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What Do You Do, Exactly?
Transcript of What Do You Do, Exactly?
A fifteen minute run-down of all things SLP
An SLP assesses and treats students with speech and language difficulties, and collaborates with teachers to promote communication success for all students.
Articulation = speech sounds
Language use = pragmatics
Speech and language difficulties = language form, content, use, and speech articulation
Difficulty may be in the expressive and/or receptive domain.
Children may say one sound for another (wabbit for rabbit), leave out a sound (i-cream for ice cream) or have problems saying certain sounds clearly (thee for see).
Children may exhibit stuttering: interruptions in flow or rhythm that manifest as trouble starting to speak or may repeat sounds, syllables, words or phrases.
Language form = grammar
Expressively or receptively: Use of verb tense, pronouns, plurals, etc. Also, word order, sequencing and narrative development.
Ability to comprehend directions.
• Classroom activities: Understanding and participating in instruction and peer collaboration
• Social interaction: Developing and maintaining relationships, understanding of social cues (jokes, feelings)
• Literacy: Presence of LI and RD mediate BD
• Learning: access to curriculum and instruction
Language content = semantics
Vocabulary, concepts. Prepositions and positional terms, categorization, comparing and contrasting.
how to take turns, how close to stand to someone when talking, how to start and stop a conversation and following the rules of conversation. Understanding of figurative language, social intents.
Communication problems affect success in:
Who to refer
How to refer
Children who have trouble...
being understood by their peers and adults due to articulation of speech sounds or moments of disfluency. Children who sound younger than their age.
forming and maintaining friendships, understanding language-related socials cues and conventions (e.g. topic initiation, topic maintenance, humor, figurative language)
understanding directions or questions
retaining heard information, making summaries, predictions, or inferences
learning and using vocabulary, expressing semantic connections, categorizing, making comparisons
Using age-appropriate complexity and variation of syntax (e.g., verb tense, pronouns, plurals)
1) Complete a speech/language referral form (in the t-shared speech folder, link in Molly's email signature
2)Talk to me more about your concerns and a good time to observe (classroom participation + individual)
3) MUST demonstrate educational impact