tag:blogger.com,1999:blog-78255638163445103052024-02-20T21:25:54.302-08:00Speech Fun FactorySpeech Fun Factoryhttp://www.blogger.com/profile/07246744223657247637noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-7825563816344510305.post-35398576352238338012014-02-06T09:13:00.001-08:002014-02-06T09:14:58.142-08:005 Things to Remember when targeting Following Directions!<span style="font-family: inherit; font-size: large;"><br /></span>
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<div style="margin-bottom: .0001pt; margin: 0in; text-indent: .5in;">
<span style="font-family: inherit; font-size: large;">Jepi and I are working with clients who have specific
objectives that involve following multi-step directions with different terms
(e.g. temporal, quantitative, and spatial). <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div class="Default" style="text-indent: .5in;">
<span style="font-family: inherit; font-size: large;">Our
goal is to improve a child's overall receptive language skills by providing
auditory comprehension activities. We can do this by targeting the building
blocks comprising our main goal. “Following Directions” is one of these valuable
therapy objectives. It can be targeted with varying difficulty in terms of
length of directions (i.e. how many words, critical elements included), as well
as specific terms included (e.g. <u>Before</u>
circling three cupcakes, box 4 candies.). <o:p></o:p></span></div>
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<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: inherit; font-size: large;">Working
with these students, we made sure that we had these in check:<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: inherit; font-size: large;">1. Vocabulary:
words included in the directions are familiar to the student. We would like to
focus on the child being able to retain the instructions and not think about an
unfamiliar word. <!--[if supportFields]><span style='color:black'><span
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vocabulary intervention for dual-language learners (DLLs) with language
impairment compared to mathematics intervention groups and typically developing
controls with no intervention. Further, in this study the authors also examined
whether the language of instruction affected English, Spanish, and conceptual
vocabulary differentially. MethodThe authors randomly assigned 202 preschool
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vocabulary, bilingual mathematics, or English-only mathematics. Fifty-four DLLs
with typical development received no intervention. The vocabulary intervention
consisted of a 12-week small-group dialogic reading and hands-on vocabulary
instruction of 45 words. Postintervention group differences and linear growth
rates were examined in conceptual, English, and Spanish receptive and
expressive vocabulary for the 45 treatment words. ResultsResults indicate that
the bilingual vocabulary intervention facilitated receptive and expressive
Spanish and conceptual vocabulary gains in DLLs with language impairment
compared with the English vocabulary intervention, mathematics intervention,
and no-intervention groups. The English-only vocabulary intervention differed
significantly from the mathematics condition and no-intervention groups on all
measures but did not differ from the bilingual vocabulary intervention.
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<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: inherit; font-size: large;">2. Rate:
how fast we provide the directions is an important factor in this activity. We
wouldn’t want to say it too fast that the child can’t catch any of it or too
slow that it is unnatural – not how directions are provided in a classroom setting
or at home. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: inherit; font-size: large;">3. Intelligibility:
paired with rate of providing the instruction/s, they should be clearly said so
as not to affect the credibility of your activity/ scoring as well as provide
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<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: inherit; font-size: large;">4. Pause:
providing clients with time to “process” your instructions before actually
doing it will help them follow it properly. This is especially important if
your directions include other terms (e.g. spatial, temporal). Pausing is not
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<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: inherit; font-size: large;">5. Signal: a simple “Go!” is enough to (a)
provide the child time to process – waiting time, pause, (b) add another layer
of following correct directions – “I will ask you to do this activity but you
need to wait for my “Go!” signal before you do it, okay?” and (c) improve
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<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div class="Default">
<span style="font-family: inherit; font-size: large;">There you
have it! Taking these factors into consideration, you can be sure to provide a
FUN activity for your clients!<o:p></o:p></span></div>
<div class="Default">
<span style="font-family: inherit; font-size: large;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsNy4ju_6w9f-ef-2zr-_K0eG7bBv7PJvrud8RrAgJR4ogfN7u0PcR2ZbSESeHhVjtVbiJ7mvHytHWRDL-8NjXuquP7dW_b-_TKcWEANWSFGRaTe8rBXb3ZR4m6hvuR3xIWBaROl2evPQ/s1600/snackinabox.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit; font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsNy4ju_6w9f-ef-2zr-_K0eG7bBv7PJvrud8RrAgJR4ogfN7u0PcR2ZbSESeHhVjtVbiJ7mvHytHWRDL-8NjXuquP7dW_b-_TKcWEANWSFGRaTe8rBXb3ZR4m6hvuR3xIWBaROl2evPQ/s1600/snackinabox.jpg" height="200" width="150" /></span></a></div>
<div class="Default">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: inherit; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAhfUuILPgODHTc5RIoShkfT-mja-pcdfFYM8teiZ3zMoyjMpuigtUUyug9wS_ksxXa6Il7Bgsqkn_wMrXl-jZ1fmd0xJb3t0eJ9ypJuSOHcicm18HP09a_61qskrd-DpCjTQUDe02JqU/s1600/thebiggame.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAhfUuILPgODHTc5RIoShkfT-mja-pcdfFYM8teiZ3zMoyjMpuigtUUyug9wS_ksxXa6Il7Bgsqkn_wMrXl-jZ1fmd0xJb3t0eJ9ypJuSOHcicm18HP09a_61qskrd-DpCjTQUDe02JqU/s1600/thebiggame.jpg" height="153" width="200" /></a></span></div>
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<div class="Default">
<span style="font-family: inherit; font-size: large;"><br /></span></div>
<div class="Default">
<span style="font-family: inherit; font-size: large;">You can
have these Following Direction activities for <a href="http://www.teacherspayteachers.com/Product/Initial-K-Cup-Cake-Game-1004713" target="_blank">FREE!</a></span></div>
<div class="Default">
<br /></div>
<div align="center" class="Default" style="text-align: center;">
<span style="font-family: inherit; font-size: large;"><a href="http://www.teacherspayteachers.com/Product/Snack-in-a-Box-Following-Directions-1099416" target="_blank">Snack in a Box</a> <a href="http://www.teacherspayteachers.com/Product/The-Big-Game-Following-Directions-1099488" target="_blank">The Big Game</a><o:p></o:p></span></div>
<div class="Default">
<br /></div>
<div class="Default">
<span style="font-family: inherit; font-size: large;">Thank you
for reading!<o:p></o:p></span></div>
<div class="Default">
<br /></div>
<div class="Default">
<br /></div>
<div class="Default">
<span style="font-family: inherit; font-size: large;">There’s
always a way to make it <a href="http://www.teacherspayteachers.com/Store/Speech-Fun-Factory" target="_blank">FUN!</a><o:p></o:p></span></div>
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<span style="line-height: 107%;"><span style="font-family: inherit; font-size: large;">References</span></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: inherit; font-size: large;"><br /></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<!--[if supportFields]><span
style='mso-element:field-begin;mso-field-lock:yes'></span>ADDIN Mendeley
Bibliography CSL_BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]--><span style="font-family: inherit; font-size: large;">Evans, J. L., & Kass, R. E. (1997). Response
Latency and Verbal Complexity : Stochastic Models of Individual Differences in
Children, <i>40</i>, 754–764.<o:p></o:p></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: inherit; font-size: large;"><br /></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: inherit; font-size: large;">Norris, J. A., & Hoffman, P. R. (2013). Language Intervention within
Naturalistic Environments This article has been cited by 12 HighWire-hosted
article ( s ) which you can access for free at : This information is current as
of September 21, 2013 This article , along with updated information a.<o:p></o:p></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: inherit; font-size: large;"><br /></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: inherit; font-size: large;">Restrepo, M. A., Morgan, G. P., & Thompson, M. S. (2012). The Efficacy
of a Vocabulary Intervention for Dual-Language Learners With Language
Impairment. <i>Journal of Speech, Language, and Hearing Research</i>, <i>56</i>(2),
748–765. <o:p></o:p></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="text-indent: -24pt;"><span style="font-family: inherit; font-size: large;"><br /></span></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="text-indent: -24pt;"><span style="font-family: inherit; font-size: large;">Torres, I. G. (n.d.). Play : Pathway to Improving Language and Literacy
Theory and Practice Irene G Torres Hebrew Academy for Special Children Carol
Westby.</span></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: inherit; font-size: large;"><o:p></o:p></span></div>
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Speech Fun Factoryhttp://www.blogger.com/profile/07246744223657247637noreply@blogger.com0tag:blogger.com,1999:blog-7825563816344510305.post-7378904633516042272013-06-03T19:50:00.000-07:002013-06-03T19:50:30.848-07:00Know your SLP: What is a Speech and Language Pathologist?Good day everyone!<br />
<br />
<div style="text-align: left;">
We would like to share with you an informative pdf presentation about what a speech pathologist is. As some of you know, most speech pathologists are usually seen in a school or private clinic setting in which they cater to the pediatric population or most of their clientele are children with special needs. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
But there are even more specific cases that speech pathologists are able to handle and provide their services to. These cases include clients from the geriatric population - people who suffered a stroke and are having a difficult time communicating their wants and needs, clients who have feeding and swallowing difficulties and many more. Read through the presentation and tell us what you think. </div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6UgoEyAjXPptH_NALZO1yloZuSHJfs1gt41WrFo90Zv9YWmIF2LHLk-X8AuuEvHXOr6JMci1UL2ScviA1fkeJzIaFzi0wvQPLTWZJx1ImB0JIZxBjaUZe8C47emUttyoqa5g3yeoucMo/s1600/SFF+What+is+a+SLP.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6UgoEyAjXPptH_NALZO1yloZuSHJfs1gt41WrFo90Zv9YWmIF2LHLk-X8AuuEvHXOr6JMci1UL2ScviA1fkeJzIaFzi0wvQPLTWZJx1ImB0JIZxBjaUZe8C47emUttyoqa5g3yeoucMo/s400/SFF+What+is+a+SLP.JPG" width="400" /></a></div>
<br />
<br />
Do you know a speech pathologist? What clients does s/he usually handle?<br />
<br />
You can download the presentation <a href="https://docs.google.com/file/d/0B5jjt5DdoyD9RXZWbE1JZHlVcVk/edit?usp=sharing">here</a>.<br />
<br />
Always have fun,<br />
<br />
Tony and JepiSpeech Fun Factoryhttp://www.blogger.com/profile/07246744223657247637noreply@blogger.com0