As we know, planning group therapy can be difficult at first, especially for graduate students. I am currently in my student teaching semester so I am still learning how to manage a full day of groups. My audience wants to know if you have any tips to tricks for lesson planning when the students in these groups have different goals.

Any advice?

Okay I LOVE wordless videos. But I find some of them are too child-like for adolescents. Which wordless videos would you recommend for middle schoolers?

I'll be sharing my story and the story of many others at ASHA 2023 this year with the topic, "Child Sexual Assault in Black and Latinx Communities: Implications for Speech-Language Pathologists." Here are some things to expect from this presentation:
* SLPs ethical responsibility in sexual assault intervention
* Unique challenges of Black and Latinx children regarding sexual assault
* Prevalence of sexual assault in these communities
* Strategies for interdisciplinary practice
* Ways we can create safe spaces in the clinical setting

This is a heavy topic. I know! But I know this is important to unveil..

What are some evidence based strategies, or even from your experience, for working with heterogenous groups? I'll need to pull students with different needs this year and place them in the same timeslot. I'm overwhelmed!

I'm back to doing teletherapy! But my biggest issue is finding out how I can allow the client to play speech therapy games that we can play together. I don't even mind if they play on their own, but it's becoming less engaging when I'm modeling rather than the student manipulate the digital products on their own. What do you do for teletherapy to make students more engaged?

One thing I am trying to work on during this Student Teaching semester, is my documentation skills.

With such a large caseload, it can get overwhelming trying to complete all the SOAP notes. So, to help make my documentation quicker and more effective, I must ensure I am taking sufficient data with notes on how my student is responding to different cues and prompts as well as any important behaviors or concerns that may be present (e.g. if my DHH student does not have a charged RM system; a student not having their proper devices or supports like glasses; etc.).

Each week, I take on more groups, so I am excited to see how my documentation improves by the time this Fall semester ends!

Do you use wordless videos for pragmatic/language treatment and wonder where you can find the proof of its efficacy? Check out this article: https://link.springer.com/article/10.1007/s40489-016-0098-5

P.S. If you're looking for EBP Google Scholar is an excellent resource. Happy treatment planning!

This is more relevant now than ever! It's time to start shifting how we educate children here in the U.S. and around the world. http://www.youtube.com/watch?v=zDZFcDGpL4U

Hi! Where can I find bilingual fluency therapy materials?

Environmental Influence on AAC Device Use and Research Insights

AAC devices aren't just about tech; the environment and personal interactions matter a lot, too.

Vocabulary Limits: Many AAC devices focus on nouns, missing out on other essential words. This restricts conversations to basic functions such as requests and leaves out vital functions such as refusing or asking questions. Also, in standard English, creating a grammatically correct and clear sentence using only nouns in the positions of subject, verb, and object is challenging, if not impossible, without resorting to creative or non-standard interpretations. Crafting full sentences with a heavy noun emphasis, therefore, becomes tricky -- if not impossible.

Latency Time: Sometimes, users need a bit more time to find the right words on their device. However, this can sometimes disrupt the flow of a conversation, leading to potential awkward pauses -- which can sometimes cause a partner to interpret, non verbally, what a user might be trying to say.

Helpful, but...: Occasionally, people might step in to assist AAC users finish their thoughts. While the intent is kind, it can unintentionally overshadow what the AAC user is trying to express.

Ways to Improve:

Tweak the Device: Make it user-friendly. With faster word-finding, conversations become more fluid.

Broaden Word Choices: AAC devices should include a variety of core and fringe vocabulary — not just nouns but also verbs, adjectives, and more. Remember: you can rarely create sentences with only nouns, which are often fringe vocabulary words (e.g. YouTube). A diverse word selection paves the way for richer conversations.

Training for Friends & Family: Educating familiar conversation partners to be patient and allow the AAC user to lead can foster a more inclusive communication environment. When a new AAC user starts school, both their family and the school staff should receive training on how to use, model, and respond to the device in relevant situations.

Research Validates This...

There's strong research supporting these points. Works by Beukelman and Mirenda shed light on AAC's nuances, emphasizing the importance of a vast vocabulary and nurturing conversations. Many clinicians concur: understanding and addressing these aspects are pivotal for AAC users to engage in successful conversations.