Curriculumbased Speech Therapy Activities: PreK / Kindergarten: English & Spanish Edition,Used

Save time planning for therapy and increase your client and student outcomes by using curriculumbased intervention. Curriculumbased intervention materials can simultaneously enrich language and teach academic concepts. This volume contains 150 pages of activities focusing for the academic concepts: All about me, School, Animals, Family, Fall, and Friends.WHY IS USING CURRICULUMBASED THEMES IMPORTANT TO SPEECH PATHOLOGISTS?The majority of students who receive speech therapy spend thirty minutes or one hour per week with their speech therapist. This equates to approximately 3% of a childs academic day. That means that the majority of her time is spent with parents and her teacher. We also know that the more ways (multimodal) and times (opportunities) a child practices a skill, the more she will be successful. By using classroom themes we not only access the vocabulary topics, but also provide a way for the child to practice newly acquired communication skills on a topic that she is familiar with. Plus, the homework provides greater communication opportunities on each theme through interactions with the parent. INTERVENTION WITH YOUNG STUDENTS IS SUCCESSFUL WHEN IT: Aligns to curriculum Is multimodal Handson, tabletime, floor time, Has buyin from all educational professionals Increases parent involvement Can be used in a variety of settings Fullday, halfday, inclassroom, group therapy, and individual therapy Takes into consideration secondlanguage influence and low socioeconomic status THIS IS EXACTLY WHAT THESE MATERIALS PROMISE TO DO.These lesson plans were developed by a group of bilingual speechlanguage pathologists who provide therapy services to young children and their families through home and schoolbased programs. The goal of many young classrooms is to provide early intervention in order to reduce the need for future services and improve academic outcomes later on. In this model, it is not uncommon for the speechlanguage pathologist to see a student in individual or group settings using therapy materials which are chosen solely with the childs goals in mind. While this paradigm works well for a handful of students, we found that greater gains can be made when therapy aligns to the curriculum and when parents can interact with a child based on what they bring home from school. By using the classroom themes we not only access the rich vocabulary from the classroom but also provide a way for the child to practice newly acquired communication skills on familiar topics. Plus, parent summary letters ensure greater communication opportunities on each theme through interactions with the home.