One of my readers asked for a quick review of my posts from the last couple of months. So this is for you! Tired of trying to remember to check back on this blog? Please subscribe to email alerts, and you will get a notice of new posts (“Subscribe” in the right hand column). Look at old posts and scroll through them in chronological order for more detailed info.
1. Assess carefully! Use the Test of Word Finding – 3, Test of Word Finding in Discourse (both by Dr. Diane German), and my word finding observation checklists (see the Resource and Materials page) to look at BOTH word retrieval in single words and word finding in conversational speech. A child may be able to respond promptly and accurately when asked for single words but have a great deal of difficulty expressing herself in the classroom or in conversation. Both are important. Be sure to get input from teachers, parents, and (when age-appropriate) the child herself. Trust your instincts! For more info, look at posts published on October, 14, 20, and 21.
2. Work on AWARENESS. Your students need to understand WHY they are in speech/language therapy and WHY it will help them communicate better. By extension, that will also help them get better grades in school. PARENTS and TEACHERS need to be onboard. Posts on October 2 and 6 focused on awareness.
3. Your careful assessment should give you excellent information about the types of strategies that will work best for each individual child. I strongly believe in phonemic mnemonic cues, as described in my post of November 4 (“using an easy word to remember a hard word”), but your students also need strategies to deal with those unanticipated blips in a conversation. Give them the confidence to ask their conversation partner for help :
For example “I know what it is, but I’m stuck on the word. What do you call those things that you use in P.E. class that you hand off during a relay race?” or “It’s on the tip of my tongue. What’s the word for the disease when you cough a lot and have trouble catching your breath?” Teach them to describe objects and events succinctly.
Does the student need to slow down and respond more accurately? Or does she need to practice responding more quickly? Does hearing the beginning sound help trigger the target word?
Teach a variety of strategies and help your students become aware of which help them the most. The acronym FAVOR-C and “Silly Sally Always Draws Fuzzy Pandas” are 2 ways to help them remember several ways to help themselves retrieve words. Posts during November suggested a variety of strategies.
4. Self-advocacy is the next step. I haven’t posted much about this yet. But a well-informed and confident student can learn how to advocate for himself or herself with teachers, coaches, friends, and family members.
I would love to hear from you! Please share your successes in dealing with children with word finding difficulties. We all benefit when we share ideas.