Listen up!

In my career, I’ve known all kinds of listeners:  some who take in all of the message, some who only get part of it, and others who need multimodality support to attend and process.  Personally, the auditory channel is not my best way to take in information.  I need to hear the message more than once to recall the details, have the auditory combined with visual input, or I write it down.  Fortunately, I was well taught in the art of note-taking in elementary school so that my notes were salient and well-organized.  Note-taking not only provided me with a useful written account of the verbal information that I could review over and over as needed, but also helped me to stay on task and fit the information immediately into a schema, which increased my understanding from the get-go.

Graphic organizers abound for gathering all kinds of information.  But before we can teach the skills of winnowing out main ideas and supporting details, separating what is important from what is not, and linking new information to prior knowledge, we first have to get the student to attend.  For years, I’ve used “Whole Body Listening” prompts based on the work of Susanne Poulette Truesdale.  And apparently, I’m not the only one.  A quick search on Teachers Pay Teachers produces a long list of materials based on this strategy.

Screen Shot 2019-04-01 at 3.48.51 PMI love to use books in therapy whenever possible because they combine the auditory with the visual, and engage the students in the topic through stories.  Imagine how happy I was, then, to find these two illustrated children’s books by Kristen Wilson and Elizabeth Sautter:  “Whole Body Listening Larry at School!” and “Whole Body Listening Larry at Home!”  Both books begin with an explanation to adults about the conceptual basis of using one’s whole body — head to toe — to increase attention through sensory integration, executive functioning, and perspective-taking.  This is followed by suggestions on how to use the book to encourage understanding, self-awareness/control, and functional strategies for self-advocacy in listening situations, plus accommodations that can be tried with students who are especially challenged in this area.  The story ends with a section on how to teach and implement Whole Body Listening throughout the day with preschool and elementary school students, and includes a coloring page handout to further engage the students.

In the school-based book, twins who are new to the school do not display characteristics of good listeners;  indeed, they sometimes interfere with their classmates’ ability to listen.  In an effort to help them learn the rules of the school, Larry politely points out how they can listen better and distract others less by active and passive use of their body parts.

In the home-based version, Larry helps his younger sister learn to use Whole Body Listening strategies to be a better communication partner with family members and friends.  As in the school-based book, this home version contains information and strategies for parents.

The story lines are simple, the illustrations are engaging, and the approach to Whole Body Listening is consistent.  The authors even weave in elements of Michelle Garcia Winner’s Social Thinking to help students understand what others are thinking when they do (or don’t) apply Whole Body Listening strategies.  I love that there are two versions that can be used simultaneously to encourage carryover and generalization.  The fact that parents and teachers will be using the same vocabulary and prompts will surely help young children internalize the expected listening behaviors.  Once students have improved their ability to listen, the work on processing and recall can begin.

One caveat to keep in mind:  I have had students for whom looking at the speaker is actually a distraction for them.  I remember one little guy in particular who was continually being prompted by the teacher to “look at me, look at me” when she was reading books to the class and giving directions.  We instituted a 10-question, multiple choice with symbols follow-up quiz after each weekly story that I read as part of their classroom therapy.  The scores went up on all of the students over time, except for the little guy who was getting frequent prompts to pay attention.  The teacher and I decided to ignore his looking at the ceiling or the pattern on the rug to see if that made a difference.  Lo and behold, it did!  When left to look wherever he wanted, he actually took in more information than when he was prompted to “use his eyes to listen.”  This is just another reminder that children have different learning styles, and the wise educators will tune into and accommodate for those differences.

“Whole Body Listening Larry at School!” and “Whole Body Listening Larry at Home” are available through Make Social Learning Stick!

October is International AAC Awareness Month!

page22The children’s book, “How Katie Got a Voice (and a cool new nickname),” is the perfect way to raise awareness about speech generating devices and other assistive technology, and it’s on SALE through the entire month of October at Speaking of Speech.com!

“How Katie Got a Voice (and a cool new nickname)” is a beautifully illustrated story of challenge, triumph, and acceptance. The students and teachers of Cherry Street School all have nicknames that celebrate their differences. But the new girl, Katie, is really different. She can’t walk. She can’t talk. It seems like she can’t do anything! So how can the other students involve her in their activities? And how can they give her a nickname?  This sweet story is told from the perspective of Katie’s classmates who initially only see her as very different from them.  Once Katie is given access to assistive technology (switches and a speech generating device), they suddenly see how Katie is very much like everyone else;  she just does things in a different way. Following the story is a kid-friendly section on Disability Etiquette that even adults can learn from.

Visit http://store.speakingofspeech.com/products to order your autographed copy today! Also available in German from both www.amazon.com and www.amazon.de.

Extend the lesson even further with a free discussion guide, the Reader’s Theater script (great for having students tell the story through theater!), and disability etiquette video. These extension materials are available through www.patmervine.com.

The Many Uses of Wordless Picture Books

There is no moment more magical than the first time a child reads — actually reads — a book independently.  Such focus, such concentration on the text as the child decodes the printed words!  This is the first step on a lifelong journey across time, space, cultures, and ideas that a love of reading will provide.

29313But firing the imagination is not limited to books with text.  Indeed, wordless picture books may tap into more imagination, more language, more critical thinking, and more projecting of one’s self into the story.  Whether illustrations are simple or lush, the reader uses them to answer so many questions, because that is the only way the story can be told:  Who or what is in the picture?  Where and when is this taking place?  What is happening?  Why is this happening?  What is the problem?  What are some solutions?  How did the character’s actions work out?  What is the difference between this picture and the one before and the one after?  Did anything change?  How does the character feel? What is the character thinking?  How would you feel?  What would you do?  What will happen next?  And on and on….

Wordless picture books are ideal for speech/language therapy.  Just think of how many 17165875goals can be addressed by a single wordless book by letting the child take the lead in “reading” the story:  describing, labeling, grammar, predicting, articulation, and fluency are just a few of the typical s/l skills that can be practiced and measured.  Add to that joint attention, answering questions, turn-taking, and perspective-taking, and you’ll see that wordless picture books are ideal for working on pragmatic skills.  When the child has finished “reading” the book, review it for practice in recall, retelling, and sequencing.  Have a student who is weak in written language?  Use wordless picture books to practice sentence and story writing. Working with very young children or children with cognitive impairments?  Use the books to build receptive skills and basic concepts:  Show me —.  Point to —-.  Where is —?  What color/shape is —?   He is clapping;  now you clap.    Imagine — all of these communication skills can be  worked on, no reading required!

the-lion-and-the-mouseWordless picture books are especially good for children who use AAC.  In addition to building all of the skills detailed above, the children can use their AAC system at the single word, phrase, or full sentence levels to tell the story, answer your questions, and ask questions of their own.  This builds fluency with the system as they learn how to navigate to needed core and fringe vocabulary, and helps AAC users increase their mean length of utterance.

22750286If you Google “wordless picture books,” you’ll find a lot of “top ten” recommendations.  If you want to find titles of a hundreds wordless picture books, join Goodreads.com (free), then put in this URL:  https://www.goodreads.com/shelf/show/wordless-picture-books.  I guarantee you’ll find a year’s worth of books that will appeal to and be appropriate for all of the students on your caseload, regardless of age, gender, personal interests, or IEP goals.  Many may be available in your school or public library.  To add to your own collection, you can search local booksellers or find nearly all on Amazon.

“What goes on in that Speech Room?”

Kids are curious about that little room down the hall, next to the nurse’s office.  What is that room for?  Who goes there?  It looks like a fun place!  Why can’t I go, too?  Kids who WILL be going to speech/language therapy have different questions.  Why am I going to Speech?  What is therapy like?

To help SLPs and teachers explain speech/language therapy to newly identified students AND the rest of the class, I’ve written three children’s books that address three different aspects of what we do.

Matthew cover“The Mouth With a Mind of Its Own” is about a little boy with such significant articulation issues that he can’t even say his own name.  He is isolated from his classmates, who think he is speaking a foreign language, and he misses out on daily activities because he can’t make himself understood.  Fortunately, the speech/language pathologist comes to the rescue and leads him through the process from screening to articulate speech. At the end of the book, I’ve answered questions submitted by students from my own elementary school in a section called “Get to Know a Speech/Language Pathologist.”

Screen Shot 2014-06-24 at 12.06.24 PM“There Was a Speech Teacher Who Swallowed Some Dice” is a silly rhyming tale to introduce students to all of the items commonly used in therapy. Kids love this “speechie” twist on a familiar tale.  The book ends with a glossary of all of the therapy items and how we use them, and has a “Speech Room Scavenger Hunt” that you can photocopy for the students as they hunt for all of  the items in your room — a language lesson in itself!

 

Katie cover“How Katie Got a Voice (and a cool new nickname)”  acquaints students with assistive technology, including augmentative communication, and how it changes the way classmates view a fourth grade girl who has significant physical and communication disabilities.  This book ends with a section on disability etiquette.   Katie is also available in a German translation from Amazon in Germany.

 

 

Each book can be a stand-alone lesson, but you don’t have to stop there!  Here are additional resources that will extend each book into lessons in articulation, vocabulary, language, story mapping, and more. Click on the colored text below to get to the resources, the majority of which are FREE!

“How Katie Got a Voice (and a cool new nickname)”:  I’ve created a Reader’s Theater version of the book and PowerPoint “scenery” you can project, a free Discussion Guide which can also be used as writing prompts, and a Communication Word Search.  A Disability Etiquette video, “Making Everyone Feel Welcome,” told by the characters of the book, is on my YouTube channel. While on YouTube, check out the amazing video made by Polish students who have disabilities, inspired by Katie’s story, ideal for middle and high school students.  Clever SLP, Truvine Walker, offers a number of free artic and language activities related to this book at her TeachersPayTeachers store.

“The Mouth With a Mind of Its Own”:  Truvine Walker offers a free Speech/Language Companion Packet for this book on TPT that extends the story in many directions to meet a variety of s/l therapy goals.

“There Was a Speech Teacher Who Swallowed Some Dice”:   Truvine Walker created an amazing Speech/Language Companion Packet for this wacky story — again, it’s free!

These books are super gifts for student clinicians and SLPs in the school.  Autographed and personalized copies are available through Speaking of Speech.com.  Did you order your copy from Amazon but wish it was autographed?  Send me an email at pat@speakingofspeech.com, and I’ll send you a free signed bookplate!

Got Books?

Guest post by Truvine Walker, M.Ed., CCC-SLP

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From my earliest memories as a child, I remember having books with me almost everywhere I went. I’ve now replaced my books with a Nook Color and a Kindle app on my iPad; but, I still love to read. Fortunately, working as a Speech-Language Pathologist in an educational setting, I can pair my love of books with my responsibility to improve communication. Because we know there IS a connection between language and literacy, it is a great idea to utilize books in therapy whenever possible. Books are not the only tools in my therapy toolbox; however, they are a staple. Why, you ask? Books are versatile and can be used to address a variety of communication goals. They are also some of the least expensive therapy materials you can find, if you shop in bargain bins, buy used, and/or frequent your local library. Books are also great resources for teaching social skills, and addressing major life issues (speech and language problems, divorce, sharing, etc.). I love it when I find book units specifically designed for speech and language therapy; however, sometimes, I make my own or make materials to go along with units I purchase. I love using book units because they enable me to target multiple goals in a session using a common theme or source. There are a few free materials on my TPT store: https://www.teacherspayteachers.com/Browse/Search:Truvine%20Walker

Below are a few ways in which I use books in therapy:

  • Articulation– There are numerous ways to address articulation, so I’m not even going to begin to give suggestions. There are several lists available that categorize books that can be used to target specific articulation sounds. ConsonantlySpeaking.com, Pinterest, and speechymusings.com are just a few websites that offer fairly extensive lists. Disclaimer: I did not make any of the lists, and I strongly advise that you review each book prior to using it in therapy to make sure it’s what you need for your students.
  • Making Choices – This requires a little bit of preparation. I present my students a choice of 2-3 books that I plan to use in therapy at some point during the school year anyway. I show them the front and back covers of the book, ask them to make a choice, and to share why they voted for a particular book. This allows my students who are reluctant to speak in a group the opportunity to speak without worrying about answering incorrectly or not being able to answer at all. I tally the votes, and the book with the most votes wins. It’s a win-win for me because I know they are a little interested in the book, and we have the opportunity to talk about voting, democracy, etc. This works with all age ranges. I simply adjust the vocabulary as needed.
  • Making Predictions, Recalling Facts, and Commenting– There is a free sheet on my TPT page entitled iPredict, iRead, iLearn. After a book is selected, I ask the students to predict what they THINK the book is about. After we’ve read the book (usually 2-3 times), I ask them to record something that they learned from the book. It can be new vocabulary, facts, etc. In the final column, I ask them to share what they like and dislike about the book. I’ve adapted this worksheet to include a visualization task. The students are prompted to illustrate one of their favorite details from the book on the back of the book review. At the bottom of the page, I ask them to write a few sentences describing their illustration.
  • Comprehension – I don’t think this needs explanation. You can create questions from simple to complex based on the needs of your students. If you purchase a book unit, the work is already done for you.
  • Compare and Contrast – I love comparing different versions of the same story (ex. ‘Twas that Night Before Christmas,” “The Three Little Pigs” vs. “The Three Ninja Pigs,” etc.) and, surprisingly, your students will as well. Sometimes you can compare the differences in characters, events in the story, outcome, etc.
  • Vocabulary – I always go through the stories I use and select vocabulary that I anticipate I need to preview or teach prior to the story. As I’m reading the story, I give each student a small sticky note pad. They are instructed to give me a sticky if they hear a word that they don’t understand. After the story, I go back to the pages where I have sticky notes, and as a group we discuss the unfamiliar words.
  • Narrative Retelling – After reading the story multiple times, you can have students retell the story in their own words. Sometimes you can use the pictures in the book (you have to cover the words for those who read well) or you can create your own retelling cards. Retelling is great for working on story elements, sentence structure, sequencing of events, etc.
  • Pragmatics – I often use illustrations of facial expression to discuss emotions, as well as synonyms and antonyms of the emotions. We identify and discuss the events in the story that provoke the emotions discussed. Often, we take it a step further and brainstorm events that happen in everyday life that could elicit those same emotions. If it’s a negative emotion, we discuss problem solving ideas.
  • Grammar – You can use books to address varying grammatical features, and follow up with worksheets related to the book to reinforce and/or assess mastery of skills. Again, this list is not my creation, and I’m sure it’s not exhaustive, as new stories are being created daily. The following list is a great place to start if you need to locate a list of books that target specific language goals. http://www.mnsu.edu/comdis/kuster2/languagefocusbooks.pdf

If you’re already using books in therapy and have suggestions, details, and/or resources, please share. I personally am always looking for new ideas, and I’m sure others are as well. If you’re not already using books in therapy, I encourage you to give it a try. Once you start and get in the habit, it actually makes planning for therapy more efficient, more fulfilling, and less demanding physically because you have fewer materials to transport.

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Note from Pat:  I’m delighted to have Truvine as one of my first guest bloggers.  Truvine Walker, M.Ed., CCC is a speech/language pathologist in Georgia.  Among many other very impressive materials to extend books in therapy, she created wonderfully detailed and clever extension activities for “There Was a Speech Teacher Who Swallowed Some Dice,” “The Mouth With a Mind of Its Own,” and “How Katie Got a Voice (and a cool new nickname).”  You will definitely want to follow her TPT store so you don’t miss any of the gems she posts!