Why SLPs need to focus on categorizing skills?
Have you written a goal like this: "Given the name of a familiar category, student will name at least 3 items in the category (ex: vegetables, fruits, pets, etc.) on 7/10 trials." or "Given 3 related items, student will identify the category (ex: cow, horse, pig) on 7/10 trials." As a speech-language pathologist, I know that students with weak vocabulary skills may exhibit difficulty categorizing pictures, objects, words and concepts. So when a child demonstrates difficulty grouping like items together, further assessment and intervention may be warranted. So why do speech-language pathologists need to focus on categorizing skills? At an early age, young children begin to recognize shapes, colors, and familiar people. The ability to sort, add order and create working systems is key to developing a rich language foundation. In this post, I want to explain 3 reasons why speech-language pathologists and classroom teachers should strategically focus on categorizing skills as part of their instruction and intervention.