Amanda Goodison, Speech-Language Pathologist

https://www.andnextcomesl.com/p/christmas-activities-for-ki

https://letsplaythespeechandlanguageway.com//where-are-th/

https://www.andnextcomesl.com//free-gingerbread-themed-i-s

This is a great video if you are looking to get a child started on making the 'r' sound ('er') - I've been showing the first two minutes to my clients working on 'r' and it's quite magical. I don't have a mouth puppet, but maybe I need to get one! https://www.youtube.com/watch?v=UQbxTn_XQ80

https://childmind.org//autistic-girls-overlooked-undiagno/

https://www.assistiveware.com/learn-aac/start-modeling

Here's a fun online game for beginning communicators! https://pbskids.org/curiousgeorge/busyday/bubbles/

Well, this is looooong overdue! https://www.apmreports.org//influential-literacy-expert-lu

What is the Difference between Non-speaking and Non-communicative (not having ability to communicate)? Non-speaking Autistics want to communicate and feel very ...frustrated and sad when they cannot communicate in a way other people understand. When I was smaller and didn't understand language or sign or picture exchange, it was very hard for me to be heard. I wanted to communicate and tried hard to communicate, but I didn’t know how. I didn’t understand why people seemed to understand other kids and each other, but didn’t understand me. I would point and push and wail and scream. I would stare at a thing I wanted, or make music that felt like what was in my brain. When I was frightened or confused I would run and hide. I was communicating in every thing I did, but most of the time people didn’t understand what I was communicating. Now, even though I can communicate very well with people I feel safe with, when I become overwhelmed it becomes very, very hard for me to decode speaking people’s language and words. The more overwhelmed I get, the less I am able to process language or translate my own needs into words or sign or pictures. When I am not able to decode language and am not able to put my own thoughts into language, I become non communicative. This doesn’t mean I do not have thoughts wanting to be communicated. It means I have no capacity or ability to communicate at that moment. When overwhelmed, Autistics who have spoken language often temporarily loose the ability to communicate too. Non-communicative is when the Autistic person has no ability to communicate verbally or non verbally. This happens when an Autistic person is overwhelmed. Image description: White writing on jade coloured background. Uncommunicative doesn’t mean having nothing to communicate. When I am really tired or overwhelmed it becomes very hard for me to decode speaking peoples words and language. The more overwhelmed I am, the less I am able to process language or translate my own thoughts into words. When this happens I become non-communicative. This doesn’t mean I do not want to communicate. It means in that moment I have no capacity or ability to communicate. Image and words are credited to I am Cadence. www.iamcadence.com #nonspeaking #actuallyautistic

https://www.giftofthegabspeechlanguage.com//multisyllabic-

Super important message from Mrs Speechie P. You have nothing to lose by having your late talker assessed by a speech language pathologist, and everything to ga...in. Please disregard the friendly advice of others to wait and see and follow your heart. #Speechhearbc #slpeeps #earlyidentification See more

This is an awesome (free!) website for anyone looking for worksheets/bingo games, etc. for language stuff. I've used it for parts of speech (most recently for my daughter), categories, verb tense, compound sentences, you name it! https://freelanguagestuff.com

Yesterday I talked about the average age and milestone for beginning to combine words- and today, what actually counts as two word combinations! The key is flexible use of words!

https://www.youtube.com/watch?v=hsDEeYqzQe0&feature=emb_logo

https://tactustherapy.com/importance-of-categories/

READ THIS!!!! We need to give kids access to AAC (augmentative & alternative communication) early on if they are having difficulty speaking. Many parents are... against these alternate methods of communication because they are 1) understandably worried about their childs future, but also 2) are misinformed that AAC will prevent their child from verbally communicating. Its our job as SLPs to help parents understand that COMMUNICATION is the goal in therapy and also that research suggests AAC actually increases the likelihood of verbal speech. This is my favorite analogy that helps the concept click for many parents- dont just let them be, give them tools to help them be successful communicators! See more

Remember questions are testing, not teaching. This is a good reminder from The SLT Scrapbook to try telling instead of asking questions when interacting with your child. #speechhearbc #languagestimulation #slpeeps

https://www.banterspeech.com.au/10-common-speech-error-pat/

Connection, rhythm, anticipation, fun! https://www.facebook.com/watch/

We can do better - starting with our habits as consumers! One of my goals for this school year is to take a dive into my therapy library and adding books with more diverse (human!) characters.

Back to school books featuring characters from diverse backgrounds, a variety of family structures, and people with disabilities. https://www.havingoursay.org/copy-of-race-ethnicity-self-es

"Challenging conditions in the COVID-19 work environment increase the risk of developing a voice disorder. These factors make workers more prone to voice disorders during the COVID-19 pandemic." Info and tips on how to keep your voice healthy: https://www.sac-oac.ca//General_Public_Voice_Impact_Info_S

"The findings are noteworthy since so much of childrens media -- books, movies, video games, etc. -- use human-like animal characters. But since many children in this study did not see these characters as similar to themselves, researchers say they may be less likely to translate social lessons from these stories into their everyday lives." https://www.sciencedaily.com/releas/2017//170817100709.htm

https://www.embracerace.org/resou/20-picture-books-for-2020

http://mymightyvoice.com/face-coverings-auditory-access/

http://vlparnell.com//keeping-your-cool-when-things-are-ov

Its important to know that the sequence of language development is the same across languages. If your bilingual child is not demonstrating this typical development, then your child might have a delay and you should contact a speech language pathologist.

English has what we call a "deep orthography." I mean... "ough" = o... whose brilliant idea was that?

https://www.thetrevorproject.org//a-guide-to-being-an-all/

This is a website I HIGHLY recommend for phonics and early literacy resources - many of them free! https://www.spelfabet.com.au/phonics-resources/

https://www.lovethatmax.com//inclusion-kids-teens-with-dis

This is why its not great advice to "wait and see," and why early intervention is best practice.

A little funny for your Friday!

http://vlparnell.com/blog/thinking-about-eye-contact

"This paper is concerned with the fundamental and intrinsic links between early receptive and expressive oral language competence on the one hand and the transition to literacy in the early school years and achievement of academic (and life) success on the other. Consequently, it also concerns the professional knowledge base of two key disciplines whose work is central to childrens early language and literacy success: teachers and speech-language pathologists (SLPs). Oral la...nguage competence underpins the transition to literacy, which in turn underpins academic achievement. Academic achievement is significant in its own right, conferring opportunities for further education and training post-secondary school, contributing to psychological health and mitigating some of the mental health risks and adversities that can be associated with adolescence and early adulthood. The central thesis is that the linguistic basis of the transition to literacy makes early reading success core business for SLPs. Further, SLPs need a firm grasp of the political and ideological factors that have exerted historical and continuing influence on reading instruction in western nations such as Australia, the US and the UK. This will facilitate the establishment of meaningful working relationships with teaching colleagues, to achieve optimal education outcomes for all children." https://www.tandfonline.com//full/10/17549507.2015.1112837

Another myth busted!!! Younger siblings do not have delayed language because older siblings talk for them. ** I do agree they translate for them though

https://www.embracerace.org/reso/20-picture-books-for-2020

Seriously. /p/ not "puh." If you have questions, ask me!

https://www.theinformedslp.com//covid-19-children-and-scho

I get asked this often- and yes, bilingual kids should be meeting the same language milestones as monolingual kids. Being bilingual does NOT cause delays. If you have concerns, its best to get an evaluation!

https://afineparent.com/pos/talk-with-kids-about-race.html

https://www.speechtherapystore.com/problem-solving-wheel/

Great ideas for summer speech and language carry-over! http://blogs.sd41.bc.ca/slp/2020/06/22/summer-bingo/

Anyone who has conducted Zoom sessions with kids will attest... these are 100% accurate!