More on self-advocacy from a guest blogger

Please welcome guest blogger Laura Mantoan, a speech/language pathologist from Northbrook, IL:

Laura writes….

Self-advocacy is a key part of word finding that becomes increasingly important as our students approach high school. I work in a middle school (grades 6-8) and, with 14 years of experience and Diane German’s Word Finding Intervention Program – Second Edition to guide my word finding intervention, I now place a lot of focus on this very piece of the word finding puzzle.

My ultimate goal for students with word finding difficulties is to make sure each child has a full understanding of what word finding is, how it impacts them with regards to school, and what they can do about it. Enter the “Speech Journal.” Almost all of my 7th and 8th graders, depending on cognitive and language abilities, have a “Speech Journal.” This journal is created as a Google Doc and shared with me. I then provide 8 possible prompts on which the students can reflect– 4 ways in which their word finding is facilitated, and 4 ways in which their word finding is impaired (see below). The students are then required to reflect on at least one prompt each week. While I do not expect the students to write a paragraph-long reflection, I do expect a few quality sentences. We then review the reflection together to discuss how it is related to word finding. I also write an IEP goal that aligns with this self-advocacy piece of word finding and, in my experience, 7th and 8th graders seem better equipped to reflect on their word finding skills, which is why it is a focus for those grade levels.  

In my opinion, students with word finding difficulties need to understand what parts of their school experience facilitate and impair their word finding and what they can do about it on their own. My expectation is that someday they will no longer need weekly speech language support to learn and review strategies, but instead will be able to manage their word finding on their own.

Laura Mantoan, M.A., CCC-SLP

Here are Laura’s journal prompts:

wf-impaired-and-facilitated-list  (in a chart format)

My Word Finding was Impaired

  • I had a WF error (block, substitution error, twist of the tongue error).
  • During a verbal explanation, my thoughts were unclear, disorganized, and I did not use specific words, powerful words, or terminology from class.
  • Test Formats:
    • There was no Word Bank
    • Fill in the blank
    • Short answer
  • I had limited time to give a response or take a test.

My Word Finding was Helped

I used a WF strategy (SSC, SSMC, FWC, synonym, described the word, visualized, paused

During a verbal explanation, my thoughts were clear, organized, and I used specific words, powerful words, or terminology from class.

  • Test Formats:
    • There was a Word Bank
    • Multiple Choices
  • I had extended time to respond or take a test.

I love Laura’s ideas!  I’m going to start word finding journals for my own middle school and high school clients.  If you want to respond directly to Laura, her email is mantoan.l@nb27.org.  You can also send a respond to this blog, and I will pass it on.

 

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