Friday, November 1, 2013
Carryover SOS: Strategies for Speech Therapy Linky Party!
I'm very "Van Riperish" when it comes to articulation therapy, with just a few tweaks. After a student is able to produce his/her target while making up sentences using a target word (taking data on the complete sentence, not just the target word), I will say sentences that they have to repeat exactly like I said it. That means as fast and with the same inflection as I said it. I have the list of words from this purple book that I had to get for a class in undergraduate school (so it's an antique!), but I have no idea what the name of it is. The list for the /r/ words are really good: there are a lot of /r/ and /w/ words mixed in, so it's more like tongue-twisters. By the time he/she can repeat those sentences with 90% accuracy, they're pretty much good to go as far as dismissal.
Oh, but that /s,z/! I have students that will consistently make 90% or greater in the therapy room, but once they're in the classroom, they need reminders. I have the student and the teacher come up with a signal as a reminder to use his good /s,z/.
Let me back up: After we do "structured sentences" (repeating the sentences after me), during therapy I will use some Super Duper Fun Decks like "Cause and Effect", "What Doesn't Belong" (explaining 'why'), "What's Different", "What's Wacky", "Before and After", or "That's Silly". I rarely get to this stage with my /r/ kids, or really any of the kids. It's just those stinkin' /s,z/!
I have the teacher remind the student about his sound while he's reading out loud. As I said before, I have the teacher and student come up with a signal as a reminder. I tell the parents to tell the child while they're riding in the car that she's going to listen to him say his sound while they're talking until they get home. I also will tell them to listen to their child as he is reading.
That's pretty much all I do as far as carryover, and it seems to work.
Head over to Crazy Speech World to see what tips other SLPs have.