Dear Caroline et al:
I'm so glad you've raised this issue. I've long felt that homework was the key to carryover and perhaps the real difference maker in achieving excellent results in therapy. There is a pretty large body of evidence providing support for the positive correlation between parent involvement and improved outcomes in education. The work of Joyce Epstein is a great example.
In my practice, I have found that maintaining consistent contact, particularly in getting feedback from the parent about carryover in the home, has been very challenging. I just couldn't get a full picture of exactly how the child was doing at home (i.e. what types of errors persisted? in what contexts? was there a significant difference in performance in sessions versus in the home? how often were these exercises being used?).
This led me to help develop a free online exercise module that can be found at www.speechbuddy.com/benefits. Both you and your parents just quickly sign up and the system enables you to pick the phoneme you are targeting and generates lists of stimulus items. You can pick either the word or sentence level, depending on where your client/student is in the acquisition process. Also, the system enables you to track exactly how your students are doing and how often they are following up with your work in the school or clinic.
If you want, you may also use the stimulus items for your sessions. I've done this pretty often as it allows me to spend less time tracking down word lists. Anyway, I do hope this post helps with this issue of homework! I'd love to hear more about the members' experiences with assigning homework exercises. Feel free to post or email me off the board at gordy@articulatetech.com if you have questions or feedback on the system.
Best of luck to all those school-based SLPs and the start of school!
Gordy Rogers, M.S. CCC-SLP
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