Tuesday, February 17, 2015

5 Ways You can Support a Child with an Articulation Disorder in your Classroom.

Once a child has started working with a Speech-Pathologist, and have shown some consistency in therapy, the child will be working on a target sound. The child will now need support outside of the therapy environment in order to produce that target sound correctly. You can help this student in generalizing this sound in the classroom.

5 Tools for Classroom Teachers to Generalize an Articulation Target:

  1. Model the Sound, Not the Letter.
    1. Ex: “Ruby, Let’s hear your RRRRrr Sound” as opposed to “Ruby, can you say the ‘R’ again?”

  1. Hot List.
    1. Create a list of 3-5 words that are frequently used words in the classroom that contain the child’s target sound. Reinforce the child’s production of those 3-5 words each time they occur.
      1. Ex:  If the child’s target sound is /th/ you might choose:
        1. Math
        2. Bathroom
        3. Thursday
  2. Highlight It.
    1. During worksheet activities, or written assignments, highlight the target sound for the child each time it occurs. This will increase the child’s awareness and attention to that target sound.

  1. Buddy Up
    1. The therapist may provide a list of words the child is targeting in therapy. You might Buddy your Articulation Student up with another child who has mastered the target sound. Encourage the 2 friends to practice the word list together as a consistent time in the schedule each day.

  1. Secret Visual Cues:
    1. The key here to to ask the child to think of a cue that he thinks would work as a reminder for him. This could be a subtle visual cue, such as scratching your nose. The teacher can ;scratch her nose’ when the target sound appears.

For more information on our Evaluations & Therapy, or to schedule a visit for your child, visit  www.TeamChatterboxes.com 

Monday, February 9, 2015

Chatterboxes Announces 2nd location in Lexington

Chatterboxes is thrilled to announce the opening of a second location located in Lexington, Massachusetts. 

Chatterboxes has been providing best-in-class pediatric speech, language and feeding services to the greater Boston area since 2007 in Newton Centre. Our Team of 8 Pediatric Speech-Language Pathologists continue to be dedicated and passionate about helping kids and families.  We are excited as a group to expand our demographic reach to include our new Lexington location. 

The Services of our Lexington location include:
  •  Comprehensive Speech, Language and Feeding Evaluations
  •  Individualized Therapy Sessions
  •  Written Diagnostic Reports
  •  Small Social-Pragmatic & Language Groups  
  •  Individualized Home-Programs following each session
  •  School & Onsite Visits available for Evaluation & Therapy
  •  Complimentary Conferences to discuss Progress & Evaluations
  •  Parent/Teacher/Family-Based Education

Chatterboxes is Now Accepting New Clients in Lexington, Massachusetts.

Contact Brittany Doyle, M.S., CCC-SLP for more information or visit us online at www.TeamChatterboxes.com 

Tuesday, February 3, 2015

iPad and Proloquo2Go AAC Therapy Session

Play-Based Augmentative Communication Session

Segment 1:

During our play based session, the clinician engages Erik with a favorite game (Candy Land Castle). While playing Candy Land, Erik is prompted to announce each player's turn using his iPad via the Proloquo2Go app.  Yes/No questions are also targeted in part 1. Social Phrases, such as "Yes! A Match!" and "Oh No!" are included to promote social commenting.

Segment 2:

Where? Erik is concentrating on answering Where Questions in this segment using a magnet scene. The clinician also provides a visual cue for "Where." Erik selects from pre-programed icons with prepositional phrases.

For more information on our Evaluations & Therapy, or to schedule a visit for your child, visit  www.TeamChatterboxes.com 

Therapy Spotlight: PROMPT Therapy

PROMPT was developed in the 1970’s by Deborah Hayden, and has been refined over the past 30 years. Chatterboxes’ SLP’s are trained in PROMPT.

Prior to beginning PROMPT, the Speech-Pathologist assesses the child’s motor speech system, in terms of structure, function and integration.

Aspects of the motor speech hierarchy, such as phonatory control, mandibular control and lingual control are all taken into account during the development of a PROMPT therapy plan.

Brittany Doyle M.S, CCC-SLP providing a play-based PROMPT session
Once target sounds, sound combinations, or words are selected, the SLP begins to incorporate these target words into therapy. During a typical PROMPT session, the SLP may be seated on the floor with the child.

Situations are set up within the therapy context which encourage the frequency and use of the predetermined target words.

The child’s head position and clinician’s hand position are essential for supporting and, in some cases restricting unnecessary movements.  The clinician provides the tactile, or PROMPT cues throughout the session to support and facilitate the child’s production of these sounds

The diagram below depicts examples of the points of contact which may be incorporated during the provision of facial prompts by the SLP.

Looking for a PROMPT Trained SLP? Our Team at  www.TeamChatterboxes.com can help

Monday, February 2, 2015

What to Do When You Loose a Game- Social Story

It can be tough to teach kids how to loose gracefully.

Talking openly about thoughts and emotions involved in the competitive nature of playing a game can help.

Explain to your child that sometimes we loose because our skills are not a strong as our opponent's skills, or sometimes its just bad luck, or bad timing.

Giving your child specific ideas on what to say and do when they loose can help him or her learn how to be a good sport.

For more information on our Evaluations & Therapy, or to schedule a visit for your child, visit  www.TeamChatterboxes.com 

Tuesday, December 9, 2014

Fluency Strategies for Parents

The way you speak to your child can have an impact on his speech and stuttering behavior. Children who stutter tend to stutter more in stressful speaking situations or when high speaking demands are placed on them. Parents can decrease the communication demands placed on their child by modifying the way they speak to them.

Strategies include:
  • Speak slowly
  • Use a soft voice
  • Pause frequently in conversation
  • Use simple vocabulary and grammar
  • Avoid asking lots of questions
  • Be patient, don’t interrupt your child or finish his sentences for him
  • Allow time to pass between speaking turns, don’t rush your child
  • Maintain natural eye contact, even in a moment of stuttering
  • Avoid criticizing speech or using language like "slow down!" or "You’re taking too fast!"
  • Talk openly about stuttering with your child and acknowledge that it can be difficult. You can use language like "sometimes speech is bumpy" or "that was a hard one."
  • Listening Time: Set aside 15 minutes of time each day that your child can speak to you without time pressure. Your role is to listen to your child.
Home Program:

It is very important to set aside time each day to practice the strategies learned during each therapy session. Set up a period of time each day that you will practice with your child!

For more information on our Evaluations & Therapy, or to schedule a visit, go to: