My Baby Can Play: How Productive Play Promotes Literacy

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My Baby Can Read…Play: How Productive Play Promotes Literacy

If you pay attention to the current toys, television shows, and materials for children like Your Baby Can Read! you should notice a cultural shift to the promotion of literacy, especially early literacy skills.  From older shows such as Sesame Street and Between the Lions to newer shows such as WordGirl, WordWorld, and Super Why! we see the push for phonological awareness skills and reading skills, which encompass rhyming, letter/sound naming and identification, sound segmenting and blending, and so on.

The available research clearly shows the importance of promoting literacy skills early, and the overall consensus is that oral language provides the building blocks for literacy.  So if oral language is the foundation, and if we achieve language through quality language input, how is that input provided for infants and toddlers?  Through play!

Besides daily care-taking routines that parents and children engage in (feeding, grooming, sleeping), the next most important activity they engage in (where crucial language input is provided) is play.

So, if appropriate play skills predict appropriate language skills, and if strong language skills predict literacy skills, then I see a clear link between play and reading.

I’m not suggesting reading to infants and toddlers is not valid and necessary; I am suggesting that perhaps there should be a greater, or at least equal, push for promoting quality play.  My meaning of play, however, is where the play partner of the child is engaging the child and providing quality language input naturally but purposefully.

In a nutshell, let’s not bypass the building block of play because we’re so concerned that children be able to read.

As a personal example, both of my toddlers love books.  From the time my four-year-old daughter was one, she would quietly sit on the floor going through baskets I had set around the house full of little books, and she would flip through the pages “reading” one book after another.  I often find my two-year-old son sitting in a rocking chair in his room surrounded by books “reading.”  He spontaneously points out characters and talks about the pictures.  His big sister also helps him out, making up stories for him based on the pictures as though she is reading…and he believes every word!

As parents, my husband and I have read to them consistently, have made sure books are readily available and accessible to them, and have encouraged them to talk about the pictures and relate what they’re seeing to experiences they’ve had, but I firmly believe their enjoyment of books would not have been fostered without purposeful play in our home.

Purposeful play is crucial in order to develop what I call the 4 C’s: Concentration (attention), Curiosity, Creativity (imagination), and family Connection (through a shared activity).  These four components are extremely important for promoting reading ability.

So as professionals, educators, and parents, let’s evaluate where we’re investing our time and resources and make sure the push for early literacy doesn’t overshadow or do away with the need for consistent and quality play, not through the latest electronics or gadgets, but using good ol’ blocks, dolls, cars, toy farms, puzzles, toy kitchens, playdough…and the list goes on and on.

For purposeful play suggestions, check out free tip sheets (known as P.O.P. sheets) entitled Purposeful Ongoing Play: Enhancing Language Skills Through Play.

(This post originally appeared on The Speech Stop)

Ana Paula G. Mumy, MS, CCC-SLP, is a multilingual speech-language pathologist and the author of various continuing education courses, leveled storybooks, and instructional therapy materials for speech/language intervention.  She has provided school-based services, home health care, and private services for more than 12 years and thoroughly enjoys providing resources for SLPs, educators, and parents on her website The Speech Stop.

Speech Therapy and Aging: Brain Plasticity and Cueing Hierarchies

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Given our knowledge of the plasticity of the brain, are we as clinicians or caregivers, able to help to develop new links with a behavioral model, by using gradated cueing hierarchies?  Could this low-tech and pharmaceutical-free form of treatment  have neurologically based implications for rehabilitation and adaptation in communicatively challenging settings?

Perhaps more testing with fMRI scans may be necessary to really prove the theory. Therapy approaches using cueing models have been well documented in the literature in speech therapy treatment for aphasia.  However, the way we use clinician originated cues can help create new links and expedite a broad area of cognitive and linguistic improvement, or maintain the functional status quo, unless we analyze the kinds of cues we are using and the amount of independence we are carefully eliciting from the client.

By looking at each task and cue needed on a continuum from simple to complex, concrete to abstract, you can construct a grid of where on the continuum the client functions and how you can provide a cue or help them provide their own cues for success.

The idea that the damaged axons and dendrites in the brain are looking for connections and stay active when the brain is activated, prompted me to want to create a cueing continuum (see http://carmichaellab.neurology.ucla.edu/integrated-view-neural-repair-after-stroke.) On the theory that the client can develop new pathways , if we always fill in the missing word or provide the first phoneme, then the client will never have to learn where to get it, via their own written word, for example.  But how do we get from writing the word for the client to having the client write the word in the air and say it? It all depends on the residual abilities, but the concept can be applied to everyone.

We have a 60 year old gentleman with TBI who is learning how to semantically cue himself to find a word. Initially, he had severe speech and cognitive impairments. Now, in conversation, he often uses circumlocution to get his point across. However, sometimes specific words are warranted, and this is difficult for him. He can sometimes spell the word aloud even though he cannot speak it. We had him do this several times with great success. Our next task was to remind him that he could do this to help himself.  Later we only asked him what he would like to do.  We are helping him build those dendritic links ( and learn to use a skill) by carefully reducing the amount of clinician prompting or cueing during the sessions and writing down the strategies for him to practice at home. Although there are many approaches to cueing, none of them seem to describe cueing in a continuum from most invasive to most independent. Many clinicians describe the cues as semantic or phonemic.  I found that there were nuances in cueing that I had learned over the years to allow the client to gradually become independent. When I had difficulty transmitting these ideas to my students, I created a loose continuum to mark where our clients fell given specific objectives, and how we could get their neurons to get closer together behaviorally if not actually by breaking the cues down.

Along with the goals we establish for our clients, no matter their abilities, we must always be evaluating their behavior and trying new materials and varied activities to facilitate language.

As we converse with others, we derive cues from the environment and from the people with whom we are speaking (that is part of the reason why conversation amongst the adult neurologically language-impaired looks better than when we test them by looking for specific words and longer utterances).

Our goal with cueing is to develop self-cues and elicit more language. A self-cue can be as basic as a gesture or a drawing, but if the client is doing it and communicating to me what he did for the weekend, then he has been successful. Often when the stress is lower or the focus is away from speaking, the words and incidental phrases flow more freely. The best reward is to see the expression on our client’s face when he says a few words effortlessly because he was engaged in the activity. But this is not we what we are trying to do. We are trying to give him real tools for those times he cannot utter a word.

When the client leaves the therapy room, we want him or her to be able to use their own skills, rather than rely on others. Since they may not be able to develop their own means of self-cueing, we include self-cue skill development as part of the therapy plan.  The client may or may not have the ability to provide his or her own cues, yet. But throughout the therapy and rehabilitation process, we work toward the skills of self-cuing no matter the level, such as writing, gesturing, drawing pictures, and talking about the item or activity with words that are available.

The Cueing Hierarchy Continuum is by no means linear, but will generally go from simple and most dependent to complex and independent. They follow the behavioral branches that may be used in clinic therapy logs. They are separated on my behavior grid in 3 categories: Clinician Assisted Cues, Clinician prompting (or reminding the client to use a strategy) and Self Correcting. This approach requires that the client learn about his strengths and how to implement them to improve what we would consider weaknesses. By identifying which cues are more dependent, we can be cognizant of allowing the client to work at a documented realistic level achieve the objective.

It is well documented that there is enough plasticity in almost any brain to stimulate, heal and renew brain function after a stroke or TBI. For cognitive loss during normal aging, the dementias and the progressive dementias, there is less clear documentation for which approaches are the most effective and pragmatic for our clients. However, similar principles can be used to establish functional objectives along with the family and caregivers.

How to develop skills? How to develop strategies for short and long-term functional success?  Sometimes, we spend the therapy session working on comprehension, word finding, writing and reading using a variety of materials.  But, if we don’t address what they are learning outside the therapy room, which they may visit one or two times a week, how will compensatory skills, adaptive skills and  new connections be utilized?   That will be the topic for next month’s post.

Betsy C. Schreiber, MMS, CCC-SLP, received a BA in Psychology and MMS Master of Medical Science in Speech Pathology from Emory University in Atlanta, Georgia. Her CCC was earned during the 3 years she worked at Hitchcock Rehabilitation Center in Aiken, South Carolina where she had the opportunity to learn about NDT and Sensory Integration with the original, Jane Ayres, working with LD and CP children and neurologically impaired adults. She is currently a clinical supervisor at Ladge Speech and Hearing Clinic at LIU/Post on Long Island, and a partner at Hope 4 Speech Associates, P.C. She has also served as an ASHA Mentor and hopes to participate in ASHA’s  Political Action Committee in the coming year. She is an affiliate of ASHA Special Interest Groups 2, Neurophysiology and Neurogenic Speech and Language Disorders, and 18, Telepractice.

Collaboration Corner: Surviving Dysphagia in Schools

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According to ASHA (2006), 1 in 10 public school speech-language pathologists have a student with dysphagia. I have to be honest; this is a struggle for me. Here’s why: while I have extensive dysphagia experience in medical and private home-based settings, I have difficulty defining my role as an SLP who provides dysphagia therapy in school.

Identifying the obstacles

ASHA has a fairly clear document describing the role of the school-based SLP in schools. However, the perceived obstacles can be daunting (Miller, 2008). The top 4 obstacles consistently come across are: Scheduling and environment, training staff, keeping the lines of communication open between family, staff and outside therapists, and getting student buy-in.

Removing the obstacles

Miller (2008) urges collaboration in treating students with dysphagia. I have the good fortune to work with many talented special educators, nurses, behavior specialists. While I bring the knowledge of dysphagia to the table (bad pun), recognizing the daily demands upon the child requires team-based attention. The following strategies may help balance your student’s dysphagia issues within the context of the school day:

Examine/modify the child’s schedule. Students have very little time to eat. Snack is usually 15 minutes (if at all) and lunch is about the same with recess either before or after. This means students risk missing academic time, social time, recess. Suddenly speech is the no fun allowed zone; staff/students become worried that therapy cuts into these activities.

To help with this let the child start eating in the cafeteria before everyone else arrives, use calming strategies such as music with headphones, or a favorite book for the child to read while he/she is eating. Bring a lunch buddy if it helps. Gradually set limits around how much music she/he can listen to. If a child is too overstimulated during lunch time (elementary cafeterias are quite an experience), have the student eat early and let them read a book or chat with friends. This allows mealtimes to be associated with positive feelings.

Training staff. Many students have a paraprofessional, who also needs to eat their lunch, but guess when their student may need the most support? During lunch, of course. Keep clear instructions and provide hands-on training for staff, give a copy to the school nurse. If there is a change in staffing, make sure the change is with a familiar person who also has training. I have staff sit in on times that are not during their break or lunch. I also encourage the student’s paraprofessional to eat with the student as to “normalize” the experience and to provide role-modeling around food. We have Fun Friday where everyone eats together and we do a fun food play activity. Again, create positive associations with eating (for staff and students!). Staff need consistent access to strategies that will keep the student calm, like this cue card, created by my colleague and co-author of The Behavior Code:

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Communicate closely with families. Eating is a cultural and emotional experience. Ongoing communication with family members provides insight as to when everyone is ready to move to the next step. Clearly communicate that safety is the most important factor in the decisions related to their child’s eating. Encourage parents to come in, or take pictures and video. Use a home-communication journal so notes can go between school and home, highlighting what they ate, how much they ate, and any events that may have affected their eating.

Communicating with outside SLPs. OK, so here’s the deal. Expertise exists across settings. If I don’t do VFSS  on a daily basis, I recognize that I am not an expert in that assessment tool. But if I have a background in dysphagia, have worked in schools for 11 years, have seen this student 3 times a week in their school setting for three years, guess what? I have expertise as well. I can (and should) make a referral for a VFSS by an SLP who has the skill and equipment. Likewise, private SLPs should confer with the school-based SLPs perspectives on eating. Speech-language pathologists need to reach out to one another and value these differences. These differences are a good thing (stepping off of my soapbox now….).

Make the child a part of the process. Keep it low pressure, and rewarding. Take picture of their successes and make a book about it together.  Have them review the book before they eat, so they remember their successes and eating strategies. Here’s a rather crude (but effective) example of a page I wrote with my student:

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Last but not least, set aside your own assumptions of what tastes/feels/smells good….these kids experience food much differently than you do. Remember, eating involves developing trust; it is not a forced process. The end goal is to make eating pleasurable and safe so that mealtime becomes enjoyable for everyone.

Dr. Kerry Davis is a city-wide speech-language pathologist in the Boston area. Her areas of interest include working with children with multiple disabilities, inclusion in education and professional development. The views on this blog are my own and do not represent those of my employer. Dr. Davis can be followed on Twitter at @DrKDavisslp.

Crafty Apps for Language-Based Therapy

It is no secret; I have never been a crafty person. During my days in graduate school I struggled a lot with the fact that many of my peers were able to spend hours creating these amazing therapy activities with glue and various types of paper. Yes, I did question my ability to become a speech therapist when I saw one of my colleagues bring the cupcakes she had baked at home along with all these amazing cupcakes decorations for the session. I clearly was not capable of such a thing!  Oh, and of course there are the scrap-booking SLPs! Clearly, I had no idea that SLPs had to dedicate hours preparing meals, buying scrap-booking materials and other tools for various “crafty therapy sessions”. In graduate school, I appealed to my technophile side to create my sessions around my computer. I know what you are thinking…  “What about the iPad?”. I didn’t even own an iPhone while in graduate school (and the iPad was still years from being invented). Today’s post is dedicated to all my fellow speech therapists and teachers who lack “craftiness” and want to be crafty on the iPad! Blessed be the iPad!

Here are some of my favorite apps for fun, creative, and open language based therapy sessions:

1. Art Maker by ABC’s Play School ( $0.99) – Prepositions, vocabulary and more.

This application allows you to create scenes by selecting from various background options and pieces of craft that go with the theme.  You can also pick from your own photos and add various pieces of provided objects and crafting materials to your photo (see how non-crafty I am based on the photo below). The images are added to your photos. For those of you feeling a little adventurous you can even make a movie as you move the items around the screen. You can use this app for promoting language skills and vocabulary. Prepositions (put the star on her shirt, put the tree next to the dog, etc.) is also a great target to use this app for.

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2. Martha Stewart Craft Studio ($4.99) – Story re-telling and sequencing in one place.

This app is worth every penny I spent on it, I just wish I had it 6 years ago! The Martha Stewart app is very easy to use and offers so many possibilities. It allowed a non-crafty person like me to create a scrapbook page! The app comes loaded with possibilities. You can take photos of the students during the session or send a letter to the parents to send some family photos with the kids for the upcoming session. It is an amazing way for working on retelling a story and it is perfect for those sessions with adults! After you create each page you can print and send it home with the child. This is by far a much more cost efficient way to do a crafting session.

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3. ScrapPad- Scrapbook for iPad ( Free + buy in app) – Vocabulary &  following directions at no cost.

This app is very similar to the Martha Stewart application. It has several background, stickers, borders and embellishments you can add to each page you create. Using this app can be great for vocabulary as well as for following directions. Just like the previous app, you can also save the final work onto your photos and print them when you are done.

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4. Hello Cupcakes (Free + buy in app) – Great app for following directions with amazing visual support.

This fourth app is truly a helping hand for those who want to do a real life cupcake but are not as talented as most of my former co-workers. The app comes with a baking tray which gives you information on which materials you will need to create the cupcakes. This app is just phenomenal; it includes step by step photos you can use for creating each cupcake. The cupcakes can be quite elaborate but this app has so many amazing visuals and it will guide you and your students to create quite the cupcake project. This is the perfect app to guide students, especially students who can benefit from visual support, for working on following directions. The app has amazing visual details. The buy in app options offer a variety of themed cupcake options too.

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It turns out that not only I can be crafty, but I love being crafty on the iPad! Should I call myself technocrafty?

Barbara Fernandes, M.S; CCC-SLP is a trilingual Speech- Language pathologist, a geek  and an app developer. She is the founder and CEO of Smarty Ears Apps , a company that creates apps for speech therapy. Barbara is also the face behind GeekSLP TV, a blog and video podcast focusing on the use of technology in speech therapy. Barbara has also been a practicing speech therapist both in Brazil and in the United States. She is an affiliate of ASHA Special Interest Groups 16, School-Based Issues, 12, Augmentative and Alternative Communication, and 1, Language Learning and Education. Barbara has created over 21 applications for the mobile devices for speech therapists. Find her at GeekSLP.com or on Twitter at @geekslp.

Welcome to Kid Confidential: Let’s Play!

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Welcome to the first installment of Kid Confidential, a monthly column where Maria Del Duca, M.S. CCC-SLP will be discussing all topics related to speech, language and child development. 

First off, let me say that I am not a researcher, I’m an observer.  I’m just a clinician like you using Evidence Based Practice (EBP) and trial and error to make my way in the world of language development.  I do not claim to be an expert, but I have had a hodge-podge of experiences and have worked with amazing clinicians and educators who have taught me along the way.

Through my years of experience and my constant need for information I have exhausted the minds of those with whom I have worked.  I have badgered them with a barrage of questions about why and how they were doing what they were doing.  Most of the time, I have found teachers and therapists willing to share their knowledge with me.  So today, I’m paying it forward.  Let’s talk play skills!

I don’t know about you, but upon completing graduate school I knew a whole lot about normal language acquisition, how to read, understand and review a research article, and how to administer and interpret numerous standardized tests, but I knew nothing about play skills.  Of course looking back at it now, this seems a bit ridiculous when we think of the number of children on our caseloads that are younger than five years of age.  But at the time, I didn’t know what I didn’t know.

Research shows us that play really is the work of a child.  We understand that play skills affect cognition, pragmatics and language development.  According to Pretend Play: The Magical Benefits of Role Play, by One Step Ahead:

Pretend play facilitates growth in more than just the areas mentioned above.  Encouraging a child to participate in pretend play positively affects:

  • Imaginative thinking and exploration
  • Abstract thinking
  • Problem Solving
  • Life skills
  • Leadership skills
  • Communication development
  • Social Skills development
  • Use of “Theory of Mind” (understanding/taking another’s perspective)
  • Understanding of safety
  • Self-confidence and a high self-esteem

We know we should assess play skills in young children.  But do we know what developmental play skills look like when we see them?  According to the Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, otherwise known as “the EC bible” in the world of early childhood educators, there are three distinct types and five social stages of play children typically exhibit between birth and age five (Kostelnik, Soderman, and Phipps Whiren).  Do you know what they are?  Read all about them in the tables below.

Slide1 Slide2You can download your copy of the above tables here.

I would be remiss if I did not share a word of caution when assessing play skills.  There are many cultures that do not value the child-centered, independent play of our western culture.  In order to differentially diagnose deficit versus difference we must keep in mind any cultural differences of the child’s family.  For more information on this topic, read Multicultural Considerations in Assessment of Play by Tatyana Elleseff MA CCC-SLP.

So now we know what typical play skills look like.  How do you assess play skills?  What are your favorite materials to use?  What topics do you want to see discussed here on Kid Confidential?

Don’t be afraid to share your ideas by commenting below.  And remember…“Knowledge is power” (Sir Francis Bacon)!

Reference

Kostelnik, Marjorie, Anne Soderman, and Alice Phipps Whiren. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education. 5. Upper Saddle River, NJ: Pearson, 2011. Print

 

Maria Del Duca, M.S. CCC-SLP, is a pediatric speech-language pathologist in southern, Arizona.  She owns a private practice, Communication Station: Speech Therapy, PLLC, and has a speech and language blog under the same name.  Maria received her master’s degree from Bloomsburg University of Pennsylvania.  She has been practicing as an ASHA certified member since 2003 and is an affiliate of Special Interest Group 16, School-Based Issues.  She has experience in various settings such as private practice, hospital and school environments and has practiced speech pathology in NJ, MD, KS and now AZ.  Maria has a passion for early childhood, autism spectrum disorders, rare syndromes, and childhood Apraxia of speech.  For more information, visit her blog or find her on Facebook

 

The Bosnia Autism Project

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Over the years, Speech Pathology Group: Children’s Services International (SPG: CSI) and the government of Bosnia-Herzegovina have combined their efforts to establish and implement a ground-breaking program, The Bosnia Autism Project. Our mission has been to “teach the teachers” and provide sustainable aid to children with communication impairments.  Lisa Cameron has recently extended the SPG: CSI efforts to the Himalayan country of Bhutan, and Marci VonBroembsen remains active in South Africa. SPG: CSI is truly expanding and going international!

From 2009-2012, SPG: CSI sent specialized teams of professional volunteers to provide evidence-based assessment and treatment education to professionals, university students and parents in Bosnia- Herzegovina. This past summer, SPG:CSI  worked with a four-year old who was hidden in his house because his family was ashamed of his disability. We met a 12-year-old who had never been to school and whose parents would lock him in his empty “bedroom” (merely a concrete room and a bucket) because he was nonverbal and had become so aggressive that they did not know how to control his behaviors.

Because of the tireless efforts from professionals in Bosnia-Herzegovina, and SPG: CSI’s dedication, together we have achieved amazing results! We are ecstatic to tell you that in October 2012 both our four-year old and the 12-year old started attending school and are doing well. For the first time students with autism and other disabilities are receiving treatment, a home-based intervention program has been established, parents are being educated, and the numbers of treatment centers continue to grow. But our mission is far from complete.

We are now in phase three of the Bosnia Autism Project, which is providing advanced training to the community leaders and medical and educational specialists.  In an effort to maximize our efforts, we have invited seven key professionals and medical specialists to train with us in California for three weeks in the summer of 2013. These trail-blazing pioneers will receive advanced training in communication assessment and treatment strategies for children of all ages and stages, and go back to Bosnia to train other professional peers, leading them through a professional transformation.

For those of you who have wanted to participate with the non-profit but were unsure how, we invite you to get involved. Now is the time—and you don’t have to make the trek overseas!

  1. Visit our website and learn more about the Bosnia Autism Project.  Any and all help is welcomed, without long-term commitments.  Contact us at info@spgcsi.org or spg.csi@gmail.com if you have any questions or want to get involved.
  2. Friend us on facebook at  to follow the most up to date information, see pics and follow the progress of our Bosnian colleagues.
  3. Join us at California Speech Hearing Association Convention for a 90-minute informational seminar (Thursday, March 8th) and Happy Hour at the Hyatt Long Beach on Friday March 9th.  Check out our website for more information.

Larisa Petersen, MS, CCC-SLP is in her third year as a Speech-Language Pathologist.  Currently, she works for The Speech Language Pathology Group in Walnut Creek, California.  She provides speech-language services to students in Kindergarten through sixth grade.  She updates the blog for The Bosnia Autism Project and you can visit her at http://spgcsi.wordpress.com.  Also written by Anna Taggart, Leah Huang, and Raquel Narain.

Blogging is to Talking, as APA Style is to ?

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I’ve found a danger to blogging a lot—someone might like what I’ve chatted about casually and then want me to turn it into an APA style manuscript.  Yep!  That’s happened!  My little ramblings about Google forms have been converted to a formal paper, and are about ready to be submitted electronically to the scholarly folds of ASHA for a peer review and heavy edit.

I’ve learned quite a bit from this:

1.  What is APA style?  The last time I wrote a research paper, I used a typewriter—it was at least an electric typewriter. (Hey, I’m not that old!)  Regardless, writing a paper and submitting it so it looks similar to what I see in my professional journals is a bit of a learning curve.  Fonts didn’t really exist in my world back then.   I’ve never written an ‘abstract’ or worried about including ‘table titles’ or website references.  I’ve spent more than a few hours over the holidays learning about fonts, double spacing, and citations.  (I feel I’m a more than competent speech pathologist—but my job descriptions since graduation in 1984 haven’t really included this.)

2.  What is a SIG (otherwise known as Special Interest Group) in the ASHA world?   I’ve never fronted the money but apparently each SIG has scholarly publications that the members (who pay $35 a year) can read and get CEUs.   I’m hopefully going to be published in one of the SIG publications, although I may not be able to read my own published article since I’m not yet  a member of the SIG.   Maybe I’m not as poor as I think I am.  Perhaps, I’ll turn over a new leaf now, and join a SIG—the one focusing on school-based issues now has me intrigued!   I’ll keep you posted about this.

3.  What is peer review?  I actually already knew about this, but it’s a bit intimidating to submit something I’ve written to be edited and reviewed by people I don’t know.  Right now, I’m using my 22-year-old daughter as my editor, but we think alike and readily critique each other all time about lots of things.  The part about complete strangers reviewing my paper (that I don’t know how to write) is daunting to even consider.  I’m sure that the reality is there will only be a couple of people on a computer that will edit my masterpiece, but my fantasy is that a large group will be earnestly talking about what I wrote. Ha Ha!

So, writing a formal paper is outside of my comfort zone.  Why did I agree to this?  Possibly, I was flattered that anyone even asked.  Possibly, I never say “no” to anything. I need a ready-made script or a social story in this area.

I hope all of you are having a good start to the year! What’s done is done—I said “yes” and this has been great, albeit painful practice, and I’m sure that I’ll have a bit more editing to do.  I’ll let you know how this challenge turns out.

This post is based on a post that originally appeared at Chapel Hill Snippets.

Ruth Morgan is a speech-language pathologist who works for the Chapel Hill-Carrboro City Schools at Ephesus Elementary School. She loves her job and enjoys writing about innovative ways to use the iPad in therapy, gluten-free cooking, and geocaching adventures. Visit her blog at:
http://chapelhillsnippets.blogspot.com.

Google on Apple: Search is Language

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Google is pretty much synonymous with search.  Though in the earlier days of the web, people went different places like Lycos, Yahoo, and Altavista, it’s second nature for most of us to turn to Google nowadays when we have a question or need a resource. Bing? Sorry, no.

The thing about web search, when you think of it…it’s language. We ask a question and get an answer. The results can be a list, a description, a fact, a picture to describe.

Often, a search can be very helpful when we discover those pesky gaps in our students’ world knowledge or vocabulary.

Most of us, including myself, probably turn most readily to the little Google field in the upper right corner of the Safari iPad app, which indeed does the job pretty handily. However, Google has been steadily improving its free (of course) Google Search app, and it now includes speech-to-text (Voice Search), regardless of the version of the iPad you are using.  Additionally, depending on the type of search you are making, the app will read aloud the results (so, text-to-speech), a feature related to what Google calls its Knowledge Graph, which helps zoom in on the most important facts about real-world items. Google gives us some ideas for the types of questions that work well with Voice Search.

To see how the Google Search app can be useful in your interventions, check out this terrific contextual demo centering around one of my favorite places: Cape Cod. I need to go to there right now. *Sigh* I hate January.

This post originally appeared on SpeechTechie.com.

Sean Sweeney, MS, MEd, CCC-SLP, is an SLP and technology specialist working in private practice at the Ely Center in Newton, MA, and consults to local and national organizations on technology integration in speech and language interventions. His blog, SpeechTechie (www.speechtechie.com), looks at technology “through a language lens.” Contact him at sean@speechtechie.com.

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Tom Jelen is the Director of Online Communications for ASHA.