.  Whenever possible, I try to use the exact same items when progress monitoring.

For story retelling or answering questions about stories, I try to stay consistent with the types of stories that I use.  For example, I may use a Fall Matt and Molly story in September, and then use a different Winter Matt and Molly story in November or December.  Because the stories are very similar in their style, I am not worried that the results will be radically skewed.  I know that there will be 10 yes/no questions and 10 wh questions that all target similar details in the stories.  There are four pictures, and simple text, which make these great for early story tellers.

Matt and Molly Story


For articulation, I use items from my Articulation Progress Monitoring Kit.  With these pictures, I can use the exact same target words, and watch progress over time with the exact same words.  This has helped me out tremendously.

Articulation Progress Monitoring

2. Don't teach to the test 
The last thing I want to do is completely skew my data into showing growth that isn't really there.  I may work on synonyms as a goal.  If I only focus on the same 10 synonyms over the course of 8 weeks, chances are pretty good that my student will make some pretty good progress on those 10 words.  I don't want to only focus on those words if I am going to be tracking data over a whole year.  I may focus on 10 words in those 8 weeks, but my progress monitoring will not be only those words.  I will have a set of possibly 25-30 words that I will progress monitor over the year.  As the year goes on, it will show progress over time.  If I only progress monitor the words that I teach those 8 weeks, my data will probably always show 80% or greater accuracy.  I won't be able to show progress that way.

3.  Make yourself a progress monitoring schedule
I like to put progress monitoring right in my planner.  I simply remind myself that I have to progress monitor my students during that week (typically the week before my reports are due).  When I plan it out this way, I am less likely to miss a student because of possible missed sessions.  I will still have time to grab the student if I miss them.

4.  Use what you have
Progress monitoring doesn't have to be fancy.  A great example is when I work on increasing sentence length, working on pronouns, or working on verbs.  I have a set of Autism and PDD Photo cards for WH questions that I love to use to target a variety of goals.  I made a simple chart for the What Doing section of these cards.  When I want to progress monitor, I simply pull out my cards, and check off the table as I go through the cards.  On the top of the page, I write what my target goal is.  For example, sometimes I may work on the pronouns he, she, or they.  For another student, I might work only on the verb +-ing structure.  I can use the same cards for multiple reasons, as long as on the top of the page, I make sure I know what the goal is.  If you have these cards, grab this chart to help you keep data. 




5.  Keep it simple!
No need to make this difficult on yourself!  Follow the above tips to help you keep it simple.

16 July 2016

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:

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.



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 go to my TpT store to grab this Articulation Progress Monitoring Kit and get started collecting data for all of your articulation students.

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08 July 2016

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 removable 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!


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01 June 2016

Working on Categories!


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!

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30 May 2016

Auditory Memory Activities for 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.

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18 April 2016

Taking Speech 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!!!


18 January 2016

Kids in Action! Interactive Verb Books!

I am so excited for this new product that I created!!!  I am always looking for ways to target expanding utterance length, working on verbs, and working on pronouns.  I have visuals that I use with different pictures that I own, but I wanted it all in one place that would be super easy to grab and go.

With all of this in mind, I created Kids in Action!  Interactive Verb Books.


This is a set of six books.  Each book provides visual supports to expand utterance length and target verbs by use of interactive icons.  There are two books with boys (he) in action, two books with girls (she) in action, and two books with kids (they) in action.



Boys:


Girls:


Kids:


The pictures in each set are identical.  The difference is in the subject or pronoun used.

I have used these books with my students with Autism Spectrum Disorder (ASD) with great success. The kids love manipulating the icons in the books, and I love the language expansion and vocabulary building that I get from them.



If you are interested in these books, you can find them HERE.

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