I love October!  It is by far my favorite month because my beautiful daughter was born this month and Halloween is my favorite holiday! There are also a lot of awesome freebies available on Teachers Pay Teachers for Halloween activities to use in speech therapy.

Here are ten amazing Halloween Freebies that I located!
  1.  Halloween Reinforcement Worksheets by The Speech Attic has 10 pages of reinforcement fun!
  2. This next freebie is beyond awesome for your preschoolers.  It includes the 5 pumpkins finger play but also an original fingerplay called 'Trick or Treaters at your door'.  Make sure to check out Speech Therapy Fingerplays: Halloween from Speech2U. 
  3. If your students enjoy Mad Libs, you will want to check out the Halloween Freebie Mad Libs by SuperPowerSpeech.
  4. I found a fun Build A Face: Halloween game from Jennifer of Speech Therapy plans!  This works great with mixed groups and can be used for articulation and/or language groups!
  5. If you are working on vocabulary, rhyming, and inferencing you will definitely want to check out the Spooky Clues by Peachie Speechie. 
  6. Working on language and carryover articulation at the sentence level?  Sarah Wu has a Free Halloween: Would you Rather bilingual set
  7.  If you are working on speech sounds, vocabulary, and basic sentence structure, check out the free Halloween Articulation Vocabulary Books by Speech is Sweet. 
  8. I love crafts because you can build so much language into that task while still targeting articulation!  I found this cute Halloween craft from Fun in Speech.
  9. Another wonderful craft I found for Halloween is this Halloween Triorama Sampler for Articulation, Language, and Social Skills by Creative Speech Lab.
  10. One more freebie that I wanted to share with you is one of my own!  A few years back I created this social narrative about trick or treating.  This freebie also includes awareness cards if parents want to help educate and advocate for their child.  You can grab my Halloween Social Narrative Freebie here!
https://www.teacherspayteachers.com/Product/Halloween-Social-Narrative-and-Disability-Awareness-Cards-FREEBIE-2157562
I also wrote a blog post on Speech Spotlight sharing tips on how to prepare our students for Halloween night. Here is my blog post on Halloween: Communicate, Advocate, and Educate.

I also found these great blog posts that include other great Halloween freebies!
Five Fab Halloween Freebies, Another Five Fab Halloween Freebies, and Five Fab Halloween Freebies part 2- Jessica from the digital SLP.
Free Halloween No Print Activities for Speech Therapy - Stacy Crouse, SLP
Halloween Freebies - Kim from Activity Tailor
5 Halloween Freebies for Speech Therapy - Carrie from Speech and Language Kids

Do you know of any other amazing Halloween Freebies?  If so, please share in the comments below!

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.


I have a confession to make.  I plan by seasons and holidays.  It makes it so much easier for me to plan this way since I can cover just about any target goal using the resources in my lesson plans. Check out what I use for therapy this season.

RESOURCES for MIXED GROUPS DURING AUTUMN:
No Prep Speech & Language: Autumn
NO PREP SPEECH & LANGUAGE: AUTUMN is a definite GO TO resource for me!  I am big on the No Prep idea.  It makes planning so much easier.  Just print the pages I need and go!  I can also open up the PDF on my tablet or computer so that I do not even have to print it out if I do not want to.  I use this resource to address articulation, language, and fluency goals.

FIND ARTICULATION and FOLLOW DIRECTIONS: AUTUMN has become a big hit with my kids! It is perfect for working with students with articulation, language, and fluency goals. This resource has hidden articulation words scattered around the picture that students look for using a magnifying glass. It also has 2-step temporal following directions, and lists of wh-questions for each picture scene.  Other suggestions on how you can use the pictured scenes to cover other goals is included. I have even used it with my teletherapy caseload. I just make sure to make the picture a little bit bigger so they can see the hidden words without the use of a magnifying glass.

ARTICULATION RESOURCES FOR AUTUMN:
ARTiculation Quilts: Autumn
If you are looking for an articulation project that not only addresses student' goals but you can also post to make a beautiful bulletin board?  If so, you should check out my ARTICULATION QUILTS: AUTUMN.

Another resource that many students enjoy is the MYSTERY ARTICULATION PICTURES: AUTUMN.  My students have enjoyed trying to figure out what the end picture will be.

LANGUAGE RESOURCES FOR AUTUMN:
I use my LANGUAGE BUILDER: AUTUMN every year! My kids enjoy it and it covers so many different language needs! My language builder packs target basic vocabulary building, answering and asking questions, using inference skills, recalling sentences and details, describing, sentence building, and narrative building skills with barrier games!

Since I am use to being an interim SLP and a teletherapist, I like to have no prints available.  It truly saves my back from hauling things everywhere plus it makes therapy planning simple as can be! A new favorite is my NO PRINT LANGUAGE TASKS: AUTUMN.  It uses colorful graphics and real pictures to target receptive identification in a field of three, answering yes/no and wh-questions, describing, inference, compare/contrast, and narrative building skills.

PHONOLOGY RESOURCE FOR AUTUMN:
No Print Phonology Tasks: No Print
This past year, I created a NO PRINT PHONOLOGY TASKS: AUTUMN resource and my students love it!  I love it more since it covers a variety of phonological processing errors using auditory bombardment list, auditory discrimination with minimal pairs, rhyming task, wh-questions, and creating an autumn scene! This resource covers the following phonological processing error patterns:
Prevocalic Voicing, Prevocalic Devoicing, Final Consonant Deletion, Fronting, Backing, Stopping of Fricatives, Deaffrication, Consonant Cluster Reduction, and Gliding.

FLUENCY RESOURCE FOR AUTUMN:
No Print Fluency (Stuttering) Tasks: Autumn
I'm about to drop a truth bomb!  I have used my NO PRINT FLUENCY TASKS: AUTUMN resource not only with my students who stutter but also with some of my students who receive services for language skills.  This no print resource targets goals for identifying facts vs. myths about stuttering, identifying bumpy vs. smooth speech, identify/explain/demonstrate different disfluent speech patterns and fluency shaping techniques and stuttering modification techniques, using techniques and strategies at all levels (word, phrase, sentence, spontaneous speech), and response to social situations.  I use the sentence and spontaneous speech level tasks with my students working on language.

I have created a copy of my Autumn Therapy Planning page to share with you along with some templates in case you want to plan by season and holiday too! You can see some of the books that I plan to use this season for literacy-based therapy too on my lesson plan. You can grab a copy by completing the information below!  I hope it helps you plan our your lessons by season and saves you as much time as it saves me!


I don't know about you but when Teletherapy first made its presence known in our field, I was skeptical.  How would I build rapport with my students over a computer? How would I serve my students and families with more significant needs or that use augmentative and alternative communication?  Plus, I really love working in person with my students and families!

However, life takes its own path and sometimes we need to roll with it.  That is how I became a part-time SLP teletherapist. I just started my third year as a teletherapist and I have learned several life lessons and realized that working as a teletherapist has some amazing advantages to the brick and mortar locations!

WORK FROM HOME
The most obvious is the benefit of working from home!  As a mother, I have found it incredibly helpful to my family that I work part-time from home because I do not have to always race home before my child does after school.  Also, when she is not at school because she is sick well I am still able to work while taking care of my child. Two added bonuses are that I do not have to worry about battling traffic and I save gas money! To me, those are all Wins!

NO WORRIES DURING COLD/FLU SEASON
Since I am not there in person, my chances of catching 'a bug' from one or more of my students are diminished. Haha! Exposure to illness is decreased to just the 'bugs' that my own child may bring home from school (or my husband from the hospital where he works). At the same time, I am not able to pass along any cold or flu bugs when I am ill.  In fact, I am also able to continue working and taking care of myself when I have a cold.

FLEXIBILITY IN SCHEDULING
A huge benefit is the ability to request part-time work!  I know that for some school districts it is really difficult to get part-time when you are the on-site SLP.  Speech-Language Pathologists are in such great demand in the schools (everywhere really) that many school districts want you full-time or not at all as they will find someone who will accept their full-time demands. As a teletherapist, it is much easier to get part-time if that is what you want.  Also, since you may be providing services to children in a different state, there may be a time difference that allows you flexibility in your schedule too.  For example, I now live in North Carolina but I currently provide services to children in California so that is a three-hour difference.  That means that my day starts a little later than if I was an on-site SLP.  Also, since you work at home, you can start that laundry during lunch and keep up with housecleaning a little easier!

SMALLER CASELOAD
Yes, I'm living the dream on the days that I work as a teletherapist! Huge caseloads have been an issue in pretty much every school, district, and state that I have worked as an on-site SLP.  When I am providing services via teletherapy, my groups are limited typically to two students.  The max I have had is three students but that is rare for me! Can you imagine how much more can we get done and the great amount of growth our students can make when we are only seeing one to two students each session?

COMFORT IS KEY
So the old joke (but true reality) is that we get to sit around in our pajama bottoms and yoga pants.  However, that is not the only comfort that can occur with being a teletherapist.  A lot of my favorite students also happened to be some of the more aggressive students, unfortunately. Why?  The aggression was sometimes the result of frustration in not being able to communicate. Most of us have had our share of bites, kicks, hits, pinches, and being spit on.  As a teletherapist, I do not need to worry about coming home bruised and battered (though I always warn my e-helper if a student has a history of such behavior and typically the student will have their own behavior aide to help out) again.

GROW AS AN SLP
Although I left this as the last advantage, I feel it is truly the number one reason I enjoy teletherapy!  When you are providing services via the computer you have to be more animated and think outside the box more to keep students engaged.  How do you keep that little one that just turned three engaged in therapy for the full 30 minutes when it is on the computer?  How will you facilitate and support communication through AAC?  What reinforcers can you provide the student with behavioral concerns to keep them on task?  I have had to think about all these and really stretch myself as a Speech-Langauge Pathologist to come up with answers that I never would have considered prior to being a Teletherapist.

If you want to learn more about teletherapy and if it might be a good fit for you, I recommend you check out Spilling the Tea on Teletherapy (a youtube video about the pros and cons) and Is Teletherapy Right for Me? (an e-book about teletherapy).

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.


When I started this blog, I did my fair share of app reviews.  Do I still find benefit in apps and using them in therapy?  Yes, I do.  However, I no longer have the blind love for them that I once did and this is why I now have a Love-Hate relationship with my tablet.

THEY CAN BE PHENOMENAL FOR STUDENT ENGAGEMENT AND GROWTH
I have seen the level of interest and engagement in therapy increase when the same task is presented with an interactive platform such as my tablet.  The increase of interest appears to be the same whether the task is presented using interactive no print resources or developed apps by some of our favorite SLP app developers.  With an increase in engagement and interest, it is pretty safe to say it leads to an increase in student success (at least from my experience) because the student wants to learn and has been drawn into the lesson.

COSTS CAN ADD UP FOR APPS
Most apps are not cheap and they shouldn't be!  I know I could not develop some of the wonderful apps our colleagues have created.  That being said, most of us do not have a lot of money to spare on technology and/or resources to purchase the apps.  That is why I am always looking out for some great no print resources or boom cards because they still draw the kids in but do not cost as much as many of the apps out there.  Of course, there are still some MUST HAVE apps that I use weekly with my students and for that reason, the cost alone (as long as my family can financially swing it) will not stop me from purchasing just the right apps for my caseload needs.

GREAT TOOL FOR TRAVELING SLP and TELETHERAPISTS
I quickly learned that when you have several school sites to visit, the tablet comes in handy!  I no longer had to pack up a huge bag or two to take from school site to school site just to help my students meet their goals.  Same goes with teletherapy.  I can use my tablet and connect it via my zoom room so that my students can see many of the apps that I use on their own computer screens. My tablet is a great help in saving my back and the medical costs slinging all of those bags filled with resources may cost me down the road.

TOO MANY UPDATES
This right here is the main cause of my negative relationship with my tablet. My tablet is currently FILLED with apps that I can no longer use and that I spent good money on because developers just can't keep up with the costs of the constant updates! I stated in one of my earliest blog posts that I am a therapy resource hoarder, and so although these apps currently do not work, I can not bring myself to clearing them from my tablet.  I am always hopeful that some of my favorites may rise again from the ashes. I'm an obvious optimistic and glutton rolled up in one!

Do you have a love-hate relationship with technology or with tablets?  Do you have favorite apps that are a MUST HAVE and that you have noticed are consistently updated?

If yes to either, please leave a message below and share your favorite apps or why you have a love-hate relationship with your tablet.

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.
Have you heard of  Smart Felt Toys or My Little Farm?  My Little Farm is an interactive felt playset from Smart Felt Toys that I was fortunate enough to try out.  Smart Felt Toys provided me with a My Little Farm set to review; however, the opinions in this post are all mine.

I have to admit that I love the storage for this playset!  It comes in a thin box with a handle and the entire pop up felt farm folds up to neatly put away!  Why do I mention this?  Well, storage of materials is something I always consider as I hate when I go to pull something out and I am missing parts.  Also if the packaging is big and bulky it may be difficult to move around if you are a Speech-Language Pathologist that works at multiple sites.

This playset is also created by a Speech-Language Pathologist, Yvonne Johansen, who has worked with kids in schools, clinics, in their homes, and in Head Start Programs.  Therefore, this product is already aligned with so many goals that we target with our littler clients, comes with a guide providing suggestions on ways that the playset can be used, and has a short story about the farm.  I especially appreciated the short story. The short story is written so that a child is able to follow along with the story while engaging in following spatial directions by placing the felt pieces in the appropriate locations.

The Little Farm playset includes 32 soft stick felt pieces and a pop up four-panel barn that is reversible.  The outside of the barn resembles a typical red barn; however, the reverse side of the barn includes two panels with outlines for the felt pieces and two panels to allow for imaginative play.  I appreciate the duality of this product since it allows kids to target a variety of goals.

WHAT SPEECH-LANGUAGE GOALS CAN BE TARGETED?
  • Matching
  • Receptive Identification by name and/or Semantic Features
  • Vocal Play (Farm animal sounds)
  • Expressive Vocabulary Building and Labeling
  • Expressive Description Building Skills
  • Sentence Expansion and Grammar
  • Asking and Answering Wh-Questions
  • Narrative Building Skills
  • Reduction in Phonological Processing Errors (target velars, final consonant deletion, stops, consonant clusters, etc..)
  • Build Social Skills (requesting, turn-taking)

WHY DO I LOVE THIS PRODUCT?
As a Speech-Language Pathologist that has been in the field for a while, I appreciate that it is so easy to take it from one place to another and that I can use it to target so many goals for receptive language, expressive language, pragmatic language, and phonology! I also appreciate that the creator of this product provided a guide and a story.  I think that extra touch is so helpful for a new Speech-Language Pathologist in the field as well as parents that may want to purchase this product to help build speech and language skills through play with their children at home.

WHAT SUGGESTIONS DO I HAVE FOR IMPROVEMENT?
I had to think about this since there is so much GOOD happening with this product.  The first suggestion is that it would be helpful in expanding on its use if it came with a few additional full panel backgrounds that can be laid over the originals.  By having those additional background scenes, the imaginative play and narrative skill-building opportunities could be increased. It would also be helpful if some of the felt pieces were duplicated but were in different sizes.  By having these additional pieces, you could fit more felt pieces onto the panel scene, work on spatial concepts such as near and far, and target sizes such as big and little.

OVERALL IMPRESSION:
I really love this resource!  My 9-year-old daughter also enjoyed playing with it.  The suggested age for My Little Farm is 3+ years which makes it perfect for preschool; however, I can see some of my early elementary students benefiting greatly from this product and those like it.  My Little Farm retails for $39.99 at SmartFelt Toys.  They also currently have a My Little House and are planning to expand to include other products such as My Little Neighborhood, My Little Zoo, My Little Hospital, and more!  I will definitely be looking into My Little House and the additional lines as they continue to grow! 

How do you think you would use this product?  Tell me in the comments below if you have a My Little Farm or a My Little House and how you use it for speech therapy. 

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.


The term 'summer slide' refers to the decrease in skills related to the summer months when school is no longer in session.  Typically, it is in reference to academic skills' however, many of us see it in speech too.  How many times have you had a student or more make HUGE gains during the school year, leave for summer, and return with reduced skills.  It is like one step forward and three back, am I right?  It is often frustrating for the student, us, the teacher, and the parents!

To address this concern many of us send home packets of 'homework' for the students to complete during summer.  The next issue we face is the typical lack of 'buy-in' from students and parents.  Let's be real for a moment.  Summer is a time to refresh our spirits and enjoy time with family and friends (I'm a big kid so I am with the students and parents about this one).  Have I sent home homework packets?  Yes!  Have I found homework packets helpful for the families that follow through?  Yes!  Do I find that most of my families follow through? No! Do I want my speech sound students practicing their sounds incorrectly all summer long? No!

SO WHAT SHOULD WE RECOMMEND TO OUR PARENTS?

GO TO THE LIBRARY
Yes, I recommend this to the families of my littlest buddies all the way up to the families of my older students.  My little preschool and lower elementary students can typically find storytime at their local library to enjoy as well as new books to check out. Students with speech sound disorders can find books that are loaded with the speech sounds that they have the most difficulty with and parents can read it for auditory bombardment or the older students can check out books that interest them and practice reading aloud while practicing self-monitoring and self-correction for their speech production.   Fluency students can practice using their fluency strategies while reading aloud (and enjoy a good book too) while our language students can work on prediction, answering and asking wh-questions, sentence formulation, sequencing, inferencing, definitions, and semantic features.

ENGAGE IN FAMILY FUN TIME
Some engaging activities I suggest include completing arts and craft activities, science experiments, cooking and baking, and playing board games together as a family.  There are a lot of opportunities to strengthen speech and language skills while engaging in these sort of activities together as a family!  Plus, they are fun and can lead to open discussions and fun family memories.

ENJOY PLANNED 'TALKING TIME' AS A FAMILY
Days go by too quickly.  Parents work and kids spend time with friends.  Before you know it, the day is done.  I get it as I am a parent of a 9-year old that would rather chit chat with friends than to share her secrets with her mommy. This is why I suggest to parents to PLAN some time to sit down and just talk!  Communication is about the message that is being presented and if the student is constantly corrected then they may decide that continuing to communicate or initiate communication doesn't have a big enough pay off for them.  That is why the planned talking time is a time for parents to remind the child at the start to practice their skills using self-monitoring and self-correction once and after that, the parent serves as a model for good speech and language skills. The parent isn't supposed to point out the errors but to focus on the message so that the child can feel 'heard' and encouraged to continue communicating.

I want my students to return from the summer refreshed with a lot of wonderful family experiences that they can communicate about and share with me.  I send the same three-page letter home with all of my students.  The handout shares the information that I did above but it also goes into detail on different ways to build speech and language skills within these activities.

If you would like your own copy of my end of year letter to print out and send home with your parents, let me know below.

Please share with me in the comments what you have found helpful to avoid the summer slide for speech and language skills.  Thanks!

Are you like me?  You want to be organized and start the next school year off with a BANG but still, want to enjoy your summer break?  I use to scramble at the end of the year to do it all and my end result was being sick of a good portion of the summer.  Instead of trying to run around in circles getting it ready at the beginning of the school year, I break it up into manageable pieces so that I can sneak in some summertime fun.  Here is how I handle being a Low Key Type A SLP now!

YEAR-ROUND, SEASONAL, and HOLIDAY RESOURCES ARE PRIORITY #1
In June, I focus on printing, laminating (or stick in sheet protectors), and storing all the materials that I will need that can be used year-round.  I start by preparing these resources because they do not have a 'time limit' on when they can be used.  They are my 'GO-TO' resources. I take this time to also print, laminate, and store all of my seasonal and holiday resources too.  Sure, I could leave it with the year-round resources but we all know that the kids enjoy having seasonal and holiday resources to add to the mix.  Personally, I enjoy having them too since it reminds me that holidays are coming up and/or the end of another school year is around the corner. Make sure that you organize it in an easy to grab manner.  For me, that typically means bins (when I have props too), scrapbook containers, and file folders.

START THE YEAR ORGANIZED
In August, I print out and prep all organizational paperwork that I will need for the year.  This includes my SLP Planner, Beginning of the Year Forms, and any CFY/SLPA Supervision Forms that I will need for the upcoming school year!


VISUALS HELP WITH BEHAVIOR MANAGEMENT (and make me smile!)
I prepare these at the same time as my other organizational resources because I consider classroom decorations, behavior management tools, and visual schedules as a side category of organizational resources.  Now, I know what you are thinking... who knows how many kids on your caseload will need a visual schedule or maybe you are not sure how many kids will be on your caseload to create the behavior management tools.  My 'go-to' is to start the year off with no less than three visual schedules all ready to go!  If you don't need them that is fine because at least they are done and ready for when/if you do need them.  The same goes for token boards (no less than 3-5 different styles).  If you are making sticker charts, I try to start off with the same number of students that I had on my caseload from the year before.  If you are a brand new SLP and this will be your first year, I would suggest 40-50 of the paper sticker charts printed and ready.

DO SOME BARGAIN SHOPPING FOR THERAPY GOODIES
Now the fun begins!  I love shopping for deals!  I do this all summer long (year-long truthfully but summer tends to bring extra motivation and inspiration)!  I take my daughter with me and we go to the huge flea market, thrift stores, target dollar aisle, dollar stores, garage sales, and yard sales near our home.  I have also scanned craigslist and our neighborhood sales page on facebook.

SEEK OUT FUN, FRESH IDEAS on PINTEREST, PODCASTS, and from your FAVORITE SLP BLOGGERS
There are some amazing resources on Pinterest from TPT SLP sellers.  However, there are also a lot of great ideas that will spark can spark your imagination on ways you can tweak something to fit your needs.  For example, you can find a lot of cute paper plate crafts, playdough recipes, and science experiments that you can turn into speech and language lessons for the following school year!

There are also some terrific SLP Podcasts and SLP Bloggers to check out.  I created a "cheat sheet" for the ideas I shared above and links to 10 FREEBIES (including my SLP Planner, Speech and Language Stations Starter Set, and Beginning of the Year Forms) and links to huge lists of podcasts and blogs.

You can grab a copy of my Summer Preparation List for the Low-Key Type A Speech Language Pathologist Cheat Sheet with all of the freebies below.

You may have noticed that I didn't mention what I do during July.  Well, I try to keep July my 'FAMILY FUN' month where I spend as much time possible enjoying time with family and friends and having adventures.  However, anything I did not complete in June also carries over into July.  I bargain shop and check out blog posts and Pinterest for new ideas all summer long!

Did you take the quiz to see if what type of Summer SLP you are?  Take THE QUIZ here!

Want some additional ideas for summer?  Check out these blogs:
The Intense Type A SLP: Summer CEU Opportunities by Speech is Beautiful
The Intense Type B SLP: Summer Reads by Speech is Sweet
Summer Activities for the Low Key Type B SLP by Speech Therapy Fun

Tell me below in the comments if/what preparation work you do during summertime for the following year.

As we all know, personal relationships are important and add quality to our life.  While we have the family we are born into, friends become the family that we choose for ourselves.  Friends add a HUGE amount of quality to our life.

A couple of years ago, one of my students with autism was having a hard time identifying, making, and keeping potential friends. He ate alone. He played alone.  He kept to himself.  When another student showed the slightest interest, he jumped on it because he wanted friends.

The problem was that typically the students that showed an interest were not potentially good friends.  They sometimes talked down to him or made fun of him. Other times he would get into trouble because 'a friend' suggested that he pull the prank but would not tell who these 'friends' were because he wanted them to remain friends with him.  We had to not only teach him how to make friends but we needed to teach him 'what a friend' truly was.  Let's be super real a moment.  It is not just our students with autism that have difficulty navigating friendships.  My daughter is in 3rd grade this year and she is also demonstrating difficulty (along with the kids in her class).

How can we teach the skill of determining who is or isn't a potential friend?

USE SOCIAL NARRATIVES:  Although general social narratives to teach a skill can work wonders, the more personal you can make the narrative the better.  It is easier for our students to relate to it and later generalize and apply the skill.  If you are not great at writing social narratives, you can find generalized social narratives about friends and then just be sure to connect it to a similar situation that the student experienced. You can find a social narrative with connected activities that I wrote about this subject, here.

https://www.teacherspayteachers.com/Product/Social-Narrative-Set-Activities-Are-they-Friends-2459004
Social Narrative & Activities Set: Are they Friends?
ANALYZE SOCIAL SITUATIONS:  In some social situations, we do not need to analyze the facial cues, body language, and tone of voice as much as we need to analyze the situation and how someone may feel about the situation.  Teaching perspective and empathy can be very difficult skills to learn.  Many of us think more about what we feel or how we perceive things and need to take a step back to analyze the situation and that there are two stories to every situation whether you are a person with autism or not!  That is why I have found analyzing social situations and then drilling similar situations and expected responses is beneficial to helping our students identify, make, and maintain friendships.  This especially goes for making and maintaining friendships.  If a student was to respond in a non-typical manner, it could make it harder to establish or maintain a valued friend that could ultimately improve the quality of their life. 

PULL OUT YOUR THEATRICAL SIDE: Yep, I mean it.  Role play different social situations with them. We often teach our students with autism to look at facial cues, body language, and hopefully tone of voice (sarcasm is starting younger and younger these days!).  Teaching body language and facial cues are easy, we typically pull out pictures and analyze them.  Teach our students to look at the eye brows, the mouth, the eyes.. etc...   I find that many of my students catch on in the picture but then they struggle to generalize the skill in real life situations.  To help remedy that, I role play a lot so they can see it in real time.  I also point things out when we are engaging in conversation and ask them to read my cues at that moment.

SOMETIMES A RULE IS NEEDED:  I know we spend so much time trying to teach our students with autism to be more flexible in thinking and here I am suggesting sometimes we need to teach a rule.  I say this because it is sometimes true.  For example, in the case of my student that got in trouble because he was asked to pull 'pranks' that repeatedly got him in trouble, I had to teach him that when a 'friend' suggests he pull a prank that they think would be funny, he needed to politely say no.  Not just decline the suggestion, but even learn to flip it back onto these 'friends'.  If they thought it would be so funny, then they should do it.  If they didn't follow through with the 'prank' then that was one way to know that it was never going to be funny and that it was meant to get him in trouble.

OBSERVE the ENVIRONMENT:  Before they can use these skills out on the playground or in the cafeteria, they need experience to repeat the opportunity in real life situations.  This is where I get family involved.  For this particular student, I sent home family homework that included making collages from magazines, analyzing interactions between characters during favorite tv shows, etc..  I have also visited students during recess.  If they are not engaging with play with others, I watch to see if there is a group of students that they seem particularly interested in interacting with.  If so, we take a moment to observe the other kids and talk about what they are doing with their bodies, faces, and tone to decide if they are playing with each other nicely and if they may be receptive to another person joining in to play.

How do you teach your students to determine who is really being their friend and who is taking advantage or not being a friend?   I would love to hear your ideas! Share what you do in your speech room in the comments below.

If you do not want to create your own packet to address this skill,I  have created one that includes a social narrative, social situations to analyze, family homework, etc..   You can grab it here.

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Let's be real for a moment.  If you look at the BIG companies that sell us resources to target speech and language skills, you won't find much geared towards our secondary age students. In fact, recently I compiled a list of speech and language games that are commercially out there to target a variety of speech and language skills and something I was shocked to find was that when the company marked the ages it was appropriate for, it would start with something like "2nd grade and Up".  Okay, up to what age?  I know that resource wouldn't engage my 9-year-old, let alone a middle school student!  So how do we keep them engaged?!

LET THEM BRING IN MATERIALS:
I once had a group of girls working on articulation and all they wanted to talk about was their favorite boy band and all about the boys in it!  So, I let them bring in teen magazines.  We searched for words that had their sounds and made a list.  If they were at the drilling level, they still had to drill those words but then could tell me something about the band.  If they were at the carryover level, we just had conversations about the group.  

Another student was really into theater and so he brought in old playbills for performances he had watched and/or participated in.  When he was chosen to be in the school performance, he brought in different directions for scenes and his lines.  He was working on using his fluency shaping strategies and desensitization. 

If you let them bring in the materials, it is a win-win!  You do not need to plan so much and search like crazy for engaging materials and they are more than happy to participate in speech therapy.  Just be sure to have some sort of back up plan, because sometimes they do forget. I always have a pad of paper beside me because when all else fails- simply talk.  Yep, just have a conversation with them about their interests and you can jot down words to target articulation, language, and fluency!  

TECHNOLOGY CAN BE OUR FRIEND
Although a lot of the apps made for speech and language skills are created for our little friends in mind, there are a few really good apps such as Newsela and Conversation Builder. Truthfully, I use my tablet to access Newsela online and appropriate Youtube videos (so check them out beforehand). Sarah Wu, a bilingual SLP, has a great youtube channel.  She has a series of wordless life skill videos where she cooks up a lot of yummy treats. She has also compiled a playlist from other youtube sites that have wordless videos to teach problem-solving. Check her channel out and subscribe. With a little digging on youtube, you can find a lot of great resources to engage our middle school students and get them talking and practicing their speech and language skills!

For my fluency students, I have spent time checking out the National Stuttering Association and the Stuttering Foundation websites with them so that they were aware that these sites exist and where they can find additional support. 

We have even talked about favorite celebrities and looked them up on Wikipedia.  Yep, that is right.  I am not ashamed to admit it.  I do always inform the students beforehand that all of the information on the site may not be accurate but it at least gives us a starting place. 

USE THEIR CURRICULUM
Some of our students have busy after school lives or parents that have super busy lives which makes it difficult for completing all of their work.  They may have a presentation that they are working on or reading multiple chapters and completing an outline or answering questions. You can help them! You can target specific sounds, help them break down the language to better understand the materials, and/or have them practice their presentation using their best speech sounds and/or fluency shaping techniques.  Sometimes, being just an additional adult that wants to help and see them succeed encourages them to come to speech since it makes them feel special. I have even let them bring in their math books too!  Math becomes more complex when they have to follow multiple steps to complete a problem and teaching them about the context clues written into those problems, helps them understand the steps that they need to take to come up with the correct answer. 

USE FUNCTIONAL MATERIALS FOUND IN THE COMMUNITY
I have brought in local menus and sales advertisements.  We have had some great discussions about why something would be a good purchase, what dream purchases they would make and why, and what restaurants they would like to try or have tried and did not like.  I was shocked to learn that some of my students had very strong opinions about places in the community!  It was great to see some of their eyes light up when we talked about some of the new video games in the flyer or other items they were interested in.  Hint: the electronics section and the self-care (skin care and make-up) sections were always the big hits in the sales advertisements.  

For additional ideas, check out this post on using literature for Middle School Speech Therapy.

How do you keep your middle school students engaged?  Please share your ideas in the comments below.

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on Instagram, Pinterest, or Facebook.

For many of us, we have experienced the overloaded caseload. You know, the caseload consisting of 60+ students and all of them have Individual Education Plans with a lot of service delivery time to be upheld.  How can we service them all successfully so that the students get what they need and make maximal gains?!  I know I have felt that way several times that I had to come up with some creative ways to get their needs met. Here are some suggested solutions:

Use a Modified 5-7 Minute Articulation Speech Model: If you have an iPad this has become so much easier! If you have any articulation app or some of the great No Print Articulation resources found on Teachers Pay Teachers, you can simply go class to class daily, set a timer on your iPad, and collect data for each student that would benefit from the brief daily intervention.  In the early days, prior to having my iPad, I had huge notebooks full or articulation pages and would go room to room with my pull cart.  If you don't have an iPad, using a cart and your favorite articulation pages still works well.  I found that this model worked for students working at all levels of articulation with the exception of isolation level. When students were working at the spontaneous speech level, I showed a picture for narration or just maintained a conversation with them during the 5-7 minutes. 

Use a Centers (Stations) Model: Do your school sites have Fun Friday?  I found that incorporating Centers Therapy on Fridays maintained students' participation and continued the "fun friday" feel.  I cycle the students through four different centers typically in groups of two with students remaining in each center for roughly 5 minutes.  I found this made it easier to keep students engaged in therapy, practicing their speech sounds, learning monitoring skills, using movement to help with learning, and providing opportunities for me to easily obtain data with each session and provide additional reinforcements as needed. I typically use centers that include the following modalities: writing, tactile, voice, and movement. Check out this post to learn more about using Speech and Language Stations.

Use a 3:1 Flexible Service Model:  I have gone to several trainings about this model but truthfully, I have never incorporated into my own speech schedule.  Not all districts support this model and if you have not had training to incorporate it appropriately, you may make more work for yourself and leave yourself open for legal issues since you would need to figure out the math for the IEP.  With the 3:1 model, the SLP sees the students' for three weeks and have one week for collaboration with other specialists and the general education teachers, consultation, assessments, etc...  You can learn more about the 3:1 model from Speech Room News and Word of Mouth.

Embrace Mixed Groups:  Sometimes scheduling leaves us with limited flexibility and we often have mixed groups working on a wide variety of skills.  Embrace these groups!  I found that the easiest way to work with these groups were to incorporate open-ended games, craft activities, literature, and materials made for mixed groups.

If you solved this situation in another way, I would love to hear about it in the comments!  

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on Instagram, Pinterest, or Facebook.

The use of centers is not a new idea and it is completely easy to incorporate into your speech schedule!  Using a centers approach is an easy way for students to successfully practice their speech and language skills while staying motivated and practicing additional skill sets (your Occupational Therapist will love you)! The centers model also allows you a chance to collect data from each student and an opportunity to make the most of every minute! You may have heard mention of using this model especially when working with articulation students but you do not have to limit yourself to just students working on articulation skills.  This model can also be used with students working on goals for apraxia, fluency, language, and phonology too!  That is why this model is incredibly helpful when working with large caseloads, mixed groups, and/or students that have a lot of service delivery time.

How to Set Up Speech and Language Stations:
1.  KEEP YOUR GROUP TO SIX STUDENTS OR LESS
With six students or less you are guaranteed at least 5 minutes with each individual student to review their work, collect data, or progress monitor.

2.  LIMIT YOURSELF TO ONLY USING 4 STATIONS AT A TIME
You do not want to spread the students out to much.  I like to have two kids working at two stations, one student at another station, and one working with me.  For example, I might have two students at the Discovery Station, two students at the Vocal Station, one student at the Kinesthetic Station, and one student with me so that I can collect data.  If I am working with a smaller group, I will reduce the number of stations and have the students at the stations for a little longer.

3.  PREDETERMINE HOW LONG STUDENTS ARE AT A STATION BEFORE ROTATING
I use a timer and teach the students that when the timer goes off they are to move to the next station. When I am working with a larger group of five or six students, I set the timer for 5 minute intervals.  However, if I am working with three or four students, I set the timer for 7-10 minute intervals.

4.  USE YOUR IMAGINATION and SPECIAL SKILL SET
Think outside the box when creating different activities to use at each station and remember sometimes an activity could fit in more than one station. Practically any task you create for articulation can be tweaked for students working on other areas of need.  For example, if you pair a list of articulation words with vocal station cards, students working on language skills can use those same articulation words but using them in grammatically correct sentences, providing a definition or a description for the word, or stating a function, category, antonym, or synonym for that word.  Students working fluency, can work on using those same articulation words to practice using fluency shaping techniques at their level (word, phrase, sentence) or you can add a little recorder so they can record themselves using the word in a sentence and then listening back to determine if they were correct in stating if their speech is bumpy or smooth.

Check out this blog post if you are interested in learning the 10 Best Speech and Language Stations and an exclusive freebie including Station Posters, Vocal Station Cards, Kinesthetic Station Cards, and more! 


Do you want to implement the use of Speech and Language Stations but are not sure what stations to include?  Here are the stations that I have found most useful and some suggestions of activities that you can include in each station.

Vocal Station Cards
1.  VOCAL STATION- Using a variety of voices (i.e. slow, loud, silly, dragon, etc..) students practice using their best speech sounds at their level, language skills, fluency shaping techniques, and/or vocally expressing minimal pair contrasts.

2.  SLP and YOU STATION- This is an opportunity for the Speech-Langauge Pathologist to review activities provided, collect data for each student, review placement for production of sounds, reinforce use of fluency strategies during conversation, etc...

3.  TACTILE STATION- At this station, students can engage with sensory bins, playdough mats, or you can use a cookie sheet covered in sand, whip cream, or shaving gel or cream.  When I have incorporated the use of the cookie sheet with sand or shaving cream, I have had articulation students write the letter representation for the sound they are working on or their articulation words while they practice.  I have had language and fluency kids also draw pictures or write sentences in it and then describe what they drew or practice the sentence that they wrote.

Fine Motor worksheets
4.  FINE MOTOR STATION- Students can use daubers, crayons, or colored pencils while working with 100 count sheets.  This is also a wonderful station for working on tracing, cutting, and writing while practicing their skills. I have also used puzzles and had students string beads or work on lacing cards while practicing their speech and language skills out loud.

5.  PHONEMIC AWARENESS STATION-  Students can work on clapping out their words to determine how many syllables are in their word.  Other ideas include having students use sorting cards to mark the placement of their sound in the word, how many syllables the word has, and if their words rhyme or do not rhyme.  You could also have students try to come up with a rhyming word to pair with their articulation word.

6.  TECHNOLOGY STATION- Do you have a tablet with articulation and language apps on it, internet access, or no print resources in a notebook app or ibooks?  Or perhaps your school is a chrome book or tablet school and students can access the internet.  Students can work on any of those resources using a tablet, chrome book, or a computer.  You can find some great speech and language games on Quia.

Discovery Station
7.  DISCOVERY STATION- In the discovery station, I have borrowed science kits from colleagues and had students use magnifying glasses with my Find Articulation and Follow Directions series of resources.  I have also had students go on a speech sound search using a variety of literary mediums (advertisements, magazines, story books, menus) or while using creative visualization for different areas in the school.

8.  GAMES STATION- Students work in pairs at this station.  They practice their speech and language skills while taking turns during a game.  You can incorporate board games, open-ended games, or any of the great speech and language games you can find on TeacherspayTeachers.
Kinesthetic Cards

9.  TASK BIN STATION- So often a resource can be used in more than one station.  I use this station when there are two activities that I want the students to engage in but only one poster so I need to create another quick station to use a similar resource.  This station could also be considered the independent work or task card station.

10.  KINESTHETIC STATION (aka MOVEMENT STATION)-  Students get out of their seats and move around for this station. Ideas for this station include using Kinesthetic Station Cards for students to practice different exercises while practicing their speech and language skills out loud, use Twisted Speech and Language resources, bowling by rolling a ball to knock down cups (or plastic pins) that have their words under them, or you can create mini obstacle courses using hula hoops and little orange cones.

Do you use stations in speech therapy?  As you can see, they do not have to ONLY be for articulation.  You can use the same themes and tweak them slightly to accommodate a variety of needs! If you are interested in giving it a try or simply do not want to recreate the wheel, you can get my Speech and Language Stations pack as an exclusive freebie as a friend on my email list!

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