November 28, 2015

What's In Your Cart?

 Click here for the linky party!
Hello, everyone! Who is ready for another edition of "What's In Your Cart?" Bueller? Bueller? Just kidding, I know you're all excited! I love to see what others have in their carts because it gives me even more ideas of what to put in mine! To access the original link up post, hosted by Jenna Rayburn at Speech Room News, click the image above!

First, let me show you some products that I recommend from my own store, Kayla SLP on TPT.


     
This is one of my best selling products and a personal favorite of mine. This product targets inferencing skills for KG-6th. Game boards are included, as are blank cards to create your own inference cards. Included are 30 clue cards, 6 optional game cards, blank cards, answer key, 2 game boards and a data sheet. All pages are in both color AND blackline! Simply put the cards in a stocking and let your students draw one out to guess what the gift would be! This is great for SLP language groups, but could be used for any language classroom.


This is my newest product. Synonyms Chains are a QUICK, EASY, PRINT-n-CREATE activity!  The great thing about this product is that you can use it with ALL AGES and grades KG-9th. Making a chain is fun for little kids, but not too childish for older children! You can hang the finished product up in the hall or in your room as decoration.  Print on any color paper to correspond to a holiday or your school colors. Very versatile! It's certainly not only limited to the holidays because the vocabulary is general vocab all students need to know. Print front-to-back in order to have a sentence example on the back of each fill-in-the-blank synonym strip. Students can use context clues by reading the sentence in order to determine a synonym for the underlined word!



Finally, my Winter Story Sequencing activities are a great addition to your winter lesson plans. This is used for students Pre-K to 6th, depending on the level of support you provide. Included are 7 Winter Themed Stories, each with a 6-Step sequencing activity (picture cards). The included stores are The Snow Day, Gingerbread Man, Building a Snowman, The Missing Reindeer, Decorating the Tree, Making Holiday Cookies, and Making a Snow Globe. These can be used into January and February!


Here's what I plan to buy during the site-wide sale:




Be sure to link up and show others what you plan to buy! Happy shopping!

Until next time,




5 Things You Didn't Know About This SLP + Giveaway!

 Click to view the original post!

















1. I love musicals. My favorite movie is Moulin Rouge (which no one will ever watch with me because I know, and say, all the words) but I also love Chicago, Hairspray, Grease, Best Little Whorehouse in Texas, Rent, Across the Universe, and Rocky Horror Picture Show). 

2. I have "webbed" toes, aka  partial simple syndactyly. Okay, no, not like a duck and not all of my toes, BUT my 2nd and 3rd toes are connected a little more on both feet. I get it from my momma. No one has ever noticed until I told them. If you're curious, you can see what I am talking about here.

3. I can't stand the feel of microfiber. It gives me goosebumps and makes me a little queasy! Something about the way that it sort of "sticks" to your skin when you touch it... okay I have to stop talking about it now. Ugh!!! (shudders)

4. I'm cat obsessed. This is something you probably already know. My parents currently have 5 cats (I still sort of consider them mine, because I grew up with those cats) and my husband and I have an adopted shelter cat named Misha. She's a little over a year old and it's her first year with a Christmas tree... so that has been interesting. She's seriously like mine and my husband's child. 

5. I have been to tons of concerts. I've seen Rob Zombie, Lynyrd Skynyrd, Journey, Joan Jett, Rod Stewart, Trans Siberian Orchestra, Alice Cooper, Alabama, Oak Ridge Boys, Charlie Daniels, Luke Bryan, Tim McGraw/Faith Hill, Sheryl Crow, Stevie Nicks, ZZ Top and have been to 3 Warped Tours... just to name a few.

I wanted to join in on the giveaway fun as well! Complete the steps below to enter the giveaway for my newest product, Synonym Chains!



a Rafflecopter giveaway

November 1, 2015

Using Communicative Temptations in Speech-Language Therapy



I wanted to talk a little about something I've found to be extremely useful with some of my students lately. I have some students who use very little language when communicating and I've had a hard time eliciting language from them. One day, something I learned in grad school lit up like a light bulb over my head: Communicative temptations!

It just so happened that I had some students with me at the same time my light bulb went off. We were using bubbles to elicit words like "pop" and "blow", but I was mostly getting giggles and stomps. Now don't get me wrong, I was glad they were having fun stomping bubbles-- but I really wanted some language. This being said,  I realized I was holding the perfect form of communicative temptation right in my hand.

I tightly closed the lid to the bubbles and handed it to one of the students. She held it, looked at me, looked at the bubbles and attempted to open them. Nothing. The lid didn't budge. She them shoved the bubbles back into my hand. I held them, looked at the bubbles, then looked at her. Nothing. I didn't try to open them. This student was beginning to look a little concerned. She tapped the lid. I held the bubbles with the lid still on. She took my hand, placed it on the lid of the bubbles, and attempted to twist my hand on the lid in order to open the container. I did nothing. She was getting frustrated. I asked her, "I'm sorry, I don't understand-- what do you want?" She, again, attempted to manipulate my hand to open the container. I said, "OH! You want me to open them? Say 'open'." As soon as the child attempted the word "open", I immediately opened the bubbles, blew one and then put the lid back on. She very soon understood how this game was going to work. I would wait for her to elicit some sort of verbal approximation of "open", then immediately fulfill her request. A few minutes later, I was able to elicit "blow" from her as well. I would open, dip the wand and hold it in the air where she could see, then wait for her to communicate "blow". As soon as she said "blow", she received the reinforcement of bubbles floating in the air for her to pop and stomp.

After seeing such success in a short amount of time, I decided to brainstorm some other ways of using communicative temptations with students. After all, bubbles will not be effective for everyone. 

Here are some other ways I have used communicative temptations during therapy:
- Putting a locked iPad in front of the student. The student must request assistance in orde to gain access to apps. 
-Put desirable toys (racetrack, dollhouse) on a high shelf where the student cannot reach. If the student tries to drag you over to that area, act like you can't see what they want or cup your hand over your ear to encourage a verbal response. 
-Take an item, such as a stamper, and use it on yourself. "Ooh" and "Ahh" over how cool it is. Then put the stamper in your hand and close your hand tightly around it. The student must request the item from you.

Here are some ideas from other SLPs who also use communicative temptations in therapy:

"I have a student who uses core/fringe vocabulary boards (low tech AAC) for various activities throughout the day. When we are using the one for puzzles, I will purposely hand  him the wrong piece that doesn't fit. It took a couple times modeling but now he will request a different piece using the core /fringe board (we are up to a 4 word phrase "I want different piece") another way I do this is by purposely giving him the wrong snack at snacktime or the wrong piece during Mr. potato head. I want him to communicate that wasn't the right one!"-  Mandi, Panda Speech

"When playing with leggos/blocks I keep all the pieces in a clear plastic tub with a lid and hold it on my lap. The child can see in the tub, but must ask for the pieces he wants. I then open the tub and give him what he asked for. We work on requesting, colors, using "more" and so much more."- Kristin, Talkin' With Twang

"I love using a hanging bag with clear pockets to put highly desirable objects in. I put it in the kids line of sight but out of reach." - Heidi, Smartmouth SLP

"I love to use the windup toys that flip or do something special. My kids are fascinated with them and we work on asking for "help", "more", or labeling the action." - Erin, The Speech Attic

"I've been working on the word "go" with one of my kiddos this week. He loves cars so he was excited to see that I wanted to push the car back in forth on the floor with him. I modeled saying "go" when I pushed the car to him. He immediately pushed the car back to me. Before I pushed it back to him the next time, I just held the car and looked at him. He picked up quickly that he needed to say "go" to make the car go back to him." - Natalie, Speech Wonderland

"When playing games, I hold the dice in my hand until they verbally request it."- Ashley, Sweet Southern Speech


These are all GREAT ideas! Tell me, what do you use as a communicative temptation in therapy? I love to learn from others!