How I Use a Mini-Visual Schedule for Push-In Speech Therapy

Push-in speech therapy in the preschool classroom can be a little scary at first. After all, you are walking into someone else's classroom twice a week and teaching a lesson in their classroom.  I admit, working with three and four year old students can be exhausting and rewarding at the same time. These little ones make me smile and laugh everyday. They really do feed my soul. As speech-language pathologists, we know that preschoolers learn through playing, singing, moving, creating, and exploring the world around them. By asking questions, and building relationships with others, they develop the skills necessary to be successful in  school and at home. When I push into the classroom for preschool therapy, I am able to see how they function in their real life. Sometimes, I like to walk in a little early or stay after my lesson just so I can observe my speech students in their natural environment.

5 ways to Avoid Burnout in the Workplace

The new year is the perfect time to set goals, start a new habit, reflect on what you've learned from the past year, and let go of what holds you back. It's also a time to reflect on your choices and move forward. Eleanor Roosevelt said, "The future belongs to those who believe in the beauty of their dreams." If you are feeling burnout and want to recharge for the new year, I have 5 suggestions for avoiding burnout in the workplace.

Speech Room Organization with Bins

Do you have piles of therapy materials set aside for the week? Are your piles and stacks of materials getting mixed up and disorganized? I have found an organizational strategy that works to keep the stacks and piles organized. In a previous post, I talked about organizing your speech therapy room using Command Hooks. You can read about how to utilize that vertical space in your therapy room HERE. 

In this post, I am going to show you how I organize my grade-level group materials in different bins.

Part 3: Highly Effective Strategies for Managing Behavior

(Part 3: Structure for Success) This is the third part of my series on managing difficult behaviors in language impaired children. I encourage you to read both the Introductory Post and Part 2: Create Routines for some background information in this series on managing difficult behavior in your classroom or speech therapy room. In this post, I am want to outline 3 ways you can structure your speech room for success.

1. Eliminate Unnecessary Visual Stimuli

As much as I love colorful and stimulating classroom decor, some of our special needs students just cannot handle the visual stimuli. In a recent study by Carnegie Mellon University, kindergarten students in brightly decorated classrooms were found to spend more time off task and made less academic gains than those in sparsely decorated classroom. For special needs students, systematic structure, visual schedules, behavior charts and anchor charts for learning can be useful decorations. Think about your speech room, is your classroom decor structured for success? You can download my Wh-Question Anchor Charts FREEBIES HERE.

Part 2: Highly Effective Strategies for Managing Behavior

(Part 2: Create Routines) This is the second blog post in the series "Highly Effective Strategies for Managing Behavior."  You can link here to read the introductory post. 

How is your day structured? Do you have a morning routine that involves drinking coffee or hot tea? It is widely known that students thrive on routines. If we consider our busy lifestyles, we can admit that we all feel more successful when we work with a routine. For students with communication impairments time concepts are often very difficult to understand. Knowing what is coming next may decrease anxiety and increases focus and endurance for longer periods of work time.

Part 1: Highly Effective Stragegies for Managing Behavior

(Part 1: Why is He Acting That Way?)  Have you ever had one of those days when you felt like that thirty-minute therapy session was a “total waste of time?” Be honest, we’ve all felt that way. Do you remember that session where little “Johnny” just couldn’t sit still? He couldn’t follow directions, stay on task, sit in a chair, stop making noises, and a sticker just would not motivate him. There are some days I feel like we don’t get anything accomplished in our therapy groups. Those are the days I am ready to just take those little friends back to class and hand them off.

Then, I take a deep breath and remind myself that all I am seeing is BEHAVIOR, but the intended message is COMMUNICATION. That behavior IS communication, and my job is to help students reshape that behavior into an appropriate form of communication.