tag:blogger.com,1999:blog-76282928637636035692024-03-13T05:36:00.979-07:00Speech Me MaybeSpeech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.comBlogger50125tag:blogger.com,1999:blog-7628292863763603569.post-6829468565824695482021-01-20T06:15:00.004-08:002021-01-21T05:31:10.746-08:00Making Digital Speech Therapy Games<div class="separator" style="clear: both;"><a href="https://1.bp.blogspot.com/-iCaS25S4gAw/YAg7UNpKIbI/AAAAAAAAyzE/Ui_W_uX-FgU20dfLCL1y0Zkzqod3Z0amQCLcBGAsYHQ/s1280/TpT-Seller-Bundle-001.png" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" width="320" data-original-height="1280" data-original-width="1280" src="https://1.bp.blogspot.com/-iCaS25S4gAw/YAg7UNpKIbI/AAAAAAAAyzE/Ui_W_uX-FgU20dfLCL1y0Zkzqod3Z0amQCLcBGAsYHQ/s320/TpT-Seller-Bundle-001.png"/></a></div>I'M BACKKKKKK!
Well, that was a long break (cough, 3 years, cough) since I've written on the blog! Just so you don't think I am a slacker, I have been busy with my two little girls which I'll refer to as M & M for now. I am super lucky to have time off with them and miss this whole, teaching during a pandemic, thing. But, if you're still here, I wanted to share a wonderful resrouce that has made creating digital speech therapy materials fun and easy.
Behold....<a href="https://selz.co/fi74Xos" target="_blank">Tabitha's ALL Access Bundle</a>!
This resource is simply AMAZING. I cannot say enough great things about it. I can literally make a digital game in minutes! Check out all the digital speech therapy activites I have been able to make in the past few months <a href="https://www.teacherspayteachers.com/Store/Speech-Me-Maybe/Category/-Digital-Learning-Resources-451638" target="_blank">HERE</a>.
If you are at all wondering if you can do it, YOU CAN. She has everything made as a template and you just have edit the slides. <b>Use my code SMM20 to recieve $20 OFF the bundle price!!! </b>
<a href="https://selz.co/dhfgq1W" target="_blank">Check it out HERE!!</a> It is worth every single penny.
Can't wait to write more soon and connect with you as I return to work and get back into the swing of things. Thanks for sticking around!
-LaceeSpeech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-82256798480472386222018-01-01T11:52:00.000-08:002018-01-04T13:39:47.840-08:00Top 3 Hacks for School-Based SLPs<div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-PnWgDPKk4lQ/WkqSEwpQvII/AAAAAAAAuAg/zagi_2fZUOo48CIlmSqHbbzVEvjJ1HqGgCLcBGAs/s1600/Blog-03.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="628" data-original-width="1200" src="https://4.bp.blogspot.com/-PnWgDPKk4lQ/WkqSEwpQvII/AAAAAAAAuAg/zagi_2fZUOo48CIlmSqHbbzVEvjJ1HqGgCLcBGAs/s1600/Blog-03.png" /></a></div><br />
School based SLPs have unique challenges that set our jobs apart from working in other settings. The majority of us have high caseloads, demanding workloads, and not to mention we have to keep up with our continuing education credits, licenses, certifications, new research, and evidence-based practices. It can be overwhelming and exhausting to try to keep everything straight. Luckily, there are some amazing people out there who have focused on making our lives easier and let me tell you, I couldn’t be more thankful for them.<br />
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#1 – The first must have for school-based SLPs is called SLP Toolkit. This is a web-based service that I gladly pay a monthly membership of $19. It has SO many features but I mainly use it for their progress monitoring assessments, present level assessments, developing goals, and make awesome recommendations for accommodations. This program helps me feel more confident when I write present levels of performance, goals, and accommodations on annual IEPs. It also makes progress reports a BREEZE. It takes no time to administer a progress monitoring assessment and compare it to last quarter. I love printing out the graph to send home to parents. It provides a great visual for them to see how their student is making progress. I love, love, LOVE, this program.<br />
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You can try it free for up to 5 students to see if you like it! Check it out <a href="https://www.slptoolkit.com/">HERE</a>.<br />
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#2 – My next therapy love is called SLP Now. Holy moly. It’s hard to put into words what Marisha has created with this program. This has truly been my lifeline this school year. I spend about 10-15 minutes (no joke!) every Friday afternoon prepping for the entire next week of therapy. SLP Now provides evidence-based materials for every. single. student. on my caseload. There are literacy packs, skills packs, assessments, and crafts, just to name a few. Most of the time, I just print and use immediately. Lately, I have been trying to save paper so I just pull up the lessons on my iPad…super easy and quick!<br />
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Check it out <a href="https://slpnow.com/?aff=LaceeJ">HERE</a>.<br />
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#3 – Last but not least…Teachers Pay Teachers is my third school-based SLP hack. It is not only for teachers. I absolutely love logging on, searching for a keyword, and finding quality materials that are exactly what I need. SLPs on this site have similar caseloads as you, therefore, their materials are relevant, appropriate, and beautifully designed. Did I mention they are also a bargain? Prices don’t even compare to bigger companies that sell speech and language resources. There are also a TON of free resources on this site that are amazing and fun for all students.<br />
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TpT is free to sign up. Check it out <a href="https://www.teacherspayteachers.com/">HERE</a>.<br />
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These three hacks alone have saved my sanity as a school-based SLP. I honestly do not know how I would feel about my workload if I didn’t have these resources at my fingertips. What are some things you use in your day-to-day therapy that make your life easier? I would love to hear in the comments below!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-3085073202049184242017-10-15T17:29:00.002-07:002017-10-15T17:31:30.766-07:00The 3:1 Model<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-z_-hlOcDNaQ/WeP9KDYlG0I/AAAAAAAAVoc/gBK874gtRtMU_gCrnoeaGfauOwX8ZFwYACLcBGAs/s1600/Blog-01.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="628" data-original-width="1200" height="335" src="https://3.bp.blogspot.com/-z_-hlOcDNaQ/WeP9KDYlG0I/AAAAAAAAVoc/gBK874gtRtMU_gCrnoeaGfauOwX8ZFwYACLcBGAs/s640/Blog-01.png" width="640" /></a></div>
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By now, you’ve probably heard of the 3:1 service delivery model or you may know someone who currently implements it. The 3:1 model for school SLPs calls for three weeks of direct services followed by one week of indirect services.<span style="mso-spacerun: yes;"> </span>I’ve always wanted to try this model but had a hard time believing I could “sell it” to administrators even though I feel that my therapy and caseload management would be so much better! ASHA has a lot of great information on this model and the efficacy of it, of which I completely agree with! It’s hard to argue with evidence-based research. At my current placement, I am implementing a modified 3:1 model and it is working fabulously.<span style="mso-spacerun: yes;"> </span>If you’re interested in trying it out, let me tell you how I do it!<o:p></o:p></div>
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My modified version of the 3:1 model consist of direct therapy Monday-Thursday and indirect services on Fridays. I cannot express how big of a blessing it is to have an entire day of the week to complete paperwork, conduct comprehensive evaluations, have make-up sessions (yes, make-up sessions), write reports, provide consultative services to general education students, meet with my special education team, schedule IEP meetings, and so much more. In fact, Friday’s are probably my busiest day. I do not stop working for a moment because I know I only have one day to complete my to-do list or else it has to wait until next week. This model also allows me to focus on therapy Monday-Thursday. I am not trying to test kids in between groups or completing classroom evaluations at a moments notice because I know I have FRIDAY.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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There are a few exceptions for this modified 3:1 model. I continue to see students with severe apraxia or phonological disorders that require a more consistent treatment. I also continue to see my RTI kiddos because of the consistency factor as well. <o:p></o:p></div>
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Have you tried a version of the 3:1 model that ASHA recommends for school-based SLPs? Let me know what you loved or didn’t love! If you're interested in reading more about this model, check out this <a href="https://www.asha.org/uploadedFiles/0914Handouts.pdf">link</a>.<o:p></o:p></div>
Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-82044856652385509662017-09-10T19:20:00.000-07:002017-10-01T15:47:55.864-07:00Articulation CentersI have to share with you something that I have found to be amazing this year. It is called Articulation Centers. I was hesitant at first to implement this new idea, as all new things are scary. But, if you’re anything like me, traditional articulation therapy can be a little monotonous for myself AND even the students at times. You know, the type where 3-4 students come in, we pick a game, each person says their sound at the word/phrase/sentence level then they take a turn at a game, THEN they have to wait for three other people to say their sound and take a turn. I was over it and it was the second week of school. :)<br />
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At my new placement, 70% of my caseload is working on articulation. That is A LOT. I needed a creative way to spice up articulation sessions and this is just the ticket. My gal pal, Shannon from Speechy Musings, is full of great ideas and I just happen to come across her Articulation Centers resource on Teachers Pay Teachers. I modified it a bit to fit my style and what works in my speech room but here is the gist... <br />
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Set Up:<br />
Get a visual timer. Set it for 5-7 minutes at the beginning of each rotation.<br />
Set clear expectations.<br />
Explain each session in detail the first session. <br />
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Center 1 - Race to 100<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-w16FnMR24Fg/WbXwxS4_dVI/AAAAAAAAVa0/-SV7QabWaZg8j7aHXydVZ6EPeuVE97-1QCLcBGAs/s1600/Instagram-03.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://2.bp.blogspot.com/-w16FnMR24Fg/WbXwxS4_dVI/AAAAAAAAVa0/-SV7QabWaZg8j7aHXydVZ6EPeuVE97-1QCLcBGAs/s400/Instagram-03.png" width="400" height="400" data-original-width="1600" data-original-height="1600" /></a></div>This center is where the student will work with the SLP one-on-one and try to say their sound 100 times. My students LOVE getting to 100 and surprisingly, within 5 minutes, most of them do!<br />
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Center 2 - iPad<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-xWbXM5vbDqo/WbXwlfeAZQI/AAAAAAAAVaw/7dieW-p9CX0U6YSlFrnvp19y9ZL7YmcWgCLcBGAs/s1600/Instagram-04.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://2.bp.blogspot.com/-xWbXM5vbDqo/WbXwlfeAZQI/AAAAAAAAVaw/7dieW-p9CX0U6YSlFrnvp19y9ZL7YmcWgCLcBGAs/s400/Instagram-04.png" width="400" height="400" data-original-width="1600" data-original-height="1600" /></a></div>Articulation Station- This app is AMAZING and the kids really enjoy getting some iPad time in! I like this app because the students can grade themselves and it saves all the data from each session. It is really cool to see how they think they sound vs. how I think they sound. Don’t forget to set clear iPad expectations at this center.<br />
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Center 3- Sort the Cards<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-IrwL__6olhk/WbXw7Nt0C3I/AAAAAAAAVa4/aDob9So32ZIbGNPmFdgWI-gNZvz2cCB0gCLcBGAs/s1600/Instagram-05.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://4.bp.blogspot.com/-IrwL__6olhk/WbXw7Nt0C3I/AAAAAAAAVa4/aDob9So32ZIbGNPmFdgWI-gNZvz2cCB0gCLcBGAs/s400/Instagram-05.png" width="400" height="400" data-original-width="1600" data-original-height="1600" /></a></div>Students are responsible for knowing what sounds their working on in speech. This increases independence and self-monitoring outside the speech room. Students choose which seat to sit in and sort the articulation pictures.<br />
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Center 4- Exit Cards<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-VzbvknVCKzg/WbXxCwJxFDI/AAAAAAAAVa8/dSVgjRPSBTA4TQgkJ5K88CZmWtnHWSSGgCLcBGAs/s1600/Instagram-06.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://1.bp.blogspot.com/-VzbvknVCKzg/WbXxCwJxFDI/AAAAAAAAVa8/dSVgjRPSBTA4TQgkJ5K88CZmWtnHWSSGgCLcBGAs/s400/Instagram-06.png" width="400" height="400" data-original-width="1600" data-original-height="1600" /></a></div>I use tongue twisters or Nicole Allison’s <a href="https://www.teacherspayteachers.com/Product/Articulation-Context-Clue-Cards-Using-Tier-2-Vocabulary-2095702">Tier 2 Vocabulary cards</a> at this station. The students read the sentence and that is their exit ticket out the door. <br />
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*Tips*<br />
-I have all decks of all the phonemes at my desk and at center 3 so that I can quickly grab and go. <br />
-My sessions are 20 minutes long. I set a timer for 5 minutes for centers 1,2, and 3 and Center 4 takes about 2-3 minutes before they’re out the door. <br />
-If I have a group of 4, I group two students together that are working on the same sounds. That way, they can use the iPad together.<br />
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I totally can't take credit for articulation centers. I originally got the idea from Speech Musings on Teachers Pay Teachers. She has written a post on how she sets up her sessions, too. Check it out <a href="http://speechymusings.com/2016/01/24/centers-for-articulation/">here!</a> Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com1tag:blogger.com,1999:blog-7628292863763603569.post-33781614519277996072017-08-14T07:30:00.000-07:002017-08-14T07:30:10.379-07:00The First Week in Speech<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-G5GbtMhoxR0/WZB1OHlPJOI/AAAAAAAAVZI/siXgcZHF66QoEPKRzt8CatctPZfOHu3uACLcBGAs/s1600/BlogPosts-02.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="628" data-original-width="1200" height="335" src="https://1.bp.blogspot.com/-G5GbtMhoxR0/WZB1OHlPJOI/AAAAAAAAVZI/siXgcZHF66QoEPKRzt8CatctPZfOHu3uACLcBGAs/s640/BlogPosts-02.png" width="640" /></a></div>
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You’ve completed your schedule. You’ve met all the teachers. You’ve reviewed all the goals. You are ready to start seeing your students for the first week of speech. But, what do you do?? Do you play a game? Do you take baseline data? There are no right answers, but maybe a couple rapport-building activities will set you up for a successful year. <br />
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If your students are meeting you for the first time, this is a vital point in your relationship. They have memories of the previous SLP and the routines they had last year. So, you don’t want to make it seem like you won’t be working hard in speech, but you also want to establish yourself as a safe, fun, engaging teacher, too. These are a couple of strategies I use when I begin speech sessions for the year.<br />
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1) Meet them with a smile. It’s amazing how far a smile and good attitude can take you.<br />
2) Give them a tour of your room. Where they will put their folders, the materials you will use, and the seats they will be at. I always like to make them feel as comfortable in my room as I do.<br />
3) Use this <a href="https://www.teacherspayteachers.com/Product/FREEBIE-Back-To-School-Activities-for-Speech-Therapy-1996221">FREE RESOURCE</a> to play break the ice games and get to know your students.<br />
4) Complete a <a href="https://www.teacherspayteachers.com/Product/FREEBIE-Back-To-School-Activities-for-Speech-Therapy-1996221">speech book</a> so that your students will know their goals and understand why and when they will be coming to speech. <br />
5) Set expectations. You’ll want to let them know the expected behavior in speech and reward that behavior when you see it. <br />
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I hope this gives you a good amount of material to complete for the first week in speech. Let me know your ideas for the first week in the comments!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-25820551323837678822017-08-13T08:23:00.001-07:002017-08-13T08:30:20.006-07:0010 Tips For Surviving Your First Year At A New School<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-JXIrDYMO57Y/WZBupe9-MSI/AAAAAAAAVY4/Mn6mmAKGtI0eczNiY_6PSUlTw8As4odxACLcBGAs/s1600/BlogPosts-01.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="628" data-original-width="1200" height="334" src="https://4.bp.blogspot.com/-JXIrDYMO57Y/WZBupe9-MSI/AAAAAAAAVY4/Mn6mmAKGtI0eczNiY_6PSUlTw8As4odxACLcBGAs/s640/BlogPosts-01.png" width="640" /></a></div>
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How to survive your first year at a NEW school<br />
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1. Schedule a tour at the school prior to your start date to meet the administrative staff, secretaries, maintenance staff, and teachers if available. This is a great time to pick up your keys and introduce yourself to some important people. In my experience, the school secretaries and maintenance staff are some of the most helpful people on campus, especially when you’re the newbie!<br />
2. Get a map of the school and learn the layout. You’ll want to know where the gymnasium, lunchroom, ELL class, computer lab, and library all are. Most likely, your kids will be in these places when you go to pick them up for speech. <br />
3. If you are at multiple schools, get to know the procedures for signing in and signing out of your school. The principal is a great resource when it comes to questions like this. Some schools have a strict policy in case of fire alarms or emergencies, they will need to know to account for you or not. <br />
4. Check out your therapy room and determine what furniture you need or don’t need. Do you have enough tables and chairs? Do you have a locked filed cabinet for your speech files?<br />
5. Go through the speech materials left over (if any) and determine what you don’t need AND what you may want to order. Think about your caseload and find out if you have any sort of budget to spend on new materials. (Fingers crossed!)<br />
6. Review your caseload and IEP system. Meet with the school psychologist to find out if you had any new transfers over the summer or any new students that need attention. The school psychologist can be a wonderful resource when it comes to the special education system. Usually, they are super helpful when it comes to paperwork and IEP meetings. <br />
7. Set up email, phone, and voicemail with the IT department. Keep their number handy in case you have any technical issues. Find out which printer your computer prints to and test it out to make sure it works. You will be printing A LOT of paperwork!<br />
8. Attend any back to school breakfasts, staff meetings, or school events and make yourself available to teachers and parents. <br />
9. Bring coffee or treats at some point and invite everyone to come introduce themselves if they haven’t already. I keep a Kuerig in my room all year and it is the best relationship builder. I mean, what teacher doesn’t love coffee? <br />
10. Don’t be afraid to ask questions!! Find a staff member that you click with and lean on them for advice and knowledge during this first year!<br />
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Good Luck!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-39533004873729821032017-05-07T10:00:00.006-07:002017-05-07T10:00:50.289-07:00It's the SEVENTH of May!Do you know what that means?? On the 7th of every month during the school year, hundreds of SLPs on TpT select one item and discount it 50% off for the day! All you have to do is log on to <a href="http://teacherspayteachers.com/">teacherspayteachers.com</a> and search <span style="font-size: large;">#may17slpmusthave</span> in the search box. Then, shop until you drop! I wanted to share with you what I have selected this month. It is perfect for summer practice and a great way to impress the families you work with. <br />
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<a href="https://3.bp.blogspot.com/-CU9s4VFGKsk/WQ9SF1JM2PI/AAAAAAAAVOU/HHaxZ7583wo6i_ib_kChwf72QD9kyn4awCLcB/s1600/Facebook-02.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="209" src="https://3.bp.blogspot.com/-CU9s4VFGKsk/WQ9SF1JM2PI/AAAAAAAAVOU/HHaxZ7583wo6i_ib_kChwf72QD9kyn4awCLcB/s400/Facebook-02.png" width="400" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/may17slpmusthave-Summer-Activity-Packet-2519403?utm_source=Instagram&utm_campaign=SLPMustHaveMay2017">This product</a> is a resource that I give to parents, teachers, and other professionals right before school gets out for the summer. Included are ten, free – low cost activities that parents can do to elicit speech and language skills over the summer. Specific examples along with activities are provided to bring awareness and knowledge to parents that have kiddos with language disorders. Target audiences for this product would from PreK-5th grade. <br />
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Activities are all in black and white and there is no prepping needed except for stapling and handing them out!<br />
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Page 3- Zoo Activity<br />
Page 4- Camping Trip<br />
Page 5- Lemonade Stand<br />
Page 6- Ice Cream in a Bag Activity<br />
Page 7- Picnic<br />
Page 8- Beach/Pool Day<br />
Page 9- Take a Drive<br />
Page 10- Gardening<br />
Page 11- Sports<br />
Page 12- Read<br />
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You can find this resource <a href="https://www.teacherspayteachers.com/Product/may17slpmusthave-Summer-Activity-Packet-2519403?utm_source=Instagram&utm_campaign=SLPMustHaveMay2017">HERE!</a><br />
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Happy shopping!!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-38088279445018631582017-04-06T09:05:00.000-07:002017-04-06T09:05:13.668-07:00What Keeps You Up At Night?<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-ykv6gZKUav8/WOZnEMgV6eI/AAAAAAAAVMU/Cbo1gogiSpIIOq2rgXODvIYTLyErr60HgCLcB/s1600/AprilNew-18.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://3.bp.blogspot.com/-ykv6gZKUav8/WOZnEMgV6eI/AAAAAAAAVMU/Cbo1gogiSpIIOq2rgXODvIYTLyErr60HgCLcB/s1600/AprilNew-18.png" /></a></div><br />
Let’s face it. Our jobs are hard. Emotionally hard. Most of us work with students with low-socioeconomic status, broken families, and problems we have never experienced. Thinking about what our students do after they leave the safe walls of our school is troubling. Do they have a hot meal? Are they getting proper hygiene? What if they don’t even have a bed to sleep on? Ugh. These thoughts always cross my mind. This keeps me up at night.<br />
Constantly thinking that I’m not good enough. I don’t have enough experience or expertise in a certain area. I didn’t take that stack of paperwork home so now I am overwhelmed and frazzled. My day is crazy busy, as I’m sure yours is too. This keeps me up at night.<br />
Am I doing enough? Am I enough? Am I really trying my best? This keeps me up at night.<br />
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I am reminded by these bible verses that I Am Enough.<br />
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Psalm 138:8 The LORD will fulfill his purpose for me; your steadfast love, O LORD, endures forever. Do not forsake the work of your hands.<br />
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Philippians 4:6-7<br />
6 Do not be anxious about anything, but in every situation, by prayer and petition, with thanksgiving, present your requests to God. 7 And the peace of God, which transcends all understanding, will guard your hearts and your minds in Christ Jesus.<br />
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Have a wonderful and peaceful week!!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com1tag:blogger.com,1999:blog-7628292863763603569.post-10318244878010154662017-03-30T02:30:00.000-07:002017-03-30T02:30:25.729-07:00Parts of Speech Wall Decor<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-AyMAepiJZvI/WNsifGLyorI/AAAAAAAAVLg/sV-6KP1I3t8kwfEurowYljlyj70GWH0XwCLcB/s1600/IMG_0926.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://3.bp.blogspot.com/-AyMAepiJZvI/WNsifGLyorI/AAAAAAAAVLg/sV-6KP1I3t8kwfEurowYljlyj70GWH0XwCLcB/s1600/IMG_0926.JPG" /></a></div>
<span style="background-color: white; color: #202020; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px;">This is the perfect addition to any speech room! What is better than having cute, functional decor hanging in your speech room? Use this parts of speech wall to complete a bulletin board or fill up a blank space in your therapy room. Included is three different color options: Pink and blue, pink/teal stripes and teal, and rainbow! </span><br style="color: #202020; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px;" /><br style="color: #202020; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px;" /><span style="background-color: white; color: #202020; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px;">This wall is perfect for incorporating speech and language concepts into any activity. Have your students choose a verb, antonym, or adjective and use it in a sentence. Ask them to give you the past tense form of the verb or answer a WH question about a noun! The possibilities are endless!</span><br />
<span style="background-color: white; color: #202020; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px;"><br /></span>
<span style="background-color: white; color: #202020; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px;">You can grab it <a href="https://www.teacherspayteachers.com/Product/Parts-of-Speech-Wall-Decor-3085221">HERE!</a></span>Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-38132024621258750962017-03-28T07:35:00.000-07:002017-03-28T07:35:14.848-07:00How To Push Through The Mid-Year Slump<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-sSQ0mGjHdQg/WNpzlkeS2OI/AAAAAAAAVLA/LaX-ubuqIbYeQGsqNp-dCbMhGNdPtbzZQCLcB/s1600/Blog-04.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://1.bp.blogspot.com/-sSQ0mGjHdQg/WNpzlkeS2OI/AAAAAAAAVLA/LaX-ubuqIbYeQGsqNp-dCbMhGNdPtbzZQCLcB/s1600/Blog-04.png" /></a></div>
If you’re anything like me, the Springtime is the hardest part of the school year. The newness of the year as worn off, and frankly, so has my enthusiasm. I think the months of February-April are super tough to get through. But, this year I have taken a new perspective in hopes to try to make the best of it. In case you’re in the same boat, I wanted to share some tips that have helped me this year.<br />
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<b>Tip #1:</b> Self-care. It is easy for us as caregivers to want to please or help everyone around us. This means we rarely put ourselves first. My advice to you is to <u>be selfish</u> at least once a day. Go grab that Starbucks you have been itching for or leave for lunch to grab the smoothie bowl you’ve been eyeing. Take time to really connect and unplug with the world. For me, I’ve been sitting out side with my dogs and leaving my phone inside. You will be surprised on how much you hear and see when you aren’t glued to your phone. This weekend, I had my husband drop me off at my favorite clothing store and I bought a dress that wasn’t on sale and I didn’t feel guilty about it. Every now and then, I deserve a pricey dress.<br />
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<b>Tip #2:</b> Make a list of things you are looking forward to. We are going to Europe this summer (Yay!) and I haven’t had time to plan our itinerary. I finally set down and listed things on my bucket list to do while we're there and suddenly, June doesn’t seem so far away! <br />
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<b>Tip #3:</b> Re-energize, even if it means taking a personal day. This may be unreasonable for some, but trust me, if you take an entire day to do as you please (which for me is loads of unstructured, unplanned time) you will feel ready to seize the day tomorrow. <br />
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<b>Tip #4:</b> Find new activities to do with your students. Try out a new sensory bin, or a fun craft to get them excited about therapy. If you are having fun, they will be too! <br />
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I hope these tips help you navigate through these long months of the school year. Thanks for reading!! <br />
P.S. Here is the t-shirt dress I bought. It is from Madewell and I am obsessed. :)<br />
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<br />Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com1tag:blogger.com,1999:blog-7628292863763603569.post-73960668873949208992017-03-14T09:57:00.002-07:002017-03-14T10:14:35.247-07:00Working with Students with Autism...What I've Learned<div class="separator" style="clear: both; text-align: center;">
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So you’ve transitioned to a new setting or your caseload this year has a heavy autism population. What do you do? Don’t freak out and think about all the things that you are insecure about, or all the things that can (<i>and probably will</i>) go wrong. You are smarter than you think. You know more than you think. This population can be extremely rewarding to work with. Do not fret. <u>You can do this</u>.<br />
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When I think of what I’ve learned in the small but valuable time I’ve primarily worked with this population…I think of three things. I'll call them the <b><i>Three P's</i></b>.<br />
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<span style="color: magenta; font-size: large;"><u>Pairing. Patience. Perseverance. </u></span></div>
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<span style="color: magenta; font-size: large;"><b>Pairing.</b></span><br />
You may be thinking, what does this lady mean? Pairing is a common term used by ABA therapists. In laymen terms, pairing is basically establishing and maintaining positive rapport with your child. You want them to see you as a positive reinforcement, someone they can trust, and someone who plays and rewards them. In the beginning, this may feel like wasted time, as much of your pairing will be child led, unstructured time where you are simply building a relationship. During the pairing process, you will find out valuable things such as, what the child is interested in and how to establish yourself as a reinforcement. This way, you can gain instructional control and create an environment where social engagement can happen! There is no set time for how long or how often you do this. From personal experience, I never stop pairing. I had a recent experience with a new client that was super hard to reach. I honestly felt like I was getting nowhere. We spent our sessions spinning in a chair, drinking chocolate milk, and playing games on the iPad. BUT, something amazing happened. Our last session, he immediately ran towards me upon arrival, greeted me with a hug, and I was able to increase my demands of requesting, “Spin Me” and “I want chocolate milk.” on his AAC device. I may or may not have cried. I try to pair at the beginning of every session, if the opportunity is there. It really is nothing more than having some FUN with your kiddos. This leads me to my next tip…<br />
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<span style="color: magenta; font-size: large;"><b>Patience.</b></span><br />
You may find that you do not see a lot of progress at a fast pace when working with children with autism or children with related disorders. If you are used to working with students who have mild articulation or language disorders, this may come as a shock when you spend weeks teaching ONE preposition word. If I’ve learned anything from working with students with autism, I’ve learned how to be patient. You may trial and error multiple different interventions from Discrete Trial Training (DET) to Natural Environmental Teaching (NET). Find what works with your student. Patience has made me a better clinician. I feel that, the longer the time it takes to teach a child a skill, the better the reward when it finally clicks. And last but not least…<br />
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<span style="color: magenta; font-size: large;"><b>Perseverance.</b></span><br />
The official definition is, “The steadfast in doing something despite difficulty or delay in achieving success.” Do not give up. The best reward comes when you finally reach the child on their level and they become successful. It is no easy feat to do what we do every day. <b>You are a rock star therapist!</b><br />
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I would love to hear about how you manage your difficult caseload population. Feel free to share your tips with me!<br />
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<br />Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-6838125172379951682017-03-02T07:17:00.000-08:002017-03-02T07:17:59.732-08:00Why and How I Use Interactive Notebooks for Social Groups<div class="separator" style="clear: both; text-align: center;">
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I started using <a href="https://www.teacherspayteachers.com/Product/Interactive-Notebook-for-Social-Groups-2700669">interactive notebooks for a social group</a> when I was given the opportunity to teach a social skills class in a whole group setting. Typically, I like to keep my social groups under 5 students, max, in order to address every student individually. So this was a change and I had to figure out how to adapt to this new setting. I was unsure and terrified about teaching social skills to a whole classroom of 10-15 students until I implemented interactive notebooks. Interactive notebooks are great for SO many reasons and I have had a lot of success over this year using them!<br />
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First a couple tips…<br />
Tip #1: Cut and prep the materials as much as possible. I know this may seem like a lot of work on the front end, but trust me when I say you don’t want to lose 15 minutes of instruction because your students are cutting out the activity. My goal is to make this less of an art activity and more of an interactive activity.<br />
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Tip #2: Don’t present this as busy work. The idea of each activity/worksheet is to complete it together, as a group. If the students see this as busy work in any way, it will be tough to get “buy in.”<br />
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Tip #3: Create a curriculum but be flexible. I like to have my months planned with an overarching theme such as, Whole Body Listening with 3 or 4 activities that teach that skill. <br />
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Tip #4: Use relatable social scenarios. If you’re teaching a high-functioning group of students who are tough to motivate, give them options on what they want to focus on. For example, I started teaching Whole Body Listening to a group of students who were already demonstrating Whole Body Listening. Needless to say, I saw a couple eye rolls. Get them involved by using age-appropriate topics and let them choose what they want to work on!<br />
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Tip #5: Switch it up. If you do a worksheet activity every day, they may not be as excited as if you switch it up and show a video model or ask for a volunteer to role play. You can always wrap up the session by having them journal in their notebook or add to their self-tracking sheet. <br />
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Why I have loved using an interactive notebook for social groups…<br />
1) Interactive notebooks allow for students to keep track of their own progress with their individual social skills. It becomes a resource for them to refer back to when reflecting on social scenarios that they struggle with. <br />
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2) It is something tangible and comprehensive for the student and SLP to have when looking back at the year. This is great for carryover with parents, teachers, and support staff to refer to when they are teaching social skills.<br />
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3) Students really respond to taking control of their self-monitoring skills and progress. They enjoy seeing the progress they’ve made and become proud when they look at what they’ve learned and discussed in social group. <br />
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Don't forget to check out this <a href="https://www.teacherspayteachers.com/Product/Interactive-Notebook-for-Social-Groups-2700669">interactive notebook resource</a> for your therapy room. Let me know how you run your social groups!! I always enjoy hearing how other SLPs do it!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-92112792204423632512017-02-27T07:15:00.001-08:002017-02-27T07:15:32.752-08:00Why I Love Token Systems...<div class="separator" style="clear: both; text-align: center;">
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I have tried 12309 different ways to manage behavior and set clear visuals for my students over the past four years. I cannot express how much a simple token board has increased student participation and success in my therapy room. During my CF year, I remember a specific student whom I couldn't get to come into my room and sit down without rummaging through all the books on my bookshelf first. I had had enough so I requested that a para-professional from her classroom come and help me manage the impulsiveness and actually get some work done. It was like magic. As soon as the para-professional walked in and noticed the student demonstrating non-compliant behavior, she whipped out her favorite book "Frozen" and the student sat down. The customized blue token board was hers. She got to earn three Elsa tokens and then had 2 minutes to flip through her book. </div>
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This might seem like a "DUH Mrs. Lacee" moment, but as a first year SLP, I hadn't yet realized how impactful a simple token board could be to a student. I truly believe customized token charts work wonders and the students enjoy having something "just for them." If you need a set of token boards or want to try them out, <a href="https://www.teacherspayteachers.com/Product/Token-Board-Bundle-Pack-1758864">click here</a> to see my bundle pack and <a href="https://www.teacherspayteachers.com/Product/FREE-Token-Board-1758731">click here</a> for a FREE token board. </div>
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I hope everyone has a great week!</div>
<span id="goog_2043484144"></span><span id="goog_2043484145"></span><br />Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-32715680221243701662017-02-13T08:30:00.000-08:002017-03-27T07:23:40.751-07:00Working with High Functioning Students with ASD<div class="separator" style="clear: both; text-align: center;">
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Have you ever had a student that just didn’t seem to qualify on any standardized measure you gave him/her? When I was a brand new SLP, I stuck to those standardized scores like they were the end all be all. <i>Learn from my mistake</i>. Standardized measures do not always grasp or show the whole picture of a student and sometimes, they don’t even come close. For those students with what some call, “high-functioning autism” we have to dig a little deeper and our assessment looks a little different than what we usually do. According to the new DSM-5, there are three levels of severity when we are looking at ASD.<br />
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<u>Level 1</u>: In a nutshell, these are our students with severe communication deficits whom are typically non-verbal. <br />
<u>Level 2</u>: These are our students whom posses substantial deficits in the area of communication. They make speak in simple phrases or sentences and have difficulty with basic language concepts.<br />
<u>Level 3</u>: These are our students who need social language supports. They have trouble making friends, understanding conversation rules, and many other social pragmatic concepts. <br />
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I want to talk about our students that fall in that Level 3 area. These students typically had Asperger’s Syndrome. Now, we call it, <u><i>Social Communication Disorder (SCD)</i></u>. Personally, I think that is a better reflection of the struggles they may face. <br />
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These students may have difficulty with:<br />
-Eye referencing (moving their eyes for communicative purposes, joint attention skills)<br />
-Reading and interpreting those non-verbal social cues<br />
-Predicting what other will do next in a situation (vital skill in the classroom setting)<br />
-Identifying what others might think or feel <br />
-Knowing whose turn it is to talk<br />
-Talking to much or too little (interrupting, off-topic comments, one-sided conversations)<br />
-Understanding when to respond<br />
-Lack of empathy<br />
-Failing to demonstrate salient emotions<br />
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<b>Assessment</b><br />
Where do we go from here? There really isn’t an objective standardized measure to assess these specific areas out there although, there are a few that are a great supplement during assessments. Here are a few suggestions when you are going through an evaluation period.<br />
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1) <u>Social Competency Interviews:</u> These interviews should be with a VARIETY of people including: parents or family members, teachers, friends, and the student. Check out my social competency questionnaire <a href="http://bit.ly/SCAchecklists">HERE. </a><br />
2) <u>Observation</u>: I typically try to observe in 2-3 different settings with different people. Check out this great <a href="https://www.teacherspayteachers.com/Product/FREEBIE-Pragmatic-Observation-Form-for-Speech-Therapy-2081379">observation rating form, HERE. </a>Some things to consider while completing an observation are: <br />
a. Who are they with? (Familiar or unfamiliar people)<br />
b. What is the context? (class, P.E., lunch, small group, large group)<br />
c. Preferred or non-preferred activity?<br />
3) <u>Collect a language sample</u>. Observe a VERBAL interaction and attempt to take a language sample. Language samples can tell us SO much information about the student. Look for those unwritten rules of conversation.<br />
If you are looking for an Informal SCD Measure, check out <a href="http://bit.ly/SCAchecklists">this resource!</a><br />
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<b>Social Communication Interventions</b><br />
You’ve collected all your data, made your decision, and believe that this student may benefit from skilled speech and language services in the areas of pragmatics. Some things to think about before you begin treatment…<br />
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1) Individual or group setting?<br />
2) Contrived or naturalistic learning opportunities?<br />
3) Incidental or direct treatment? <br />
4) Setting? In the home or school?<br />
5) Peers? Same-age? Typical or atypical?<br />
6) Amount of time?<br />
*No matter what you choose, it should be individualized for each student.<br />
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There are a huge variety of social skills curricula out there and there is no right or wrong way to go about it. Some things that I have found effective when conducing social groups are…<br />
1) <a href="http://carolgraysocialstories.com/social-stories/">Social Stories by Carol Grey</a><br />
2) Counseling techniques<br />
3) <a href="https://www.socialthinking.com/Products/Social%20Behavior%20Mapping%20Book">Social Behavior Mapping by Michelle Garcia-Winner</a><br />
4) <a href="http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/VideoModeling_Complete.pdf">Video Modeling</a><br />
5) <a href="http://www.zonesofregulation.com/index.html">Zones of Regulation by Leah Kuypers</a><br />
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An important item to consider when treating students with SCD is <i>anxiety</i>. It is not uncommon for our students to have co-existing anxiety disorders. These may decrease academic and social performance and if left untreated, we may never see their true potential. <br />
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I hope this post gives you some kind of idea on where to start when you are assessing and treating individuals with social communication disorders. Please comment below with some intervention techniques that have worked in your therapy room!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-49161793928161079492017-02-07T10:30:00.000-08:002017-02-07T10:30:22.119-08:007 Behavior Strategies You Should be Implementing <br />
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I wanted to share <i>7 general behavior strategies</i> that are super helpful in my speech room. You are probably a <b>rock star therapist </b>and already implementing these on a daily basis <i>BUT</i> a good review never hurt anyone.<br />
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<b>Tip #1</b> – Use a visual schedule.<br />
Why you ask? It decreases anxiety about the unexpected. It shows what is expected of them. It shows when a preferred activity will occur. <br />
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<b>Tip #2</b> – Give choices.<br />
Why? If you choose two activities that will work towards the objective and let them chose, it gives them a sense of power. Share the power.<br />
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<b>Tip #3</b> – Provide Assistance.<br />
Why? Establish yourself as someone the student feels safe with and WANTS to be around.<br />
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<b>Tip #4</b> – Take breaks.<br />
Why? Multiple breaks are better than pushing until they break and not being able to return to the session.<br />
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<b>Tip #5</b> – Slowly increase demands.<br />
Why? If you don’t pair with your student and establish that rapport, they will not want to work for you. <br />
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<b>Tip #6</b> – Use visuals.<br />
Why? Because providing the quickest most effective response form allows our students to be more successful. Visuals can be symbols for “outs” like ‘break’ or assistance like ‘help’. You can also use visual timers so they students knows how long he/she as to work. <br />
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<b>Tip #7</b> – Gain their trust.<br />
Why? Build rapport. Have a couple sessions where you do not place any demands on them. It will pay off in the long run!<br />
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I hope these tips are helpful for you in your speech sessions this week! Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-2015160662608768412017-02-02T09:26:00.001-08:002017-03-14T10:19:38.768-07:00Tips for Working with Students with Complex Communication Needs<div class="separator" style="clear: both; text-align: center;">
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Most of my caseload this year is made up of students with complex communication needs. Some students have multiple-disabilities that can make treatment planning and implementation difficult – but not impossible. I want to share some tips that I’ve found to be helpful when working with this population.<br />
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1) My first tip is probably the most important. A professor of mine from graduate school always stressed that we need to give these students POWER. Power with their communication devices as it is the only way for them to access the world. <br />
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2) In order to give them the most power, we must give them the tools to be an ACTIVE participant in the classroom. It makes me so sad to walk into a classroom and the student’s device is in his/her binder or desk. How are they expected to participate without a voice?<br />
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3) Adapt materials to best meet their needs. Do they need large visuals? Do they need an eye gaze system so they can make their own choices? Maybe they are at the object level or need textures to identify with familiar items?<br />
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4) Implement <i>functional communication</i> in the classroom. Place a single message device next to the door and prompt them to hit it if they need to leave to go the restroom or if they want to take a walk.<br />
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5) Use what you have. <a href="https://www.teacherspayteachers.com/Product/Speech-Therapy-for-Children-with-Multiple-Disabilities-2186369" target="_blank">In this product</a> you can see that I’ve use common battery operated toys, low tech, and high tech devices to meet each individuals needs.<br />
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6) Have fun with these students! The students that seem to present the biggest challenges always reveal the biggest rewards in therapy.<br />
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Check out <a href="https://www.teacherspayteachers.com/Product/Speech-Therapy-for-Children-with-Multiple-Disabilities-2186369" target="_blank">this resource</a> if you need specific lesson plans for students with multiple disabilities.<br />
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-Stay amazing!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-38068243581539199862017-01-31T07:45:00.000-08:002017-02-03T01:33:40.725-08:00Managing Behavior in Speech Therapy <br />
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If you work in the world of special education, I’m sure you’ve heard of the ABC’s of behavior. <br />
A-Antecedent <br />
B-Behavior <br />
C-Consequence <br />
The ABC’s are important to remember when you are evaluating the behavior of your students. I don’t know about you, but I didn’t take a single behavior course in grad school. Not one. That is why I heavily rely on the BCBAs available to me. I also don’t know about you, but not every BCBA and SLP agree 100% of the time. With that said, I hope to bridge the gap a tiny bit and use evidence based practices from both fields!<br />
First, we must remember that there are typically three functions of behavior…<br />
1) Escape/Avoidance <br />
2) Attention Seeking/Seeking access to tangibles<br />
3) Sensory Stimulation <br />
And when establishing the ABCs isn’t obvious, a BCBA can be a huge help when completing a functional behaviors analysis. Our main role as the speech expert of the team is to create a means of functional communication for our students. We can do this by going through a simple step-by-step process. <br />
-Find out what their present level of communication is.<br />
-Reflect on what the best functional and meaningful form of communication would be for that student.<br />
-Build rapport.<br />
-Errorless learning techniques (For Example: Discrete Trial Training)<br />
-Reinforce.<br />
-Prompt.<br />
With our more complex learners, a tool called the VB-MAPP (Verbal Behavior Milestones Assessment and Program Placement) can give us great information on where to begin therapy. Are they requesting? Are they labeling? It can tell you their functional level of communication, provides a scoring guide so you can give multiple times to see the progression of treatment, and provides a developmental sequence of what to work on next in the therapy room.<br />
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Functional Communication Training (FCT) can help reduce behaviors by providing an alternative response form that results in the desired behavior. It basically helps them communicate in a more appropriate way. For example, when I have a student that swipes at me when we’ve been working for 30 minutes straight I can implement a visual break card and prompt him/her with, “It seems like you want a break. You can say, “Break, please.” Or touch the break card that is on the table. The steps to establishing a positive behavior support system include…<br />
1) ID the function of the behavior<br />
2) Match the function of behavior to the message of alternative communication that will be taught.<br />
3) Prompt the use of the communication and reinforce the desired behavior with the desired outcome.<br />
4) Ignore the problem behavior and prompt the appropriate communication. <br />
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Easier said than done, am I right? I’ve found that if I always have a way for the student to use their response form (PECS, choice board, AAC device, verbal, etc) and I give them some power, my sessions go over much smoothly compared to when I don’t give them some “out” if you will. <br />
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Some quick tips about behavior management in the speech room.<br />
1) Errorless learning increases confidence and decreases frustration<br />
2) Reinforcement should be immediate and consistent<br />
3) Use the prompt hierarchy when teaching a skill<br />
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I hope these tips help you out with those kiddos with tricky behavior! What are some things you do in your therapy room??<br />
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Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-45716260938587790282017-01-26T19:39:00.000-08:002017-01-26T19:39:08.105-08:00Facilitating AAC Interactions<div class="separator" style="clear: both; text-align: center;">
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Sometimes we get to do really cool things with our jobs. At the time, I thought it was pretty neat that the governor was coming to our little school but I didn't realize <i>HOW</i> neat. This little guy was able to show the governor how he communicates. Sometimes we forget how important the work is that we do...and I definitely forget how lucky I am to do it every day. Just remember, you ARE making a difference!<br />
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-Stay Amazing!!<br />
<br />Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-20749932060689523902017-01-24T08:01:00.000-08:002017-01-24T08:01:06.986-08:00Lesson Planning in Speech Therapy<div class="MsoNormal">
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<span style="font-family: inherit;">I know a lot of SLPs. Most are Type-A, “plan all the things”
type people. I am not. I pride myself on being flexible and flying by the seat
of my pants when it comes to therapy. I think it is important to be present and
look at a session by what the student brings in that very moment in time. <b style="mso-bidi-font-weight: normal;">However</b>, with that said, there are some
<u style="text-underline: double;">very</u> good reasons why lesson plans are
beneficial in therapy and sometimes even necessary. When I think of typical
lesson plans, I think of 4 page documents that illustrate EXACTLY how things
are going to go and what I am going to say. That does not have to be the case.
When I say lesson plans, I’m even talking about a mental map of how you plan
for things to go down. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Why Lesson Plans?<br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 1)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->Lesson plans can be an outlet of how we
communicate our services to others. By others I mean, the special education
director, paraprofessionals, teachers, or parents. This is important for not
only our jobs, but helps us stay on the same page as the rest of the team.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 2)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->It keeps us organized and on track as we set
goals for services. We can set what our objective will be for each session. I
love doing this because it makes each session meaningful. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 3)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->It validates that we are providing quality
services with our treatment delivery model that matches our style as a
clinician. Yes, we each have our own style! <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 4)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->They promote problem solving when dealing with a
challenging case. By simply writing it out, it can allow you to really look at
what is working or not working and reevaluate. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 5)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->Creates a ‘road map’ so to speak of ‘if this <span style="font-family: Wingdings; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">à</span></span> then this’. When
creating a visual ‘road map’ it allows us to follow a system that is consistent
with the rest of the team. For example, IF a student avoids a task, THEN prompt
for one successful trial and take a break.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 6)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->It allows us to take a PROACTIVE approach rather
than REACTIVE approach. Obviously, we want to be as proactive as possible but
we will inevitably have to react in some situations. Lesson maps can actually
allow for more flexibility in this case. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 7)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->Allows us to be more intentional. This can be a
struggle when we’re seeing kids back to back for 5 hours a day. If you’ve taken
the time to think through a session, you will automatically become more
intentional. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 8)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]-->Lastly, if you ever supervise a CF, grad
student, or SLPA, it allows them to see how you structure your sessions. It
creates teachable moments of how and why you do certain techniques in your
therapy room.</span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<span style="font-family: inherit;"> There are so many different lesson
plan templates and research that backs their efficacy. However, I believe a
good general plan of your sessions can be sufficient for the majority of your
caseload. When I take the time to plan my sessions at the beginning of the week
I included a few basic ideas…</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: inherit;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
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</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Intro</b>
– This includes what activity we’ll be doing and the goals that each student is
working on specifically. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 2)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Instruction</b>
– This is when I TEACH the skill we will be learning or probing for.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 3)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Production/Practice</b>
– This is when I take data on how the student does on their objective.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"> 4)<span style="font-style: normal; font-variant-caps: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Closure</b>
– Provide the students feedback and ideas on how they can work on this goal in
class or at home. Sometimes I give them a “challenge activity” depending on the
students level.</span><br />
<span style="font-family: inherit;"> A few tips to keep in mind…</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: inherit;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: inherit;">*Too detailed of a lesson plan
runs the risk of making therapy too rigid.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: inherit;">*Make sure you hold the goals,
skills, and needs of the student in higher regard than the materials.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: inherit;">*Lesson plans drive documentation.
<o:p></o:p></span><br />
<span style="font-family: inherit;">-Lacee</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Marisha from SLP Now Membership has some great tips and tricks as well!</span><br />
<span style="font-family: inherit;"><br /></span>
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<i><span style="font-family: inherit;"><span style="color: #1a1a1a;">When I started planning for therapy, my sessions were more
productive. But I know what you're thinking! </span><o:p></o:p></span></i></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<i><span style="font-family: inherit;"><span style="color: #1a1a1a;">• "I don't have time for that!" There are ways to do
this without having to invest hours and hours of your time every week. </span><o:p></o:p></span></i></div>
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<i><span style="font-family: inherit;"><span style="color: #1a1a1a;">• "Won't planning make me less flexible in therapy?" I
don't stick to my plans 100%. But--by having a plan--I'm better able to problem
solve in the moment. H</span><span style="color: #1a1a1a;">aving a plan allows me to be more flexible and to better
adapt to students' needs.<o:p></o:p></span></span></i></div>
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<span style="font-family: inherit;"><i><span style="color: #1a1a1a;">Lacee shared some great planning ideas in this blog post! Even
if we have a great system, we might still struggle to come up with fun,
engaging activity ideas week after week. We also need time to find and prep
those activities. That's why I created the <a href="http://slpnow.com/" target="_blank">SLP Now Membership</a>. It includes a
database of therapy activities for easy</span><span style="color: #1a1a1a;"> planning. From the themed
activities (e.g., book guides, crafts, and open-ended activities) to the skill
packs (to help you teach and scaffold new skills), the majority of planning is
taken care of. You just have to pick which resources you want to use on any
given week. Better yet, the membership includes an awesome community of SLPs
who are there to offer encouragement and help you problem solve on "those
days." I also share tutorials on how to work smarter (not harder!) and
make the most of the membership resources.</span></i><o:p></o:p></span></div>
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<o:p><span style="font-family: inherit;"> -Marisha</span></o:p></div>
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Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com1tag:blogger.com,1999:blog-7628292863763603569.post-7583434123584575042017-01-16T15:06:00.000-08:002017-01-16T15:06:41.812-08:00It Takes A Team!<div class="MsoNormal">
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<a href="https://2.bp.blogspot.com/-9d2fvB3fzOc/WH1RMtZIPzI/AAAAAAAAVBk/CGy6CNuZ-hUQ_pPBUovho8bNHoEoypwQACLcB/s1600/It%2BTakes%2Ba%2BTeam.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://2.bp.blogspot.com/-9d2fvB3fzOc/WH1RMtZIPzI/AAAAAAAAVBk/CGy6CNuZ-hUQ_pPBUovho8bNHoEoypwQACLcB/s400/It%2BTakes%2Ba%2BTeam.png" width="400" /></a></div>
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Have you ever heard the saying, “It takes a village” when speaking about raising kids? Well, the same goes for working with students on the autism spectrum and students with language disorders. It takes a team. That team can included anyone from the parents to the habilitation workers that see the student on a day-to-day basis. (Which really makes for a stuffy conference room when you pile 15 people around a small table come IEP time) I wanted to share with you how important it is to create a systematic and collaborative approach when we provide services to our students. <o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Step 1)</b> <u style="text-underline: double;">Provide Effective Interventions</u>.<o:p></o:p></div>
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In order to do this, we need to make sure we are current in our research about evidence based practices and keep in mind what we are capable of doing on our own and knowing when to reach out for help. When a new student comes to me, I work through a “system “and it looks something like this…<o:p></o:p></div>
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Assessment/Evaluation – Goal Planning/IEP – Material Prep – Treatment – Reflect<o:p></o:p></div>
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Once I’ve established a good baseline of where the student is at, I try to figure out what we can do to <u style="text-underline: double;">increase this students’ independence</u>. I try to make goals obtainable, reasonable, and relevant. Working with lower functioning students on the autism spectrum, I try to keep in mind a couple of key things…<br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">1)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><span style="text-indent: -0.25in;">Provide some form of communication (whether it be PECS, sign language, or total communication) so that they can effectively communicate their basic wants and needs. </span><br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">2)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><span style="text-indent: -0.25in;">Decrease behaviors (hopefully, by establishing #1 this will happen naturally)</span><br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">3)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><span style="text-indent: -0.25in;">Increase their quality of life (#1 and #2 are preceding factors to this)</span></div>
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<b style="mso-bidi-font-weight: normal;">Step 2)</b> <u style="text-underline: double;">Collaborate.<o:p></o:p></u></div>
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In my whopping 4 years of experience I’ve worked for two different school districts and two private practices. So needless to say, I’ve been the new person a couple of times. I cannot tell you how many times I have been asked, “What’s your name?” mid school year by staff members. In those moments, I realize that I haven’t been doing my job.<br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">1)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><u style="text-indent: -0.25in;">Introduce yourself.</u></div>
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Build rapport with ALL the staff members at your building, as they will likely be a part of “the team.”<br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">2)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><u style="text-indent: -0.25in;">Touch base often</u><span style="text-indent: -0.25in;">. </span><span style="text-indent: -0.25in;">You will need their buy-in when implementing new systems with your students. Give them a voice in how/where they feel they would do their best.</span><br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">3)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><u style="text-indent: -0.25in;">Discuss IEP goals</u><span style="text-indent: -0.25in;"> with teachers, para-professionals, secretaries, etc. Don’t keep to yourself about a student having a goal for ‘asking for help’ because it won’t generalize into other settings if they can only do it when they come to speech.</span><br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">4)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><u style="text-indent: -0.25in;">Reinforcement.</u></div>
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And I don’t mean to your students; of course you reinforce them. I mean reinforce the adults working with your students. Tell them how great of a job they’re doing, how much you appreciate it, and how thankful you are for them. Adults that don’t get reinforced are less likely to want to do better. I’m sure we’ve all been there!<br />
<span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">5)<span style="font-family: 'times new roman'; font-size: 7pt; line-height: normal;"> </span></span></span><u style="text-indent: -0.25in;">Train.</u></div>
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Train your staff by holding in-services, modeling, and reviewing techniques you use in therapy. Don’t just tell them to read a packet on how to provide Aided Language Stimulation and expect them to be doing it when you walk in the classroom. Let me tell you from experience…it won’t happen. Teach them the “why” behind the madness. Explain the methodology, model it with the student, let them practice, and give them feedback.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Step 3)</b> Communicate.<o:p></o:p></div>
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It’s kind of silly to talk to SLPs about communication because…well…we’re experts in it, right? But, sometimes we can get caught up in the hustle and bustle of the everyday routine that we don’t talk with the teacher or the para-professional and that can be devastating to our clients. There are many different modes of communication we can use to keep in touch. If I don’t have time for a 5 minute face to face chat with the students one-on-one or teacher, I sometimes create a daily data sheet. This can be as simple as a checklist or a simple +/- data sheet. This is especially helpful for me since I travel in between placements and can’t be at the school everyday. It helps everyone stay on the same page and can also aid in generalizing goals across all settings.<o:p></o:p></div>
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I know that we do not live in a perfect world, but I do know that <u style="text-underline: double;">most people mean well</u> and want to do a good job. <b style="mso-bidi-font-weight: normal;">It takes a team.</b> It won’t happen over night. It can be complicated. But, you can do it!<o:p></o:p></div>
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Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-40889940243662713632017-01-01T18:12:00.002-08:002017-01-01T18:13:06.079-08:00New Year, New SLPAs SLPs we are naturally trying to better ourselves on a daily basis. However, the new year allows us time to reflect on our accomplishments and challenges of the past year. 2016 was a great year for me yet, I still have some areas that I would like to improve or change in my life.<br />
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Some new years resolutions I've made for 2017 are...</div>
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<u><b>Financially</b></u><br />
1) Save more...or as my husband says, "2017 will be the year of savings." I hope he is right...<br />
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<b><u>Personally</u></b><br />
1) Be more present. I wish I could say (and believe) I will only have 1 hour or less a day of screen time, but I know that it isn't realistic to set a timer every time I pick up my phone. However, I think a good goal is to be more consious and to leave my phone in my purse or in the car when I go to dinner with a friend, for example. Less screen time. More face time.<br />
2) Travel. We have some big plans for travel this year. We are going to Europe in June and going on a cruise in November. Yay!!<br />
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<b><u>Career</u></b><br />
1) Specialize and learn as much as I can about Autism. As some of you know, I switched jobs this year and work for an amazing non-profit where I get to be in the clinic setting, home health, and school. My caseload is 99% individuals with ASD. I also get to supervise some amazing SLPAs and I want to grow in that area as well!<br />
2) Blog and connect more with you!! I really want to focus on Speech Me Maybe and connecting with the SLP world! I have some excited things coming starting in January and I think it's going to be a GREAT year. Stay tuned ;)<br />
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<b><u>Physically</u></b><br />
1) Sweat every day. I don't really have an excuse not to when I live in Arizona and the sun is shining just about every day. I have two very active pups that wouldn't mind to go for a run either before or after the work day.<br />
2) Eat more whole foods. A few of us SLPs are doing a Whole30 challenge for the month of January. I think it's time to really focus on treating my body better.<br />
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I hope you have an AMAZING start to the year. I love sharing and connecting with you and want to know what your goals are for 2017!! Comment below on some things you plan on being more mindful about!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-68474983667810068592016-11-30T11:18:00.000-08:002016-12-19T18:10:50.608-08:00That's Absurd! - FREEBIE ALERT<div style="text-align: center;">
Hello Speechies!</div>
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Do you ever work on absurdities? My caseload this year is primarily students with ASD and related disorders and we are constantly working on describing pictures. One thing my students struggle with is stating "What is wrong?" in a picture. I found some REALLY cute clip art from <a href="https://www.teacherspayteachers.com/Store/Krista-Wallden" target="_blank">Krista Walden Creative Clips</a> on <a href="https://www.teacherspayteachers.com/Store/Speech-Me-Maybe" target="_blank">Teachers Pay Teachers</a> and made a quick<a href="https://drive.google.com/file/d/0B8C9MntoELFaY3FEUi1PNVVvQUU/view?usp=sharing" target="_blank"> FREEBIE</a> to use this week with my students. I wanted to share it with you in case you are working on the same skill! </div>
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<a href="https://2.bp.blogspot.com/-TA6ROBcxXwg/WD8jWoObs6I/AAAAAAAAU18/0utyhwEwxLUyUSuWlFVDPlASwsi34xHeACLcB/s1600/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://2.bp.blogspot.com/-TA6ROBcxXwg/WD8jWoObs6I/AAAAAAAAU18/0utyhwEwxLUyUSuWlFVDPlASwsi34xHeACLcB/s640/1.jpg" width="640" /></a></div>
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With this download, you will receive 18 colorful task cards with picture scenes and sentences embedded with an absurdity. Ask your students open ended questions instead of yes/no questions to avoid a getting a simple response. I typically ask a what or why question first. Then, once the student responds with an answer, I probe for more questions. Additional questions to ask:</div>
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<span style="background-color: white;"><span style="color: magenta;">Why is this silly?</span></span></div>
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<span style="background-color: white;"><span style="color: magenta;">What would you typically see at/in the _____?</span></span></div>
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<span style="background-color: white;"><span style="color: magenta;">Where would you find a _____?</span></span></div>
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These questions further your students comprehension of the picture and the scenario. All the while, you can target syntax, morphology, pragmatics, and semantics. </div>
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I hope you enjoy this FREEBIE!</div>
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<a href="https://drive.google.com/file/d/0B8C9MntoELFaY3FEUi1PNVVvQUU/view?usp=sharing" target="_blank">CLICK HERE</a> to download.</div>
Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-55775276823881948472016-11-27T16:30:00.003-08:002016-12-19T18:12:30.544-08:00Cyber Monday Sale!!! - Linky Party<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-Uj5R2zIlElk/WDt5IQzylbI/AAAAAAAAU1k/jmWD-QPfOpQdyTSQ2P3jNcCzft7DrEf8wCLcB/s1600/Linky%2BPart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://1.bp.blogspot.com/-Uj5R2zIlElk/WDt5IQzylbI/AAAAAAAAU1k/jmWD-QPfOpQdyTSQ2P3jNcCzft7DrEf8wCLcB/s640/Linky%2BPart.jpg" width="640" /></a></div>
<span style="font-size: x-large;">Hey friends!! </span><br />
<span style="font-size: x-large;">TpT is having an AMAZING sale this Monday and Tuesday, November 28th and 29th! Save up to 28% by entering in the promo code: CYBER2016 at checkout. </span><br />
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</span> <span style="font-size: x-large;">Here are a few items in my cart you should check out...</span><br />
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<a href="https://www.teacherspayteachers.com/Product/Social-Stories-2300482" target="_blank"><img border="0" height="640" src="https://4.bp.blogspot.com/-zTBZ-Ukzt0Q/WDtzHqygE6I/AAAAAAAAAl0/GZLYMP3TZ1McFBXu0ujBBZ_NIe9j_pIMgCK4B/s640/original-2300482-1.jpg" width="640" /></a></div>
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Social Stories from Speech Me Maybe</div>
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<a href="https://www.teacherspayteachers.com/Product/Winter-Speech-and-Language-MEGA-Bundle-2180534" target="_blank"><img border="0" height="480" src="https://2.bp.blogspot.com/-tGnwLl0bip8/WDtwcqpufYI/AAAAAAAAAlU/S4237hHIyh4KJifegZdmVGlnEi-wh7VcwCK4B/s640/original-2180534-1.jpg" width="640" /></a></div>
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Winter Speech and Language MEGA Bundle from Short and Sweet Speech</div>
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<a href="https://www.teacherspayteachers.com/Product/No-Print-Investigating-Tier-2-Vocabulary-Context-Clues-Grades-5-8-Volume-2-2893595" target="_blank"><img border="0" height="640" src="https://2.bp.blogspot.com/-dUjelmmX3vg/WDtyGV8nuiI/AAAAAAAAAls/LBNoAxPHatUrDAU3X2FExifHjHy9ki6QACK4B/s640/original-2893595-1.jpg" width="640" /></a></div>
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No Print Investigating Tier 2 Vocabulary from The Speech Owl</div>
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<a href="https://www.teacherspayteachers.com/Product/On-the-Ranch-No-Prep-Articulation-Practice-Later-Sounds-2729021" target="_blank"><img border="0" height="640" src="https://2.bp.blogspot.com/-p5XCSPBrmCs/WDtzJkjeo1I/AAAAAAAAAl8/yS7APiQ4yegmlDMqvQuQZTea1x_WyxA6ACK4B/s640/original-2729021-1.jpg" width="640" /></a></div>
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On the Ranch Articulation Practice from Talkin' With Twang</div>
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<span style="font-size: x-large;">Happy shopping, friends!</span></div>
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Check out the linky party on Short and Sweet Speech's blog <a href="http://www.shortandsweetspeech.com/" target="_blank">HERE</a>!</div>
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Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-43468506000811256642016-11-27T10:18:00.002-08:002016-12-19T18:12:52.258-08:00TpT Cyber Sale and a FREEBIE!!!Hello friends!<br />
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I hope everyone had an enjoyable Thanksgiving holiday. As we head into December, things at school can get crazy with the holidays so I wanted to share a fun <a href="https://drive.google.com/file/d/0B8C9MntoELFabEMzM01lY3lfNzg/view?usp=sharing" target="_blank">FREEBIE</a> to put a smile on your face. I've created these fun holiday gift tags that hopefully will get a laugh or two out of your family and friends. <a href="https://drive.google.com/file/d/0B8C9MntoELFabEMzM01lY3lfNzg/view?usp=sharing" target="_blank">CLICK HERE</a> to get these tags for free.<br />
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<a href="https://1.bp.blogspot.com/-IGC3GmEmMko/WDs1SvmohWI/AAAAAAAAU1U/r1bSaLbyGvABUx7WccJkeOYT1BiqyjQ_wCLcB/s1600/Tag%2BBlog%2Bpic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://1.bp.blogspot.com/-IGC3GmEmMko/WDs1SvmohWI/AAAAAAAAU1U/r1bSaLbyGvABUx7WccJkeOYT1BiqyjQ_wCLcB/s640/Tag%2BBlog%2Bpic.jpg" width="640" /></a></div>
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I printed mine on red, green, and white card stock and hole punched them at the top. Tie with ribbon or string onto the present for a unique tag!<br />
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Also, <a href="https://www.teacherspayteachers.com/Store/Speech-Me-Maybe" target="_blank">Teachers Pay Teachers</a> is having an amazing Cyber Sale on November 28th and 29th. My entire store will be 20% off but...you can save up to 28% when you use the promo code: CYBER2016<br />
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Don't forget to type in that promo code at checkout...it is no fun when you forget (not that I've forgotten before... ;)<br />
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Happy Holidays!!!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com0tag:blogger.com,1999:blog-7628292863763603569.post-28660183857363501602016-11-09T07:46:00.001-08:002016-12-19T18:13:23.365-08:005 Reasons Smarty Symbols is a Must Have for School SLPsAs school based SLPs, we know that our students highly benefit from visual aids. That increases ten fold if you work with individuals with autism spectrum disorder or English language learners. Subscriptions to well-known image libraries can be pricey and unreachable. Also, if you enjoy making products on Teachers Pay Teachers, you are prohibited by copyright of selling these items. That is why I LOVE <a href="http://smartysymbols.com/">Smarty Symbols</a>.<br />
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<b>1) </b>Smarty Symbols is a wonderful tool that I use every single day. I can’t say that for most of my therapy tools. You have access to over 20000 images and more are being added daily. These images are clear, detailed, and print off wonderfully.<br />
<b>2)</b> In addition to their vast library of images, I must add that their website is beyond easy to navigate. Just search the word and a variety of images appear. You won't ever spend too much time searching for just the right image.<br />
<b>3) </b>You can search and create your own pages off of their templates that are already created. Need a 1st grade MLU activity? Search it easily by clicking on 1st grade, speech therapy. It is so simple and quick…completely necessary with our busy schedules. <br />
<b>4)</b> With the personal subscription, it is perfect for developing low tech AAC for students that need to start with PECS or a core board. I can't tell you how many times I have made a PECS book, a core board, or visuals for paraprofessionals to put on a lanyard.<br />
<b>5) </b>With the commercial license, you can create your own therapy materials and then turn around and sell them on TpT! A no-brainer if you’re already creating or making your own materials. <br />
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Check out these products that I have made with <a href="http://smartysymbols.com/">Smarty Symbols images</a>…and these are just a few!<br />
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<a href="https://www.teacherspayteachers.com/Product/Social-Stories-Adapted-Books-2610129">Interactive Adapted Social Story Books</a><br />
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<a href="https://www.teacherspayteachers.com/Product/Social-Stories-Adapted-Books-2610129" target="_blank"><img border="0" height="480" src="https://3.bp.blogspot.com/-Lnydth3756A/WCHwT9QJsoI/AAAAAAAAUyQ/1O66Tf_ojuEuD3MHYbybFgwHEq_U0us8gCLcB/s640/IMG_4343.JPG" width="640" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Visual-Speech-Schedule-2027800">FREE Speech Schedule</a><br />
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<a href="https://www.teacherspayteachers.com/Product/File-Folder-Games-2032467">File Folder Games</a><br />
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<a href="https://www.teacherspayteachers.com/Product/WH-Questions-Interactive-Books-with-Visuals-for-Students-with-Autism-2095923">Who, What, When, Where Interactive Books</a><br />
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<a href="https://www.teacherspayteachers.com/Product/WH-Questions-Interactive-Books-with-Visuals-for-Students-with-Autism-2095923" target="_blank"><img border="0" height="389" src="https://1.bp.blogspot.com/-XwTj5JrLYCU/WCHyBoMGmJI/AAAAAAAAUyc/WwNtV_GXN7MvPcKnIFsITgzmfzBe8PswQCLcB/s400/FullSizeRender%2B82.jpg" width="400" /></a></div>
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I love Smarty Symbols so much that I want to give away a <b><span style="font-size: large;">FREE</span></b> subscription! Comment below on how you would use a subscription and describe the caseload that you serve. I would love to hear from you! Don't forget to leave your email address so I can contact you if you are the winner. Winner will be chosen next <u>Wednesday, November 16th at 3pm, Central Time</u>. Good luck!<br />
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P.S. If you want to be notified of more giveaways and exclusive FREEBIES, subscribe to my blog!Speech Me Maybehttp://www.blogger.com/profile/04047774056312835372noreply@blogger.com8