Group,
Monday again and over the weekend I have been thinking about children with
moderate to severe speech sound disorders and homework.
It is my belief that no matter how 'in tune', creative, flexible,
encouraging and motivating WE are, as SLPs/SLTs, in therapy sessions the
necessary carryover is unlikely to happen without solid family support. This
means that homework has to be understood and implemented properly
(ONE-TO-ONE) and as often as suggested (by us). It also means that children
need to cooperate reasonably willingly with homework. I like to impress on
families that this is a collaborative process and that their suggestions and
feedback are welcome.
A review of the many intervention approaches that we use, individually or in
combination, indicates that not all of them include specific guidance
regarding the nature, implementation, duration and desirable frequency or
homework. I have listed some of these approaches below, including one* that
I am inclined not to touch with a 10-foot pole until evidence becomes
available!
It would be so interesting to hear 'homework experiences' from parents and
other family members (the HOMEwork experts!), SLP/SLT students (full of the
good oil from the current literature, and fresh enthusiasm), and
SLP/SLT/Linguistics/Education colleagues whatever their work settings.
Do you, for example, require homework, when implementing Core Vocabulary
Therapy, Complexity Approaches, Metaphonological Approaches, Stimulability
Therapy, DTTC or Integral Stimulation? Hat form does the homework take? How
are families 'trained' (if at all) to implement it? Is anyone here OPPOSED
to homework, and if so, why? Does anyone INSIST on homework and discontinue
therapy if it is not happening? What do you do when you provide homework and
*nothing* happens? Under what circumstances would you NOT expect homework?
Parents, how do you get homework happening? Parents and clinicians, how do
you reward homework?
Is there anyone on the list who REMEMBERS doing speech homework as a child?
Was it fun? Interesting? Terrible? Why?
Finally, may I have your suggestions for a 'speech homework' bibliography -
the articles in the peer reviewed literature that expressly address
homework.
Thanks everyone!
Caroline
===
Auditory Input Therapy / Thematic Play
Computer-based Interventions
Conventional Minimal Pairs
Core Vocabulary Therapy
Complexity Approaches
Dynamic Systems and Whole Language Approaches
Dynamic Temporal and Tactile Cueing
Eclectic / Broad Based Therapy
Empty Set (Minimal Pairs)
Enhanced Milieu Teaching
EPG
'Grunwell Therapy'
Imagery Therapy
Integral Stimulation Therapy (for CAS)
Naturalistic Intervention for Speech Intelligibility and Accuracy
Non-speech Oral Motor Therapy*
Nuffield Dyspraxia Programme
Parents and Children Together (PACT)
Patterns (Cycles) Therapy
Perceptual Approaches
Phonotactic Therapy
PROMPT
Psycholinguistic (framework) Intervention
Traditional Articulation Therapy
Maximal Oppositions (Minimal Pairs)
Metaphon
Metaphonological Interventions: Phonemic Awareness Therapy
Morphosyntax Intervention
Motor Skills Learning Approaches to CAS
Multiple oppositions (Minimal Pairs)
Multisensory Approaches to CAS
Nonlinear Approaches
Stimulability Therapy
Vowel Intervention
Your favourite intervention approach!
etc.
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