Pardon My Interruption...

                          Pardon My Interruption…
                 by Rynette R. Kjesbo, M.S., CCC-SLP

“Don’t interrupt!” How many times have we heard that from our parents or said it to our children? An interruption is anything that causes us to stop what we are doing. Interruptions are often considered rude, and as a result, we usually teach children that it is bad manners to interrupt others. However, there may be times when an interruption is necessary. Take the following school situation for example—The teacher is teaching the class about the solar system. A student in the back of the room is having difficulty hearing the teacher. Should the student be quiet and miss the lesson? Or should he/she politely interrupt to let the teacher know that he/she is having difficulty hearing?

How to Interrupt Politely
Although the words “polite” and “interrupt” may seem like opposites, these words (and behaviors) go hand in hand! Therefore, it is important to teach children appropriate ways to disrupt a conversation or activity before they ask a question or make a comment. The tips below are helpful ways to teach children the “rules” of interrupting.

• Know when an interruption is necessary – If your comment or question can wait for another time, then wait. Only interrupt if you feel it is important to share your thought or ask your question at that very moment.

• Make eye contact with the person you want to speak to – If you make eye contact with the person you want to speak to, he/she may recognize that you have something to say and may invite you to speak.

• Wait for a break in the conversation – If it is not an emergency, wait until the speaker pauses to allow others to speak.

• Raise your hand – Raising your hand lets the other person know that you have something to say.

• Wait to be recognized – Raising your hand does not give you permission to blurt out your question or comment. Wait until the speaker acknowledges you before sharing your thoughts or ideas.

• Keep your comments short and to the point – Remember that when you have interrupted someone, and are given the chance to share, be sure to say your message clearly and stay on topic.

The following Handy Handout^® is printed courtesy of Super Duper^® Publications.
Handy Handouts^® are for classroom and personal use only. Any commercial use is strictly prohibited.
© 2012 Super Duper^® Publications. All rights reserved.
www.handyhandouts.com

Let's Give a Hand to Puppets!

Let’s Give a Hand to Puppets!

by Amber Hodgson, M.A., CCC-SLP

A puppet is an object that a person controls through finger/hand movements, sticks, or strings. Puppets usually represent human or animal figures. Many people look at puppets only as toys or playthings. However, puppets can actually provide numerous learning experiences! Puppets encourage children to use creativity and their imaginations. As well, puppets get their attention and hold their interest, all while supporting deeper, multi-sensory learning. So, with your children, try your hand at puppetry and have fun while learning!

Puppets do not have to be expensive or complex. You can even make them yourself. They can be made out of just about anything, such as socks, tongue depressors, sticks, straws, paper bags, foam, or felt. Also, if you have a large cardboard box, you can make a simple puppet theater. Having a designated area for puppet shows is a great way to inspire creative play. Children benefit from having a special area where they can go to let their imaginative play take place. A puppet theater is a fun and functional item to include in their play area.

A Puppet’s Possibilities

Children who have regular opportunities for pretend play have a rich environment that stimulates and reinforces language development. Below are some fun ways to incorporate puppets into language learning.

Puppets and Books! Puppets are wonderful teaching tools, especially when they help bring books to life! Many characters in children’s books are animals. You may find puppets in a store that represent the characters in books. Use these puppets as you read the story to your children or simply as fun props that your children can hold on to as they listen to the story. Another fun way to use puppets with books is to have your children make their own puppets to represent the characters they just learned about in the story. They can use these personalized puppets the next time you read the story!

Puppets and Talking! Puppets can be great tools for speech and language development. Many children can be hesitant to talk in speech/language therapy. Giving

children their own special puppets that they can use to talk and answer questions with can make them more comfortable. Using puppets in stuttering (fluency) and voice therapy may help children increase their easy speech or demonstrate improved vocal quality, as they may feel more comfortable talking through the puppets. In articulation or apraxia therapy, puppets can help show children correct tongue placement to make their sounds.

Puppets and Social Skills! Puppets can be useful in helping children improve their social skills. You can use puppets to help teach appropriate behaviors, such as good manners and turn-taking. Children can work on maintaining conversations and role-playing different social situations between puppets. You can also explain different emotions with puppets. As well, it can be more motivating for them to talk if they feel like they are talking to a friendly puppet, instead of a person who may “judge” them.

Puppets and Game Play! Puppets can be motivating for children to help them complete tasks and play games. For example, children can “feed” game cards to a puppet after completion of a task. In addition, puppets can be an incentive for children to participate if they get to use the puppet’s mouth to roll the dice, spin the spinner, or move their gameboard pieces.

The following Handy Handout^® is printed courtesy of Super Duper^® Publications.

Handy Handouts^® are for classroom and personal use only. Any commercial use is strictly prohibited.

© 2012 Super Duper^® Publications. All rights reserved.

www.handyhandouts.com

Scripting: Role Playing for Social Success

Scripting: Role-Playing for Social Success!

by Rynette R. Kjesbo, M.S., CCC-SLP and Julie A. Daymut, M.A., CCC-SLP

What Is Scripting?

Scripting is a type of role-playing activity that students can do to help them learn about and practice various social skills. Scripting gives students a “script” or written text for what to say or do in a certain situation. With scripting, everything students act out is planned and written in advance, including the characters in the situation and the particular social scene. The organization and structure of this role-playing activity helps students learn about both appropriate and inappropriate social behaviors for everyday situations.

Common scripting topics include general interactions such as making eye contact, respecting personal space, staying on topic, switching topics, and interrupting; peer interactions such as being a friend, respecting differences, peer pressure, joining in, and being left out; and social-emotional skills such as dealing with failure, dealing with embarrassment, and using humor appropriately. Other topics for scripting include conflict management, such as making an apology, and community interactions, like identifying a need in the community and taking an active role to help that cause.

How Can Scripting Help Students?

Scripting breaks a certain social skill into different steps. Practicing a skill with a script can help students transfer that knowledge and behavior to real-life situations at school, at home, and in the community. As well, scripting gives students the chance to actively participate in learning about social skills by not only modeling social behaviors, but by improving their self-awareness as they discuss and evaluate how they did with the given scene. Scripting uses real-life experiences to teach students appropriate ways to interact with others.

An Example of Scripting

An example of scripting for Personal Space, as taken from Scripting Junior by Lynda Miller, is:

Ms. Jarrett I know you’ve already learned several of the greeting skills you’ll be using. Who can tell me what they are?

Jennifer Look at the person you’re talking to.

Ms. Jarrett Do you remember what that’s called?

Jennifer Eye contact.

Ms. Jarrett That’s right. Who can tell me another greeting skill?

PhillipTalk at the right loudness.

Ms. Jarrett What is that called? Do you remember?

PhillipYes. It’s volume.

Ms. Jarrett Yes, it’s called volume. Who can tell me another one?

Keanu Facial expression.

Ms. Jarrett Yes, facial expression is another greeting skill. You learned about two more. Who can tell me what they are?

Natalie Posture!

Ms. Jarrett Right! Posture is one. What’s the last one?

Emil Personal space?

Ms. Jarrett That’s right. And who remembers what that means?

Keanu How close you stand when you talk to somebody?

Ms. Jarrett Yes. Now let’s practice the personal distance you’ll use when you greet our visitors. [She divides the group into pairs.]

Take turns practicing the greeting. When it’s your turn, try standing close, far away, and at arm’s length. Then discuss which feels most appropriate. [Each group practices standing close, at arm’s length, and far away as they greet each other.]

Ms. Jarrett What distance seems best for greeting our visitors?

Natalie I felt uncomfortable standing too close, but standing far away doesn’t work. I’d say we should stand at arm’s length.

Emil I agree. We can’t shout at them, but we don’t want to be too close, either.

Ms. Jarrett Does everyone agree? Does at arm’s length seem about right for greeting people you don’t know?

Jennifer It seems right to me. [Other students agree.]

Ms. Jarrett OK, everyone practice standing at arm’s length–not too close and not too far.[Students continue practicing.]

The following Handy Handout^® is printed courtesy of Super Duper^® Publications.

Handy Handouts^® are for classroom and personal use only. Any commercial use is strictly prohibited.

© 2012 Super Duper^® Publications. All rights reserved.

www.handyhandouts.com

What Is a 504 Plan?

What Is a 504 Plan?

by Rynette R. Kjesbo, M.S., CCC-SLP

A 504 Plan is a special plan for a student who has a disability but does not qualify for an Individualized Education Program (IEP). The number “504” refers to Section 504 of the Rehabilitation Act of 1973. This federal law protects students with disabilities. It states that a student with a disability cannot be excluded from any programs or activities that receive federal funding. Section 504 ensures that students who have disabilities have equal access to education as do their peers who do not have disabilities.

A 504 Plan identifies accommodations and modifications a student with a disability may need in order to participate in programs and activities. Accommodations and modifications on a 504 Plan may include (but are not limited to) special seating assignments (for example, near the door, near the bathroom, or near the teacher), additional time to complete tests or assignments, or using a recorder to record lessons.

How Does a Student Qualify for a 504 Plan?

According to the U.S. Department of Education Office for Civil Rights (2011), for eligibility under Section 504, “a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment.” If a student meets these qualifications, the parents/caregivers and the educational team need to determine if the effect of the student’s impairment is so significant that accommodations and/or modifications are necessary for the student to be able to access programs and activities.

How Is a 504 Plan Different From an Individualized Education Program (IEP)?

If a student has a disability that requires him/her to receive specialized instruction (instruction that is different from that of his/her peers who do not have disabilities), the student is eligible for an Individualized Education Program (IEP). In order to be eligible for an IEP, a student’s disability must fall under one of the categories specified by the Individuals with Disabilities Education Act (IDEA), there must be an evaluation which shows that the student’s disability interferes with his/her ability to learn the educational material that is taught to all students, and there is evidence that the student requires special education services.

It is possible for a student to have a disability and not qualify for special education services and an IEP because he/she does not need different instruction. If a student is not eligible to receive an IEP, he/she may be eligible for a 504 Plan if he/ she needs accommodations or modifications in order to have an equal opportunity to perform at the level of his/her peers. For more information about the eligibility criteria for IEPs or 504 Plans, contact your child’s school.

The following Handy Handout^® is printed courtesy of Super Duper^® Publications.

Handy Handouts^® are for classroom and personal use only. Any commercial use is strictly prohibited.

© 2012 Super Duper^® Publications. All rights reserved.

www.handyhandouts.com

Sequencing and Executive Functions

Sequencing and Executive Functions

by Clint M. Johnson, M.A., CCC-SLP

Sequencing refers to students’ abilities to put events in order. These events may be familiar, daily routines (making the bed, washing hands, eating breakfast) or unfamiliar (crossing a drawbridge, grilling hamburgers, snowboarding) depending on students’ prior knowledge. Sequencing is necessary for:

• understanding and telling stories;

• performing daily activities;

• solving problems;

• reading comprehension;

• succeeding in school and at work.

In order to sequence events correctly, a student has to:

• understand cause and effect;

• make predictions;

• understand time and transition words in stories like first, next, last;

• know the elements of a story like beginning, middle, and end;

• have adequate reasoning and planning skills.

Executive Functions

The ability to sequence events relies heavily on our reasoning or executive functions abilities. The term executive functions refers to our abilities to solve problems and monitor, plan, and direct future behaviors (Tstatsanis, 2004). These mental processes help link past experiences and prior knowledge to our present actions (“Executive Function,” 2009). Executive functions are activated when we begin a novel task or we are faced with a new challenge (Singer & Bashir, 1999). Meltzer (2004) identified the following executive function processes.

• planning • prioritizing • memorizing

• organizing • shifting • checking

(p. 80)

Sequencing tasks require students to use all of their executive function processes, especially when the task is unfamiliar. For example, some students may not have had the experience of going snowboarding. This event is unfamiliar to them so they have to use their reasoning skills to figure out a logical sequence of the events.

Teaching Sequencing

Sequencing activities benefit students by helping them to remember a process, to learn the names of the steps in a process, know the tools used to complete the process, and to understand and use the specific vocabulary associated with a process (Marr & Morgan, 2005). Sequencing activities that include the manipulation of pictures, words, and sentences help build important literacy skills like reading left to right, comprehending important details, predicting, and identifying the parts of a story. A majority of states have educational standards that address sequencing at basic levels (identifying what happened first, next) and at advanced levels (writing essays, performing experiments; Academic Benchmark, 2010). The federal government’s Common Core Standards includes standards for describing the details of an event at nearly every grade level (2010).

The following Handy Handout^® is printed courtesy of Super Duper^® Publications.

Handy Handouts^® are for classroom and personal use only. Any commercial use is strictly prohibited.

© 2012 Super Duper^® Publications. All rights reserved.

www.handyhandouts.com

Sharing- An Important Social Skill!

Sharing – An Important Social Skill!

by Rynette R. Kjesbo, M.S., CCC-SLP

What Is Sharing?

When we share with others, we give them part or all of something we have. We might give them something without expecting them to return it, or we might give them something then expect to get it back when they are done with it. For example, if you have two cookies, and you “share” a cookie with a friend, you don’t expect to get it back! However, if you “share” a favorite book with a friend, you most likely expect it back after he/she is done reading it.

Encouraging Children to Share

Sharing plays an important part in bonding with the people around us. Children can develop the social skill of sharing through practice, patience, and the gentle guidance of adults.

Here are some strategies you can use to encourage your children to share:

• Be a role model. Model sharing with family members and friends. Explain to your children why you are sharing. For example, “I want to share my book with Daddy because I know he will enjoy reading it.”

• Teach ways to share. If your children don’t always want to share, help them come up with a solution, like giving an alternative. For example, “I’m playing with the blue car right now, but here’s a fire truck you can use and we can play together.”

• Share for a short time. When children agree to share something for a little while, use a visual timer, like a sand timer, or play/sing a song to help children understand when it is their turn again based on the amount of time that has passed.

• Keep special toys separate from other toys. If your children have special toys that they are less likely to share, put them in a different area when friends come over to play. Leave out a variety of toys that your children would be willing to share.

• Use toys that encourage sharing. Toys such as puzzles, balls, and blocks encourage children to share and play together.

• Praise your children when they share on their own. When you see your children sharing, let them know they made a good choice! For example, “I like the way you shared with your brother by letting him hold your bear for a while. When he lies down for his nap, it will really help him fall asleep faster!”

The following Handy Handout^® is printed courtesy of Super Duper^® Publications.

Handy Handouts^® are for classroom and personal use only. Any commercial use is strictly prohibited.

© 2012 Super Duper^® Publications. All rights reserved.

www.handyhandouts.com

Hellos and Goodbyes- Teaching Children to Use Greetings

Hellos and Goodbyes – Teaching Children to Use Greetings

by Rynette R. Kjesbo, M.S., CCC-SLP

Why Are Greetings Important?

When someone says “hello” to you, you probably don’t hesitate to respond with a greeting of your own. “Hello” and “goodbye” are more than polite words. These greetings are one of the basic functions of communication. These words help us connect with other people. When we say “hello” to another person, it opens the door for communication. Saying “goodbye” signals that the conversation is at an end for the time being. A friendly goodbye sets the stage for having another conversation with the other person the next time you meet.

Why Teach Greetings?

Children may find it difficult to use greetings. Some children with autism, children with delayed language skills, and even children who are typically-developing may have difficulty saying “hello” and “goodbye” to other people. Using greetings is an important part in the process of interacting with others to form and maintain friendships.

Tips to Encourage Children to Use Greetings

In order to become better at using greetings, children who have difficulty with this social skill should practice. Here are some tips you can use to help your children learn how to use greetings:

• Teach Greetings – Teach your children that when they meet someone, they should tell that person “Hello.” When they leave someone, they should say “Goodbye.” Talk to them about the various ways to say “hello” and “goodbye” (for example, “Hi.” “Hey.” “See you later.” and “Bye.”).

• Be an Example – Model the correct way to use greetings for your children. Greet people you know when you meet them and use appropriate parting comments when you leave.

• Pretend Play – Create a pretend situation where you and your children practice using greetings during play. For example, pretend you are a customer in your children’s store or pretend you are talking on the phone with your children.

• Use Visual Supports – Use pictures that represent “hello” and “goodbye” to help cue, or remind, your children of the greetings they are to use in different situations. Have one drawing or photo signifying “hello,” and have another drawing or photo that represents “goodbye.”

• Read a Book – Read books with your children that deal with the subject of using greetings, such as Say Hello by Jack & Michael Foreman, Hello! Good-bye! by Aliki, or Oh No! Time to Go! A Book of Goodbyes by Rebecca Doughty.

• Sing a Song – Use music as a great motivator to help your children learn social skills. There are many songs available that talk about using greetings. One example is People Like it When I Say Hi by Cathy Bollinger.

The following Handy Handout® is printed courtesy of Super Duper® Publications.

Handy Handouts® are for classroom and personal use only. Any commercial use is strictly prohibited.

© 2012 Super Duper® Publications. All rights reserved.

www.handyhandouts.com