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Blogjam  |   January 01, 2016
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Blogjam
Blogjam   |   January 01, 2016
Blogjam
The ASHA Leader, January 2016, Vol. 21, 18-19. doi:10.1044/leader.BGJ.21012016.18
The ASHA Leader, January 2016, Vol. 21, 18-19. doi:10.1044/leader.BGJ.21012016.18
Tell It With Slides
Pam Dahm has a story for you.
The Small Talk SLP blogger recently shared a how-to for creating stories for students using a smartphone or tablet.
To demonstrate, she tells the story of three little toy gnome brothers, who “turn up” in her speech room every fall. “Each day, the kids arrive to find those industrious gnomes playing with our toys,” Dahm writes. “I made a story to record all the little gnomes’ antics.”
With the goal of targeting the pronoun “he” and regular past-tense verbs, the SLP took pictures every day for a few weeks of the gnomes with the students’ toys. After she was satisfied with the amount of photos, she put together the story with the Picasa photo-editing program (free and available from Google).
“I love that I can share the links with parents and that they can access them anonymously,” Dahm writes. “The kids really enjoy them, too.”
Visit her full blog post for step-by-step directions.
Space It Out
If your clients have had some success with carryover skills, it may be time to try shaking up your speech space, suggests the Speech 2 U blogger. In schools, where she works, there are plenty of new environments to test.
“[Move] away from your speech table to some unique areas to increase motivation and assess if your students are able to carry over skills to different environments,” she writes. “Plus these are pretty simple ideas with minimal prep.”
  • Have a pool day. Try a hard plastic kiddie pool, without the water, as a space your kids can sit in while working on drill activities, the blogger suggests.

  • Hide under the table. Try taping pictures to the top of the table.

  • Climb the stairs. Another good environment to work on drill practices, she writes—try using her “stair-ticulation” activities.

  • Hang out in a tent. “There’s something about a small space that is really appealing for a lot of my clients. if I put up a tent … they think it’s super fun.”

Learning While Locked Up
“I’ve been to jail and can honestly say I really liked it.”
The beginning of Debra Kerner’s guest blog post on Activity Tailor is enough to make you do a double-take.
But Kerner wasn’t a prisoner. The SLP shares her experiences working at a juvenile detention center with inmates who had been diagnosed with speech impairments. With no outside technology allowed and guards inspecting her minimal materials, Kerner had to work within the guidelines of her school district and the detention center.
“For example, if an inmate had misbehaved and was on ‘lockdown,’ I was not allowed to see the kiddo even though it was mandated on the IEP,” she writes.
Kerner details her experiences with teens who were dealing with teasing and bullying from other inmates because of their apraxia and articulation disorders. She says they were highly motivated to work on their speech skills, and she saw great improvements.
Practice What You Preach
When your job revolves around communication, you’d think all SLPs would be experts at communicating successfully.
Busy Bee Speech blogger Lauren LaCour shares tips on how to practice what you preach at work, wherever that may be.
  • Seek out face-to-face conversations. “I try to make a point to walk over to a teacher’s classroom if I need her to explain something or go into my facilitator’s office if I want to collaborate about a student,” LaCour writes. “Being able to see others’ faces and body language usually helps eliminate misunderstandings and confusion.”

  • Think about others’ reactions. If a co-worker is busy typing and responding to you with “uh huhs,” LaCour notes you “can probably judge that it’s not a good time to have a conversation.”

  • Remember that people learn differently. “When I try to explain therapy techniques to parents or make suggestions to teachers, sometimes they really appreciate it if I offer to model the strategy.”

  • Solve problems. Instead of complaining about “the problems in our education system or the overwhelming amounts of paperwork I have to do, I need to get creative and spin my wheels on how I can make things work for me.”

  • Diagnose yourself. Always be on the lookout for what you can improve in your own communication, she recommends.

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FROM THIS ISSUE
January 2016
Volume 21, Issue 1