In this episode, Elissa shares her time-saving, creative approach of how to effectively use individual books to meet the needs of several speech and language children within a group each with a variety of specific needs and goals.  She outlines how to select the books, pre-plan and organize the materials, and implement the therapy.  This approach can be used effectively with K–6th grades; several resources are provided.

In this episode, Lorraine shared her vast knowledge and experience of how to elevate and incorporate the art of storytelling and the use of songs in language instruction with young children.  She explicitly covered the developmental sequence of oral narrative growth in children and how to adapt books in ways that allow children to participate as active versus passive learners in language and literacy instruction.  Numerous practical activities were provided.
Speech-language pathologists (SLPs) are receiving increasing referrals of English Learners (ELs) with potential language impairment. Because these children speak diverse languages, SLPs have few assessment options that are nondiscriminatory, legal, and that rule out the impact of environment.  In this podcourse, you learned legally sound, non-standardized assessment methods and materials that are easy to implement and represent evidence-based practice. 

In this episode, Cathy details her knowledge and expertise about the intricacies of morphology and morphological therapy for pre-school and upper- and lower-elementary-aged children.  She also explains and provides examples of how to shift into curriculum content-area words to teach for middle- and high-school students. She explains the association of morphology and vocabulary and provides numerous activities and books appropriate to instruct prefixes, suffixes, and root words. 


Cathy shares her knowledge and expertise on how to enrich vocabulary in young children. She explains the vocabulary acquisition process of most children, then compares the characteristics of language impaired children. She outlines how to apply her nine evidenced-based strategies for systematic vocabulary instruction, and details the strong and reciprocal relationship between reading and vocabulary. Numerous practical activities are provided. 

In this episode, Ms. Boshart explained why sometimes it takes additional and deliberate instruction strategies to impact children’s retention and generate transfer outside of the therapy room. You specifically learned the nine evidence-based, foundational keys to intensive language instruction, and how to implement and incorporate them into language therapy.

Robyn shares practical knowledge and strategies from her experience and research on how to determine when children are developmental and when others have orofacial issues that may deter speech development and progress in therapy.  She outlined analyze procedures for potential respiratory issues, oral hard and soft tissue issues, and offered therapy suggestions.

Sarah presents insights from her research, study and experience in connecting language skills with areas of reading instruction. She believes one can have language without literacy, but not literacy without language. She shared strategies for phonemic awareness, phonics, comprehension, vocabulary and fluency.

Char shares how to do effective therapy for both the lateral /s/ and the frontal /s/.  She compared and contrasted the similarities and differences between the two speech errors and outlined helpful techniques for dealing with both.  She included insightful, research-based information about the /s/ and why some oral-respiratory differences can impact production and remediation.


Char presents insights from her extensive study and experience of working with hundreds of individuals with “r” distortions. She shared an in-depth description about the /r/ production and critiqued several remediation techniques. She explained the rationale as to why some strategies work, why some don’t, and outlined the primary factors that must be included in therapy for successful, complete “r” remediation.

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