Targeting Specific Skills Through Books in Speech Therapy

Here are examples of targeting specific skills through books in speech therapy

Expressive Language: Book: "The Very Hungry Caterpillar" by Eric Carle

• Objective: Expressing sequencing and retelling.

• Technique: After reading the book, ask the individual to retell the story using their own words. Encourage them to describe the sequence of events and use expressive language to convey the caterpillar's journey.

Receptive Language: Book: "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr. and Eric Carle

• Objective: Following directions and identifying colors and animals.

• Technique: While reading, ask the individual to point to the animals and colors mentioned in the book. You can also give them simple directions related to the book's content, such as "Point to the blue horse."

Pragmatic Language: Book: "Llama Llama Time to Share" by Anna Dewdney

• Objective: Understanding and applying social interactions.

• Technique: Read the book and discuss the challenges the characters face when sharing and playing with others. Ask the individual to share their thoughts on sharing and role-play scenarios for practicing sharing and turn-taking.

Expressing Emotion: Book: "The Way I Feel" by Janan Cain

• Objective: Identifying and expressing emotions.

• Technique: Read the book and discuss the different emotions depicted. Ask the individual to share times when they've felt similar emotions and to express why they felt that way. This promotes understanding and expression of emotions.

Speech Sound Production: Book: "Sheep in a Jeep" by Nancy E. Shaw

• Objective: Targeting the "S" sound.

• Technique: Choose a book with a focus on the target sound. Emphasize words containing the "S" sound while reading, such as "sheep," "jeep," and "slow." Encourage the individual to produce the sound accurately during the reading.

Motor Speech: Book: "Green Eggs and Ham" by Dr. Seuss

• Objective: Developing oral motor control and coordination.

• Technique: Read the book with exaggerated vocal expression. Encourage the individual to join in and use clear articulation, emphasizing the specific sounds that challenge them.

Phonemic Awareness: Book: "Chicka Chicka Boom Boom" by Bill Martin Jr. and John Archambault

• Objective: Recognizing and manipulating alphabet letters and sounds.

• Technique: Read the book and pause before each letter's appearance. Ask the individual to predict the letter based on the sound and then say the sound aloud. This activity focuses on letter-sound associations.

Utilizing books in speech therapy provides a structured and interactive way to target a variety of communication skills. Adapting the techniques to suit the individual's needs and goals ensures that therapy remains engaging and effective.

Regenerate

Targeting Specific Skills Through Songs in Speech Therapy

Expressive Language: Song: "What a Wonderful World" by Louis Armstrong

• Objective: Expressing descriptive language and emotions.

• Technique: After listening to the song, have the individual describe what they find wonderful in the world, using descriptive vocabulary. Encourage them to express their feelings about different aspects of the world depicted in the song.

Receptive Language: Song: "Brown Bear, Brown Bear, What Do You See?" adapted from the book by Bill Martin Jr. and Eric Carle

• Objective: Identifying and comprehending colors and animals.

• Technique: Listen to the song version of the book. Pause after each animal's name and have the individual identify the animal and its color. Ask follow-up questions like "What animal is next?" and "What color is the bird?"

Pragmatic Language: Song: "We Will Rock You" by Queen

• Objective: Understanding and using appropriate social interactions in a group context.

• Technique: Listen to the song and discuss the concept of cheering and clapping along. Practice turn-taking by having the individual lead the group in clapping during the chorus. Discuss when it's appropriate to clap and cheer.

Expressing Emotion: Song: "Don't Worry, Be Happy" by Bobby McFerrin

• Objective: Expressing positive emotions and coping strategies.

• Technique: Listen to the song and discuss the message of not worrying and staying happy. Ask the individual to share things that make them happy or activities they enjoy. Create a list of personal "happy" moments.

Speech Sound Production: Song: "Silly Sally" (Original)

• Objective: Targeting the "S" sound.

• Technique: Sing the song with a focus on exaggerating the "S" sound in words like "Silly Sally," "saw," and "sun." Have the individual join in and practice saying these words with proper articulation.

Motor Speech: Song: "Head, Shoulders, Knees, and Toes" (Traditional)

• Objective: Developing motor speech coordination and rhythm.

• Technique: Sing the song and have the individual touch their head, shoulders, knees, and toes in rhythm with the song. Focus on clear articulation of the words and rhythmic movements.

Phonemic Awareness: Song: "Bingo" (Traditional)

• Objective: Recognizing and manipulating individual sounds within words.

• Technique: Sing the song, but pause before each "B-I-N-G-O" sequence and ask the individual to fill in the missing sound. For example, "There was a farmer who had a --N-G-O..."

Using songs to target these specific skills provides a structured and engaging approach to speech therapy. Tailoring the song choices to the individual's goals and interests ensures that therapy remains enjoyable while effectively addressing communication needs.

Why Craft in Speech?

Using crafts in speech therapy can be an effective and engaging way to enhance communication skills for individuals with speech and language disorders. Here are five reasons why incorporating crafts into speech therapy can be beneficial:

1. Multi-Sensory Engagement: Crafts involve various sensory experiences, such as touching, manipulating, and visualizing materials. These sensory inputs can help individuals better understand and process language, as they engage multiple senses simultaneously. This can be particularly helpful for individuals who learn best through hands-on experiences.

2. Contextual Learning: Crafting activities provide opportunities for meaningful and context-rich interactions. When participants are actively engaged in creating something, they are more likely to use and understand vocabulary related to the materials, tools, and steps involved in the craft. This creates a natural context for learning and using new words and phrases.

3. Motivation and Engagement: Crafting activities are inherently enjoyable and can increase motivation for speech therapy sessions. When individuals are excited about an activity, they are more likely to be actively engaged and willing to participate in communication tasks. This can lead to increased attention and effort during speech therapy sessions.

4. Functional Language Use: Incorporating crafts into speech therapy allows for practice of functional language skills. For example, individuals can learn to follow directions, give instructions, express preferences, make choices, and engage in social interactions during the crafting process. These skills are transferable to real-life situations, promoting more effective communication in various contexts.

5. Social Interaction: Crafts provide opportunities for social interaction and collaboration. Participants can work together, share materials, and engage in conversations while completing a craft project. This allows speech therapists to target social communication goals, such as taking turns, asking and answering questions, and maintaining a conversation.

Overall, using crafts in speech therapy can create a dynamic and enriching environment that enhances communication skills in a holistic way. It taps into creativity, sensory experiences, motivation, and social interaction, making it an effective strategy for individuals with a wide range of speech and language needs.

Casual Conversations

Motivation Monday: go get a cookie!

I used to worry that maybe getting cookies at the bakery everyday wasn’t a good idea… but now I know that it is.

It creates space in the day for a cookie chat.

How often do your kids get to see you and your partner enjoying a casual conversation?

A casual conversation is an informal and relaxed exchange. People share ideas and enjoy one another’s company.

It doesn't typically follow a structured or predefined format, and the topics discussed can range from everyday matters to personal experiences, interests, or even light-hearted subjects. Casual conversations are often spontaneous and can occur in various settings, such as among friends, family members, colleagues, or acquaintances. They contribute to building rapport, understanding, and connections between people, fostering a sense of ease and comfort in communication….

It’s the ultimate social skill!

So… if you’re even thinking about it then the answer is yes, you should go get a cookie today. 🍪

📷 @yocoland
👨 @mikerecinecomedy

#slp #mondaymotivation #speechtherapy #slpmom #socialskills

I never say "you're ok."

When my son or any of my clients fall and get hurt (even just a tiny boo boo) I never say “you’re ok”

I run over and give all the love and ask them if they are hurt and I empathize with their experience saying “oh my goodness that hurt!” Or “oh my gosh that was scary” I make a big deal and I provide comfort.

Growing up many people were raised being told “you’re ok” with the mindset that telling a child this will erase the situation. But it doesn’t. It’s confusing!

You’re saying I’m ok but actually I’m sad and hurt! I feel the need to cry but I’m being told not to. I’m confused.

You’re not spoiling a child by comforting them.

Ball Play

Why is ball play important?

…because it’s fun!! But also…

🏀 Ball enhances their motor skills, such as hand-eye coordination and balance, as they grasp, throw, and catch the ball.

⚽️ It fosters social interaction, encouraging them to engage with peers and caregivers, promoting communication and teamwork.

🏈 Ball play stimulates cognitive growth, as toddlers learn about cause and effect by observing how the ball moves.

🎾 Ball play also aids in emotional expression, providing an outlet for joy, excitement, or frustration.

⚾️Ball play builds a sense of confidence and achievement, as toddlers master new skills and overcome challenges, laying a strong foundation for their overall growth. The more toddlers play with balls, the more their skills improve and their sense of pride.

So there you have it, folks! Go have a ball ⚽️ 🏈⚾️🏀

#slp #speechtherapy #playinspeech #speechpathologist #speechtherapyideas #childledplay #childledlearning

Play their game

I always have a routine handy but I’m also always ready to toss it.

Speech therapists should follow the child's lead in play for several compelling reasons. First and foremost, by joining the child in their chosen play activities, therapists build trust and rapport, creating a comfortable environment for communication. Following the child's lead allows therapists to identify the child's interests and incorporate those into speech exercises, making sessions more engaging and enjoyable. Play-based interactions naturally encourage language development, as children are more likely to communicate spontaneously in a relaxed setting. Additionally, tailoring therapy to the child's preferences promotes a sense of autonomy, fostering confidence and motivation to participate actively in the learning process. Ultimately, following the child's lead empowers speech therapists to facilitate meaningful progress and lasting communication success.

#slp #speechtherapy #playinspeech #speechpathologist #speechtherapyideas #childledplay #childledlearning