Engaging Speech-Language Intervention Using Teletherapy

Laura Finkel MS-SLP-CCC

Disclosures

• Financial: I work for Bilinguistics and they pay me a salary.

• Non-Financial: None

At the end you will be

given a code to get your CEU

certificate.

Tuesday 8/25

3PM CST

Create Engaging Speech

Language Intervention

Using Teletherapy

Wednesday 8/26

3PM CST

Conducting AAC and

Social Skills Intervention

Using Teletherapy

Thursday 8/27

3PM CST

Conducting Language Evaluations Remotely

Friday 8/28

3PM CST

Conducting Telepractice

Speech Evaluations

www.bilinguistics.com

About Me

YES and No……

• Agree or Disagree??

• Both….

BLEEP

“The ability to shift quickly to virtual learning and learning-at-home models, with increased accountability for student engagement.”

Today!

Virtual Rooms

Websites

Conducting AAC and Social Skills Intervention using Teletherapy

Day 09 of Virtual LearningApril 3, 2020

Reflecting on Practice: a Discussion on Equity in

Teletherapy

• Parent Input• Loosen the grip of Implicit

Bias• Parent Coaching• Direct Service • Working with siblings• Recordings• Emails• Phone calls

• Maslow’s Hierarchy of Needs

• Refer to community resources

• Flexible Scheduling

• Continuity Plan as a fluid document

Routine

• I work..I work…

• How do you feel?

• Song or Picture of the Day

• Story Grammar Review

• Intervention

• Wrap-Up Activity

Acknowledge the Difference

Google Slides or Powerpoint I work!I work!

I work on…telling a story!

my sounds!R, S, SH

Cuento, Cuento,Cuento historias….Digo,Digo,Digo los sonidos…

Welcome to Finkel Friday Speech

• I work..I work..I work on telling stories.

• Check-In

• Song (or picture of the day)

• Story Grammar Rap

• Literacy-Based Intervention

• Game

How Kids Feel During a Pandemic

Welcome to Finkel Friday Speech

• I work..I work..I work on telling stories.

• Check-In

• Song

• Story Grammar Rap

• Literacy-Based Intervention

• Game

• I work..I work..I work on telling stories.

• Check-In

• Picture of The Day

• Story Grammar Rap

• Literacy-Based Intervention

• Game

What’s Going On in This Picture? | May 18, 2020Look closely at this image, stripped of its caption, and join the moderated conversation about what you and other students see.May 21, 2020 By THE LEARNING NETWORK

• https://www.archives.gov/education

Graphic Organizers

Speech

• I work..I work..I work on telling stories.

• Check-In

• Picture of The Day or Song

• Story Grammar Rap

• Literacy-Based Intervention

• Game

Characters are the people in a story.Setting is when and where.Problem, hey what’s wrong?

Solution, let’s solve it!

Story Grammar Rap

Brain-BreakWhat’s the Plan?

• I work..I work..I work on telling stories.

• Check-In

• Picture of The Day

• Story Grammar Rap

• Literacy-Based Intervention

• Game/Show and Tell

How important are narratives?

• We ask children to tell us about events, retell stories, write about events in their journals, and answer questions about stories.

• We analyze and judge the grammar and content of their stories, the order of events, the semantic complexity, and the narrative elements.

Why Use storybooks in speech and language therapy?

IDEA

2004

•Free and Appropriate Public Education

IEP

•Access to the General Curriculum

SLP

Services

•Least Restrictive Environment

Working Across All Levels

Serving a Range of Disorders

Ensuring Educational Relevance

Providing Unique Contributions to

Curriculum

Highlighting Language/Literacy

Demonstrating Cultural Humility

@theconsciouskid

• • Follow and learn:@theconsciouskid@iamrachelricketts@diversereads@britthawthorne@thetututeacher@apron_education@readlikearockstar@blackandembodied

Elementary Level

A Kids Book about Racism by Jelani MemoryLast stop on Market Street by Matt de la PeňaThe New Small Person by Lauren ChildLook Up by Nathan Bryon and Dapo AdeolaPlease Baby Please Spike Lee and Tonya Lewis LeeDancing in the Wings by Debbie AllenBaby Dance by Ann TaylorPeekaboo Morning by Rachel IsadoraI Can Do it Too by Karen BaickerLola at the Library by Anna McquinnWhen Grandma Gives you a Lemon Tree by Jamie L.B. DeenihanI Got the Rhythm by Connie Schofield-MorrisonJabari Jumps by Gaia CornwallRon’s Big Mission by Rose Blue and Corinne NadenThose Shoes by Maribeth BoeltsMartin’s Big Words by Doreen RappaportHenry’s Freedom Box by Ellen LevineSnowy Day by Ezra Jack Keats Hair Love by Matthew A. CherryI am Enough by Grace Byers

For Literacy-Based Teletherapy For Literacy-Based Teletherapy

For Literacy-Based Teletherapy

Immigrant Stories

5-8 Books in a School Year to Scaffold Story Re-telling

Immigrant Stories

• Islandborn By Junot Díaz

• My name is Yoon By Helen Recorvits

• Name Jar By Yangsook Choi

• One Green Apple by Eve Bunting

• Angel Child Dragon Child By Michele Maria Surat

• Grandfather’s Journey By Allen Say

• The Memory Coat By Elvira Woodruff

Shared-Reading

Switching mindset from “education” to gaining insight into the child’s thoughts

No such thing as right or wrong

Increasing use of wait time

Increasing conversational turns

Making phonemic awareness fun and silly (like making up nonsense words by taking words in the text and changing one phoneme)

Using open ended prompts: “I wish…” “I think…” “I wonder…” “What do you think?”

Read-Aloud Pre-recorded

Example

Chelsea Cornejo MS-SLP-CCC

Problem: I cannot stand the sound of chickens.

Characters: Claire Rose, Ms. Phuong, chickens

Setting: At the speech clinic

Solution: We close the windows!

Telling: “Claire Rose and Ms. Phuong. We at speech, and we hear chickens. And and we close the door and and work on on stories. “

Retelling (after Ms. Phuong’s) 1: “ We going in speech, and the windows are window. And, I hear a chicken. Annoying! And, we close the door, and we end

speech.“

Retelling 2: Claire and Ms. Phuong in speech. I am not in school. I’m sitting down at Ms. Phuong’s desk. I am angry about these chickens, and we are

working on stories and sounds. So, Ms. Phuong closed the windows! And, Claire is sitting down in the chair.

X Characters?

X Setting?

X Problem?

X Solution?

X Feelings?

Dialogue?

TheInformedSLP.com

TheInformedSLP.com

Outside of the box pre and post-reading ideas

4 Week Literacy-Based Intervention Plan

Building Background information and intro to

Story-Tell by SLP

Round Robin Story Re-tell of “MATS”+ Song

Progress monitor by language sampling story re-tell for each

student

Middle School Book Club

Let’s Go!

Gruffalo

Bony Legs

Words Skeleton

That’sInteresting

SticksSkinny scared

The Great White Man-Eating Shark

WordsSplashingScreaming

Swamdashed

Mr. Reynoso

Scavenger Hunt

Expanding Expressions Tool

ExpandingExpression.com

Increasing Vocabulary Diversity

Bilinguistics.com

Hadley, E. B., Dickinson, D. K., Hirsch-Pasek, K., & Golinkoff, R. M. (2018). Building semantic networks: The impact of a vocabulary intervention on preschoolers’ depth of word knowledge.

Scavenger Hunt

Informed SLP

Vocabulary!!

• “vocabulary instruction can be considered not only as a one-by-one proposition in which a single word is taught and learned but also as a systems-level approach in which broader networks of related concepts are introduced together to maximize learning.” Using perceptual features or function to form categories. Relating words thematically (e.g., for dinner: meal, family, food, evening, cook, eat, tasty, etc.) or in a taxonomy (strawberries are a type of berry, which is a fruit, which is a type of food…)”

• Wright, L., Pring, T., & Ebbels, S. (2017). Effectiveness of vocabulary intervention for older children with (developmental) language disorder. International Journal of Language and Communication Disorders. Advance online publication. doi: 10.1111/1460-6984.12361. 9-16 year olds.

Technology as a Social Engagement

Tool

What if the students didn’t touch the iPad even when you’re doing in-person learning. It’s a barrier

activity that can be used in-person and through distance

learning.

TinyBop Apps

• Creature Garden

• Weather

• Space

• The Robot Factory

• Plants

• The earth

• Coral Reef

• States of Matter

Target word:

Because

Using Technology: Sentence Combining as Evidenced-Based Practice

This Photo by Unknown Author is licensed under CC BY-SA-NC

It CAN be FUN!

Lynne Telesca (2018).

Sentence Combining

• Student will increase sentence complexity from an average of 1 clause per utterance to 1.2 clauses per utterance during a story retell, given a word bank of subordinating conjunctions.

1. The boy ran quickly.

2. The bees were chasing him.

Subordinating Conjunction

Because

Lynne Telesca (2018). Supporting Adolescent Writing Manipulating Complex Syntax Across Disciplines. ASHA Connect Summer 2018.

$2 Apps that Work for

Articulation and Language

Coral Reef

Creature Garden

Mammals

Measuring Progress

•Macrostructure

•Story Grammar

•Rubrics

¿No hablas español? ¡No problema!Let "Eric" present the digitized "frog story" and elicit your student's story retell in Spanish or English. "Eric" provides all directions and the story model in the target language.

NSS Scoring Guide-FREE

Goals+Therapy=Outcomes

• Student will receive 22/35 points on the narrative scoring scheme by including character development (including character dialogue), setting, problem and solution given a graphic organizer and recasted language models.

• Student will score a 3 out of 5 on character development on the narrative scoring scheme by retelling a story with character dialogue and by including main and supporting characters given, “who question prompts” as needed.

Narrative Scoring Scheme

Articulation

• Student will produce /target sounds/ with 80% accuracy independently at the word level.

• Student will produce /target sounds/ with 80% accuracy given models, visual/verbal reminders, recasted productions of target words as needed at the story re-tell level.

Articulation In-Person

Articulation Distance Learning

• Auditory bombardment

• Discrimination• Phonemic

awareness tasks

Speech and Language Virtual Rooms (FB Group) Kristen Welsh CCC-SLP

Kristen Welsh CCC-SLP

Interactive Features for Articulation

Video Example

Chrome Extensions to Increase Engagement on Google Meet

Annotate

The Cat who Climbed a tree (and got stuck)

By Santiago

Articulation Create a story with target words and sounds

Technology vs. Traditional Toys

This Photo by Unknown Author is licensed under CC BY-SA-NC This Photo by Unknown Author is licensed under CC BY-NC-ND

Auditory Bombardment, Discrimination, Phonemic Awareness Tasks

Jesus, L. M. T., Martinez, J., Santos, J., Hall, A., & Joffe, V. (2019). Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research. doi: 10.1044/2019_JSLHR-S-18-0301.

-The Informed SLP

Case Study 1st

grade

Selective-Communication Like

Behavior

Recently started communicating with me after 3 months of

knowing him.

Presents with phonological

processes stopping and fronting

Language Disorder

Currently being evaluated for other

dx besides SLI

Difficulties with Reading, Writing,

and Math.

Show and Tell

Group vs Individual

Teletherapy

This Photo by Unknown Author is licensed under CC BY-NC

Considerations for Teletherapy

• There’s not a one-size fits all with families.

• When you enjoy what you’re doing, you’ll be more effective.

• Technology vs traditional toys….it doesn’t matter. It’s the approach that matters.

• Find your groove within tele-therapy while keeping yourself rooted in evidenced-based practice.

Follow on YouTube

Must have links for Teletherapy

• https://toytheater.com/https://www.education.com/https://www.sesamestreet.org/Abcya.comMysterydoug.comhttps://safeyoutube.net/https://app.gonoodle.com/login

“Your SLP worth is not based in your telepractice/productivity.

It is based on your humanity.”

Phương Liên Palafox

Mara Elisabeth

Tuesday 8/25

3PM CST

Create Engaging Speech

Language Intervention

Using Teletherapy

Wednesday 8/26

3PM CST

Conducting AAC and

Social Skills Intervention

Using Teletherapy

Thursday 8/27

3PM CST

Conducting Language Evaluations Remotely

Friday 8/28

3PM CST

Conducting Telepractice

Speech Evaluations

www.bilinguistics.com

Resourceshttps://www.theconsciouskid.org/books

https://www.theinformedslp.com/

Hessling, A., & Schuele, C.M. (2020). Individualized narrative intervention for school-age children with specific language impairment. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2019_LSHSS-19-00082 [available to ASHA members].

Curran, M., & Van Horne, A. O. (2019). Use of Recast Intervention to Teach Causal Adverbials to Young Children With Developmental Language Disorder Within a Science Curriculum: A Single Case Design Study. American Journal of Speech-Language Pathology. doi:10.1044/2018_AJSLP-17-0164

Language Sampling With Adolescents: Building a Normative Database With Fables, Marilyn A. Nippold , Laura M. Vigeland , Megan W. Frantz-Kaspar , and Jeannene M. Ward-Lonergan, Aug 2017

Jesus, L. M. T., Martinez, J., Santos, J., Hall, A., & Joffe, V. (2019). Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research. doi: 10.1044/2019_JSLHR-S-18-0301.

Hadley, E. B., Dickinson, D. K., Hirsch-Pasek, K., & Golinkoff, R. M. (2018). Building semantic networks: The impact of a vocabulary intervention on preschoolers’ depth of word knowledge.

Nelson, L. H., Stoddard, S. M., Fryer, S. L., & Muñoz, K. (2019). Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading. Communication Disorders Quarterly. doi:10.1177/1525740118819662

Lynne Telesca (2018). Supporting Adolescent Writing Manipulating Complex Syntax Across Disciplines. ASHA Connect Summer 2018.

Jissel B. Anaya , Elizabeth D. Peña , and Lisa M. Bedore. (2018). Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.