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    (Batman and "R" Woman delivering speech charts and reinforcers on the Speech Mobile at the end of May 2020!)





     Dear Parents/Grandparents/Guardians,


    Below are many ways you can assist your child's academic and social speech and language development at home,
    which will greatly increase his/her carryover and generalization to all environments.
    For all goals your child is targeting, please read, read, read!
    Please also check-out the pages on my website for monthly homework calendars and June - August summer programs.
    But rememeber to  ************************UNPLUG************************!!!!!

    While technology positively effects many areas, it is important to know that it is not a replacement for human

    communication. The primary way that young children learn is through verbal communication—listening, talking,

    and interacting with their parents and others. It is also an important part of family connections for children of all

    ages.  According to a national survey of parents commissioned by the American Speech-Language-Hearing

    Association (ASHA), a majority of parents are concerned that they have fewer conversations with their children

    than they would like because of technology and/or that technology negatively impacts the quality of conversations

    with their children. Many children are using technology during prime communication opportunities, such as at the

    dinner table or while on long car trips.  Consider setting aside some time for disconnecting. You can

    find tips for doing so at www.asha.org/bhsm/ten-tips-blog-post/.


    All the best,

    Jan Roberts, MS-SLP

    robertsj5@leonschools.net (best)




           Ask your student these questions or remind them of these cues to keep them thinking about their speech and/or language goals:


      What is your learning goal?  (To be your own speech teacher.)

      Where does good speech start?  (In your brain.)

      Why doesn't it start in your mouth?  (Because brains love habits and if you don't think about the new way of talking your brain will

      automatically use the old way.)

      Articulation - What sounds do you work on?  How do you shape your mouth and where do you place your tongue and lips for those


      Phonological -  Make sure you say all final sounds and all syllables in words.

      Fluency - What is turtle talk or slow speech with pause time?  Why does that help you bounce or block less often?

      Voice - What is the saying that reminds you to speak quietly without vocal strain?  ("The person who does the talking does the

                 walking.")  Rest your voice annd hydrate it!

      Language - Reading and having conversations with your student and being aware of their goals will help you model the sematics,

                 syntax and pragmatics that they are targeting.



     Glossary of Terms:

    Accommodations – Changes in the way a child learns. Extra time, frequent breaks, fewer questions, or a different format for

    responding.  Here are a few examples:

    Assistive device – Any item or piece of equipment that is used to increase, maintain, or improve functional capabilities of a

    child with a disability.


    Individual educational plan – A written plan for each child with a disability that is developed, reviewed, and revised in accordance

    with federal law.


    Reading guide strip – A transparent, colored reading strip used to help students who struggle with keeping their place while reading.

    Related services – Services required to assist a child with a disability, such as speech-language therapy, audiology services,

    interpreting services, physical and occupational therapy, social work, counseling services, or orientation and mobility services.


    Removable highlighter tape – A removable alternative to highlighter pens used to highlight word parts, parts of speech, vocabulary

    words, punctuation, prefixes, suffixes, and more.

    Sensory needs – Difficulties experienced when receiving and responding to information from the senses. Children who have sensory

    needs may have an aversion to anything that triggers their senses, such as light, sound, touch, taste, or smell.

    Social stories – Individualized short stories that depict a social situation that your child affected by autism may encounter, along with

    ways your child to handle them.

    Visual timer – An item used to show a countdown of time, in the form of digital numbers, a disappearing color wheel or an oil-based





    Struggling with Work Completion?

    Implement a simple token economy
    Award a token for every assignment completed, every correct response, every 5 minutes of good quality work, completing chores- options are endless!
    Student earns chosen reward once 5 tokens are earned.
    Remove tokens and begin again!


    Struggling with Self Regulation?

    Model Calm Behavior
    • with Calm Words
    • with a Calm Body
    • with a Calm Voice
    “I see that you are upset and you feel angry. It’s okay to feel upset. Let’s talk about it”
    Create a Calm Down Area
    Provide Calm Down Choices
    Provide Time to Calm




     Devices Affecting Communication.jpg



    S-L Stimulation.jpg


    Activities Birth - 2yrs..jpg


    Activities Birth - 2yrs. cont..jpg


     Activities 2 - 4 yrs..jpg

     Ten Conversation Questions.jpg

     Tongue Exercises.jpg
     Lip Exercises.jpg
    PA for PK.jpg
    PA for School-Age.jpg
     Artic - Website letter.jpg
    Artic activities.jpg
    Fluency Website Letter.jpg
    Fluency - Did You Know.jpg
    Fluency - Family Rules.jpg
    Fluency - Suggestions for Parents.jpg
    Fluency - Empowerment.jpg
    Fluency - Ways to Take Care.jpg
    Fluency - Picture Books.jpg
    Fluency - Decreasing Rate.jpg
    Voice - Website Letter.jpg
    Vocal Abuse-Misuse.jpg
    Voice - Books.jpg
     Language - Website letter.jpg
    Language - Activities.jpg