Speech-Language Assessment Checklist for School-Aged Children {review}

Today, I am super excited to bring you a great product from my friend Tatyana over at Smart Speech Therapy LLC.   She just updated one of her very first products called Speech-Language Assessment Checklist for School-Aged Children, and it is truly great!   Check out some of the features below and why it is a great product. 

Here's a description straight from her blog:

This updated and expanded 17 page guide, which now includes reading and writing sections, was created to assist speech language pathologists in the decision making process of how to select assessment instruments and prioritize assessment for school age children. The goal is to eliminate administration of unnecessary or irrelevant tests and focus on the administration of instruments directly targeting the areas of difficulty that the child presents with.

First, there is a handout for the caregivers and the classroom teacher to fill out.  This allows for their input to be heard and may highlight some deficit areas that aren't necessarily seen during the evaluation.  This checklist is extremely comprehensive and covers the areas of receptive language, memory/attention/sequencing, expressive language, vocabulary, narratives/storytelling, speech, voice, prosody, resonance, phonological awareness, reading, writing, problem solving, pragmatic language skills, social emotional development, and executive functioning.  

The next section is a list of suggested tests for school-aged children.  These are broken down by area--articulation, fluency, general language, narrative assessments, vocabulary/ semantic flexibility, auditory processing and phonological awareness, problem solving/ social language development/ executive function, and reading/writing/spelling. 

She then includes a list of suggestions for testing based on the deficit areas and age of the child.  For example, if the child is elementary age and has auditory processing and phonological awareness deficits, she recommends the CELF and the CTOPP.  

The last section is a supplemental section for caregivers and teachers to help collect data.  These forms are recommended if the checklist comes back with many deficit areas/ areas of difficulty.  The teacher can indicate one of the four ratings for each item:  always, often, sometimes, or rarely.  The items to be rated coordinate with the areas listed above (on the checklist).  

From the results of these measures, the SLP will assess the most severely impaired areas according to the checklist and data form.  

Why It's Effective:
So you may be thinking, I already have a system or I was taught to do X Y and Z, so why this?  Well let me tell you this will speed up the whole assessment process.  Sometimes, we don't get enough information from case history.  This isn't intentional necessarily, but I have learned that they can always be more complete! This checklist will allow the SLP to obtain more specific information and therefore ask more specific questions later on if needed.  

As a new clinician, I have sometimes struggled with giving a full comprehensive test like the CELF and still not knowing what the child is having difficulty with.  I could spend hours analyzing a test, error by error, to determine exactly what the child is struggling with.  For example, on the CELF, I could break down the sentences to determine which types of words they have the most difficulty with.  But is that practical?  No way!  By selecting more specific tests, with the help of this checklist, the child's strengths and difficulty areas may become obvious faster.  You save time yourself and the child can be seen faster.  

Why I love it:

-This is a super helpful guide for new SLPs like me.  It is also extremely helpful for seasoned SLPs and allows the assessment process to be extremely efficient and prioritize which assessments are needed.  

-The instructions are straight-forward. 

-It is an effective way to select assessments. 

-It allows for fairly extensive input by the caregivers and teachers.  

-It may lead to a faster diagnostic decision. 

-The checklist can also help guide intervention. 

What do you think?   Would this help you?   If so, you can find it on her online store here.  It is currently listed at $10.99.

Note: Due to issues with copyright and photocopying materials, there cannot be more pictures posted.  Sorry for the inconvenience.  I tried my best to describe the pages for you.  

Minimal Pairs Academy {app review}

My students this semester benefited from the use of minimal pairs in our sessions.  I was always looking for fun ways to use them, though, since drill work with flashcards can get boring for them pretty quickly.  Smarty Ears has a great app called Minimal Pairs Academy which was perfect for my students because it allowed them to complete different levels of drill work while having fun!

Here's a description of the app straight from Smarty Ears:

The Minimal Pairs Academy (MPA) is a state of the art evidence-based minimal pairs app for speech-language pathologists and parents of children with phonologic sound disorders. Use Minimal Pairs Academy to help your student or child develop listening and discrimination skills and have fun practicing producing target words at the word and phrase level. Minimal Pairs Academy uses linguistically based treatment procedures that have been reported in the literature to be effective when treating children with multiple sound disorders. (Saben & Ingham, 1991)

Those cute kids walk through the doors when you touch them!   To get started, touch "Add new student" and this screen comes up.

As with every Smarty Ears app, add the student's information and choose a picture and avatar.  The great thing about this app is that you can add specific notes underneath.   Once you hit done, you'll get a screen like the one below, where you will choose the goals for that student.  At the very bottom, there is a choice of auditory bombardment, auditory discrimination, production, and phrase completion.  These are your different levels.  Select the appropriate one(s) for your student.

You can have up to four students play/use the app at a time. This was the perfect amount for me, since my groups were never more than four.   Click start.

From there, the app will take the student into one of the pre-selected levels.  As I mentioned, there are four levels- auditory bombardment, auditory discrimination, production, and phrase completion.

On the production phase, you can take data for "got it," "almost," and "missed" with the buttons at the bottom.  With all of the levels, you can take notes!  I love this option because it allows me to add my specific cues and other notes about the session.

If you need to further customize your sessions, you can hit the settings button in the upper right corner.  It will take you to a screen like this, where you can choose which words are included or not included.

When the session is done, click that button in the upper right corner.  Select the student for which you would like the report.  You will get this screen, which will list the sessions by date and show the phonological process that was targeted, the accuracy, and the task type.

You can also select graphs on the left side.

If you select statistics, you will get a screen similar to this.

The things I love about this app:
I love that multiple students can use this at once. It allows for easier planning for group sessions and a chance to work on turn-taking skills.  I love that this app is evidence-based.  I love that the graphics are not overwhelming or overstimulating.  I love that it is an engaging way for my students to do some drill work.  Students truly enjoy using this app to practice.

You can find this app in iTunes right now for $19.99 (at the time of this review).

Do you think you would use this in your speech room? 

Note:  I was provided a code for the app in exchange for my review.  No other compensation was received.  All opinions expressed are mine.  

Educents Picks of the Week

Note: This post contains affiliate links for your convenience.  All images in this post have been used with permission. 

As you may or may not know, I have been a big supporter of Educents for a long time now--since the beginning!  You can check them out here:

I just wanted to highlight some items they have up right now that I think are appropriate for SLPs.  The first is called Anytime Pick a Prompt.  I love this product for multiple reasons.  First of all, it has picture support.  Second, it helps our students walk through the parts of a story.  Third, it helps get our students thinking creatively!  Oh and did I mention this one is completely FREE!  Download it now here.

 

Another one that I think we could use as SLPs is the Spring Coloring Book.  This one is also FREE.  It would be a great reinforcer for our younger kids.   You can find this one here.

As an SLP, I love books.  I love literature- based intervention!  Educents has a one of the Fancy Nancy books up for sale this week.  Your girls will love this!

Finally, word work is something that teachers do in the classroom all of the time.  I think some of these activities would be great for SLPs to use as well.  It is also a great opportunity for collaboration with teachers!

Check out all of the deals Educents has going on this week!

May S...peachy Feedback Linky

If you haven't heard already, I graduated on Saturday!  I am officially done with grad school!  Woot!  Now onto the real world.   I cannot believe the two years flew by as fast as they did.  Crazy.   I also can't believe we are already at the time for another feedback linky already.  Time really flies when you're having fun (or you're busy) doesn't it?

If this is your first visit to a linky party, welcome!   Here's how it works.  Nicole at Speech Peeps hosts this linky every month so we can show appreciation for those buyers who leave fabulous feedback! Head on over to her blog here to see all of the rules and everyone who linked up.

This month, we are choosing TWO winners-one who left feedback on a free product and one who left feedback on a paid product.  

The first up is Jessica Chase, who left this fabulous feedback on one of my newer products, Back to the Drawing Board!

The second is Sarah G., who left this great feedback on one of my most popular freebies, Vocalic /r/ Cards for Speech Therapy.

Ladies, please email me for your choice of non-bundled product from my store.

Thank you to everyone who left such amazing feedback during the sale!  It was SOOOOO hard to pick just two winners.  Keep leaving great feedback so we can keep rewarding you!

CLASP International

I have a huge heart for mission work.  I went on a mission trip per summer in high school and did some in-town mission working while I was in college.  I love it when mission work can overlap with our profession as well.  I have always wanted to do something like that, so I applaud those who have.

A reader emailed me this week to tell me about her upcoming trip to Zambia, Africa!   Kristina is going with CLASP International.  I hadn't heard of it before she emailed me, but after reading up on it here, I liked what I was reading! CLASP stands for Connective Link Among Special needs Programs.  Their mission is to provide a voice to the voiceless.    You can watch more about it here:


Kristina will be going over to Zambia to provide speech therapy to some of those kiddos.  She will also be training some of Zambia's own graduate students so they can become speech-language pathologists!  These are the very first SLPs over there, which is so so so exciting!

Here's a few things you can do:
-Follow her journey on her blog: Silence Isn't Always Golden
-Donate via CLASP International:  here
-Contact Kristina through her blog to get the official introduction and donation letter.
-Send prayers, well wishes, or positive thoughts her way

Additionally, I will be giving ALL of the profits from my store this Sunday and Monday (May 18 and May 19) to Kristina!!  You can find my store here.

Thanks for supporting such a great cause along with me.

Making Sense of Idioms

One of the most common goals I worked on this semester was idioms.  My fourth graders were expected to know them in the regular classroom, so I figured I would target them as well.  What came out of that experience was this packet!  This packet will walk them through the history behind each idiom included as well as activities to help them practice the definitions. One thing I learned was that they will learn the idioms better once they have an understanding of where the idiom came from.  

Here are the activities/pages included:

-Idiom List- This is a list of all idioms included in the packet.

-Idiom Definition poster--Poster with the definition of an idiom to hang on the board in the classroom.

-Pretest/Posttest--Three options for pretests/posttests, one with multiple choice, one with true/false, and one where the students will write their own definitions.

-Idiom Memory-Played like the normal game of Memory.  Students choose a picture card (picture of the idiom) and a definition card. 

-History of Idiom Worksheets (Black and White)-These posters include the picture of the idiom in black and white, a brief history of the idiom, and a follow-up question.  These can be used as posters in the classroom, as worksheets, or as a workbook when stapled together.

 

-History of Idiom Worksheets (Color). These are the same thing as above, just in color.

-Idiom Worksheets- These worksheets have the students write the meaning, list situations in which the idiom could be used, and retell the history of the idiom. There is one page per idiom. 

-Writing Prompts- Use these sheets for students to create a story using the pictured idiom.  There is one page per idiom.

-Idiom Meaning Chart-This chart has four columns: one for the idiom, one for information the student already knows about the idiom, one for the student's definition of the idiom, and then the actual meaning

-Idiom of the Week Bookmarks-Two identical bookmarks which have spots for the idiom, the meaning, and a drawing of the idiom to be used for homework or for the last 5 minutes of therapy when there is some extra time.

-Drawing Sheet-A worksheets where students will draw the literal meaning and the figurative meaning of the idioms.

-I Have...Who Has Game-Play like a normal I Have..Who Has game where one student will start by reading the card they have.  Each card includes an idiom and its picture as well as a question with the definition of the next idiom.  The student who has the idiom that goes along with the definition answers and play continues.

-Idiom Bingo-Five different bingo cards, a tracking sheet, and calling cards.

-Idiom Tic-Tac-Toe--A Tic-Tac-Toe Board with various tasks for the students to complete.  If they complete the task, they may place an X or an O in their spot.

I truly hope this packet helps your students learn idioms and help you with easy planning!   You can find this in my TpT store!  It's currently on sale for 20% the regular price, so get it now while it's discounted! (Note- limited time only). 

Happy to be an SLP Blog Hop

Welcome to the next stop on the blog hop!!  I hope you've been having so much fun with this!  I'm really glad you're here.   Happy Better Speech and Hearing Month to you as well! 

If you are just starting the hop, start here with my friend Jenn's blog. (click on the picture)

If you collect all of the letters, they will form a phrase.  Figure out the phrase and enter the rafflecopter on the last blog.  Here's a list of the great prizes:

• $50 TpT Giftcard 
• $25 TpT Giftcard
• $15 TpT Giftcard

Today, I'm talking a little bit about tips for working with students with augmentative and alternative communication systems. It is an area that gets skimmed over a lot of times, so I thought I would tell you a little bit about what I do know so that you can take it back to your speech rooms!

I had the great opportunity of being a student intern for therapy services under the AAC team lead.  I had hours and hours of AAC evaluation and treatment time.  It was something I was super nervous about at first but something I turned out to love!

Basics:
-There are many different levels of AAC  They start out low-tech with PECS systems and printed communication boards and go up to high-tech, which are dedicated devices (electronic) and iPads with specific apps on them.
-Most insurance companies will cover a dedicated device and will likely not cover an iPad with an app because it cannot be locked.
-There are different layout types or styles, if you will.  There can be a static display, where the pictures or buttons stay the same.  They can also be dynamic displays, where there are different pages and buttons based on what the student chooses.

Now let's get down to some common questions/beliefs and see what the evidence says.

1) AAC intervention can begin earlier than you may initially think.  In fact, a child needs only natural actions/behaviors before some level of AAC intervention can take place.  It is when those behaviors are difficult to understand that the child would benefit from some form of AAC (Cress & Marvin, 2003).

2) AAC does NOT inhibit a child's natural development of speech.  Let me repeat--it does NOT.  I had several parents that were unaware of this, and I do understand why they might think it does.  I want the SLPs to understand this concept so that they can have their students' parents understand it as well.  Mirenda (1998) said that children will use the fastest, most efficient way possible to communicate their message.   Locke (1996) stated that speech is generally the most likely form of communication children will use.  Cumley (1997) found that children did not decrease their use of speech after beginning use of an AAC device.  For example, children may only use an AAC device to clarify their message if it cannot be understood using natural speech.

3) Intervention should not necessarily begin with "yes" and "no."  Think about how it would be to have to answer a yes/ no question for absolutely everything.  It would be awful!  No one speaks like that--it's not natural! Instead, we started with simple concepts of "want" or "more," which allow the students to initiate, request, and direct (Cress & Marvin, 2003)! Lots of communicative functions there.  In fact, we started with just those and then moved on to other salient words.  These were taken from the most commonly used word list from Banajee, Dicarlo, and Stricklin (2003) found here.  This allowed our patients to say so much more and use more communicative functions.

So that's just a very brief overview of AAC. I could spend a LONG time on everything I learned from my internship.  I wanted to give you a quick snapshot of the evidence related to AAC though!  Hope this helps you get started a little bit!

Here's my letter for you:

To go to the next blog, click here:

Happy Hopping!  I hope you learn a lot along the way.

An InLinkz Link-up