Happy Holidays!

Hope you all have the happiest of holidays! Enjoy some much needed peace and relaxation!




Tech Tuesday

Nicole Bowling shares:

I am very thankful for the generous donations of the iPads from the WHAS Crusade for Children.

I have also used both the wh question app and articulation apps previously mentioned blog posts!

One app I hope you all may also find useful is Describe it to me!

I have recently begun implementing my EET kit more and more for a variety of goals. Since doing so I have found the app, Describe it to me, that pairs nicely with EET. The app allows you to change between expressive and receptive language targets. It provides a variety of pictures and multiple choice options that my students have really found helpful, especially when we introduce new items. You can also switch to expressive language mode when they begin to understand the targets.

You can also customize word/pictures for the session, if you choose. Some of the targets you can access with this app include

  • Word-finding
  • Categories
  • Salient features
  • Object function
  • Parts
  • Location

The app has the ability to track individual students, their data and their progress monitoring over time, a feature I have not fully explored but could be very useful.

It is a paid app, I believe it’s $10 but it has been very nice way to connect students with the EET kit and hold their interest!

Thrifty Therapy Thursday #1



Thrifty Therapy Thursday starts TODAY!!! (Even thought its Friday! :))

I wanted to go ahead and post these items, as they are timely:
(I will even deliver them personally so that you don’t have to wait for them to come in the PONY!)

***See the previous post for details and don’t forget to post ideas by EOD Monday!!***


Thrifty Therapy Thursday

Therapy materials are expensive! Sometimes it takes a little creativity a lot of creativity to plan interesting and engaging sessions without spending a fortune on materials! Because of this, many SLPs have become masters of “making something out of nothing.” The idea of “making something out of nothing” inspired this blog’s newest series of posts: Thrifty Therapy Thursday!! (I have to confess, I tried this once before and didn’t get much response– but I thought I’d give it another go now that the blog is more established…) Here is how it will work:

• On Thursday morning (the second Thursday of the month), there will be a post containing a picture and desription of an item found at a thrift store, on clearance or “salvaged.”
• Once it is posted, you will have the opportunity to comment with what you would do with the item to transform it into a useful therapy tool.
• The deadline for comments/ideas will be 10am the following Monday morning.
• A winner will be announced by Tuesday morning. The prize for posting the best idea will be the actual item, which will be sent to the winner via pony mail.

Hopefully, this will be a fun way to create a little friendly competition that results in someone walking away with a prize! The only caveat is that it only works if YOU participate!! The first item will be posted NEXT THURSDAY! If you have any questions, comment below! GOOD LUCK!!

Tech Tuesday

Tom Powell shares:

I must be one of the luckiest people in the world. I am a speech pathologist at JCPS and I get to work with one student in particular who has a severe stuttering disorder. When I received my WHAS Crusade iPad, I immediately got excited about being able to try a Delayed Auditory Feedback (DAF) app with my student who stutters.


Stated simply, Delayed Auditory Feedback is extending the time between when we speak and when we hear ourselves speak. The iPad App that I found is called DAF Pro, and according to the App Store Preview, can be used only with iOS (or Apple) devices. DAF Pro claims that the delay in feedback causes the speaker to slow their rate of speech, which in turn decreases the amount of dysfluencies experienced. Coincidentally, this is also the App used by Cindy Simpson, M. S. CCC-SLP, one of our JCPS ECE Assistive Technology Liaisons. Cindy was able to provide an iPad for one of my student to trial. The iPad was made available to this student based on many factors including the fact that this student has a severe stutter and qualified to try a speech generating device to augment verbalizations when his communication breakdowns occurred. While assessing the student, Cindy suggested that we also try the delayed auditory feedback approach as well. Like most delayed auditory feedback devices, DAF Pro works by downloading and opening the App, inserting headphones, and then speaking. My student is using wired earbuds, but either a wired or Bluetooth earpiece will function properly. The microphone picks up the speakers voice, then after a slight delay, the speaker can hear her/his voice “echoing” everything they say.

DAF works on the principle that fluency is often increased while singing, speaking in unison with others – such as reciting the Pledge of Allegiance, or even just paying attention to background chatter at, say, a cocktail party. DAF Pro is an example of a delayed auditory feedback device in its least expensive format. If DAF is found to be useful to an individual, a more expensive, and perhaps more convenient version could be a custom molded Bluetooth earpiece used with a smaller iPhone with an appropriate DAF App. The DAF Pro works similar to a hearing-aid-like device that plays the stutter’s speech back to her or him, sometime in a slightly altered form, after a split-second delay. Research shows that used alone, delayed auditory feedback is rarely a magic pill, but can be used with other more traditional approaches like decreased rate of speech, using easy onset and working through stutters in a relaxed manner.

Like most delayed auditory feedback devices, in addition to offering a delayed feedback option, the DAF Pro App also allows the user to alter the pitch and volume of the feedback voice, and also allows for adjustments to the background noise. Through experimentation, the most effective settings for pitch, volume, background noise and amount of delay can be determined for each individual user. This blogpost is in no way meant to be a research article since my sample size is one. There are heartwarming stories on YouTube showing a similar delayed auditory feedback device called SpeachEasy being used with almost instant success. https://www.youtube.com/watch?v=HuO3DbnQjxE (minute 5:05). I wish I could say that my student was cured instantly, but that simply is not the case. For now, I will continue to work with this student, but am very happy that I have had the opportunity to try DAF Pro and I am looking forward to future success with this and every other student I get the privilege to work with.


Archibald, L. M., & Gathercole, S. E. (2007). Non-word repetition in specific language impairment: More than a phonological short- term memory deficit. Psychonomic Bulletin & Review, 14, 919–924.

Anderson, J. D., & Wagovich, S. A. (2010). Relationships among linguistic processing speed, phonological working memory, and attention in children who stutter. Journal of Fluency Disorders, 35, 216–234.

Eggers, K., De Nil, L., & Van den Bergh, B. (2009). Factorial temperament structure in stuttering, voice disordered, and normal speaking children. Journal of Speech, Language, and Hearing Research, 52, 1610–1622.

Hall, J., & Jerger, J. (1978). Central auditory function in stutterers. Journal of Speech and Hearing Research, 21, 324–337.

Reilly, J., & Donaher, J. (2005). Verbal working memory skills of children who stutter: A preliminary investigation. Contemporary Issues in Communication Science and Disorders, 32, 38–42.

Sasisekaran J. (2012). Effects of delayed auditory feedback on speech kinematics in fluent speakers. Perceptual and Motor Skills, 115, 845-846. http://doi.org/10.2466/15.22.PMS.115.6.845-846 [PMS free article] [PupMed]

Schwenk, K. A., Conture, E. G., & Walden, T. A. (2007). Reaction to background stimulation of preschool children who do and do not stutter. Journal of Communication Disorders, 40,129–141.

Smits-Bandstra, S., & De Nil, L. F. (2007). Sequence skill learning in persons who stutter: Implications for cortico-striato-thalamo-cortical dysfunction. Journal of Fluency Disorders, 32, 251–278.

Another tool for assessing English Language Learners

Happy Friday! Today I wanted to share a handy-dandy new tool for assessing English Language Learners. (It isn’t actually new–just new to me) This is a quick questionnaire that has been translated to MANY different languages. I think that it could be a very useful tool for assessment, especially when their parent(s) don’t speak English. Have any of you used that Intelligibility in Context Scale? Did you find it to be beneficial?

Tech Tuesday

Everyday Speech

This website/app was created by fellow SLPs. The app focuses on skills needed in daily interactions, including conversational skills, nonverbal communication, and friendship skills. Worksheets, interactive games, and social skill videos are provided, making planning a breeze. The app incorporates traditional video modeling to build foundational skills. I use it mostly with my older students and they really enjoy watching the videos. I have noticed growth in their ability to greet peers and staff, as well as identifying emotions, actions, and cause-effect across settings. There is a 30-day free trial, however it is a 10 dollar a month subscription after that. Initially, I signed up to help with my classes toward my Rank 1 but after exploring the website and witnessing the success with my students, I feel it is worth the monthly fee.


This app allows students to create and narrate their own cartoons. I use this app to work on answering “wh” questions, sequencing, retelling and creating narrative stories, as well as social skills. I also use it with my articulation and fluency students. The structure of the app is by the various elements in a story and explains what part of the story they are working on. The students can pick their own characters and settings, as well as record the dialogue.

My Playhouse Lite

I use this with younger students. It is great for targeting pronouns, action words, categories, prepositions, formulating longer utterances, and following directions.

Thanks to the generous donation by WHAS Crusade, my students are enjoying the iPad and new activities available.