Bugs, Beetles and Bees! As a pediatric speech-language pathologist, I have endless opportunities to explore creative ways to support children with a wide range of communication challenges. I set up my treatment space with a variety of multisensory activities that relate to an ongoing theme and support overall motor planning and coordination, executive ... Glimpses
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Glimpses  |   August 01, 2016
Bugs, Beetles and Bees!
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Development / Speech, Voice & Prosodic Disorders / Practice Management / Professional Issues & Training / Language Disorders / Attention, Memory & Executive Functions / Glimpses
Glimpses   |   August 01, 2016
Bugs, Beetles and Bees!
The ASHA Leader, August 2016, Vol. 21, 8. doi:10.1044/leader.GL.21082016.8
The ASHA Leader, August 2016, Vol. 21, 8. doi:10.1044/leader.GL.21082016.8
As a pediatric speech-language pathologist, I have endless opportunities to explore creative ways to support children with a wide range of communication challenges. I set up my treatment space with a variety of multisensory activities that relate to an ongoing theme and support overall motor planning and coordination, executive functioning, language, and vocabulary skills. In “Bugs, Beetles and Bees,” we explored the facts in nonfiction books and designed and created our own insects. In creating ladybugs, children had opportunities to practice their fine-motor skills, sequence, problem-solve and use descriptive language to share their experience and final product. We tapped into visual, tactile and auditory sensory systems (even some smell and taste—salty!) to create these critters.
About me:
My private practice—Dot to Dot: Pediatric Speech Language Therapy LLC—evolved from a desire to meet the changing needs of each client and family. I love the challenge of planning an individual program for each child and finding activities and materials that inspire the child, the family and me. The “work” of childhood is about exploration, hands-on experiences, trial and error, moving and grooving! I take pride in my approach to speech-language services and in recognizing the “whole” child in their targets and progress within sessions.
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FROM THIS ISSUE
August 2016
Volume 21, Issue 8