Where to start?

Where to start? That is a question I've asked myself MANY times! Whether it be the little one that settles on "eh eh" to signal they want something or the child that you suspect has apraxia of speech. There was a day thought that I felt like I made significant progress on this question. Very similar to reverse chaining, I just kept thinking in my mind about how to break things down to the most simplest form and build from there. That was the day that I started working on what I refer to as my "Sounds Book". It is basically just sounds in isolation of many consonant and vowel sounds in the English language. I didn't want to necessarily associate sounds with letters, because I wanted to be able to use it with kids even younger than preschool age. The idea was to try to pair the consonant and vowel sounds with actual environmental sounds that the kids could relate to. I admit, there is at least one that I feel like it somewhat of a stretch, but for the very most part, kids have LOVED this book. I like to print it off with each picture being a little less than 4 X 6 inches. This allows me to put it into a little inexpensive photo book that I can then give to the child as their own. 

"Point and Say" - this seems very simple, but it is oh so important. First point the the picture and then make the sound. I tend to point and then say/gesture at the the same time. I have seen time and time again that the motor movement can help bring about verbal language. Plus you are modeling for them what you want them to do; point to something and have a vocalization/approximation paired with it. It doesn't take long of modeling this with a child before they are able to pick up this book and "read" it themselves. 


For the child that only produces "eh eh" for everything they want. My thought was to just get them imitating and increasing their variation of sounds. For the child with apraxia or significant phonological delay, it's the most basic sound in isolation to then begin combining sound and building words. Plus you have a common "language" and/or reference point that you and the child are both familiar with. It helps to give a focal point and specifically refer to what is working in the mouth (i.e. lips popping, teeth together, etc). Simply saying "say it like this" or "make this sound" isn't specific enough and doesn't necessary direct the child is what specifically to change. 

Have fun with it. Be silly with it. The more fun it is for you, the more fun it will be for the child. There are so many ways to expand upon this idea, but for now, give it a try. You can find the whole thing at my Teachers Pay Teachers store at 

https://www.teacherspayteachers.com/Store/Stacey-Parks

New Adventures

I have big plans for this summer! At first my plans were to just not work as much as I did last summer. As I adjusted to the thought of actually having time for things I wanted to do, my mind started wondering to what is was that I wanted to do. I wanted to spend more time with my kids, more time in my garden, water my flowers at least once a day and (gasp) maybe even more than once a day. Look out world, who know what I might plan to do next.

One of the first things I thought of was that I wanted to make improvements to some of the materials I've made in the past, particularly the ones I use the most. I decided I was going to actually make them to the level that maybe I could sell on teachers pay teachers. I mean, I use these materials all of the time, so they must be fabulous. (I truly hope that you can hear my joking tone of voice). Actually it's more due to a few changes in my caseload that prompted this motivation. For the past 8+ years I have been part of the Infant-Toddler team in my local special education cooperative. I've been the primary provider for so many little ones with language delays, but I have also consulted with even more that are in between "typically developing" and "qualifying for early intervention services". Those little ones that need just a little more guidance and modeling (and a few tricks in how you present things to them so they don't feel like they are just performing for no reason). There are a few things that I feel like have worked the best along the way and have provided that to families. I wanted to update this information and any changes before I stop being part of the infant-toddler team. I didn't want to forget what I'd been doing and using. 

So, why is it that I've making this change in my caseload? We never seem to be fully staffed with 4 full-time SLP's and infant-toddler services are home based. Between covering 2 school districts and trying to schedule home visits, I was on the fast track to burning out. I love working with little ones, but I also know that I love, love, love working with 3 - 6 year olds the best!!!! So, beginning next school year I will be covering just the 2 school districts. Wooohoooo!!!!!!! Which again brings me to the question of the moment. What do I want to do this summer? 

Summer actually started for me on May 12th, so I am already one month in. And you know what? I uploaded my first TPT files just a few days ago. As I was making those materials, I also realized that there seems to be a story behind each material that I make, and that if I spend some time and explain that, it might make the activity make even more sense and therefore be even more effective because the person using it is being even more intentional about what they are working on. Which brings me to this blog. I hope I don't veer off in too many random directions, but you never know. Here we go.........

Here's a link to my brand new store. Hope you enjoy!

https://www.teacherspayteachers.com/Store/Stacey-Parks