It’s time to review and give some background information to new readers. How do you get started in word retrieval therapy? Remember, if we are working on word finding, we know that the child has the vocabulary in her repertoire. She is having difficulty retrieving the word.
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 ( available on my “resources 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! https://www.wordfindingforkids.com/identifying-word-finding-difficultes/ and https://www.wordfindingforkids.com/identifying-word-finding-difficulties-part-ii/ are my original posts about assessment.
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. https://www.wordfindingforkids.com/getting-started-in-word-finding-therapy/.
3. Your careful assessment should give you excellent information about the kinds of strategies that will work best for each individual child. I strongly believe in phonemic mnemonic cues (“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 two shortcuts to help them remember several ways to help themselves retrieve words. Check out https://www.wordfindingforkids.com/strategies-for-word-retrieval/
4. Self-advocacy is the next step. 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.