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March 3, 2016

Activity of the Week: 2/29/16

This week was another doozie, with lots of engaging activities being used to target various goals and teaching elements.  For most of my regular students, we mainly engaged in a homework packet activity.  I typically offer homework once a month in 4 page or more packets (so, about the same if I were to give 1 homework, weekly) because it is just too time consuming for me to offer homework every single week.  We usually review the homework together when they see me in class and then it becomes their responsibility to get the homework signed by adults/guardians/tutors/etc. for credit. I use these great sleeves to practice the homework together and once we finish, they remove their homework and it becomes a clean slate again to practice at home. 

Here are some highlights of a few of the resources I used this week when offering articulation, fluency, or language assignments:

In my self-contained student sessions, we utilized a few different activities.  First, for some of my students with apraxic-like speech production, we practiced various CV and VC combinations with this awesome product from Mia McDaniel on TPT: Tackling Apraxia.  We even had a real life prop/toy that serendipitously matched up one of the practice boards we were using.  My students really love these pages with various cartoons and motivating images they recognize.  

Since I have a graduate clinician, I've been trying to show her a variety of therapy techniques and I typically gravitate towards really structured activities; however, this week I wanted to show her how to use games and toys to approach therapy with more of a play-based approach.  We use the game Operation: Head to target (but not limited to!) the following skills: yes/no questions, body parts, matching, labeling, sorting, following directions, turn-taking (and other social skills), scripted routines and speech interactions, -WH questions, and many more! They loved this game. 

The game can get quite loud when you use the "head" to narrate the amount of time left to find the matching game piece for many of my students on the autism spectrum or other sensory integrated deficits.  If the game sound becomes an issue then I turn it off and narrate all directions myself to alleviate some of the stress of the other sounds.

Last, here's a sneak peek of some materials that I've been making to help students recognize what specific goals they are working on. They are called "I Can" sliders and I am making sets for articulation, fluency, social, and expressive/receptive language skills.  These are great and made by Speech to the Core: Speech and Language Goal Sliders.

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