Guest: Stephen Sacks, MA, CCC-SLP - Steve shared his vast knowledge of how to successfully remediate the distorted /r/ and /s/. Over the past 25 years, he and many other SLPs have successfully used his program, the SATPAC. He explained what the SATPAC is—a computerized, contextual list-builder—and the rationale and fundamentals of speech sound production behind it, as well as several other how-to and sound-stim techniques.
Guest: Michelle Dawson, MS, CCC-SLP, CLC - In this 1-hr podcourse, Michelle shares information and examples of the many young medically fragile and developmentally disordered children she’s worked with and explains why and how to ensure a quality transfer into school-related services. She stresses the importance of a comprehensive, coordinated and team-based approach for the continuation of critical services.
Guest: Elissa Kilduff, MA, CCC-SLP - 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.
Guest: Cathy Alexander, MA, CCC-SLP - 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.
Guest: Cathy Alexander, MA, CCC-SLP - 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.