You Want My Kid to Play in Food? Seriously?

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Here are three silly ways to play in food! Give it a try—some of it just may end up in your child’s mouth in the process. But if it doesn’t, don’t worry. Learning to be an adventurous eater takes time and the most important part of the journey is keeping it fun!

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Beyond Articulation: Don’t Forget Reading

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It’s important for the speech-language pathologist to understand how delays in early sound productions interfere with the process of reading and learn simple interventions to remediate both articulation and early literacy skills at the same time.

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Kid Confidential: Parent Education and Training, Part 3

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When working closely with parents during therapy, I find that digital recordings provide helpful feedback on a parent’s use of therapy techniques. It works especially well during real-time education and training.

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Collaboration Corner: Must-Have Books for Building Language and Literacy

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I can’t believe it’s September! For those of us in public schools, that means re-organizing and replenishing our bag of tricks. Books of course, are an easy and engaging way to expand language.

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Finding the Right Fit: Social Pragmatics Groups in Middle School

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The question is this: How can we most effectively figure out the social skills group where each child fits? How do we qualify a child for the right group when the reality is that most of our candidates demonstrate a constellation of challenges across two or all of these areas?

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Audiologists, You Know the Science of Hearing but Do You Know the Art of Listening? 

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Here’s a question, though: Are we experts in listening? To be an effective listener, you need to focus on the meaning of what you hear and take in to gain understanding. Have you ever taking a listening test? Have you ever given your patient a listening test?

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Fulltime Evaluator: An Effective New Role for the Speech-Language Pathologist  

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The evaluator group is made up of 22 SLPs (several of whom are bilingual) and is divided into one of three diagnostic centers across the city. We work side by side with educational diagnosticians, psychologists and others assessing students for all initial evaluations.

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As Adults With Intellectual Disabilities Live Longer, They Need More AAC Support

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Future AAC success is a team effort between the SLP, families and paid caregivers/group home staff. Some staff members are highly supportive; some are not. Informal assessment of the environment in which the affected adult lives is crucial. It can be a delicate process to help the staff member see the purpose of AAC. If the group home staff does not “buy in” to the AAC device recommendation and plan, there is a high risk of abandonment.

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She Didn’t Eat a Thing at School Today!

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For children in feeding therapy, treatment doesn’t stop when a child is eating well in the clinic setting. Once a child has begun to eat even a limited variety of foods, I prefer to generalize new skills to the community environments as soon as possible, even as clinical treatment continues. The school cafeteria in the one hot spot in the community that most kids visit five times a week.

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What It Takes to Get SLPs and Teachers Working Hand-in-Hand

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Lately, I feel there is a division between classroom teachers and speech-language pathologists in the schools: an “us” and “them” mentality. Working parallel to one another hoping to reach the same goal is not what is best for our students. While it is true that the professions are separate, they do share a goal—student progress. I believe collaboration is the key to achieving that mutual goal.

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