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System Requirements Supported Operating System. I like that there is an option for them to buy sounds vs. This app allows you to choose by phoneme and their positions in words. There is an option for flash cards or a matching game which is a nice change of pace. When you get to sentences there is an option called rotating sentences.
These are more advanced than carrier phrases. An example for H would be "Hannah has the heart in the house. Articulation Station Pro also allows you to practice your sounds at the short paragraph level! These apps are focused on providing the repetition needed in apraxia therapy. The apraxia app allows you to pick groups of phonemes based on place of production. Each word list consists of CV consonant vowel productions. For example, you decide to work on bilabials to start.
You would choose p, b, m. Next you select your level. Level one is working on production of single syllables. Level 2 is focused on production of 3 of the same syllable. Level 3 works on 5 repetitions of the same syllable. Level 4 has the uses produce 4 of the same syllable and then changes the last syllable.
Level 5 focuses on alternating 2 syllables Level 6 works on the same consonant sound with alternating vowels. Word lists are chosen based on placement again. Examples include bilabial-bilabial, velar-alveolar etc. I find this app really helpful to use with kids who are fronting or backing their sounds. This is a simple app that works on minimal pairs. There is a parent version that is priced reasonably making it a decent recommendation for a home program. It includes activities for auditory bombardment, auditory discrimination, minimal pairs and single word production.
It provides an option for flash card activities as well as a game board activity. I Dare you Articulation: I usually make them decline by repeating the dare again for extra practice.
We get a lot of practice resisting dares which can be really helpful for some of my students with social language challenges too!
What are your favorite articulation apps? You can join up by heading over to Speech Room News! Saturday, November 23, Saturday Soapbox: My Soapbox Saturdays were focused on goal pet peeves this November. Learning to write effective long term goals and objectives is difficult. Have you had students who came in with goals that were too generic or too specific? How did you figure out what to work on with them?
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Saturday, November 16, Saturday soapbox: My Soapbox Saturday this month has been focused on my goal pet peeves. Ultimately, poorly written goals end up taking up more of my valuable time in treatment planning and documenting progress.
Children who qualify for either services have a multitude of different goals that they could work on to strengthen their language skills. I think we are afraid that we will forget to work on these skills, so we just write down all of these areas as goals. A better idea is to keep a log of future therapy goals in your student folders.
The prior level of function reported that the student was making minimal progress towards therapy goals. How much progress should we expect when we are giving approximately 2 minutes 26 seconds per week for each goal?
How much time do you need to accomplish a goal? Is this a student that seems to pick up on new skills quickly? For articulation, are they stimulable to produce the sounds?
If they are, we may consider that they are going to progress at a faster rate. For students who are unaware that they are making errors, who need multiple cues to produce phonemes, we are expecting that they may take longer to learn. Do they have good attention to therapy tasks, are they compliant in therapy? These would suggest that they will learn at a faster rate. Is the student able to retain information from session to session or do you need to reteach the skills?
If this is the case consider adjusting the frequency. Frequency refers to how often a service is provided. In terms of service provision, we are really looking at how often they need to practice or learn a skill in order to retain it from session to session. Duration refers to how long you are working on a skill. I would consider writing more goals for a student who I am seeing for 60 minutes per week than a student that I am seeing for 15 minutes per week.
In terms of planning sessions, I often feel like students with are working on articulation at the sentence level need less duration but more frequency than students who are starting to learn articulation sounds or students with language impairments. Intensity refers to how you are going to address the goals.
Are you pushing in to the classroom, providing small group instruction or individual therapy. Is the service direct or indirect?
SI there any family carryover? Consider how you are structuring your small group sessions. Are you working together as a group, using choral responses, and getting a lot of responses and opportunities for practice?
Or is the group structured more where you take turns and spend time individually with each student. Are the groups goals similar or are they working on distinctly different skills? In thinking of goals, I would consider writing more goals for a student who is in individual therapy than a student in a small group setting. Some of the research coming out now is suggesting that there is little difference in service delivery and how students are making progress.
The last thing I would look at in terms of goal setting is what goals the client is working on. Some goals are so specific that you could add a larger number of them or you may be very confident that the child will be able to accomplish them quickly. For example, I might write a lot of functional language goals. Perhaps one for each communicative function.
I would probably have a lot more indirect minutes too to focus on staff training throughout the day. When I am working on higher level language skills I would write less. Once I received an IEP for a student who had one goal-to greet independently. The student had 20 minutes of direct services per week. This is probably going to the opposite extreme. I still giggle picturing a 20 minute session focused on saying "hi" and "goodbye" for one year.
There are a lot of different factors that can go into determining how many goals to write for a client or student. I tend to use the 10 minute rule. I will not put American boots on the ground in Syria. I will not pursue an open-ended action like Iraq or Afghanistan. I will not pursue a prolonged air campaign like Libya or Kosovo.
This would be a targeted strike to achieve a clear objective: Let me make something clear: Even a limited strike will send a message to Assad that no other nation can deliver. But a targeted strike can make Assad, or any other dictator, think twice before using chemical weapons. Other questions involve the dangers of retaliation. Any other retaliation they might seek is in line with threats that we face every day.
Neither Assad nor his allies have any interest in escalation that would lead to his demise. And our ally, Israel, can defend itself with overwhelming force, as well as the unshakeable support of the United States of America. Many of you have asked a broader question: But al Qaeda will only draw strength in a more chaotic Syria if people there see the world doing nothing to prevent innocent civilians from being gassed to death. The majority of the Syrian people -- and the Syrian opposition we work with -- just want to live in peace, with dignity and freedom.
And the day after any military action, we would redouble our efforts to achieve a political solution that strengthens those who reject the forces of tyranny and extremism. Finally, many of you have asked: Why not leave this to other countries, or seek solutions short of force? I agree, and I have a deeply held preference for peaceful solutions. Over the last two years, my administration has tried diplomacy and sanctions, warning and negotiations -- but chemical weapons were still used by the Assad regime.
In part because of the credible threat of U. I have, therefore, asked the leaders of Congress to postpone a vote to authorize the use of force while we pursue this diplomatic path. Security Council requiring Assad to give up his chemical weapons, and to ultimately destroy them under international control. And we will continue to rally support from allies from Europe to the Americas -- from Asia to the Middle East -- who agree on the need for action.
And tonight, I give thanks again to our military and their families for their incredible strength and sacrifices. My fellow Americans, for nearly seven decades, the United States has been the anchor of global security. This has meant doing more than forging international agreements -- it has meant enforcing them.