Expanding Expression Tool EET Debra JohnsonGarcia M A

Expanding Expression Tool (EET) Debra Johnson-Garcia, M. A. , CCC-SLP Tiffany Sheffield, B. S. , SLPA

CSAD 223 class: Only ** slides will be on Test 3

Expanding Expression Tool (EET)** A Multi-Sensory Approach for Oral and Written Language Created By Sara Smith, MS, CCC-SLP History: Originated as a multisensory approach for defining and describing entities Teaches how to provide Aristotelian definitions that include category and 5 -6 other characteristics When using EET students will automatically include all language elements: group, function, appearance, composition, parts, and location EET is used for both oral and written language

Expanding Expression Tool (EET) Age Range: EET can be used with students of all ages and ability levels Supply Room: Yes it is in the supply room located on Shelf 29 Reference Location: Official web site with short video preview, research, testimonials, and ordering information. Other locations for reference: Pinterest, Google Images, You. Tube, Various SLP Blogs/Web Sites i. e. Teach. Beyond. Speech. com, Crazy. Speech. World. com, Carrie’s. Speech. Corner. com Training Needed: No specific certified training is required for EET. Manual includes 160 pages of instructions, activities, graphic organizers, data collection sheets, grading rubrics, and parent participation sheets

Disorders treated with EET: ** **Primary Language development component is semantics *Process of describing objects develops morphology, syntax and pragmatics Builds Oral/Written Expression Categorization Vocabulary Comprehension Writing From Prior Knowledge Define and Describe Skills Aids in Word Retrieval Compare and Contrast Skills Topic Maintenance Stating Functions of Objects MLU Organization Establishing Context Making Associations Study/Memorization Skills

How to Begin EET Take a baseline Introduce EET using a common item or object Teach students the symbolsong to aid retention Have students use the EET to describe an object or item Take data after using EET and compare to baseline

Student Samples Provided by EET author Sara Smith, MS, CCC-SLP 8/18/2011 at SJUSD In-Service Seminar

Expanding Expression Tool (EET) Sample Objectives Given a verbal prompt, Alex will describe an object using six language elements (i. e. category, function, appearance, composition, parts, and location) with 50% accuracy. When defining words in a structured activity, Alex will include the category and at least two characteristics with 75% accuracy. Given picture stimulus cards and a gestural prompt, Alex will state four attributes about the items with 90% accuracy.

Games and Activities to Reinforce Skills Round Robin with Descriptions/Attributes “Headbandz” type descriptive guessing activity Mystery Box Items Musical Dots/Cakewalk type activity Baseball activity Relay-race teams

Expanding From Oral to Written Expression ** Use as pre-writing organizers More detailed WH? focus for information gathering (Research) Assist student in creating more detailed comparison and contrast work Video Demonstration: https: //www. youtube. com/watch? v=Fdiqa. H wg. Vv. Q

101 Ways to Use: Matchbox Cars Four Disorders that Matchbox cars could be used with: - Apraxia of Speech - Speech Sound Disorder - Expressive Language Delay - Pragmatic Language Delay (such as found in diagnoses such as Autism)

101 Ways to Use: Matchbox Cars Supply Room – Located on Shelf E

101 Ways to Use: Matchbox Cars Description of Activities Apraxia of Speech: - Target shapes of words such as vc, cv, or cvc. Examples would be the words: up, on, in, out, go, car, beep. Speech Sound Disorder: - Target cycles of sounds. Use the cars to elicit sounds such as the /t∫/ shound. Use two cars one to represent /t/ and one to represent /∫/. Drive them so that they are said closer and closer together until the /t∫/ sound is made. Expressive Language Delay: - Target basic concepts such as in/out, up/down, fast/slow, big/little, top/bottom, etc. Pragmatic Language Delay: - Use cars for turn taking. Roll the cars back and forth across the table. Make comments about the cars to elicit conversation such as: “that was fast!” “oh no! it fell” “I like the green one. ” etc.

101 Ways to Use: Matchbox Cars Sample Objectives 1. Given one verbal model, Alex will imitate a cv, vc, or cvc word shape in 60% of opportunities. 2. Given a visual and verbal prompt, Alex will expressively use three new basic concepts such as big/little, up/down, and fast/slow with 70% accuracy. 3. Given verbal models, and wait time of 15 seconds, Alex will make at least 4 social comments in a 5 minute time span. 4. Given a verbal model Alex will produce /t∫/ at the word initial position in 70% of opportunities.

101 Ways to Use: Matchbox Cars Video Demonstrations: https: //www. youtube. com/watch? v=DOc. J 6 p. MR 7 D 8