Explore my top three organization tips tailored specifically for SLPs, ensuring efficiency and effectiveness in your daily practice. Despite transitioning to digital storage for most of my therapy materials, I still possess physical lesson plans accumulated over the years. Rather than print entire units purchased on Teachers Pay Teachers, I digitally store those, saving about a million trees, and only keep hard copies of smaller lesson plans. This post summarizes how I organize my materials in my private practice/ home office.
TIP #1 BINDER STORAGE FOR SLPs:
The BEST thing I ever did was invest some money in giant binders and page protectors to organize my paper and flashcard materials into seasonal units. While working in a private school, I organized a binder, which I revisit yearly to refine my sessions. I have even taken those binders that are overflowing and broken them into more binders. My winter binder was divided into sections: Christmas, Black History, Valentine’s Day, New Year, Snowmen, and Hot Chocolate.
In order to keep all the manipulatives that went with the seasonal units together, I purchased 10 small, 3-ring zipper cases at Walmart for a $1 each so I could store them in the respective binders.
For those materials that I use throughout the year, I compiled these binders:
Phonological- includes a book purchased for $1 at Walmart on rhymes
Articulation- I alphabetized pages to quickly grab and go.
Apraxia- parent education, worksheets, and lesson plans
Multiple Meanings- units galore
Feeding and Oral Motor- handouts, intake sheets, power point presentations
Autism- parent education, social story samples, social language group plans
Misc. Language lessons- includes mini units about categories, wh questions, and sequencing
TIP #2 LITERACY STORAGE FOR SLPs:
After sorting materials into binders, I quickly saw that I couldn’t store all of my literacy units in this manner, as the card decks are thicker and most contain object manipulatives. Luckily, I found a storage solution for my home office in the form of a corner cabinet with a hanging rod, hangers, and over-sized Ziploc bags for bulky units.
Some of my literacy units do not have objects/ props, so I decided to take another plan of action for books and paper companion activities. First, I laid all the books with companion plans on a table.  Doing this helped me see how many sets I had for each season.  As you can see, my fall and winter books filled the table!  I only had a few books for spring and summer.  I also made sure that the units fit into a hanging file.
Next, I purchased two large bins and one smaller.
Last, I dropped books and lesson plans (which were already in page protectors) into hanging folders, and then made tab labels. Â I had just enough red hanging files for my Valentine books.
TIP #3 WEEKLY LESSON PLANNING:
This tip is my personal favorite for anyone working with a small, private practice caseload. Every Sunday afternoon, I spend a couple hours planning the objective portion of my SOAP notes for the coming week’s session. This way, I have my game plans ready to go and I don’t need to stress in between sessions. It also gives me time to take mini breaks between appointments for snacks or a quick walk with my dogs.
BONUS TIP:
As a bonus, I’m attaching a “cheat sheet” that keeps me organized when calling insurance companies to verify coverage for clients. Â Make sure that you have both your NPI and tax ID number handy when calling to obtain information. Â You can grab your copy here.
Modeling AAC is a powerful strategy to boost communication skills in children using augmentative and alternative communication. This post will help you discover how AAC communication devices facilitate communication growth, enabling users to engage in requesting, greeting, turn-taking, commenting, protesting, and responding.
SGD and Modeling AAC
Speech generating devices (SGD) are an electronic augmentative and alternative means of communication (AAC) for people with limited verbal ability. These devices can be used to augment someone’s speech that may be difficult to understand or as an alternative to speaking to make one’s needs known. Considering so many options available, experts recommend a selective and comprehensive team approach for determining which device to trial. I have joined school team meetings, aiding young clients in selecting a speech device. Witnessing their newfound communication skills fills me with joy.
Initially, we want the child to explore and feel ownership with an SGD, but it is just as important to model language on these devices as well. I have often heard parents comment that their children do not like having anyone else touch their devices. Respect their ownership, but let your child know you also need to touch the device to help them learn. Simply modeling verbally is not enough; you must also show your child how to navigate to words not on the initial screen page.
Modeling AAC to Expand Communication
In my experience, most children begin using an SGD to request food and toys, which are tangible reinforcements for making your needs known. This can certainly support wanting to use a device again given the benefits. We often forget to model other communication intents beyond requesting, assuming a child will demonstrate them independently. Communication extends beyond “Ask and you shall receive.” We must demonstrate all aspects of engaging with others to our children. I’ll describe six communicative intents with examples for direct modeling on your child’s device. Teach diverse communication and guide children on SGDs to map and locate words effectively for various exchanges.
RequestingÂ
In the opening of this post, I presumed that your child has already reaped some rewards in requesting foods/ toys using an SGD. That does not mean that we check the box on making requests, rather we expand on it. Using your child’s age and ability as guides, model simple phrases and/or sentences. A two-year-old or early language learner may find “I want a cookie, please” too complex without prior phrase development. A better option would be modeling “more cookie” or “no cookie.”Â
Greetings
This is a great way to elaborate on greetings beyond a wave hello and goodbye. Navigate to your child’s “people” page and model, “Hi, Nanette” or “Bye dad.” Go ahead and say hello and goodbye to toys as you take them out or clean up. Â
Turn taking
Asking for a turn using a word like “me” or combinations such as “my turn” adds variety to requests. It prevents overreliance on the device for food requests. You can model these during play or game time. This simple act is more powerful than you would think. Remember that the whole purpose of communication is rooted in taking turns to say or do something. Lay this foundation as soon as possible to open more doors to communicating with your child.
Commenting
Limit labeling items using “I see an apple” since it is not natural for us to walk into a room and start making these statements. Rather, teach sentences such as “I like this apple,” or “This apple is good.” Remember to model in the language structure appropriate for your child.
One fantastic opportunity for modeling comments is during shared book readings. Instead of reading your child’s favorite book to him, read it with him using his device by modeling things like, “Uh Oh,” “That’s silly,” “Oh no!” and “Great!” to make a variety of comments. Here is a video of an autistic youngster who mastered commenting independently with a Pete the Cat book.Â
Protest
Yes, I want you to teach your child to protest, but in a socially appropriate way using words and/or phrases. Model saying “no”, “mine” and “all done” and praise independent usage of making needs known. If your child routinely uses these to escape work activities, solidify responses. Then, explain it’s time to work first or offer another choice.
Respond to questions
Teach how to answer WHO, WHAT, WHEN, WHERE, and WHY questions using words, phrases, then simple sentences. Â You can model further by elaborating with descriptive words like, “It looks yellow.”
I have become most familiar with the Nova Chat SGD, which allows you to program information about something that happened during the school day and/or over evenings and weekends at home. So, when asked, “What did you do in school or at home?”, your child can learn to navigate to the page with this information to respond to these questions. A client collaborated with her school SLP to learn answering “All About Me” questions, a wonderful, functional communication method.
Maximize Communication by Modeling AAC
I hope that this post provided some specific examples of modeling a variety of communication intents on your child’s speech generating device. These early conversation starters lay a foundation for expanding language skills and developing social connections. Do not hesitate to get your hands on your child’s device and teach them these skills through modeling. You will amaze yourself at all the doors you open for communication.
“Aquatic therapy and children…is a medium… (in which) great things… (may) happen in the physical, cognitive and psycho-social realms…while providing a natural environment in which to practice ADL skills, communication skills, problem solving skills and motor skills…”
(From APT Newsletter, October, 1995, “Aquatic Therapy and Children—Welcome to the Water”, by Dori Maxon, PT, specializing in pediatric physical therapy for children with a variety of limitations including gross motor involvement.)
Natural Environments and Early Intervention
The idea of “Natural Environments” is a concept synonymous with Early Intervention. As specialists, we provide our services most often in the naturally occurring setting, the family’s home. Early Intervention sites often recommend structured group settings for socialization and peer modeling. Finding a ‘natural’ space for group instruction among typical peers posed a challenge for therapists at Hasbro Hospital. A team of us put our heads together and identified an innovative therapy approach of group speech therapy at the pool, where fun meets effective communication enhancement in a unique setting.
Starting Group Speech Therapy
One day back in 2003, I was observing a toddler in his Gymboree class when somehow the topic of Early Intervention groups came up with another Speech Therapist from Meeting Street School in Rhode Island. She had found a rental at the Jewish Community Center (JCC) in Providence and was co-treating a pool group with a physical therapist. Shortly after, I found myself observing her group with my own “physical therapist partner –in-crime,” Kate Sparrow! We watched, listened and took notes.
Clearance was easier than expected. A couple of phone calls to the Risk Management office at Rhode Island Hospital sufficed. Some would argue that the pool was not a “natural environment” since the families could not frequent the pool outside of our session and typically developing peers would not be participating. However, it was a start and we were determined to help address a multitude of needs while showing families another option to enjoy time with their children.
Outreach for Group Speech Therapy at the Pool
Finding people to participate was quick and easy. Kate and I spread the word to our clients and asked co-workers to share the information on their home visits with children who might benefit from the group. We started with 6-10 families and asked caregivers to provide 1:1 assistance with their children. Some families brought their babysitter/nannies/grandparents along to care for siblings who were watching on the sidelines! Our attendance was nearly perfect and to this day, I’m not sure who had the most fun at those sessions, the therapists, kids, caregivers, or lifeguard (who often sang our songs with us while sitting in her chair!)
“Sing, Sing a Song”
Music was an essential element to our group.  We used songs paired with movements that promoted speech and movement in a fun, rhythmical manner. Our sequence became predictable since we always started and finished with the same songs.  Before we started our first session, we distributed a “Pool Group Agenda” that explained the sequence of our session in a parent-friendly manner and it discussed the developmental goals that the group would encourage.
The agenda explained that we would open with a welcome song to promote name recognition, greeting, turn taking, gesturing/vocalization. We then noted that music and singing would be encouraged throughout several activities. Here is a complete description of Developmental targets for pool group.
What’s on the Group Speech Therapy Agenda
Moving along on the agenda, we discussed that bubble play would entice children to use hand and eye coordination to “pop” bubbles with their hands and kick at them with their feet. Bubbles were also a great motivator for children to request “more” through gestures, sounds, and words. Following this description were summaries discussing target goals for slide and ball play. Finally, the agenda noted that closing songs would not only promote following directions, but also closure for play activities.
Amidst all this structure, we also let families enjoy some “free time” in the water with their children using kick boards and noodles for much splashing opportunities! The best part about a group in this medium was that it excluded no one and included everyone regardless of age, cognitive or physical ability levels. Our clients included children with Cerebral Palsy, Down syndrome,  Apraxia, Autism, and Expressive language delays to name just a few.
Starting all over Again
Flash forward to March 2015:  Our family relocated to Illinois and I launched both this blog and my private practice:  Naperville Therapediatrics. One spring, I transitioned to full-time work from my home office after completing a part-time contract at a Catholic school. Juggling administrative tasks and speech pathology, I’m committed to independent work and collaborating with a nearby OT/PT practice to enhance services for families, inspiring me to explore starting another pool group. For more information on how you can start your own pool group, then read my post about Playing with Water.
We Talk on Water
In June 2019, I launched We Talk on Water, a guide book available on Amazon primarily for speech pathologists, but also useful for occupational/ physical therapists and parents/caregivers wanting to enhance overall communication with a pediatric population at the pool.
If you’re interested in learning more about stimulating your children in a water environment, take a peek at my guide book which is divided into four parts:
Background information on finding the right location and asking the right questions; documenting sessions;Â advertising; and billing/ insurance for speech and language pool groups.
Seventeen lesson plans for 2-5 years old.
Seven lesson plans for 6-9 years old.
Sample documentation (SOAP note, augmentative communication board, list of developmental targets addressed at the pool, registration paperwork)
For more details, you can follow this link to the Table of Contents.
References:
“Aquatic Therapy and Children—Welcome to the Water!” excerpt from APT aquatic therapy workshop by Dori Maxon, PT; APT Newsletter, 10/1995
Note: APT= Association of Pediatric Therapists; based in San Francisco Bay Area
For membership: APT, 1193 Clear Lake Court, Milpitas, CA 95035
The Teddy Talker™ program is a multi-sensory approach to speech sound acquisition created by Linda Siciliano to promote phonics and early sound production in young children by stimulating auditory, visual, tactile, and kinesthetic learning. This program aids children in grasping mouth movements for sound production through engaging visuals and rhymes, fostering successful articulation. I received a free kit suitable for both individual and group therapy, allowing me to introduce you to this program effectively.
Teddy Talker Contents
The Teach Together Toolkit allows me to create programming specific to each of my clients, which I can send home for carryover practice and instruction. These folders may contain some of the following:
Background information about the Teddy Talker program
Bear face and lips for coloring
Teddy’s tongue, teeth, and paper bag for modeling accurate placement
Teddy Talker™ Alphabet chart
Sound Assessment summary
Personalizing Teddy Talker
In my opinion, one of the most important products in the Teddy Talker program are the visual instructions. Since home practice supports speech sound acquisition progress, I send a blank Teddy face home with coloring instructions. I want my young clients to have some ownership for the program, which is why I instruct caregivers that scribbles or even a single line across the bear’s face are permissible. In addition to the teddy bear face, families need a sheet of various mouth visuals. It is important to be able to see these visuals clearly, so I have parents color the mouth pictures. After coloring, families return papers to my office for lamination and adding Velcro, allowing us to change Teddy’s face for sounds.
The colored alphabet chart pictured below came from the resource section of the Toolkit. I got a large, laminated copy for a visually challenged client. The alphabet chart is perfect for introducing speech sound targets.
Each child’s folder may also contain a consonant and vowel checklist for baseline collection to establish targets for programming. As a parent, you may want to see your child’s progress and this checklist is a great way to track gains.Â
Bear Tracks Card Deck
Besides the Toolkit, I was provided a Bear Tracks card deck, which would be a great resource for home practice! I use mine with children as young as 2.5 years old to assess strengths and needs in determining therapy programming. The card deck includes instructions for game play that your child may enjoy, so be sure to ask your speech pathologist if this would be a good investment.
Worksheets
My approach with Teddy Talker™ involves selecting a suitable speech sound target, then copying relevant tool pages for weekly practice. The Toolkit offers 13 adaptable tool pages for any speech sound and various activities such as drawing, coloring, writing, and listening. There are two types of worksheets in the Toolkit: target pages and generic tool pages. For my purposes, I started with the target pages using the following:
Build and Say:Â tells you which lips to Velcro onto Teddy’s mouth and provides detailed sound cues
See and say:Â focuses on Teddy’s face
Trace and say:Â introduces muscle memory for target letters with one inch, bold faced capital and lower case letters
Rhyme and say:Â great rhymes describing how to make target sounds
I’ve successfully used this program with children aged 2.5 to 6, addressing a range of speech delays, from mild articulation challenges to pre-verbal.
Below are pictures of some supplements in my speech materials collection that I have added to the program. Â I believe that using a mix of materials helps generalize speech sound practice outside of the Teddy Talker program. I hope that this review helped share more information about this dynamic program created by a speech pathologist to make our lives easier! Happy talking!!
A to Z Coloring pages purchased on TpT from
Lavinia Pop titled: Â Letter of the Week
Free bear rhyme from my local library about body parts on a bearÂ
Target dollar spot puzzles and Good-Night Owl book.
Both include animal sounds.
Working in the public school system was probably the most demanding and taxing job I had during my career. Caseloads were always astronomically high and more kids were added to the roster with fewer discharges every year. You had to balance report writing, evaluations, screenings, teacher collaboration, classroom lessons, therapy planning, documentation, and group sessions. It makes my head spin all over again just writing about it! School speech pathologists nowadays juggle duties, create resources, write blogs, and manage life before returning to work early. Despite challenges, collaboration remains invaluable. It made me the therapist that I am today and fueled my drive to pursue private speech therapy.
When I set out on the private journey, I had three C’s in mind: Consult, Collaborate, and Connect. I believe that these three actions help create a bridge between private and school speech pathologists working with the same client.
Private Speech Therapy & School Consultations:
Before moving forward, caregivers must obtain and sign school consents so I can start connecting with school professionals. Once the paperwork is complete, I typically send an email to the school SLP introducing myself. School SLPs appreciate the collaboration during IEP updates. Caregivers are especially grateful of this networking because it gives them more information about specific activities targeted at school. I have found that my presence at a client’s school setting is far less intrusive and distracting than a caregiver’s. Most children hardly notice that I am there, which likely wouldn’t be the case if mom or dad was visiting!
Collaboration Between School & Private Speech Therapy Programs:
When I visit my client’s school, I typically bring something that we have been working on in my practice. I honor IEP goals but also create my own based on data, evaluations, and parent input. Parents may send PECS books or snacks for observations, while I bring pacing boards and oral motor tools like a Z-Grabber. Sometimes, I don’t bring anything. Instead, I collect as much information as I can and follow-up via emails later with school staff.
Personally, I have found that I can obtain so much more valuable information during an hour observation as opposed to exchanging emails and phone calls with the school SLP. It helps me to watch and listen to my colleagues because we all have our own unique styles and expertise. Being a visual learner, I comprehend better when witnessing events unfold firsthand, which might explain my preference for visual learning methods.
Making Connections With School & Private Speech Therapy:
The crucial last step is linking my consultation and collaboration with the school team to the client’s family. Sometimes, I write my SOAP note during the visit and leave a copy for families. Most often, I type out my chicken scratches at home and review the documentation with caregivers at the next clinical session. I can honestly say that every visit that I have had to a school setting has been a worthwhile, successful trip. I’ve seen changes made in a child’s diet, increased use of picture exchange communication, and improved execution of voice output devices.
My goal with this post is to commend school speech pathologists and enhance collaboration for better outcomes in both school and home settings. Share your success stories below! Regardless of your placement, what do you look for when collaborating with colleagues? What would help you improve your service delivery model?
Expected & unexpected behaviors are terms from the Social Thinking program by Michelle Garcia Winner and Dr. Pamela Crooke. The authors explain that “Expected and Unexpected” terms replace referring to behaviors as “Appropriate and Inappropriate”. They postulated that teachers and caregivers rarely acknowledge “Appropriate” behaviors; rather, more emphasis is placed on the negative term “Inappropriate”. The latter insinuates disappointment and reprimanding, not teaching. In my experience, role-playing expected and unexpected behaviors is effective for teaching these skills to students.
You are a Social Detective
During my tenure in the school system, we frequently utilized the renowned social skills book: You are a Social Detective by Michelle Garcia Winner in our social skills groups. For the uninitiated, it starts with “smarts,” discussing our strengths, and then outlines expected school behaviors. The next part of the book gives examples of unexpected behaviors and discusses how these impact others’ perceptions of us. The authors released a second edition of You are a Social Detective in 2020, and it’s available digitally on Apple Books and Google Play.
Expected & Unexpected Behaviors Role Play
While working in schools, I collaborated with social workers for quick lunch social skills sessions, using the Social Detective book. With time constraints, we read during lunch, followed by role plays using slips of paper with expected or unexpected behaviors. I created some examples that you can get at this link.
I stored role play scenarios in a refurbished container covered in mustache duck tape, calling it “I Mustache You to Role Play.” Kids simply reached in the container and drew a paper to role play the expected or unexpected behavior. Overall, fourth graders loved this game for social skills. It was a great extension activity for You are a Social Detective.
For more information on Social Thinking and to view free video trainings for children, please visit this link.
Expanding Expression Tool (EET) by fellow Speech Pathologist, Sara L. Smith, is a dynamic, multi-sensory approach for improving oral language and writing for students in kindergarten through high school. There are many reasons why you should use expanding expression tool visuals both in school and home. Let’s take a closer look at the program and how I have incorporated it into my speech and language therapy practice.
Expanding Expression Tool Components
Just in case you have not seen an EET kit, here are the basic components:
First, you get the manual with the kit which includes five sections: Â introduction, general descriptions, additional prompts, organizers, and parent program. Â You will find baseline data sheets, worksheet activities for each descriptor bead, classroom prompts, student organizers, home activities, and much more in this manual.
Included in the kit are two sets of beads, a large one for classroom instruction and one small strand for individual use. Â The latter helps students become more independent with expressive language skills in a less conspicuous manner while still getting visual and tactile cues. Parents can purchase the smaller strand for home practice at this link. Basically, each bead represents a descriptor cue for target vocabulary and here is the breakdown:
Green=What Group does it belong to?
Blue=What does it Do? What is its Function?
Eyeball=What does it Look like?
Wood=What is it Made of?
Pink=What are its Parts?
White=Where can you Find it?
?=What Else do I know about it?
Also included in the kit are picture cards with familiar objects, which you can break out for immediate EET practice. Â Some of the cards include the EET coding, which is great for cuing students at their desk. Â A few of the other cards in this deck offer lesson plan ideas.
The foam dice in the kit are perfect for playing games. Just roll the dice and answer the color-coded question about the target object.
Expanding Expression Tools in Action
Years ago, I used EET with a private language client who was in the fourth grade and received special education programming. She attended private speech and language sessions at my practice, Naperville Therapediatrics, twice weekly for 60 minutes. In August 2013, language testing revealed limited vocabulary use, reduced sentence structure, and delayed comprehension. While she did very well during discrete learning trials, she struggled with retaining and recalling information. Her school special education team asked if I could help increase this student’s ability to use and comprehend vocabulary, especially homophones, so I researched the EET program to address these delays.
When I compared how this client responded at baseline to her responses while using the EET beads, she recalled a little more detail about each subject. Â Here is one before/ after example taken recently after having covered worksheets for the following: Â group, function, and “looks like.”
Tell me everything you know about Beluga Whales- Baseline response on 1/7/2014:  “It has sharp teeth and of course it has to eat fish.  Swallows fish.  It is a carnivore too because it likes to eat meat.  And it can make an echo.  If it’s danger and it makes sound.”
Halfway through program on 3/7/2014:
Animals (ocean/sea)
Swims underwater; moves its head (modeled demonstration); eats fishes; uses echolocation
White and Brown
Bones
It has little teeth. Â They do not chew, they swallow.
See them at aquarium
Analysis
At baseline, she told me about it: group (carnivore), parts (teeth) and what it does (eats fish and echoes.)  Using the EET beads, she added a few more details about the following: what it does (moves head, swims underwater), what it looks like (white and brown), made of (bones), and where you may see them (aquarium.)  If we look at this data from a percentage standpoint, then she used 3/6 (50%) description points at baseline and 6/6 (100%) details with EET beads.  She increased the number of details provided in three other samples too. Continued improvement was noted as we progressed through the workbook programming.
Expanding Expression Tool Seasonal Ideas
Since I’m a big fan of seasonal units and visual cuing, I thought it would be appropriate to take clip art and add lines to the image for EET description. Below are some of my ideas for each season/ holiday:
New Year’s party hat
Hot chocolate mug
Valentine cupcake
Basketball
Umbrella
Flower
Sun
Fireworks
Pail and shovel
Swimming pool
Leaf
Pumpkin
Turkey
Snowman
Christmas tree/ dreidel.
I am so appreciative of Sara’s efforts and hard work in designing this EET program. For details on using EET to improve writing, you can visit my guest post by Dr. Karen Dudek-Brannan. If you would like more information about the EET program, then click on the title links below for descriptions and ordering details:
Delve into the deliciously effective world of food-themed pediatric speech therapy! From vocabulary expansion to articulation practice, discover how incorporating food can enhance engagement and communication skills in therapy sessions. In this blog post, I will explore creative activities, effective strategies, and the mouth-watering benefits of using food as a tool for speech and language development. Get ready to spice up your therapy sessions and satisfy your speech goals with a side of culinary fun!
Condiment Flashcards
I typically find die cuts like the ketchup and mustard ones pictured below at the Dollar Tree. These are a quick and easy way to create flashcards. I used the condiments ones to make an association memory game.  In keeping with the theme, all the word pairs were food related. The burger cards were meant to be coasters, but I used them for retelling stories and sequencing tasks. I also kept extra picnic-themed paper plates and popcorn containers on hand for both decorative purposes and for use in sorting activities.
I Scream, You Scream
The FREE ice cream lesson pictured below came from Jenn at Crazy Speech World. She put together this fun noun and verb matching game for sentence construction. I edited some verbs to address irregular tense and picked up these mini decorative trays that reminded me of an ice cream parlor.
Popcorn
At the end of last school year, I had many requests to repeat a popcorn lesson that I found at Speech Time Fun. You can find this freebie that targets naming synonyms here. All my students especially loved using the elephant card that caused you to put back all the popcorn that you had collected during game play. I used my Dollar Tree popcorn buckets for students to collect their popcorn pictures.
Pediatric Speech Therapy Game Changers
I also had a couple games that I found at Job Lot in Massachusetts years ago. The one below targeted using social manners and it came with the adorable picnic basket and blanket. I could easily work on vocabulary and turn taking with this gem.
The other Job Let find was a pizza game that focused on listening skills. It came with the items pictured below plus an additional pizza in a box. The object was to follow directions by accurately placing tokens with pictures on them onto the pizza. If you followed directions accurately, then you moved ahead on the large pizza spatula board.
Pediatric Speech Therapy TpT Materials
But wait, there’s more! I purchased one of the “Moore” bundles on Teachers Pay Teachers (TPT) that included several food themed lesson plans all to benefit the therapists who lost supplies following a devastating tornado. First up, was from one of my all time favorite bloggers, Rose at Speech Snacks. Her donation to the bundle was a restaurant package that included a fun game board with cards, categorization drills, auditory processing activities, and using manners. Never fear, you can buy yours here!
Yet, another score from my TPT “Moore” bundle purchase came from, The Buckeye Speech Path. This ‘Build a Pizza’ activity was an open ended speech game that you can purchase here on TPT.
As you can see, I created a binder full of food lesson plans for this unit. The next one was a barrier game freebie from Carrie’s Speech Corner using a lunch tray and some rather healthy food choices too.
Last, but not least, I created an activity to build expressive language skills using a lunch box theme. I took pictures of some items inside a lunch box to clip on the outside handle. Students needed to first describe the pictured object and then reach into the box with their eyes closed and feel around for it.
Takeaway Thoughts
In conclusion, incorporating a food theme into speech and language sessions can be a tasty and effective way to engage and motivate clients of all ages. From building vocabulary to improving articulation and fostering social skills, the possibilities are endless. By tapping into the universal love for food, speech therapists can create meaningful and memorable experiences that promote communication growth. So, why not add a pinch of culinary creativity to your therapy toolkit and watch your clients flourish with each delicious session? Let’s savor the joy of learning and communication, one bite at a time!
PECS: Picture Exchange Communication System is a program that encourages expressive and receptive speech & language skills while supporting functional communication. Functional communication is demonstrating the ability to make one’s needs known effortlessly, immediately, and efficiently. This communication begins long before a child says his or her first words. For some children with autism, speaking is challenging but gesturing may not be, so PECS may be an effective way to introduce the foundation of communication.
Picture Exchange Supports Speech-Language Development
PECS is a well-established system that began in 1985 and it is based on B.F. Skinner’s 1957 book, Verbal Behavior. In Picture Exchange, a child is taught how to initiate communication by handing a picture to an adult. This process may or may not involve speaking; regardless, Picture Exchange does not ignore speech, rather it promotes both speech and language development. After the child places a picture in someone else’s hand, the communicative partner models speech & language sentence structure by naturally labeling objects/ actions. A sample exchange may look like this:
Child: Retrieves, then hands a picture to a communication partner.
Partner: “Book! Billy says, I want to read a book. Let’s read this book.”
Child: After hearing the word book may naturally imitate a sound/word/phrase/sentence.
In the above example, the communicative partner uses a natural approach by modeling language that mirrors conversational speech as opposed to telling the child to “say” the word book. Communication is not about telling each other what words to say next. By handing the picture of a desired object, the child has communicated his wants.  We no longer need to guess and navigate frustrations. Instead, we have a teachable moment to work on enhancing speech articulation and sentence length.
Another way that PECS supports language development is through teaching clients to differentiate among picture choices. Being able to distinguish between a number of options demonstrates that the child is using his receptive comprehension skills. Through PECS training, he has learned to attach meaning to the images and can make selections with ease.
Caregiver Support
PECS is not something that children can learn in school or private practice speech sessions and then generalize. In fact, the program is ineffective unless practiced in multiple settings with a variety of communication partners using an array of reinforcements. Here are some specific roles and responsibilities of caregivers with regards to PECS:
Offering suggestions for tangible motivators that will encourage their child to participate in PECS
Providing an extra set of hands to prompt the child for specific actions during training (i.e., help pick up the picture, physically guide towards a communication partner)
Carrying over practice of techniques at home/ grandparents/ extracurricular activities
PECS Phases
Picture Exchange is taught in six phases. The process begins in the same manner regardless of age; however, older clients may move through training stages faster. Throughout the training, both communication partners and those physically assisting the child must remain silent. This sounds simple, but it is much harder than you may think.
PECS is a communication system where the child starts the conversational exchange by performing an action to make his needs known. When we start asking questions or using verbal directions to instruct the child, then we are no longer working on picture exchange. So, a communication partner asking, “What do you want?”, has started the exchange, not the child. If the partner verbally instructs the child to, “Get the picture” or “Bring it to me,” then the child may rely on this cue for future exchanges.
PECS Phase One
The goal for the first phase is to teach the client to initiate or start a communicative exchange by picking up a visual, reaching toward a partner, and releasing that picture into the partner’s hand. We do this by having the child sit in close proximity to a communication partner while a second adult sits behind the child. At first, the helper sitting behind the child may need to guide the child’s arm through each step. PECS uses a “first one’s free” approach by observing the child’s interest in a food or toy within reach. If the object is of interest, then we start teaching the “nature of communication” through the following sequence:
Pick up picture —> Reach towards communication partner —> Release picture
Once that picture hits the communication partner’s hand, then that reward must happen immediately! No need to wait until the child says a word or answers a question. Throughout this phrase, you will want to introduce different communication partners with a variety of identified rewards, fading physical supports as indicated.
PECS Phase Two
In phase two, we teach distance and persistence with the end goal being to have the child gain someone’s attention by bringing a picture or communication book to locate the communication partner in another room. This phase can take a long time to achieve. Be patient, stay silent, physically assist when needed and your child will progress. The four training steps in this phase are as follows:
Repeat the “first one’s free” approach to assure that it interests him. If so, then place a picture of that item on the child’s cover of his communication book that houses all of the identified reinforcements. The physical prompter can assist the child in removing, reaching, and releasing the picture as needed.
The communication partner should start slowly moving away from the child and gradually increase this distance by inches, feet, then yards. The physical prompter may step in if needed. If the child drops the picture along the way, then the prompter picks it up and brings it to the last successful step the child was able to complete. In this case, that would be back on the communication book cover. Again, there is no verbal prompting in this process, just physical guidance.
Once the child can reliably and independently travel to a communication partner 5-8 feet away from the child, then increase the distance between the child and his book. Eventually, you will want to designate a location in the room for the book. Every location should have a spot that is within a child’s reach, but not necessarily right next to him at all times.
Assess and eliminate any additional prompts. Your speech pathologist will guide you for behaviors to monitor like, showing an expectant look on your face as you wait for your child to retrieve a picture.
PECS Phase Three
By phase three, we work on teaching the client to choose a picture amiss all pictures in his communication book. At this point in the training, we are trying to create many opportunities for spontaneous requesting during daily functional activities. By this point, the child has learned the “nature of communication” and can independently find his communication book and partner to make requests. Up until now, we have been placing just one picture on the child’s book cover. Now, we will start the process of teaching picture discrimination through these steps:
Discriminating between a highly preferred and a distracter picture. For example, you may pair candy (something he really likes) with a spoon (something he would not want over candy.) During this step, both pictures will be varied along with positioning on the child’s book.
Next, you will work on discriminating between two reinforcing pictures and gradually add more than two choices.
The final step is for the child to look inside his book for a specific picture.
PECS Phase Four
In phase four, we work at the sentence level by teaching clients to construct and exchange a strip of paper with a sentence on it to make requests. This sentence strip will adhere to the bottom of the child’s communication book for easy access. You will begin with simple sentences like one picture that indicates: “I want” and the other representing the child’s reinforcement. This phase progresses to having a child construct a compound sentence like: “I want” + “object” + “and” + “object”, then sentences with attributes like:
color: I want red candy.
size: I want small ball.
shape: I want round cookie.
position: I want doll in box.
body parts: I want Mr Potato Head arm.
temperature:Â I want cold water.
speed: I want fast dance.
texture:Â I want bumpy chips.
quantity: I want 6 gummies.
PECS Phase Five
Phase five works on responding to a question while maintaining requesting. Up until this point in PECS, the communication partner refrains from initiating interactions by sitting quietly. During phase five, we are continuing to work on encouraging the child to initiate and make requests while occasionally responding to more questions posed by communication partners. This helps expand communication turns in conversations to make discussions longer.
PECS Phase Six
The final phase six works on helping the child learn to make spontaneous comments about the world around him. This phrase begins by placing a picture image of “I see” on the cover of the child’s communication book and moving the “I want” image to a storage page inside the book. Some suggested activities to pair with training commenting include:
Containing items in a mystery bag and then commenting on one object at a time as it is pulled out of the bag.
Looking through a photo album from the child’s home.
Watching a video of a favorite book on You Tube
The entire training period for PECS varies for each individual and is dependent on ability level and amount of practice time in both the clinical and home settings. Speech pathologists trained in PECS have resources for trouble shooting, so do not hesitate to talk with your child’s therapist if you need help with carryover.
For more detailed information about this program visit http://www.pecsusa.com/
Are you looking for a fun and functional DIY games to play with kids? I can promise you that my seasonal category games will exceed your expectations. Using bags and items you have around the house, you can quickly create an electronic free way to engage with your child and foster language skills.
DIY Games With Mom’s Purse
My love for bagging up objects started with this fun activity that I found on Make Learning Fun during Mother’s Day 2012. Basically, you play a guessing game about items typically found in mom’s purse. It was a HUGE hit with preschoolers and middle school students during the spring season, and it was easily adaptable. All you need to do is search your home for a variety of items that are typically found in a mom’s purse. I purchased most of my items at the Dollar Tree, bag included!
After your search for objects is over, take a picture or make a computer generated one for each item in the bag. Then print, hole punch, and clip all pictures to your purse for safe keeping. During the game, children take turns using just their hands to feel inside the bag for the picture target. I like to set a timer for one minute to keep the game moving along. Older children can use descriptive words to talk about what item they are looking for while younger ones can reach in and search while you provide descriptors. Here are some of the many speech and language goals that can be incorporated into this activity:
articulation practice at the word/ phrase/ sentence level
describing objects by function
discussing objects by shape/ size/ textures
using slow, smooth fluent speech to talk about object features
answering “why” questions about various bag contents
DIY Games Using Beach/Pool Bags
You can create a seasonal category game for the summer months too. All you need to do is grab your pool or beach bag, which may already have plenty of items packed in it for the summer, and take a picture of each item. Then, using contact paper, laminate the pictures and hole punch the stack. You can use a round clip to attach the pictures to the handle of the bag.
Now, it’s time for some fun! Following the cards in sequential order, have children take turns reaching into the bag to feel for the item on their picture. Describe the item by size, shape, texture and more, prompting children to use descriptive words. My middle schoolers loved revisiting the guessing game after enjoying the “Mom’s Purse” activity during spring.
If you want to work on following descriptive directions, you can ask your children to locate the above items given clues, and then play the seek and find game later. Below are some clues you can provide for items like the ones pictured above:
Find something made of plastic that helps us see underwater.
Get something in a hard can that protects our skin outside from the sun.
Find some small, bumpy treasures that we brought home from the beach.
Get the soft, large thing that dries us off.
Find three plastic things we can play with in the water.
DIY Games with School Lunchbox
Since it’s harder to ask kids to reach into such a small space like a lunchbox and feel around for things, I created some “What am I” guessing cards. Grab your level 1 card deck here. If you are looking for something a bit more challenging, then snag your level 2 rhyming card deck at this link.
The contents of my lunchbox included: water bottle, spoon and fork, sandwich container, Ziploc bag, straw, note, and a napkin. Once kids guess the object, have them search the lunchbox to retrieve the match. I also took pictures of all objects in case I want to use this as a matching picture to object task for my preschool kids. This is a perfect, fun game for your “Back to School” lesson planning and a great way to recycle your child’s former lunchbox! Enjoy!!
Christmas Stocking
I replaced typical gifts in a seasonal game with mini objects targeting speech sounds or vocabulary to enhance expressive skills. For suggestions and sources, see my post.
Given the number of targets that you may use with this game, I typically forego creating pictures as I have with my other guessing game bags. Think of it this Christmas activity as a sensory bin without the box. For articulation practice, clients can pick one item at a time from the bin and say the word 3-5 times. Language clients can describe the item retrieved, answer questions about it, or use the target in a sentence.
