Marshmallow Madness Whenever possible, I like to incorporate functional academics within therapy. The day before this activity, my fifth-grade client had used background information to provide a hypothesis for each of several different science experiments. We used this lesson to address his goals related to inferencing and recalling information to answer ... Glimpses
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Glimpses  |   January 01, 2016
Marshmallow Madness
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Speech, Voice & Prosodic Disorders / School-Based Settings / Practice Management / Professional Issues & Training / Glimpses
Glimpses   |   January 01, 2016
Marshmallow Madness
The ASHA Leader, January 2016, Vol. 21, 8. doi:10.1044/leader.GL.21012016.8
The ASHA Leader, January 2016, Vol. 21, 8. doi:10.1044/leader.GL.21012016.8
Whenever possible, I like to incorporate functional academics within therapy. The day before this activity, my fifth-grade client had used background information to provide a hypothesis for each of several different science experiments. We used this lesson to address his goals related to inferencing and recalling information to answer questions. We designed an experiment to determine, “When agitated, will a marshmallow dissolve faster in water or soda pop?” We treated this as a true science experiment, using the scientific method and identifying the materials and procedures. After we completed the experiment, he explained the results and compared them to his hypothesis.
About me: My career as a speech-language pathologist began in the public schools and later branched out to long-term acute care. Now I own Atlanta Speech Therapy, a private practice in Atlanta. I created a video course called The Entrepreneurial SLP, a step-by-step roadmap to seeing private clients. My goal always has been and will continue to be to help others enrich their own lives in and out of the treatment room.
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January 2016
Volume 21, Issue 1