Showing posts with label Resource Links. Show all posts
Showing posts with label Resource Links. Show all posts

Great Books SLPs will Love to Read: Therapy Tips for Any Book


There are so many great books! How does an SLP choose? When you are at the beginning of your SLP journey, it is probably easiest to build up your book stash one book at a time. Why?


Build Your Skills for Adapting Materials
It isn’t just a matter of buying the books, it is also learning how to adapt materials to meet varied needs and come up with associated materials. 

Tips for how to build your skills for mixed groups using books in speech therapy from Looks Like Language.
Read the book first and challenge yourself

How many different goals that you are currently working on can be elicited while reading the book?  Write a sticky note for each of these and place them in the correct spot in the book.

Provide Repetition for Student Learning
What follow up activity will you do after the book that elicits the same vocabulary and goals you just addressed? This is important! All of your students need additional practice during the session to solidify the growth.

Current practice says that students with articulation goals should make 100 productions during the session. This can be done with any book theme by making a light photocopy of one of the illustrations and having the students daub or color in small circles for each production. 

Just print this free dauber page on clear plastic and then use it as an overlay on the book illustration. 

It is easy to make a dauber page from the book's illustration! Get the free download.
Voila! A book themed dauber page that can also be used for grammar, vocabulary, and WH? Practice, to name a few.

Use the book for a week as research shows that children retain vocabulary better through repeated readings. Plus, kids love to re-read favorite books and we are only using great books!

How to Use One Book for a Week
First reading:
👀 Explain vocabulary in context as you read.
👀 Make inferences from the illustrations.
👀 Make predictions about what will happen next.
👀 Discuss the characters’ emotions.
👀 Summarize the beginning, middle, and end.

Post reading:
👀 Collect additional data while filling out an organizer related to the goals. Students can write, draw, or discuss it together while you fill it out from their responses.
👀 Check story comprehension during a quick drill activity, an open-ended game, or craft activity based on the sticky notes you wrote for each goal.

Second + readings:

Students answer questions related to the post-it notes you took data on during the previous session to check their retention rate before reading.
Have students summarize what they remember of the plot. This is great for quick language samples, too!

Re-read the story:
👀 Answer WH? for each page, noticing details in the illustrations that support the text.
👀 Use a look back strategy when students are not able to answer the question, modeling how to look for the pictures or skim for the words to be able to find out the answers by themselves. Don’t just say the correct answer and move on!

Individualize by the questions you ask.
Vocabulary: What does ‘this word’ mean? Find the __.
Articulation: What is this? What word means __? Say it 5 times.
Sentences: Tell me what happened. What will happen next?
Social skills: How does the character feel?  What could the character be thinking in this picture? Do character1 and character 2 feel/see this the same way? 

Post reading:
Concentrate more on how well students are able to express the ideas from the book based on their specific goals. Use a different follow-up activity than you did in the previous session.

Additional ideas include:
👀 Have students take turns telling the story while drawing a picture for their part.
👀 Watch a YouTube video of the book with the sound off to retell the plot.
👀 Have the students role-play the parts of the different characters to see which of the targets are spontaneously used.

Get a free download and lots of tips for using books in speech therapy!

But what about students with limited literacy skills or other needs?

These students function at varying levels, so you need to individualize to their current needs, not the disability.

Nonverbal students may have appropriate literacy skills, but still need to be able to communicate during the book discussions. This involves programming their AAC device to be able to communicate about books in general. Their devices should only include vocabulary they will want to use again.

Symbol communication boards are best for vocabulary and concepts specific to one book. While they do take time to make, they are part of your materials to support each book and can be re-used, so it is worth your time.  These boards are also helpful for verbal, language limited students to expand their communication skills, too.

Students with limited reading skills can still increase their reading and verbal comprehension when stories are read to them. As they grow older, it is a good idea to support more independent reading skills. For example, you can read online using various dictation and text to speech options.

Students with very limited literacy skills may need to use adapted books, where the words are supported by visual symbols and the text may be shortened. Simple repetitive refrain books are great to do this with, whether you are using trade picture books or creating your own.

 What is your best tip for using great books in therapy?

Success over the Years: Practical Tips for Sharing (and Losing!)


Sharing is a social skill that we start teaching when children are as young as 1-2 years of age, but it continues over the years. To be successful in social interactions, we share more than just our toys and possessions. We share our stories, our thoughts, our ideas, and our feelings with others throughout our lives. 
Tips for successfully building social language skills for peer interactions from LLL.

Our language skills impact how we are able to share and interact. 
These practical tips for sharing will make your therapy more successful at building social language interaction skills while directly working on other speech/language goals.

Research shows that there are many factors that have an impact on sharing behavior: understanding of ownership, impulse control, and thinking about others’ perspectives, to name just a few.

How does this affect what we do in speech/language therapy and classrooms, especially with our autistic kids who are more likely to be bullied?

Tips for preschoolers to early elementary students


👀 Begin to teach sharing in activities with items that are not owned or possessed by either child, such as play sharing activities between two characters, working on pronouns his, hers, theirs.

👀 Practice sharing and turn-taking between children using similar objects that are not highly preferred by either, such as puzzles, and teach pronouns yours and mine.

👀 Have children request toys from each other during play rather than grabbing, teaching polite words such as "Can I?", please, and thank you.

👀 Have  children learn to wait for turns, teaching words like wait, short turn, and long turn.

👀 Start teaching perspective-taking skills by having them look at their peer and tell you how that child is feeling while waiting.

👀 Use a timer at first, if needed, but don’t stop there. Students need to learn to be able to share of their own accord rather than being told when to share (whether in words or timer use.)

👀 It is okay not to share everything! When we have new toys or very special items, we don’t always want to share. Just don’t bring them to school. At home, keep the special toys out of sight when friends come over or designate a nonshared toy for each sibling.


Read books about sharing to discuss how it makes people feel.
    👀 Read stories and discuss how we feel when someone grabs something, when we are waiting too long, or when we don’t get a turn.


      Helpful books for this age range, that directly discuss sharing, are shown in the picture.

Tips for later elementary students to teens



At older ages, students have learned to share objects. Our autistic students may actually share too much, according to research, accepting unfair trades and giving away more than they keep. Students in these age ranges may have problem sharing more abstract items, even though they can share common items perfectly well at this point.    
Tips to build skills in older students for losing games gracefully.


Sharing: Who Wins the Game?


This is often a problem, but there are some things that you can do.

👀 Begin with cooperative games where there are no losers and no winners. Teach concepts like having fun playing the game and co-operating.

👀 Use games where students don’t win, but they get to make predictions about what piece or color will win. They can even change their predictions along the way! Teach concepts such as first, then, next, and change.

👀 Play act sore losers and poor winners versus graceful ones with the game pieces. Talk about how that makes people feel and which type of player they would choose for the next game.

👀 Instead of congratulating and keeping track of the winners, give points for being kind/graceful winners or losers. Talk about if they enjoyed playing the game.

👀 Keep a chart of how many times your students politely played until the game was finished.

Join the Looks Like Language to Me Facebook group for this free social rules story about losing games!
👀 Join the Facebook group ‘Looks Like Language to Me’ to download the free social rules story to use with your students.

Sharing: Telling a Story

Make sure that your students are able to share personal narratives. You may be surprised at who has problems with this!

👀 Students who can only tell a fact about their weekend, rather than a cohesive story, may have problems having age-appropriate conversations with peers.

👀 Students who have problems clearly and quickly retelling a plot of a tv show, movie, or video game will be left out of these conversations.

👀 Students who aren’t able to share what they liked or disliked, and why, may not be able to actively participate in peer conversations about a movie, game or tv show.

👀 For working on narratives, learn about Story Grammar and adjust the ideas to the age level of your students.


Sharing: Feelings


Students who have problems labeling and expressing their own feelings are likely to not understand what to say or do when peers reach out to them in conversation about a problem they are having.

Students who are both impulsive and unable to verbally share their feelings are also likely to be the students who disrupt games with physical reactions like storming out or throwing the game on the floor. Try the tips listed above as they may not have been able to learn this skill when younger.

Sharing Equally- or Being Fair


As mentioned before, autistic students are more likely to just be compliant and overshare, or accept less than their fair share, which can lead to being bullied.

This can cause difficulties for resolving conflicts in middle and high school, where students often need to work in groups. Having the language to negotiate and stand up for ourselves is a functional skill that may need to be directly worked on.


Want to read more?

Helpful Articles

Sharing skills, and what we are sharing, change over the years, but are an ever present part of social interactions over a lifetime. The research is vast, but here are a few helpful articles to check out.

Mine or Yours? Development of Sharing in Toddlers in Relation to Ownership Understanding
This article has a great overview of some research on sharing and gives insight on the development of sharing skills.
Young Brains Lack Skills for Sharing
This quick read gives information about neurological skills needed for sharing.
Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally?
An in-depth research article that cites information about the possible roles of many neurological skills in sharing, including Theory Of Mind.
Research finds kids share when it's done by choice.
Another quick read that tells us that we need to teach children to make choices to share rather than making them share.
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