Friday, March 11, 2016

Camping Thematic Unit for Pre-K and PPCD clients

This unit includes a variety of activities to target expressive and receptive language skills for the Pre K and PPCD population.

  1. Picture exchange selection board for the client to request desired activities.

2. S’mores activity: sequencing, following commands, pretend play

    3.  Sensory Bin: Targeting semantic relationships 
 (i.e., object-location: put the bear in the tent, agent-action: make the bear drink some water, etc.)

4. Fishing activity targeting: receptive identification, labeling, semantic relationships, following commands, turn-taking.
5. Scavenger hunt using binoculars and a checklist to locate camping items around the room.  
Great review and/or intro to camping vocabulary.

These activities were submitted by Jessica Mancha, SLP graduate student at Lamar University.

Monday, October 5, 2015

One-Step Directions with Favorite Characters

This activity was designed to engage a client who prefers to play independently.  Targeting one-step directions, clinicians used characters and a Nick Jr. program the client responds to and engaged him/her in the tasks.  A sample of the activity is pictured below.

"Swiper swiped the goldfish!"

"First we have to crawl through the tunnel."

 "Then, go upside down in the crazy cave."

"Finally, swim through the pool ...
                    get the goldfish!"

Submitted by Lamar University speech-language pathology graduate clinicians Shelley Turner and Morgan Simmons

Friday, May 9, 2014

Picture Schedule with Timer

Using a simple picture schedule, the client can assist in creating the order of events for the therapy session (or the same order can be used each session). Once that order is determined, transitioning from one item to the next can become predictable through consistent use of a timer.  Each time the timer rings it is time to put the activity away, move the picture for that task from the "to do" to the "done" column, reset the timer and move on to the next activity.

Submitted by Lamar University Speech-Language Pathology student Jenna Lappi.

Thursday, May 8, 2014

Story Recall, Vocabulary, and Prepositions with Splishy Sploshy

Using a decorated box, adhesive characters and objects, the client was scaffolded during follow-up story-related activities to increase sequencing, preposition usage, description, and vocabulary skills.

This activity was based on Joy Cowley's book Splishy Sploshy.

Submitted by Lamar University Speech-Language Pathology graduate clinician Tuyetvan Pham.

Friday, March 21, 2014

Dining Out

For special needs kids, dining out is a functional activity that requires a little practice ahead of time. The dining out experience builds vocabulary such as restaurant, menu, waiter/waitress, check, etc. In addition, students can build semantic relations with their new words as they learn to “sit at the table,” “study the menu,” “place an order,” and “pay the check” while they learn appropriate behavior for eating out.

In this dining out exercise students were shown a series of specific photographs (via an iPad) of a individuals at a restaurant. The pictures modeled actions such as, being seated at a table, reading a menu, placing an order, eating, and paying the check.

Students were then invited to “eat out” at “Jose’s Mexican CafĂ©” where they were welcomed by a hostess who seated them at a table. The table “set-up” included salt, pepper (I put tape over the holes), sugar packets and holder, napkin, plastic knife and fork, and a “basket of chips” made from an old manila folder cut into triangles and bent to resemble tortilla chips. Students were approached by a “waitress” who gave them a simple menu from which they chose a food item and beverage. The waitress brought cups (empty) as their drinks and “tacos” from the Melissa and Doug Taco & Burrito set. At the end of their pretend meal students were given a “check” secured from a restaurant ticket book and some fake money to pay it. The menu was generated using clip art and product images in a simple Word document.

Submitted by Lamar University Speech-Language Pathology graduate clinicians Wendy Lanier and Jenna Lappi.