Something in my Pocket

There's just something about rhythm and a catchy tune that leads to retention for little ones. My predecessor introduced us to this song and I recreated it for my classrooms. 

We're currently using it to practice vocabulary (related to our unit theme and book; "Winter" and "The Mitten," respectively) pre-literacy skills, and syllable segmentation as a large group. However, I can put anything in the pocket to target a variety of skills: articulation, Letter of the Week words and pictures, name recognition (show just the first letter, "L" for....), sight words, etc. 

Sang (chanted?) to the tune of "Tiny Tim the Turtle," patting knees in rhythm:

        

I pull the words out slowly, emphasizing each syllable separately and pausing between. Progressively, I shorten the pause between syllables until preschoolers guess the word. Then, I flip it over to show the picture ("Was s/he right? RAB-BIT, Rabbit! It's a ...!") and we clap out the syllables together.

My song chart is half of a piece of poster board, laminated, with the words printed and glued on the bottom. I printed the pocket on cardstock and laminated it separately. The pocket is attached with clear packing tape, top end left open. I made the words size 2"x8" and printed them double-sided.

Find the template here (you will need Boardmaker to open this file).

But - ter - fly

We're working on syllables and segmentation as part of the preschool general education curriculum and I've been correcting some related phonological patterns.

I've been pulling pictures and objects from a variety of activities to target multisyllabic words and I typically pair the words with a motor movement cue (usually hand-claps). However, I am ready to start fading cues for some of my little friends and I needed a picture card set specifically targeting two, three, and four syllable words.

I included dots below each butterfly to indicate syllable number. I arrange my prompting hierarchy to fade from full motor (clapping or finger-tapping) to tactile (touching each dot) to visual and then I can cover the dots completely when appropriate.

We've also discovered a few words for which my team has been vehemently debating the syllable count. Epenthesis, anyone?

If you use my butterflies, please take a second to say so and let me (or rather, my wonderful teammate) know below: how many syllables are in the name "Kyle"?

My Fav *affordable* Apps for Preschool

Last year, my department provided each preschool team with an iPad - yay! It arrived, however, preloaded with apps, most of which were geared toward a more advanced population, and with ties to an iTunes account that we could not access - bummer, right? Perhaps due mainly to my lack of techno-savvy, it spent most of last year acting as a glorified camera. How's that for a confession?

I have since overcome the iTunes issue, and this (albiet expensive) little tool has quickly become my new best friend. I am sharing a list of some of my personal favorite iPad apps for preschool speech and language for those of you, like me, who have no idea where to begin...

Articulation Station Pro ($49.99) 

Okay, I know I said, "affordable," and yes, I'm contradicting immediately with a splurge, but I promise it's the only one and worth the price. This is my most-used app and by far my favorite for articulation. Contains virtual flashcards that depict high-quality, real-life photos (great for an added vocabulary bonus) and allows you to work in all positions at word, sentence, and story levels. Data collection/progress tracking also embedded.

iSequences ($2.99)

I use this app to work on "first, next, then, last," sequencing language and it throws in some extras such as emotions ("How will __ feel?") and prediction ("What happens next?"). It's customizable so that I can preselect the sequences that will be presented.

Furry Friend (Free)

Meet Lenord. My preschoolers love that he can hear them talk and will repeat back everything they say (great for working on intelligibility and MLU). This furry friend comes with a collection of silly little activities: he blows bubbles (pop them), eats a sandwich, and has a pinwheel (make it spin). Plus, he's highly ticklish. I use it mainly for reinforcement and communication temptation.

What Doesn't Belong? Fun Deck ($1.99)

One of many apps from Super Duper - behold, Fun Decks in electronic form. This app is great for working on receptive and expressive categories; I turn the sound off and also use it for object-function and wh- questions. Data collection embedded.

ABA Problem Solving Game - Which Go Together? ($1.99)

Students choose pairs of pictures (field of four) that go together. I also like it to target functional vocabulary, object-function, categories, etc. Higher level "why?" component is also available.

Action Words (Free)

Presents sets of four photographs depicting present progressive verbs for receptive identification. I turn the sound off and use this app to work on expressive he/she pronouns and -ing endings. Settings allow me to select or deselect specific verbs depending on the client.

Time Timer ($2.99)

This is my most-recommended app for parents. Time is such an abstract concept for preschoolers and the visual of, "When the red is all gone..." literally allows children to watch time pass, making it so much more concrete. I use this app (and my actual visual timer) in the classroom constantly.

Comparative Adjectives (Free)

Great for work on adjectives, comparative and superlative morphemes (-er, -est), this app is a simple comparison of real-life pictures and provides immediate feedback.

ABA Receptive Identification - FFC Combined ($0.99)

Receptive identification of photographs based on feature ("Show me the one that has a tail"), function ("Touch the one that you sit on"), or class ("Where is the farm animal?"). Also provides verbal labels for each item and tracks responses/accuracy.

Play123 (Free)

This app is very cause-and-effect, and I use it with my youngest clients. I like it for following directions, practicing shapes and colors, and prewriting strokes. It also includes some opportunities to target prepositions and introduce some basic concepts.

This is by no means a comprehensive list - I'd love to hear how you are learning to incorporate iPad technology into therapy. What are your must-have apps for early childhood?

Many Merry Mittens

For a previous Winter unit, one of my coworkers printed a collection of various mittens from Google Images and used them to work on adjectives and describing. I loved the idea, but wanted to change up the images to make the activity a little more versatile with matching pairs. So I designed my own mittens and I'm using them to target language concepts including same vs. different, descriptive words, and interrogatives, as well as identifying shapes and colors.

For a transition activity, preschoolers draw a mitten and practice describing, "My mitten is..." or receptive identification, "Find the mitten that is..."

I can scaffold this activity by adapting the language to suit various levels (big polkadots vs. little ones, hearts vs. three hearts, etc). We're also developing visual memory, turn-taking, and the concepts of 'same' and 'different.' I choose three or more pairs and lay them face down in rows on the table for a mitten memory match: 

Players take turns flipping over and describing two mittens in search of a pair. If a set is made, the player keeps it. If they are not a match, both mittens are turned back over. When the cards are all gone, the player with the most pairs wins.

I printed a second copy to use for "Go Fish," which is great for working on asking questions, yes/no responding, identifying shapes and colors, using and understanding adjectives.

I'm sharing my mittens here. Let me know below if you grab them.

Goldilocks and the Three Bears

As we wrap up the madness of state reporting and parent-teacher conferences (is anyone else ready for a break?), we're also gearing up for a new thematic unit. I'm always excited about starting a new unit; after a few weeks, the old one tends to get, well, old. Plus, we'll be reading The Three Bears, a personal favorite.

This classic story lends itself really well to sequencing and retell and I specifically target descriptors and comparative adjectives. I love the simple, colorful illustrations in this version, and my preschoolers love the little token of presence that Goldilocks leaves at the foot of Baby Bear's bed.


We're bringing the story to life and working on language objectives (more info about my service delivery model in this previous post) at Dramatic Play.

On one side of the center, we set up Papa, Mama, and Baby Bear's beds. I painted the headboards onto posterboard and laminated them with visuals for their corresponding occupants and opposites. Papa Bear's "too hard" bed is without padding, while Mama Bear's "too soft" one is cushioned with a pillow, wrapped and covered in blankets.

Preschoolers assume the character roles, designated by these no-eye-coverage-required masks that one of my teammates made by hot gluing laminated pictures of the three bears (similar here and here) onto foam visors. Goldilocks is a headband covered in yellow felt and adorned with yellow yarn braids. We also included a blazer and tie for Papa Bear, an apron for Mama, baseball cap for Baby, and dress for Goldilocks. 

Our little "cottage" has a full kitchen stocked with dishes, empty miniature cereal boxes (identifying environmental print), milk, and oatmeal ("porridge") containers. I used Boardmaker visuals to label the porridge bowls, chairs, beds, and bins for clean-up. 

I believe that repetition and experience impart saliency for little ones; using a story to segue into assuming roles and modifying play ideas leads to lots of interaction and expanded language, particularly for children demonstrating difficulties with abstract play or those with limited vocabulary and verbal delays. Books can be acted out in play across environments. How do you make literacy experiential? What are your "Goldilocks and the Three Bears" favorites?

Quick Picture Artic

Trying to incorporate articulation therapy into the preschool classroom setting (I don't do any pull-out) is challenging and sometimes the best-laid plans fall through. I'm always looking for a quick grab-and-go artic activity to chart a few data points. I've generated a collection of preschool-vocabulary-friendly picture worksheets that I tend to use in a pinch.

/p/, /t/, /k/, /g/, /f/, /s/, /z/, s-blends, "j", "ch", "sh", /l/

In the classroom, I keep copies to snag pictures for a variety of activities. I have a set that I made into replacement cards for my Cariboo game (I know it's out of production, but I LOVE this game for artic practice with little ones). For some quick practice, they make great placemats for snack (we put snack items on the pictures). I also share them with parents for at-home practice with a letter outlining suggestions for use, including:

• Color, cut, and glue. Practice saying each word as your color, cut out, or glue pictures to make a collage or piece of artwork.
• Turn the worksheet into a parking lot for matchbox cars. Name the picture on which you park.
• Cut out two sets of the cards, flip them upside down, and play “Memory.” Limit the number of pairs that you present at a time so that your child can be successful.
• Play “Bingo.” Give clues describing the picture and have the child name the item before placing a marker on each one.
• Roll a die and place the corresponding number of (dried noodles, pennies, beans, poker chips) on the pictures. Say the name of each one as you cover it. Win the game by filling up the whole board.
• Go on a scavenger hunt. Hide the pictures around the room and name each one as you find them.
• Play “I Spy."
• Incorporate the pictures into another board game (I like Crocodile Dentist, Don’t Spill the Beans, Jenga, Connect Four). Have your child say a word before each turn.
• Create a Grab-Bag or Surprise Sound Box: Cut out the pictures and have your child pull them out of the box. Find actual items from around your house to mix in! Make it even more fun and fill your box with dried rice or beans.
• Carry a set of words with you to pull out during waiting times at the doctor, restaurants, etc.
• Cut out the cards and use them to play “Go Fish."
• Stick stickers on each picture. Have your child tell you where they are going to place or where they put their stickers.

What else would you add to the list?

Chocolate Chip Categories

I have a whole group of little ones working on categories or related vocabulary objectives and many of these overlap with my ECSE's goals for colors and shapes. I created this cookie category sort so that we can multitask on some of those objectives...

Students name the items and sort cookies onto their corresponding category cookie sheets using a spatula (bonus motor component). I put the printed cookie sheet mats on real cookie sheets to make it a little bit more fun and realistic. For a table-top activity, students can pull cookies out of a cookie jar for sorting rather than using the spatula.

Additionally, I can use the cookies to target following directions, wh- questions, and descriptive vocabulary objectives. Instead of using the cookie sheet mats, I lay out a whole bunch of cookies, give the student a spatula and an empty cookie sheet, and play, "I Spy." We can also play as a game with two students: whoever scoops the cookie up first keeps it on their tray; the student with the most cookies at the end is the winner.

You can grab copies of my category cookies and trays here and here. Please leave a comment if you download. I'd love to hear how else you use them.

ABCs and Behavior

Due to the nature of our population, my team spends a fair amount of time problem-solving and modifying challenging behaviors. Lately, we've been working on conducting some functional behavior analyses to gather more information regarding the factors that motivate and maintain some of our current, complex behaviors.

I use this data form (adapted from Writing Behavioral Intervention Plans (p. 55-62), by Laura Riffel, 2005.) to collect details regarding the ABCs of a behavior: antecedent, behavior, and consequence.

To determine severity and schedule systems of positive reinforcement, we are currently using this chart to document behavior frequency and create DRO (differential reinforcement of other behaviors; I highly recommend the online training module on Differential Reinforcement here for more detailed information) schedules, when appropriate. The schedule that I am currently using this for employs five-minute time increments, but I adjust the form to work at other frequencies.

I change each of these documents to create a version that suits the needs of a specific client or behavior. I also edit them to be used in tracking ABC data across other environments such as home or daycare.

How do you measure and analyze challenging behavior?

Other resources that I find helpful can be found here and on the Project STAY site here.

Autumn (not so) Messy Table

Fall is in full-swing and we are getting ready for some Halloween fun this week! Typically there is a lot of planning and executing that takes place at the beginning of a new unit, and then I get to spend some time collecting data and enjoying new activities and materials. :)

This is what's going on at our ever-popular Messy Table...

We filled our water tables with wood pellets ($4.00 for 40lbs at Home Depot; reusable and smells good too!) to create an autumn farm scene that includes pumpkins, gourds, fake plants, animals, tractors, farmers, and scarecrows. We're working on theme-related vocabulary, prepositions, attributes, and wh- questions, among other language objectives.

Quick and easy to put together and so fun! Sensory experiences lend themselves to the elicitation of great spontaneous language and we're always looking for new, innovative materials to put in our 'Messy Table'. What are your favorite mediums?

Caboose Sounds

Final consonant deletion is currently trending on my caseload. I created this activity with a certain little one in mind, but what preschooler doesn't love trains?

The purpose of the activity is to target minimal pairs. We talk about trains and how each one has a special car that always rides on the end: the caboose. Then I explain that some words have a special "caboose sound" too. If we forget the caboose sound, people might think we are talking about something else.

There are two sets of cards. Train Cards carry words that have caboose sounds...

... and Coal Cards carry words that do not. The object is to collect train cards to build a loooong train behind your engine (I draw or put a picture of the client in as the conductor), but you have to remember the caboose sound or you'll end up with a piece of coal in your rock pile instead - bummer!

There are other variations for the cards. Sometimes we work on auditory discrimination where I say the words and the student guesses whether they heard the "train" word or the "coal" word.

What language do you use to talk about final consonant deletion with little ones?

Camp Preschool

The kids in one of my classrooms are packing their bags, coolers, and flashlights and camping out! Well, pretending anyway.

One of my coworkers was kind enough to lend her tent and our team set it up in the Dramatic Play center. The tent is equipped with two sleeping bags, flashlights, and a box of books related to our current unit theme.

We also added a DIY Coleman camp stove and created a little miniature campfire for grilling lots of play food. Preschoolers work on sequencing ("first, next, then, last") and giving/following directions while making s'mores. During play, I can get in some great wh- questions; these are probably some of the easiest goals to address in an inclusive setting.

The "camp stove" was made using green poster board and some clear packing tape to attach an inexpensive wire cooling rack. I glued on circles (included in the set of visuals below) to indicate where the condiments belong. The campfire consists of two real pieces of cut wood with crumpled paper for the "flame". We used packing tape to enclose it so that the pretend food would sit easily on top.

As always, I labeled bins holding materials with Boardmaker pics to help address vocabulary objectives and show students where items belong during clean-up. I am big on visuals for many reasons, but mainly because most of my population is not reading yet. We're also working on receptive and expressive categories and sorting at our little campsite.

Sometimes it's fun to do some articulation therapy or other small-group/one-on-one practice in the tent (try using the flashlights as pointers!).  What's more motivating than a little change of scenery?

Trick-or-Treat...

We've been practicing our trick-or-treating and filling up treat bags with /k/ and /g/ sounds in the form of candy corn and gumdrops.

I made these gumdrop and candy corn cards to hide in the hallway or on our playground (weather permitting) and my preschoolers love hunting for them and collecting the "candy" in their treat bags or buckets. Students practice the sounds in all positions at word or phrase level as they find the cards and review again as they count their loot. Best work = a real gummy bear :) My crowd is easily pleased.

 

I also made these "treat bags" to use as a game. In this version of the activity, students practice turn-taking by drawing cards. If they say the targeted sound correctly, they get to keep the card on their "bag." The object is to get a lot of candy. Sometimes in preschool it's best if everybody wins.

Fall

It's officially Fall in preschool! In our transdisciplinary model, we work as a seamless team and all specialists support goals and objectives across many areas. I embed therapy and do most of my data collection in the classroom, often during play. For this reason, I feel very strongly about presenting engaging materials and language-rich activities in my classrooms during each thematic unit.

For our Fall Unit, we've set up a little autumn backyard scene at Blocks Center. Students can dump out baskets of leaves, rake leaves and bag them up, assemble scarecrows, and go apple-picking! 

The "grass" is synthetic turf (sold by the yard at Home Depot). Most of the leaves are fake, purchased in packages at the dollar store, but we supplement them with real ones that the children bring in throughout the unit. Preschoolers are encouraged to collect leaves and drop them in a bin near the door at arrival. The real leaves are laminated to prevent crumbling. I use the leaves to work on sentence-formation, answering questions, following directions, and adjectives/describing.

We use crates to store materials and visually labeled each with Boardmaker pictures of the items that belong inside. This aids during clean-up and also helps me to target vocabulary objectives.

I painted the "apple tree" onto a big sheet of cardboard and set it with clear spray paint. We used a staple gun to fix the cardboard onto a stand and velcro to attach play apples. The apple tree works as a fun sequencing activity, and I incorporate multi-step directions with embedded prepositions.

For those little ones working on dramatic play skills and sequencing, I made visual play sequences to give them some basic three-step play ideas.

How do you implement speech and language therapy into thematic play? Stay tuned and drop by this week for more preschool fall fun!