Apraxia-KIDS Store - Time to Sing
http://tinyurl.com/oeeqmk

Artic Chipper Chat
http://www.superduperinc.com/products/view.aspx?pid=CC66

ASHA International Affiliate Membership ($130 USD for 2011)
http://www.asha.org/members/international/affiliate.htm

Black Sheep Press
http://www.blacksheeppress.co.uk/

Bleile (2006)
http://www.pluralpublishing.com/publication_tle.htm

Bowen (2009)
http://eu.wiley.com/WileyCDA/WileyTitle/productCd-0470723645.html

Chunk Stacker
http://www.smartkids.com.au/details.asp?pid=906&category=4&age_range=16

Clusters Word Building Game
http://www.smartkids.com.au/details.asp?pid=673&category=4&age_range=0

Core Vocabulary Therapy
http://www.growwords.com.au

Diagnostic Evaluation of Articulation and Phonology (DEAP)
http://pearsonassess.com/haiweb/cultures/en-us/productdetail.htm?pid=015-833
8-43X

Digital Audio Recorder (thread)
http://health.groups.yahoo.com/group/phonologicaltherapy/message/17463

Freebies
http://www.speech-language-therapy.com/freebies.htm

Kamhi & Pollock (2005)
http://www.brookespublishing.com/store/books/kamhi-7845/index.htm

*Many Therapy Ideas*
http://health.groups.yahoo.com/group/phonologicaltherapy/links

McLeod (2007)
http://tinyurl.com/2dplzng

Miccio Character Cards
http://www.speech-language-therapy.com/awm.pdf

Pascoe, Stackhouse & Wells (2006)
http://eu.wiley.com/WileyCDA/WileyTitle/productCd-0470027444.html

Ruscello (2008)
http://www.us.elsevierhealth.com/product.jsp?isbn=9780323033879

SCIP
http://www.superduperinc.com/products/view.aspx?pid=TPX30001

Smart Chute
http://tinyurl.com/2dplzng

SPARC-Revised
http://www.linguisystems.com/itemdetail.php?id=10023

Syl-lab-if-ic-a-tion
http://www.smartkids.com.au/details.asp?pid=701&category=4&age_range=0

Williams, McLeod & McCauley (2010)
http://www.brookespublishing.com/store/books/williams-70182/index.htm

Word Flips
http://www.superduperinc.com/products/view.aspx?pid=BK318&stid=

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Dear Fiona,

There is a helpful website http://www.vocaldevelopment.com

Sincerely,
Agnieszka Bos

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Dear Everybody,

I am compiling a reference/research bibliography on Speech Sound Disorders and Intellectual Disability (Developmental Disability; Intellectual Impairment; Mental Retardation; Cognitive Delay). I would appreciate help with this. A couple of the current entries are listed below.

Thank you,
Agnieszka Bos

McLeod, S., & McKinnon, D. H. (2007). The prevalence of communication disorders compared with other learning needs in 14,500 primary and secondary school students. International Journal of Language and Communication Disorders, 42(S1), 37-59.

Stein, C.M., Millard, C., Kluge, A., Miscimarra, L.E., Cartier, K.C., Freebairn, L.A., Hansen, A.J., Shriberg, L.D., Taylor, H.G., Lewis, B.A., Iyengar, S.K. (2006). Speech sound disorder influenced by a locus in 15q14 region. Behav. Genet. (plus 2 follow up papers)

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Hi all,

I am writing to seek your assistance in helping update our assessment and intervention resources within our speech pathology department, which currently seem very outdated/limited. We work with a community health population, that is children aged from 18 months to school entry (5;6 - 6;0 years) who present with a large range of speech and language issues including children with developmental phonological disorders, functional speech disorders and suspected CAS.

At present (and please don't pass judgement!) we utilise the 'Articulation Survey' and Caroline's 'Quick Screener'. Our therapy resources include a plethora of stimulus sheets with target phonemes, BlackSheep press handouts, the Nuffield program, and regularly access Caroline's sheets online (with thanks!).

I am seeking guidance with some key assessment and intervention resources that you would all consider ESSENTIAL in working with the preschool population with speech delays/disorders. I have been considering a more thorough Articulation/Phonology assessment tool like the DEAP, happy to take suggestions on the pros/cons of this.

We are located in Melbourne, Australia if this helps.

Thanking you in advance.

Erin.
Speech Pathologist

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Re: After experimenting with many approaches to homework, I have found a 'key word' to be most successful

I too am a huge fan of the 'key word' / only one word approach. I have found it so much more successful as it focuses parents and discourages the 'nagging' approach that occurs if parents try and correct everything the child says. I find it is helpful to take some time explaining the approach. The choice of a word that the child is likely to use is also important.

Once you get that correct 'homework' becomes something that happens everyday. If parents take on board the idea that home practise is necessary if progress is going to happen, then our job is much easier.

Rachel

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[Non-text portions of this message have been removed]

Hi Group,
I'm an SLP whose younger brother was diagnosed with 'mild verbal dyspraxia' in the early-mid 90s(in quote marks because that was the terminology used in the report)As such, he had quite a few years of intensive therapy between the ages of 2-6. I thought I'd ask my mum to answer some of the questions, so here are her responses:

Erin, I think mostly we attempted our "homework" when he was not tired . This was most important.

I tried to make it fun or relevant. We tried to explain what we were going to do.

We made sure the session was not to long or tedious. We stopped doing the exercise if he became frustrated or tired of attempting the activity then tried again another day ,sometimes trying another method.

When we made progress he was happy. I think he liked the therapy time because he saw it as a fun activity.
Most of all we stopped when or if he became frustrated .

I sometimes would promise doing something "special" after some good effort.
It might have just been something like a trip to park, or playing with leggo together.

Homework might not have been every day,but I tried to make it a regular thing. That was the way we saw progress I think.

That's about all I can remember.I think we were lucky Nick seemed to enjoy it for the most part.

I hope that's helpful information!
Cheers,
Erin

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When providing homework I'm acutely aware of how difficult and time-consuming it is to write task instructions in a way that is explicit and clear to non-SLTs. I try to maximise understanding and effective implementation of homework by:

* Providing parents (or whoever is with the child) with a copy of my session aims and plan at the beginning of the session (this plan is often very sketchy but it does give the audience a map to the session)

* Providing them with a pen to make notes on the plan if they wish

* Pointing out very explicitly where, how and why I have deviated from the plan

* Only giving as homework a task or tasks that have just been demonstrated in the session, and which 'worked'. The materials are therefore available to hand over, the parent has seen how the activity was carried out, and I can quickly provide a recap on its aims and administration.

Just common sense but it took me a surprisingly long time to arrive at a consistent strategy. I also often provide a daily record chart or just a daily practice star chart to encourage homework but feel that I should devote more time to 'selling' the need for this regular practice

Anne

Dr Anne Hesketh

HCD, School of Psychological Sciences

Ellen Wilkinson Building

The University of Manchester

Oxford Road

Manchester M13 9PL

Tel 44 (0)161 275 3375

Fax 44 (0)161 275 3373

________________________________

[Non-text portions of this message have been removed]

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There was I thinking I was going to break the record for the longest
(unofficial and official) SLP/SLT clinical career - but you look like strong
competition, Erin!

My SLP *career* started with two foster brothers, Mark (4 when I was 6) and
Forbes (4 when I was 7) who both had unintelligible speech. After a period
of retirement it continued with Charles (15 when I was 14) who stuttered
severely. The fact that Charles was also very handsome seemed to bring out
the therapist in me, involving long 1-to-1 sessions deep in conversation!
Forbes had ICD, and he's the one I tell the fishing story about. I stay in
contact with him and he doesn't object to my telling the story.

Forbes is sitting in a box in the middle of a Western Australian wheat belt
paddock, dangling a line over the side. This is the conversation he has with
my father:

Father: What are you doing Forbes?
Forbes: ih-ee
Father: Are you catching any?
Forbes: Oh ee-oo ih, oh ee-oo ee! ih-ee!

Which being translated is:

Father: What are you doing Forbes?
Forbes: Fishing
Father: Are you catching any?
Forbes: Not real fish, not real sea! Silly!

I can remember thinking that he pronounced *fishing* and *silly*
homophonously, and that was probably my first inkling into the function of
phonology.

Thank you for your thoughts on homework, Erin. Great stuff!

Best wishes,
Caroline

See you in York UK in March 2011?
http://www.speech-language-therapy.com/0cpd.htm
http://www.speech-language-therapy.com/uk_caroline_bowen_9-10-03-2011.pdf
http://www.speech-language-therapy.com/uk_asltip_form.pdf
 
Erin West wrote:
My experience with speech homework was not for me, but for my
younger brother whom I thought had a lisp, but was given 'ch' homework to
work
on...still not sure exactly why, but I digress. I was only around 9 or 10 at
the
time, so I have only vague recollections, but what I do remember is that he
absolutely, completely and utterly HATED it. He hated Speech Rx, he hated
his
therapist and he point blank refused to do homework.
According to my mother this is when I stepped in and started making up games
for
him to practise his words with, as apparently I was the only one who could
get
him to do anything. (For all those reading at home, this was when my mother
decided that I should become a speechie for real- Thanks Mum!).

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• New Members 70
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