Blogjam SLPs and audiologists are blogging about their experiences and discoveries. Check out some of their posts. Blogjam
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Blogjam  |   April 01, 2016
Blogjam
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Blogjam
Blogjam   |   April 01, 2016
Blogjam
The ASHA Leader, April 2016, Vol. 21, 22-23. doi:10.1044/leader.BGJ.21042016.22
The ASHA Leader, April 2016, Vol. 21, 22-23. doi:10.1044/leader.BGJ.21042016.22
Accent or Not?
Kicking off a series on accents and dialects and how they affect speech-language pathology, Kristin Immicke shares personal insights and resources for fellow SLPs in a recent post on her (appropriately titled) Talkin’ With Twang blog.
“When evaluating students for speech-language disorders, I always take into account their home language and the fact that many children in my area speak a form of Southern dialect,” writes Immicke, a clinical fellow who has lived and worked in Texas since moving from Southern California 12 years ago. “This can impact pronunciation of words, grammar and even vocabulary.”
Determining whether a child has a speech difference or a speech disorder takes knowledge of the rules of different accents and dialects. Immicke suggests keeping a binder or a computer file with resources to explain the rules; she links to a few websites with good information in her full post.
Educating teachers about what language disorders are and aren’t is also helpful, she writes.
‘Good’ Riddance
Have you ever thought about the meaning behind words like “good” and “nice”?
There’s not a whole lot there, writes SLP Elizabeth Rosenzweig on her Auditory Verbal Therapy blog, as far as giving feedback to clients, parents and co-workers goes.
“Giving praise like ‘Good job!’ is unspecific,” she writes. “All the listener knows is that I have evaluated their performance on the ‘job’ (what job do I mean?) as ‘good’ (by what standard?). Even worse, when we use praise like ‘Good boy’ or ‘Good girl,’ we’re sending the message to the child that their whole being is good/bad based on one thing that they’ve done.”
Instead, Rosenzweig says she has reworked the way she delivers praise to make sure she’s mentioning specifics: what happened and how it led to a desired effect.
“For example, instead of ‘Good listening!’ try, ‘You were really concentrating when Mom told you the shopping list, and you remembered all five things to buy at the store!’”
Small Cups, Big Success
SLP Kristin Cummings has a new pint-sized tool for your speech-language sessions: bathroom cups.
The Simply Speech blogger shares how she’s been using the tiny 3-ounce paper cups with her young students—to much delight.
“I started out using these cups to help one of my kindergarteners work on his sight words,” writes Cummings. “I grabbed a couple of the cups, wrote some of his sight words on the top, then hid an object under one of the cups when he wasn’t looking. He had to guess which cup it was under by reading the sight word on the top first. … He wanted to play over and over again, and you know what that means—lots of practice.”
The game can be adapted for many different goals (“letter names, vocabulary, colors, size concepts, describing words, you name it,” she says), and you can heighten the fun by “[building] a tower with the cups. Have your student(s) practice their target that’s on the cup before he/she can add a cup to the tower. Kids learn so much more when they are engaged and having fun!”
Do It Again (Every 30 Minutes)
Getting a new group of students excited about learning every 30 minutes can drain you. In a recent post, Speech Time Fun’s Hallie Sherman, the SLP formerly known as “Miss Speechie,” shares the little things she does between sessions to recharge for her next set of students.
“Classroom teachers have their ‘morning meets’ to inspire, motivate and set the tones in their classrooms for the day. Our challenge as SLPs: We have to do it every 30 minutes for a new group!” writes Sherman. “Our students struggle with learning and/or communicating. They need to be pushed to work hard and practice the strategies we are teaching them. We need to make our therapy rooms warm and inviting and keep this energy going all day long!”
A quick coffee break, a small treat like a bite of chocolate, a brief walk in the hallways, a chat with a co-worker, a Google search for inspirational quotes—they’re all ways Sherman says you can regain your focus and energy.
But what helps her recharge the most is “when I see the exiting group leave with a smile yet sad to leave. … That is my motivation for the next group!”
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FROM THIS ISSUE
April 2016
Volume 21, Issue 4