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Foundational Language Skills Needed for Self-Advocacy
Before students can effectively advocate for themselves, they need a functional foundation of semantic, syntactic, executive functioning, and pragmatic skills. Here’s a list of the skills you can target in speech therapy to make sure they have what they need for self-advocacy.
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A Two-Step Framework for Teaching Self Advocacy
Help your students get past the “I don’t know what to say” phase of self-advocating with this simple, two-step framework for self-advocacy.
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How to Keep Speech Therapy Data for Teletherapy
I’ve been thinking about how I do my session notes and data collection—what’s worked, what hasn’t, and what I’ll change next year. I thought I’d share some of my thoughts with you today so you can implement what works for you… and I’ll remember next year what I was thinking! My Current Data Collection System…
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Why You Should Use Semantic Feature Analysis
Semantic feature analysis is one of the few vocabulary strategies I remember learning about during my undergraduate studies. It fell off my radar for a while, replaced by loads of flashcards and context clues galore. Then, it started easing back on the scene through Dr. Karen and her work on semantic features. I was already…
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Why Self-Advocacy Matters
What an iDKHOW concert and a New Year’s planning day taught me about the importance of self-advocacy.
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Planning Speech Therapy Sessions for Middle and High Schoolers
Despite the fact that I’ve been working with middle and high schoolers for years now, I still find planning therapy sessions to be a bit overwhelming! Middle schoolers are especially difficult to engage consistently. Our goals are getting progressively academic and too advanced for most of the fun board games and Bingo games and things…
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Metalinguistics: A Neurodivergent Affirming Approach to Pragmatics Therapy
Let’s consider how we can work on metalingustic skills in speech therapy to help neurodivergent students improve their social skills.
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A Realistic Conversational Skills Framework for Neurodivergent Students
Just as we have realistic expectations for ourselves in conversations, we should teach realistic conversation skills to our students. Here’s a tiered framework for teaching conversations to neurodivergent students.
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All Students Deserve Functional Language
We’ve often narrowed our definition of “functional language” to the point that some students are left out of valuable services. What should we be looking at with our middle and high school students to make sure their language is truly functional?