PushIn Models for Speech Language Therapy DJ JohnsonGarcia

Push-In Models for Speech. Language Therapy DJ Johnson-Garcia, M. A. , CCC-SLP Tiffany Sheffield, B. S. , SLPA

CSAD 223: • For test 3, you only need to know the slides that have a ** •

Whole Group & Stations** • Whole group works with the entire classroom all at the same time. • Stations divide students into groups of 2 -4 and offers opportunities to have students work on different activities.

Expanding Expression Tool (EET) By Sara Smith** • Primary language development component is semantics • EET can also assist in developing morphology and syntax

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

How to Begin EET** • Introduce EET using a common item or object • Teach students the symbol-diddy to aid retention • Have students use the EET to describe an object or item • Optionally - Create craft activity for students to construct personal prompting tools for future use

Push-In Games and Activities to Reinforce Skills • Round Robin with Descriptions/Attributes • “Headbandz” type 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

Compare/Contrast • Apple • Fruit • Eat it • Round, red • Water, vitamins • Peel, flesh, stem • Orchard • Bake Pies, juice, applesauce • Banana • Fruit • Eat it • Crescent, yellow • Water, vitamins • Peel, flesh, stem • Tropical bush • Monkeys love them

Communication Lab** (Social) Language A Program on Pragmatic By Ellen Pritchard Dodge • A 10 -week program designed to help children to become effective communicators by teaching them how to communicate. • Role Playing is at the heart of Communication Lab • Role Playing the wrong way and then the right way – removes negative in-the-moment emotions making it easier for students to process and respond in a more effective and cooperative manner. • And it’s so much fun that they love it!

What Do Good Communicators Do? • Eye Contact

What Do Good Communicators Do? • Eye Contact • Turn-Taking

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space)

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language • Listening

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language • Listening • Observation

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language • Listening • Observation • Praise

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language • Listening • Observation • Praise • The Way (Tone of Voice)

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language • Listening • Observation • Praise • The Way (Tone of Voice) • Stay on Subject (Topic Maintenance)

What Do Good Communicators Do? • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language • Listening • Observation • Praise • The Way (Tone of Voice) • Stay on Subject (Topic Maintenance) • Rate of Speech

What Do Good Communicators Do? ** • Eye Contact • Turn-Taking • Vocal Volume • Adequate Distance (Proximity, Personal Space) • Body Language • Listening • Observation • Praise • The Way (Tone of Voice) • Stay on Subject (Topic Maintenance) • Rate of Speech • Clarity of Speech