Here come the holidays! Unfortunately, they can be exceptionally challenging for our kiddos who stutter and tend to become dysfluent during this time. Check out this episode for eight strategies today that support fluency for children who stutter by building resiliency while removing holiday stressors. Looking for 100% done-for-you weekly activities? Make sure to check out the Free 3 Intervention Secrets Workshop.

SLPs in the field are reporting an increase in students with selective mutism since COVID. What to do? Check out this episode for eight empirically-based strategies for teachers and SLPs to implement today to support children with selective mutism. Ready to put research into practice today? Learn about the SIS Membership by watching this free 3 Intervention Secrets Workshop.

Rapport is everything when it comes to success in speech therapy. How do you build it? Check out this episode for five empirically based strategies. Click here to download the parent input form.

P.S. Don't go right into speech with situationally mute children. Begin with them participating through movement. I start with my educationally rich SIS Movement Activities. Don't delay and check out the membership today at https://kellyvess.com/sis

Gestalt language learners tend to learn language initially as whole chunks and break them into individual parts over time. How can we capitalize on a gestalt learning style? Emphasize sentences that will provide great social and practical coverage. In this episode, I'm sharing my top ten gestalts to emphasize for early gestalt language processors. Ready to provide engaging, effective, and empirically-based activities? Check out the SIS Membership at kellyvess.com

Marge Blanc's NLA Website: https://communicationdevelopmentcenter.com/

Check out this episode and learn how making this one simple change in treating speech sound disorders will produce significant results in speech, language, literacy, and executive function. Try implementing complex speech target paragraphs in your practice by joining SIS today. When you join, you'll receive a library of speech targets to download and immediately use. To learn more about SIS, check out this free, 30-minute workshop by clicking here: https://drive.google.com/file/d/15nbJ0ocJqIDUiLOTgKAotiM6fB2nY1hW/view

Meta-analytic research indicates that speech-language therapists do not improve language comprehension for students with developmental language disorders. However, multiple studies have indicated that explicit narrative, story-retelling interventions can produce robust gains in language comprehension and expression. Put empirically-based strategies into practice this week by joining the SIS Membership at kellyvess.com Watch a free, 3-intervention secret workshop by clicking here.

References: 

Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder. Journal of Speech, Language, and Hearing Research, 47(4), 924–943. https://doi.org/10.1044/1092-4388(2004/069)

Pico, D. L., Hessling Prahl, A., Biel, C. H., Peterson, A. K., Biel, E. J., Woods, C., & Contesse, V. A. (2021). Interventions designed to improve narrative language in school-age children: A systematic review with Meta-analyses. Language, Speech, and Hearing Services in Schools, 52(4), 1109–1126. https://doi.org/10.1044/2021_lshss-20-00160

Rinaldi, S., Caselli, M. C., Cofelice, V., D’Amico, S., De Cagno, A. G., Della Corte, G., Di Martino, M. V., Di Costanzo, B., Levorato, M. C., Penge, R., Rossetto, T., Sansavini, A., Vecchi, S., & Zoccolotti, P. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain Sciences, 11(3), 407. https://doi.org/10.3390/brainsci11030407 

Why isn't 'Mama' a first word for many children with Autism, yet it is for their neurotypical peers? There are four underlying physiological causes for this difference. Let's dive in to explore these four reasons why 'Mama' is not just naturally developing and what we need to do differently to encourage the development of this pivotally important word. Ready to work more effectively with children with autism by treating the whole child with done-for-you, ready-to-use activities delivered weekly in your inbox? Don't delay and learn about the SIS Membership with this free 30-minute, 3-intervention secret workshop. Looking forward to seeing you at the SIS drawing board,💚Kelly

Check out this episode and learn ten simple ways you can modify educationally-rich activities for diverse groups of children on your caseload. Focus on what matters by having done-for-you, ready-to-use, educationally-rich activities delivered to your inbox every week. Learn about the SIS Membership in this free, 3 Intervention Secrets workshop: https://drive.google.com/file/d/15nbJ0ocJqIDUiLOTgKAotiM6fB2nY1hW/view

How can you help children with Developmental Language Delays? Check out this episode, in which I share three powerful, empirically based strategies that you can put into practice today. If you are ready to put these strategies into practice with ready-for-use, done-for-you activities delivered to your inbox weekly, check out the SIS Membership at kellyvess.com. To learn more about SIS, check out this free, 30 minute, 3-intervention secrets workshop.

Ruston, H. P., & Schwanenflugel, P. J. (2010). Effects of a conversation intervention on the expressive vocabulary development of prekindergarten children. Language, Speech, and Hearing Services in Schools, 41(3), 303–313. https://doi.org/10.1044/0161-1461(2009/08-0100)

SLPs can understandably get uncomfortable when it comes to holidays. Cultural bias is an obvious concern. However, this doesn't mean that they should be written off. Research indicates that discussing near holiday events positively impacts language, cognitive, and social-emotional development. Trick or treat? Halloween treats the whole child.

Ready to put research into practice today? Check out the SIS Membership with this free 30-minute, 3-intervention secrets workshop:  

Reference:
Chernyak, N., Leech, K. A., & Rowe, M. L. (2017). Training preschoolers’ prospective abilities through conversations about the extended self. Developmental Psychology, 53(4), 652–661. https://doi.org/10.1037/dev0000283