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?”

2. 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
3. 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.

4. 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.

5. 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 

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 

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. 

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 

Pediatrician's Developmental Stages of Play: Desk Reference

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