Articulation:
1. Stress features of sounds.
(ex. /s/-it’s a long sound; it’s a noisy sound)
2. Remodel students’ incorrect productions.
(ex. Child says: I see a pish. Teacher says: Oh, you see a fish.)
3. Emphasize sounds when presenting vocabulary, spelling, and/or sight words.
4. Provide a good speech model.
(ex. /s/-it’s a long sound; it’s a noisy sound)
2. Remodel students’ incorrect productions.
(ex. Child says: I see a pish. Teacher says: Oh, you see a fish.)
3. Emphasize sounds when presenting vocabulary, spelling, and/or sight words.
4. Provide a good speech model.
Language:
1. Require complete sentences from a student.
2. Model correct syntax/sentence structure and have them imitate correct
production.
3. Expose student to a wide variety of vocabulary (not limited to target
vocabulary words) through the curriculum. Preview and review concepts.
4. Read books or have students read books to be exposed to a wide variety
of vocabulary.
5. Ask “Wh” Questions to expand on a student’s understanding of a story.
6. Repeat/reword directions and have students repeat directions to ensure
comprehension.
7. Provide cues (story starters, mnemonic cues, etc.)
8. Provide opportunities for student to communicate successfully and praise correct communication skills.
9. Provide visual supports to increase understanding of desired task.
2. Model correct syntax/sentence structure and have them imitate correct
production.
3. Expose student to a wide variety of vocabulary (not limited to target
vocabulary words) through the curriculum. Preview and review concepts.
4. Read books or have students read books to be exposed to a wide variety
of vocabulary.
5. Ask “Wh” Questions to expand on a student’s understanding of a story.
6. Repeat/reword directions and have students repeat directions to ensure
comprehension.
7. Provide cues (story starters, mnemonic cues, etc.)
8. Provide opportunities for student to communicate successfully and praise correct communication skills.
9. Provide visual supports to increase understanding of desired task.
Pragmatics (Social Skills):
1. Model appropriate response or social interaction, Allow extra time for student to formulate & express responses.
2. Provide opportunities to: (a.) Ask questions (b.) Initiate & maintain conversation (c.) Give sufficient information (d.) Give cause & effect information (e.) Use language to make choices & express needs (f.) Use problem solving/decision making techniques (g.) Practice with peers in appropriate learning groups.
3. Allow student to role play a variety of targeted social language situations.
4. Emphasize basic social skills, i.e., greetings, eye contact, polite forms, body language, spatial boundaries throughout the school day.
5. Use verbal/visual/physical cues to remind student to use appropriate social behavior in a variety of settings.
2. Provide opportunities to: (a.) Ask questions (b.) Initiate & maintain conversation (c.) Give sufficient information (d.) Give cause & effect information (e.) Use language to make choices & express needs (f.) Use problem solving/decision making techniques (g.) Practice with peers in appropriate learning groups.
3. Allow student to role play a variety of targeted social language situations.
4. Emphasize basic social skills, i.e., greetings, eye contact, polite forms, body language, spatial boundaries throughout the school day.
5. Use verbal/visual/physical cues to remind student to use appropriate social behavior in a variety of settings.
Fluency (Stuttering)
1. Maintain eye contact with student.
2. Don’t put excessive time pressure on student.
3. Do not finish/complete a student’s response.
4. Limit excessive oral responses.
(ex. book reports)
5. Encourage the student to use a natural rate of speech.
6. Do not draw attention to the stuttering.
7. Allow extra time for the student to respond.
2. Don’t put excessive time pressure on student.
3. Do not finish/complete a student’s response.
4. Limit excessive oral responses.
(ex. book reports)
5. Encourage the student to use a natural rate of speech.
6. Do not draw attention to the stuttering.
7. Allow extra time for the student to respond.
Voice
1. Remind a student to use their inside/outside voice at the appropriate times.
2. If the student has a hoarse, nasaled, or too-high/too low pitched voice,
a referral needs to be made to the school nurse.
2. If the student has a hoarse, nasaled, or too-high/too low pitched voice,
a referral needs to be made to the school nurse.