Monday, May 9, 2011
End of the Year!
As the school year is coming to an end, I find myself reflecting on my second year at Shakopee JH. This year definitely went by quickly! It seems like just yesterday we had a new class of 8th graders, wandering lost in the hallways.
Being my second year, and being that the JH is only 8-9th grade, I find that sending off this group of 9th graders to the high school is more difficult than I anticipated. These are the students I met when I first started, and over the past 2 years we have grown to know each other well and have built rapport. I can't help but wonder, though, did I help these students enough? Did I do everything I could have? We may never feel we've done enough - with 38-40 students on my caseload, it can be difficult to reach each one of them on a personal level. At the very least, I hope these students can leave the JH knowing that they have potential, are in control of their own progress, and maybe have a stronger passion for learning.
"Please Stop Laughing At Me" by Jodee Blanco
The book "Please Stop Laughing At Me" by Jodee Blanco has been an amazing tool in some of my speech therapy sessions. The true story follows a young girl on her path through junior high and high school as an outcast. She is teased, bullied, abused, and ignored. The junior high students I work with find this story to be very engaging, and many of my students have been able to relate to Jodee's struggles. In addition to being a captivating story, it also introduces new vocabulary.
My students have been able to learn and use inferencing skills, context clues to identify & define unfamiliar vocabulary, decoding strategies, and problem solving skills. The student and myself take turns reading, and we keep a pencil nearby to underline unfamiliar vocabulary words. We also summarize & state the main idea of each chapter. The students are also asked to predict what will happen next.
Each of the students that use this book in therapy sessions show excitement to learn and find out what will happen to Jodee next. They are also learning important character education traits, such as respect and standing up for others.
I would highly recommend this book to teachers/students at the secondary level.
(Parent permission is suggested, as some of the topics address drugs/peer pressure, etc.)
Providing Homebound Services
This Spring, I have had the unique opportunity to provide Speech Therapy services to a student in the home setting. The student is receiving Homebound Services following a major surgery, which requires him to recover at home through the end of the school year.
This student also uses a Dynavox V-Max to communicate. The goals/objectives in therapy are to help him become more independent and communicate his wants/needs via the Dynavox. There are advantages and disadvantages to providing this type of therapy in the home setting.
One advantage is the student's comfort level. The student is in a familiar, safe environment in which he feels comfortable. His mother is also present, which provides for familiarity. We also have the advantage of having common items available, flexibility with location, and a variety of communication partners (brother, etc.)
I've found that the disadvantages are more related to the adults than to the student. It is easy for the therapist and parent(s) to become involved in conversation and inadvertently leave the student out. Also, the student sometimes appears less motivated to work, presumably because he is in his home environment and has not had these demands placed on him at home before.
Over the next few weeks, my goal will be to utilize the advantages and increase functional communication in the home environment.
This student also uses a Dynavox V-Max to communicate. The goals/objectives in therapy are to help him become more independent and communicate his wants/needs via the Dynavox. There are advantages and disadvantages to providing this type of therapy in the home setting.
One advantage is the student's comfort level. The student is in a familiar, safe environment in which he feels comfortable. His mother is also present, which provides for familiarity. We also have the advantage of having common items available, flexibility with location, and a variety of communication partners (brother, etc.)
I've found that the disadvantages are more related to the adults than to the student. It is easy for the therapist and parent(s) to become involved in conversation and inadvertently leave the student out. Also, the student sometimes appears less motivated to work, presumably because he is in his home environment and has not had these demands placed on him at home before.
Over the next few weeks, my goal will be to utilize the advantages and increase functional communication in the home environment.
Collaborating on Evaluations
Recently, a referral came to me for a Fluency evaluation on a 9th grader. The parent requested the evaluation, due to the student's increasing anxiety and difficulty dealing with his stuttering. The student had not received speech therapy in the past, but stated that he was very motivated and wanted to get help for his stuttering.
One of my colleagues just presented at the MSHA conference regarding Metacognitive Strategies for Fluency Evaluation and Treatment. She also presented this information to our Vertical Team. I will be using her strategies in my upcoming evaluation.
The following are the components of the Fluency evaluation I have adapted from Dr. Cheryl Johnson:
1. Establish base rates for pattern of stuttering (conversation, oral reading, reciting, etc.)
2. History (include metacognitive - how does the student think/feel about their stuttering)
3. Summarize the student's metacognitive knowledge (of self, of speaking tasks, of strategies)
If all goes as planned, this student should be ready to work with Dr. Johnson at the high school next year!
To have the opportunity to collaborate with other professionals in the district has been crucial to my survival the last two years. The other Speech-Language Pathologists offer great advice and often share their unique strategies in completing evaluations and treatment.
One of my colleagues just presented at the MSHA conference regarding Metacognitive Strategies for Fluency Evaluation and Treatment. She also presented this information to our Vertical Team. I will be using her strategies in my upcoming evaluation.
The following are the components of the Fluency evaluation I have adapted from Dr. Cheryl Johnson:
1. Establish base rates for pattern of stuttering (conversation, oral reading, reciting, etc.)
2. History (include metacognitive - how does the student think/feel about their stuttering)
3. Summarize the student's metacognitive knowledge (of self, of speaking tasks, of strategies)
If all goes as planned, this student should be ready to work with Dr. Johnson at the high school next year!
To have the opportunity to collaborate with other professionals in the district has been crucial to my survival the last two years. The other Speech-Language Pathologists offer great advice and often share their unique strategies in completing evaluations and treatment.
Tuesday, April 26, 2011
iPad 2 and Communication
4.26.2011
I have recently purchased and iPad 2 and am waiting for it to come in the mail! I have done extensive research on the benefits it can have on a persons communication skills. I plan to implement this learning tool into my everyday speech/language therapy with students grades K-5 in the elementary setting.
There are endless educational applications or "Apps" that can be downloaded to the Ipad 2. I have found the following apps I am planning on downloading once my iPad 2 arrives. They can all be applied to speech or language therapy.
Areas in Speech/Language; Articulation Difficulties, Receptive and/or Expressive Language Disorders, Fluency/Stuttering, and Autism Spectrum Disorders (ASD)
There are endless educational applications or "Apps" that can be downloaded to the Ipad 2. I have found the following apps I am planning on downloading once my iPad 2 arrives. They can all be applied to speech or language therapy.
Areas in Speech/Language; Articulation Difficulties, Receptive and/or Expressive Language Disorders, Fluency/Stuttering, and Autism Spectrum Disorders (ASD)
APPS...
This post will be continuously updated with more information.
The more I learn; the more updates there will be!
Member of the American Speech-Language-Hearing Association (ASHA)
Kim Jarvis, M.S. CCC-SLP
Why buy an iPad for Speech/Language Therapy? ASHASphere
The more I learn; the more updates there will be!
Member of the American Speech-Language-Hearing Association (ASHA)
Kim Jarvis, M.S. CCC-SLP
Why buy an iPad for Speech/Language Therapy? ASHASphere
Monday, April 11, 2011
Vocabulary Strategies
In working with both adolescents and adults, the teaching of strategies to improve comprehension and use of vocabulary is critical. When given reading material in therapy sessions, I find that many students skip over unfamiliar words (especially if they are difficult to pronounce), and subsequently miss important information. In missing this information, their comprehension of the passage may be negatively impacted. Students need to be taught to "tackle" these words. Some of the strategies I've used are summarized below:
1) "Flag" the page (with a sticky note) and come back to it at the end of the chapter,
2) Stop and break down the syllables to decode the word, then look up the meaning in the dictionary,
3) Utilize context clues to derive meaning,
4) Stop and ask someone to help determine the meaning, and/or
5) Use a thesaurus to find a synonym for the target word.
Most often, the student lacks motivation to take the extra time for use of vocabulary strategies. However, students should be shown the benefit of expanding their vocabulary for comprehension and expression.
In my therapy sessions, students are always given a "word of the day". They are required to look up the definition and then use the target word in a sentence. Each week, the vocabulary words are reviewed, and most students take pride in the fact that they are learning new words. Recently, one of my students said that he feels like he "sounds smarter" when he is able to use a new vocabulary word. Hopefully, this will bring a sense of excitement to continuing to expand his vocabulary!
1) "Flag" the page (with a sticky note) and come back to it at the end of the chapter,
2) Stop and break down the syllables to decode the word, then look up the meaning in the dictionary,
3) Utilize context clues to derive meaning,
4) Stop and ask someone to help determine the meaning, and/or
5) Use a thesaurus to find a synonym for the target word.
Most often, the student lacks motivation to take the extra time for use of vocabulary strategies. However, students should be shown the benefit of expanding their vocabulary for comprehension and expression.
In my therapy sessions, students are always given a "word of the day". They are required to look up the definition and then use the target word in a sentence. Each week, the vocabulary words are reviewed, and most students take pride in the fact that they are learning new words. Recently, one of my students said that he feels like he "sounds smarter" when he is able to use a new vocabulary word. Hopefully, this will bring a sense of excitement to continuing to expand his vocabulary!
Monday, March 7, 2011
Reading and Writing
Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents
"Appropriate roles and responsibilities for SLPs
are dynamic in relation to the evolving knowledge
base and have implications for research, academic,
and clinical education. These roles include, but are
not limited to:
1. preventing written language problems by fostering language acquisition and emergent literacy
2. identifying children at risk for reading and writing problems
3. assessing reading and writing
4. providing intervention and documenting outcomes for reading and writing
5. assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base."
Source: ASHA Guidelines 2000/III - 355
In reading this article, and completing the corresponding CEU requirements, I find myself somewhat overwhelmed by the roles and responsibilities mentioned above. SLP's are not always adequately trained to compentently assess reading and writing skills, and yet assessment of these skills is included in our Roles and Responsibilities. I often find that in language-based therapy sessions, students' reading and writing skills are addressed simultaneously. As a school-based SLP, it will be my personal goal to seek further CEU's with regards to the assessment and treatment of reading and writing problems.
"Appropriate roles and responsibilities for SLPs
are dynamic in relation to the evolving knowledge
base and have implications for research, academic,
and clinical education. These roles include, but are
not limited to:
1. preventing written language problems by fostering language acquisition and emergent literacy
2. identifying children at risk for reading and writing problems
3. assessing reading and writing
4. providing intervention and documenting outcomes for reading and writing
5. assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base."
Source: ASHA Guidelines 2000/III - 355
In reading this article, and completing the corresponding CEU requirements, I find myself somewhat overwhelmed by the roles and responsibilities mentioned above. SLP's are not always adequately trained to compentently assess reading and writing skills, and yet assessment of these skills is included in our Roles and Responsibilities. I often find that in language-based therapy sessions, students' reading and writing skills are addressed simultaneously. As a school-based SLP, it will be my personal goal to seek further CEU's with regards to the assessment and treatment of reading and writing problems.
Beyond the Classroom
Recently, I spent 10 days in Florida with family for vacation. In preparation for my absence, each of my language-based therapy students received a "homework packet". The students were expected to complete the worksheets (each pertaining to their specific goals/objectives) before my return. I was pleasantly surprised to see that many of my students took this seriously, and completed their packets.
In addition, I utilized Skype to keep in contact with our DCD class. The students were learning about different animal species, and were specifically talking about "ugly" versus "cute" animals. I used this opportunity to Skype with the class and discuss the different animals I had encountered (especially in the Everglades).
In my previous job, working for various Charter schools, I was asked to conduct speech therapy services via Skype two days a week. The students' sessions varied from Articulation to Language-based therapy. This has been a common topic of discussion among SLP's recently, as more remote/rural area schools are in need of services but do not have an SLP on their full-time staff.
In my experience, if services must be provided via a web-based program such as Skype, it works best with students receiving language-based therapy. Trying to provide Articulation therapy services via webcam proved to be incredibly challenging.
For those of us who miss our students when on vacation, however, Skype is the perfect way to keep in touch, and teach a lesson or two in a fun and different way!
In addition, I utilized Skype to keep in contact with our DCD class. The students were learning about different animal species, and were specifically talking about "ugly" versus "cute" animals. I used this opportunity to Skype with the class and discuss the different animals I had encountered (especially in the Everglades).
In my previous job, working for various Charter schools, I was asked to conduct speech therapy services via Skype two days a week. The students' sessions varied from Articulation to Language-based therapy. This has been a common topic of discussion among SLP's recently, as more remote/rural area schools are in need of services but do not have an SLP on their full-time staff.
In my experience, if services must be provided via a web-based program such as Skype, it works best with students receiving language-based therapy. Trying to provide Articulation therapy services via webcam proved to be incredibly challenging.
For those of us who miss our students when on vacation, however, Skype is the perfect way to keep in touch, and teach a lesson or two in a fun and different way!
Thursday, February 17, 2011
Superflex... A Superhero Social Thinking Curriculum
Superflex... A Superhero Social Thinking Curriculum
By Michelle Garcia Winner
This is my second year using this social thinking curriculum with my students who have social weakness'.
"Superflex®: A Superhero Social Thinking Curriculum provides educators, parents and therapists fun and motivating ways to teach students with Asperger Syndrome, high-functioning autism, ADHD and other diagnosed and undiagnosed social difficulties how to build social thinking skills. Superflex combines a book, comic book and CD to create a curriculum that develops in each student's brain their own superheroic thinking processes that can overcome the challenges in different social situations that arrive across the school and home day.
The curriculum works best with elementary school children (grades K-5) as well as with immature older students who respond to visual books. Prerequisite books to make this tool most effective include Thinking About You Thinking About Me and You Are A Social Detective."
The curriculum works best with elementary school children (grades K-5) as well as with immature older students who respond to visual books. Prerequisite books to make this tool most effective include Thinking About You Thinking About Me and You Are A Social Detective."
~Taken from socialthinking.com
I use this curriculum with students in elementary school from grades K-5. My students really enjoy the concept of trying to think "superflex" (be just like the superhero in the comic book), and they also like coming up with their own unthinkables (comic book villains) that are not in the comic book. They enjoy thinking of unthinkables that they see other kids being "taken over by." Then they get to practice defeating these unthinkables with superflexible strategies that we also create.
Below is a picture of The Unthinkables...
In my opinion, the concept of this social curriculum works very well with all children. You can come up with a superhero and villains for any area of need and it is an activity the students really enjoy doing and can relate to. Many of my students also love to take their unthinkables home and teach their families about them and how we can defeat them so they don't take over our brains.
Friday, February 4, 2011
Creating Connections with Teachers and Curriculum: Innovative Service Delivery Models
January 14th, 2011
Presenters: MetroESCU
This was a six hour presentation on several different service delivery models focused on embedded instruction for students, teachers, parents and speech language pathologists (SLPs). A students plan of service and service delivery change together, based on how the student is progressing. The following four service delivery models were discussed, and all are evidence based.
1. Classroom-Based
This type of service delivery is individual, small group or whole group. It occurs in the student's natural environment and uses curriculum-based interventions while serving students where they learn the curriculum with curriculum materials. Classroom-based service delivery requires planning with the classroom teacher and other teachers.
2. Self Contained Class/Course
This type of service delivery model uses direct services as a "period or block" of the student's school day. An example of this may be the speech room or the classroom. The student attends typically everyday for one "period." The intervention is usually very intense, sometimes treated like a class, student may be graded, but is considered a restrictive placement. This type of service delivery model should be related to some type of curriculum skills.
3. Community Based
This type of service delivery model may have direct or indirect services. Usually individual students work on specific situational skills, and the number and length of sessions depends on the need of generalization of the skill(s) to the environment. It will focus on functional skills and carryover in a natural environment--targeting improvement in functional communication.
4. Indirect/consultative/collaborative/on behalf of the student
This type of service delivery model is indirect service. It involves, teachers, parents, assistants and other students. This model promotes the Least Restrictive Environment and implies a great deal of collaboration among team members.
After I attended this presentation, I took time to think about they different types of services delivery models I am currently using with my students in an elementary setting. I came to the conclusion that I need to begin trying articulation therapy as a quick pull-out, multiple repetition drill session. Due to the high number of students my caseload, I thought it would be beneficial to try a new type of service delivery model with our articulation students beginning next school year. Instead of pulling small groups of students who need articulation drill practice out of the classroom and in to the speech room, we will be meeting the student's outside of their general education classroom, individually, to very quickly (but accurately) drill them on their speech sounds. It will be interesting to see the rate of progress these students will make with this type of intervention model verses the pull-out model we use this year.
How can you use your blog to develop, model, and maintain substantive, meaningful, collaborative, and reflective experiences and interactions?
November 11, 2010: Phase III Reflection
Reflection Question (because I was absent from 11/9/2010 Phase III meeting):
I believe this Speech Geeks Blog can eventually be used as a electronic connection between Speech-Language Pathologists (SLPs) all over the world. Currently, I believe the concept of a blog is meaningful as a tool for me to reflect on different aspects of speech pathology and learn about another speech pathologists point of view and speech/language area interests via blog posts. I think the whole concept of a blog if fascinating. Ultimately, an ideal speech language pathology blog would have members from all over the world, and there would be commenting and postings happening daily. As of right now, we only have two members. I am not sure how to get other members to join. I am also not sure if focusing on the "ultimate" blog is very realistic at this point and time. I currently do not have the time in my day to learn how to use all of the parts of a blog and figure out how to add other SLPs.
Beginning this Speech Geeks Blog with Emalyn, also led to me adding her on Facebook. This is another Internet savvy tool that has become a great way for me to stay connected to speech people all over the US. I have many speech pathologist contacts from graduate school, overall the Twin Cities Metro area, and even some people out of state. It is a great way to keep in contact about what many of the districts in MN are doing. However, I think a blog would be more beneficial in the fact that you could post one question to many people and have anyone comment on it---and the only people that would see that post would be the people that really care about it and joined your blog in the first place.
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