Blogjam SLPs and audiologists are blogging about their experiences and discoveries. Check out some of their posts. Blogjam
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Blogjam  |   February 01, 2015
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Blogjam
Blogjam   |   February 01, 2015
Blogjam
The ASHA Leader, February 2015, Vol. 20, 18. doi:10.1044/leader.BGJ.20022015.18
The ASHA Leader, February 2015, Vol. 20, 18. doi:10.1044/leader.BGJ.20022015.18
Life Hacks for SLPs
On The Speech Bubble, blogger Maureen Wilson has collected 16 life hacks—tips about using everyday items or simple little tricks—that make SLPs’ lives just a bit easier. A few examples:
  • Slip your iPad into a three-ring binder that has a protective sleeve on the cover—no more sticky fingers and germs on the screen!

  • If you have a kidney table (or any laminate wood table) it can act as a dry-erase board! Just use dry erase markers, glass-cleaner spray, and paper towels. BOOM!

  • Melt broken crayons and pour them into empty glue stick containers. When they harden, you have chunky retractable crayons.

Consult, Collaborate, Connect
At The Next Chapter in My Speech World, blogger Nanette Cote offers some advice for collaboration between private and school-based SLPs who work with the same client. As a private-practitioner, she uses three Cs—consult, collaborate and connect—to help create a bridge with her clients’ school SLPs. Cote outlines the steps involved in each process and how she works with the student, the school SLP, other members of the school team and the child’s family.
“As a private therapist,” she writes, “I want to help improve carryover and make the best impact that we can for the families that we … work with at school and home.”
I Need More Time
Blogger Jan Heath Schwanke suggests that by age 4, most typically developing children have the metalinguistic skills to be aware of word-retrieval issues, which she believes correlates with word-finding issues. “I have been successful teaching preschoolers to let their teachers know, ‘I need more time,’ or ‘Give me a clue,’” she writes on Word Finding for Kids.
Conversely, she has worked with middle-school students who have yet to develop the same level of self-awareness.
The important message to send to children of all ages, Schwanke says, is that, “We get it. We understand that they know the answer, it’s just ‘stuck.’ Encourage an older child to explain, ‘It’s on the tip of my tongue’” or to use a nonverbal signal. An understanding teacher will accept an index finger raised to mean, “Give me a minute” or a thumbs-up to mean, “I know it, I just need more time.”
Got the Opposite? Bingo!
Kids need to know how to make associations and connections, or they won’t learn new vocabulary, says Ruth Morgan on Chapel Hill Snippets. “Opposites, synonyms, categories, features, functions—they all need to be taught.”
To help, Morgan offers a free download of Opposites Bingo. Each student has a Bingo card with pictures and labels. The calling cards have words that are opposites of the pictures. When the caller reads a word, the student places a token on the picture that represents the opposite of the called word.
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FROM THIS ISSUE
February 2015
Volume 20, Issue 2