Workshops and webinars on EXACTLY what you need to refer, evaluate, treat, and dismiss children effectively.
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Tell us about your group and the greatest challenges you are currently facing. Join the growing numbers of SLPs who are reducing their caseloads and improving their evaluations and therapy. admin@bilinguistics.com
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Learn whether certain articulation errors that a bilingual child produces should be counted as incorrect. The sound systems of a bilingual child’s two languages interact in predictable ways. Using Spanish and English as an example, this course provides a framework for identifying “errors” that are typical and those that are atypical.
Successfully separate language differences caused by second language influence from true disorder. Learn about language structures that are affected by bilingualism as well as developmental errors, cross-linguistic errors, and atypical errors.
By understanding how language structures vary and can influence one another, an SLP can make a more informed decision when determining whether a bilingual child is presenting with a language difference or a language disorder.
Increase your confidence when making diagnostic decisions for bilingual students.
Evaluating students from second language backgrounds is a complex process because communication concerns can be related to second language influence or a true disorder. This decision carries a lot of weight, as a wrong diagnosis increases caseload size and subjects a student to unneeded services.
This course provides tools for interpreting scores when your student is not well represented in the test norms and great information for obtaining language samples and other informal testing procedures.
Learn how to use a structure to evaluate the effectiveness of your therapy activities to 1) account for individual difference and 2) increase therapy outcomes.
Cultural differences, language influence, and socio-economic issues can impact how successful we are in therapy. However, you can alter existing therapy materials and goals in order to take cultural differences and classroom needs into account.
Strategies for literacy-based intervention and increased vocabulary are presented along with downloadable therapy materials. Therapy goals that are applicable to Spanish and English speakers are given for the early childhood, young school-age, and school-age populations.
Learn how to use a structure to evaluate the effectiveness of your therapy activities to 1) account for individual difference and 2) increase therapy outcomes.
Cultural differences, language influence, and socio-economic issues can impact how successful we are in therapy. However, you can alter existing therapy materials and goals in order to take cultural differences and classroom needs into account.
Strategies for improved improved intervention that takes less planning time and increased vocabulary are presented along with downloadable therapy materials. Therapy goals that are applicable to Spanish and English speakers are given for the early childhood, young school-age, and school-age populations.
Effectively use storybooks to both reduce therapy planning time and align targets with classroom objectives. While storybooks have been used as part of therapy for many years, current studies have found numerous benefits from the use of broader literacy-based intervention techniques. Shared reading positively affects:
Oral language skills
Pragmatic skills
Maintenance of joint attention
Increasing vocabulary (Semantic)
Increasing the understanding of word relationships and complex sentence structures (Syntactic)
Learn about all of the great reasons research has given us to use books to support speech and language development. We share our coveted Lit-Kits, which include activities for use before, during, and after shared reading. The activities address a wide range of speech and language goals. We provide templates that allow participants to develop their own lit kits with minimal effort. Kids love stories. This workshop combines the power of stories with a refined set of tools and templates that will drive speech, language, and narrative development.
Make your speech therapy soar by understanding what unintelligible really means. Packed with video examples and therapy materials, this presentation will arm you with ways to better define your students and give you intervention strategies to best match their specific deficit.
This presentation follows a pilot study where children from two caseloads were better diagnosed using strict criteria for the types of errors they were producing. Therapy techniques per disorder class were applied resulting in an increase in intelligibility for each group. This course includes reproducible decision trees and reference charts to aid in the better diagnosing of speech sound disorders.
Learn how to treat and evaluate VPI through step-by-step instructions that are filled with video examples. This course will equip you with tools you need to tackle working with velopharyngeal insufficiency. It includes the reproducible VPI Pyramid which provides a simple framework for evaluation and rapidly creates baseline objectives for therapy.
The process of determining how to improve communication of someone who is not able to build up intraoral pressure can be incredibly intimidating. What do we target? Are there things we can focus on despite structural limitations? How do we know what to target if we don’t know the cause of the insufficiency? Do we wait to begin treatment until after surgery is completed? Do we need a medical evaluation before beginning therapy? Gain practice hands on knowledge that you can apply to your caseload today.
You can improve how you support your teachers and reduce therapy planning time!
The ASHA Schools Survey (2014) reports that caseloads over the last several years have remained the same with a median caseload size of 47. However, the responsibilities of school-based SLPs have changed greatly. This course provides speech-language pathologists with tools to increase their effectiveness in the schools and decrease overall workload. An understanding of various service delivery models can potentially increase students’ communicative success, improve relationships within educational teams and increase SLP job satisfaction.
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Challenging behaviors can impede progress in speech therapy. We will discuss the evaluation of behaviors that impact communication development and provide research-based intervention strategies to guide speech-language pathologists in developing effective treatment plans. We will include case studies of clinical interventions that improve communication in children with behavioral needs.
Working with interpreters is becoming more common, and is often a necessity, when providing services to culturally and linguistically diverse populations. Gain important skills needed to train qualified interpreters. Skills include appropriate vocabulary and cultural considerations necessary for effective communication with parents regarding disabilities, services, and rights.
From an educational standpoint, it is imperative to understand the behavioral and academic outcomes of those living in low-socioeconomic environments. Participants will gain effective strategies to use as educators and walk away energized and ready to tackle the new school year. This session will provide current statistical information based on Texas to improve how we serve children living in poverty.
Reduce the time you spend on the referral process and simultaneously improve your referrals and your relationship with teachers.
Successful speech referral processes can be quickly and easily implemented. This research-based case study profiles how to 1) achieve successful referrals while 2) reducing workload and 3) improving professional relationships. This presentation explains the step-by-step process that made this transition possible and profiles free online referral documents to begin immediately.
Don’t know what to choose? Send this free survey to your staff.
With so many speech pathologists working in so many different locations with so many different caseloads - How do we choose what to focus on? Contact us and we will send you a free survey to share with your staff that will show you EXACTLY what they need. Here's an example:
Prices vary based on workshop length, travel expenses, and discounts for inclusion of materials. Call or email us to find out how to get your staff the information they need within your budget and timeframe.
I thought I would take a few minutes to update you on how your presentation continues to impact my clinical practice.
This is my sixth year as an SLP, and my second year working in the same school district in Lexington. This school year is my first year being at one school (after being itinerant, mostly at the middle school level). I'm at an elementary school that draws from a very diverse section of our city. Many, many students at our school are learning English as a second language (mostly Arabic or Nepali as their first language). The information you shared this summer couldn't have come at a better time for me. I use the "Difference or Disorder" book frequently, and I've turned to the Bilinguistics website numerous times.
I feel so much more confident in making clinical decisions than I would have had I not attended your session this summer!
At the beginning of this school year, I made a plan for incorporating more literacy into my therapy sessions. In graduate school, I was fortunate to be part of a training grant with a focus on Language and Literacy. So naturally, your ideas fit so well with my framework and philosophy for speech/language intervention. My principal graciously gave me a purchase order for your "Literacy-Based Speech and Language Activities" book. I've loved the ideas and resources you and Scott share in the book! Your session this summer and the book inspired me to write a grant proposal (a local grant) for building a collection of storybooks to use in therapy. I get so frustrated by commercially available SLP resources that don't reflect the diversity of my students. I think literature is such a great way to honor the experiences our students bring. I found out a couple weeks ago that my proposal is going to be funded, and I can't wait to get my hands on the books! (I can also stop renewing my favorites from the public library!)
I've also incorporated your "I work!" chant at the beginning of my sessions; such a great, age-appropriate way of students taking ownership over what they're working on. I also love using the "I'm smart..." affirmation at the end of sessions! I have both of these posted by the door, and I love when students remind me if I've forgotten. 🙂 And how did I ever teach story grammar without your clever story grammar rap?! Okay, I feel like I could go on and on about how much your session and method of therapy has impacted my practice, but I feel like I'm becoming redundant.
...but one more quick story: The clicker counters idea you shared! I had never thought of using the clicker counters before for tallying data, but it might be one of my favorite time savers ever. I ordered a set from Amazon, and my data collection will never be the same again! There are a couple students in particular who have become so motivated when I hand them the clickers to count their own accuracy rates...I've never seen faster progress with artic! I also had my principal come in to do an unannounced observation; she was impressed by the clickers and took the idea of using them to other teachers for tallying behaviors in the classroom, etc. It's funny how something so low-tech can be so powerful, when we're all consumed by what technology is supposed to be able to do for us!
THANK YOU so much for sharing your wisdom and talents!
Learn whether certain articulation errors that a bilingual child produces should be counted as incorrect. The sound systems of a bilingual child’s two languages interact in predictable ways. Using Spanish and English as an example, this course provides a framework for identifying “errors” that are typical and those that are atypical.
