Sea Snacks

HAPPY LAST FRIDAY OF SCHOOL!!! Today, Candra Grether, SLP at Phoenix and Jtown High, shares an awesome idea for those last few therapy sessions. If you aren’t able to work this into your schedule before school gets out, maybe it will be useful in August!!

Most SLPs are probably wrapping up speech sessions this week but if anyone still needs an end of the year therapy activity and has money burning a hole in their pocket, I shopped for ingredients for this Tuesday evening and made the visual recipe in PowerPoint last night while watching TV. It has made for a fun last day of speech activity in the MSD classrooms in one of my schools today. Besides the obvious language targets of following directions, sequencing, and word combining/describing (e.g., “red fish”), it’s also been good for functional communicative skills of requesting and rejecting (a few have only wanted goldfish, for example, and one student can’t have anything with red dye) as well as manners and problem solving (leave an ingredient or two out before reviewing the “materials needed” section). Plus, BEACH THEME! 😊 This year has flown by.
*Found the blue jelly beans at Party City.
Thanks, Candra!


During this time of year it is so important to be flexible. As the end of the school year approaches, it seems therapy schedules change on a daily basis. Whether it is because of assemblies, KPREP, or field trips– No one is ever where they are supposed to be!!! It is during times like this that versatile therapy materials come in SO HANDY! In this post I talk about some games that can be used to target many different speech, language, and fluency goals.

What materials do you use for last minute therapy sessions?


“What am I going to be if my autism can’t be cured?”  As a small child, Naoki was very afraid that, because of his autism, he would never be able to live properly and do many of the things that other people do.  He felt the need to apologize for his actions day in and day out.  His goal for writing this book was to help people understand the obstacles that people with autism face, and that they are not the result of selfishness and ego.  Through sharing with the world his thoughts on what it’s like to live with autism, he wants to give hope to other people with autism, making it easier for them to “stick at it”.  Maybe then, he says, the future of people with autism will be connected with that of everyone else.  By this I think he means that people with autism have the same goal of achieving happiness, just like everyone else.   
I was surprised when Naoki said that the things people with autism do are not because of selfishness and ego, as I’ve never thought this about my students with autism.  Also, I thought how sad it is for a little kid who feels like he has to apologize for himself day in and day out!   I wonder how many of my students feel the same way.  Overall I enjoyed reading about his insights on living as a person with autism.   Even though each person with autism is unique (which can be said about humans as a whole), Naoki’s specific experiences with autism have helped me to understand my students a little more.  
–Allison Dobbs, SLP at Moore Traditional


Materials: toilet paper rolls painted green, green construction paper, stapler, crayons, white paper, scissors, glue stick


Companion Books: 

Jump, Frog,Jump by Robert Kalan

Let’s Go, Froggy! by Jonathan London

Frogs Jump: A counting book by Alan Brooks


Objectives:  sequencing, object function, positional concepts, following directions, verbs, Increase MLU.


Also use with: (free to create account)

search: “frog”

I used a few passages  including  ‘A frog’s life’ and ‘Frogs or Toads’ with 3rd-5th students for listening comprehension, retelling, main idea, sequencing, compare/contrast

–Katie Cohen, SLP at Maupin and Roosevelt Perry Elementary

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I’m Right Here– Part 2

Today’s post is a continuation of Naoki’s short story. Here, Melissa shares her thoughts:

One day I was at my desk talking to Kinsey and then I received a calendar invite from her with the heading, “I’m Right Here” for April 13th.  My initial thought was, “Duh, I am talking to you”, so I asked her, “What is this about?  What do you mean I’m Right Here”?  Interesting sideline in comparison to my chapter—is this how Naoki felt all the time?  He was right there, communicating but the conversation wasn’t making sense or was one sided?

In this chapter Naoki states he attempts to tell this story to show the pain of not being able to express himself to the people he loves and as a way to connect us to that feeling, for understanding and empathy.    I find his story, much like the rest of the book, a style not pleasing to me or easy to read and laced with my skeptic thoughts of how much of the words are really his.  It is a story of being on the outside looking in and although attempts to communicate are there—no one can hear him.   You are privy to his attempt to use expressive language as a ghost, with an angel, in Heaven, and finally back on Earth giving the reader a glimpse into watching others respond to ineffective communication and the heart of the person attempting to communicate.

I can’t help reflecting on these questions and would love to see others thoughts as well:

* How often do we miss communication from our students with and without autism because it isn’t traditional expressive language?

* How many times have I not seen a student who is right there?

* Time—Naoki mentions many times about the concept of time—how often do we let time drive our  communication expectations?

* Finally, how many times are we the actual person on the outside looking in?

I will leave you with a quote from this chapter that struck me.  I loved when Shun said, “The future is a thing we build”—how true, right?