Sidekick Therapy Partners Blog

Storybook Guide- We’re Going on a Bear Hunt by: Michael Rosen

Tue, 31 Mar 2026 17:54:25 GMT

Fig 1. Cover art by Helen Oxenbury for We’re Going on a Bear Hunt by Michael Rosen, Walker Books, 1993, Front cover.

Length: 40 pages

Another one of my personal favorites from my own “SLP Library” of books is We’re Going on a Bear Hunt by Michael Rosen. This book is especially versatile, as you can incorporate it into therapy sessions or story time at home with both younger and older children, as well. This book appeals to audiences for its sensory-rich experience, predictable patterns with words/phrases, and usefulness in targeting a plethora of speech and language skills.

Here are some possible skills to target while incorporating this story:

Inferencing: Asking children open-ended questions about clues provided in the story or previous background knowledge (i.e. “What do you think they will find?” or “What do you think will happen next?”, etc.);

Object attributes: Ask children specific questions about item descriptors or appearance (i.e. “How do you know that it’s mud?” You can talk about color, size, shape, location, parts, function, category, etc.;

Answering Wh-questions : Ask children various Wh-? Questions about scenes from the story (i.e. “ What do the characters expect to find?, ” Where are they going now?”, “ Why did the characters go and hide there?”, etc.).

Asking/formulating yes/no and Wh-questions : Encourage children to come up with questions of their own about scenes/pictures in the story (i.e. After looking at the picture, I might ask “What other animals might be in the woods?”, etc.).

Sequencing : After reading the story, practice retelling the key parts using sequencing words (i.e. “ First , the characters went through the ____. Next , they traveled through the ____.”, etc.).

Spatial concepts : Emphasize prepositions, and vocabulary words that describe location: “You can’t go over it. You can’t go under it…” (i.e. “Show me “over”, etc.).

Using expressive language skills for the purpose of commenting (i.e. “Can you think of anything else that might “squelch” if you touch it or step in it?” “Slime also makes a squelch sound when you play with it”, etc.);

Combining words to expand upon utterances : Model 2-3 word utterances for children to imitate (i.e. “squishy mud”, “dark cave”, etc.);

Promoting joint attention skills : While reading, instruct children to point to pictures of various animals, places, characters, etc.);

Incorporating the book with an AAC system : Model functional nouns and vocabulary words using an Augmentative Alternative Communication (AAC) system (i.e. “Let’s find a bear using our AAC system”, etc.).

Pairing the actions in the story with tactile/kinesthetic movement (i.e. “Tiptoe, tiptoe”, “Show me how you would tiptoe through the cave”; “Back through the river! Splash, splash!” “Show me how you would swim through the river”, etc.);

Conversational turn-taking : Ask questions that facilitate back and forth statements and responses (i.e. “How would going on a bear hunt make you feel?” Have you ever heard the sound that mud makes?”, etc.);

Targeting a wide variety of articulation of speech targets/goals (i.e. early and later developing speech sounds, etc.);

There are so many ways to get creative while using this book to promote increased language skills, and to practice articulation of speech targets.

References:

Rosen, M.W. (1993). We’re Going on a Bear Hunt. (H. Oxenbury, Illus.) Walker Books.

Meredith Valk M.S., CCC-SLP

Using Sensory Bins to Support Speech and Language Goals

Mon, 30 Mar 2026 16:28:17 GMT

Sensory bins are often regarded highly for developing a child's fine motor skills, but in speech therapy, they can also be a very effective tool for targeting a variety of goals. Utilizing sensory bins help to transform structured tasks into engaging, hands-on play that incorporates a child’s need for movement and tactile input. They can serve as a grounding tool, helping students feel calm and regulated. When a child’s body is regulated, their willingness and ability to communicate often improves. Rather than asking students to sit and perform drills, sensory play invites language through shared experience, play and exploration.

Why Sensory Bins Work in Speech Therapy

Sensory bins transform structured activities into play that incorporates a child's kinesthetics. It is a fabulous grounding technique to allow students to feel calm and supported. When bodies find this sense of regulation, willingness to communicate can increase. Sensory bins are especially useful for students who struggle with anxiety, attention, and regulation.

Sensory play creates natural opportunities for:

Commenting and labeling
Requesting and turn-taking
Following directions
Problem-solving and joint attention

Speech & Language Goals You Can Target

One of the biggest strengths of sensory bins is their flexibility. With a little guidance from the clinician, they can support a wide range of goals, including:

Expressive language (expanding utterances, answering questions)
Receptive language (directions, basic concepts)
Pragmatics (shared attention, social commenting)
Articulation (sound-loaded objects and repeated target words)
AAC use (core vocabulary like more, help, open, in, out)

The materials stay the same, but the targets can be fluid.

How to Build a Sensory Bin (Without Overthinking It)

You don’t need anything elaborate. Start with:

One base material (rice, beans, kinetic sand, clay, cotton balls, shredded paper)
A small set of manipulatives tied to your goals (animals, vehicles, letters, picture cards, and even target words for articulation)
Consider which children may be oral seekers, and avoid using unsafe items that could be placed in the mouth.

Before the session, ask yourself:

What language do I want to model?
What sounds might this student be working on?
How will the student interact with the materials?

During play, narrate what’s happening, model simple language, expand student attempts, and give plenty of wait time. Follow the student’s lead while gently guiding the interaction toward your goals.

Simple Tools, Powerful Language

Sensory bins don’t need to be extensive or time-consuming to be effective. When used intentionally, they create a calm, engaging space where communication feels safe and meaningful.

They aren’t about keeping students busy; they’re about creating the right conditions for language to grow. Consider using these fun tips to elevate speech and language treatment for sensory engagement!

Hannah Collie M.S., CCC-SLP

Why Consistency Matters in Speech Therapy

Mon, 23 Mar 2026 17:51:13 GMT

Consistency in speech therapy isn’t just helpful; it’s essential, especially for children who may not experience stability at home. For many students, school is the most predictable environment they have, and speech therapy can become a safe anchor in their week. Same therapist, same routine, same expectations. That predictability helps lower anxiety and creates the emotional safety kids need in order to learn.

Research supports this. Studies have shown that consistent therapeutic relationships improve engagement, behavior regulation, and learning outcomes in children, particularly those with language delays or social communication needs (Bruner; Mashburn et al.). When students don’t have to adjust to a new clinician or relearn routines every few months, therapy time can actually be spent working on goals instead of rebuilding trust.

In practice, consistency looks like a child who initially refuses to talk slowly beginning to participate because they know what to expect. It looks like a student who struggles with regulation walking into the speech room and calming almost immediately because the space and person feel familiar. It looks like an SLP noticing subtle changes in speech patterns, behaviors, or confidence because they’ve worked with the same child over time. Those small observations often lead to better goal adjustments and stronger progress.

Consistency also supports carryover. When students see the same therapist regularly, strategies are reinforced across sessions and are more likely to generalize into the classroom. Teachers are more likely to collaborate when they know who to go to, and students benefit from aligned expectations. According to the American Speech Language Hearing Association, continuity of care is a key factor in effective intervention and long-term outcomes for school-based services.

For children who may not have consistency at home, having at least one adult who reliably shows up matters more than we can measure. Showing up week after week sends a message that goes beyond speech goals. It tells students they are seen, supported, and worth the time. Sometimes the most powerful part of therapy isn’t the activity or data point, it’s the consistency behind it.

Madison Wood M.S., CCC-SLP

Click into Teletherapy Websites

Tue, 17 Mar 2026 12:31:34 GMT

Need new ideas for telehealth sessions? Well, look no further! Check out these interactive and innovative websites that are designed to keep students focused during virtual sessions.

Boom Cards
Boomcards.com offers plenty of interactive flashcards with different activities. You can target sounds in all word positions, phonemic awareness, or even language activities such as WH-questions! You can also create your own Boom Cards tailored to specific lessons you would like to teach your students.
Ultimate SLP
The ultimateslp.com website provides activities for almost every speech and language goal. You can target articulation, fluency, language, social communication... you name it! Ultimate SLP has amusing activities such as board games, arcade games, and even dress-up games!
Pinkcatgames
Pinkcatgames.com is another fun website that allows you to create your own questions. You can play games like tic-tac-toe, bingo, online coloring pictures, unscramble and more!
PBS Kids
Do your students enjoy PBS shows such as Arthur, Sesame Street, and Curious George? PBSKids.org has episodes and games that your students can interact with and enjoy!
ABCya!
ABCya.com is a learning website for students that supports a wide range of ages and grade levels. This website includes goal-enriched games that will keep your students entertained.
Baamboozle
Baamboozle.com is a great website for group therapy sessions! Your students will really enjoy the super-cool GIFs the website provides with the activities.
YouTube
Youtube.com offers so many educational videos that are helpful for our clients. They can watch videos on “how to say the R sound (bunched)” with Peachie Speechie or you can even have a book read aloud by StoryTime at Awnie’s House.

I encourage SLPs to take a deep dive into the teletherapy websites listed above and explore new ways to help students succeed in speech therapy!

Va'Keria Miles, M.S., CCC-SLP

Using Easter Eggs to Target Therapy Goals: Language

Mon, 09 Mar 2026 16:10:52 GMT

"Hoppy" Spring!

Holidays and seasonal activities provide great opportunities to address your child's goals from speech therapy, whether you are working on articulation/producing speech sounds or understanding & using language to communicate. This article will review ideas for language goals.

One example of a common spring material you can utilize is Plastic Easter eggs! Easter eggs offer endless possibilities when it comes to targeting goals in therapy or working on carryover/generalization of skills at home in natural settings. Easter eggs can be purchased in the spring at most retailers, especially dollar stores! Below are a few ideas to help you get started on using your Easter eggs, starting with language. Enjoy!

Language

If your child is working on imitating actions, gestures, and/or sign language:

Scatter/hide eggs and go on an egg hunt. Model using an index finger point and clapping when you find and egg.
Create a requesting opportunity by placing eggs in sight but slightly out of reach.
Model actions easy for child to imitate: shaking the egg, opening the egg, putting it in a basket.
Use core sign language: HELP open the egg, request MORE eggs, and be ALL DONE as you put each egg in the basket.
Try simple, 1-step directions: PUT IN the basket, GIVE ME the egg, PICK UP the egg.

If your child is working on using first words:

Hide small objects in the eggs. You can then work on comprehension by having your child point or grab a named object, or label what you find inside!
Continue creating requesting opportunities by hiding eggs in sight but out of reach and modeling core words.
Use predictable verbal routines! You can utilize games such as an egg toss, egg race on a spoon, or a treasure hunt and model single words and phrases of both nouns and words. E.g., ready, set, GO! when throwing an egg!
Let your child pick which egg they want to get next by requesting specific colors of eggs or small toys to put in the eggs.

If your child is working on expanding their sentences:

Expand every word or phrase your child says. "Found it," can become, "Look, I found the green egg!"
Model basic vocabulary concepts such as location, colors, numbers, and size. For example, "The big egg is UNDER the table!"
Create challenges with egg hiding by giving directions: "Put the 2 small eggs next to the TV!"
Act out silly actions and pretend play with the eggs to model action words to increase verb usage. For example, "I am cracking my egg to cook! Now I am feeding baby the egg!"

Enjoy!

Sarah Larsen, M.S., CCC-SLP

Using Easter Eggs to Target Therapy Goals: Speech

Tue, 03 Mar 2026 14:20:17 GMT

"Hoppy" Spring!

Speech

These ideas can be adjusted to fit your child's individual needs. Some children may be working on their sounds in one word at a time, while others may be working on saying them in a few words, sentences, or in conversation. They may be working on a specific sound in a particular part of the word (beginning, middle, or end) or all parts of a word.

Place picture cards containing your child's target sound in the eggs. Help your child name each picture and produce their target sound.
Conduct an Easter egg hunt in your home or outside. Place a few small toys or candies in random eggs. Prompt your child to work on their sounds with each egg, keeping them motivated to find new treats!
Create a "treasure map," with hidden Easter eggs. Before your child can get the next step/clue for their map, they must first use their targeted speech sounds.
Play "egg toss," challenging your child to catch eggs with you or into an Easter basket. After each turn, create an opportunity to produce the target sound.

Sarah Larsen, M.S., CCC-SLP

Staying Plugged In to Evidence-Based Practice

Mon, 23 Feb 2026 20:06:10 GMT

Evidence-Based Practice (EBP) is a term that many of us thought a lot about during our time as students, but how about now as practicing clinicians? It can be far too easy to let research slip away from the forefront of our minds and settle into comfortable routines of clinical practice. It is crucial that we remain plugged into the latest research to make sure that what we are doing is aligned with evidence-based practice. As defined by ASHA, EBP includes clinical expertise, internal and external evidence, and client perspectives.

Here are a few ways to stay connected to high quality evidence while juggling all the other responsibilities of being an SLP:

Collect sources that are applicable to the caseload that you serve.

There are many wonderful resources available to us through the ASHA practice portal. Spend some time searching through the latest journals to find information that could benefit your students. Additionally, SIGs and organizations such as The Informed SLP take away some of the heavy lifting and create digestible forums already prepared.

Keep a "practice bank."

It is a great start to be sifting through evidence and articles galore, but what do we do with them afterwards? Transform your application of evidence by creating a system that works for you. Save journals in an organized fashion with notes that include assessment and treatment ideas, tools, and resources.

Connect with SLP communities.

Having a growth mindset means continual dedication and devotion to learning. Learning with others can make evidence feel transformative and "alive" instead of theoretical. Find professional virtual groups, local meet-ups, or communities of practice where evidence can become tangible.

EBP doesn't have to be intimating or all-consuming. With a few intentional habits, you can stay plugged in to the latest research and be confident in clinical decisions.

Hannah Collie, M.S., CCC-SLP

Seen, Heard, Supported: Why Representation in Speech Therapy Matters

Tue, 17 Feb 2026 17:19:38 GMT

During MLK Week, I read a book about Dr. Martin Luther King Jr. to some of my students and incorporated it into our speech and language goals. As I was reading to one of my third-grade students who hates coming to speech and hopes every time I come to pick him up that I will forget, he suddenly stopped me and said, “Wow… he did all of that?”

I smiled and said, “Yes, and he looked just like you.”

We talked about how Dr. King gave powerful speeches and helped shape the world we live in today. I emphasized how hard he worked in school and how much he valued education. I also shared that Dr. King intentionally worked on his voice and communication. I explained that this is exactly why speech therapy matters, because I want to help him use his voice in a way that can have impact, just like Dr. King did.

My journey into this field began with my son, who had a language delay when he was younger. Along the way, I encountered stigma and comments suggesting we should “wait it out” or that he would “grow out of it” like other children. Unfortunately, that is not everyone’s story. What we now know is that early intervention is key.

Speech therapy changed my life. My son is now excelling both developmentally and academically, and I went on to earn my master’s degree in speech-language pathology. As a Black speech-language pathologist, I know how powerful it is for children to see someone who looks like them helping them find their voice. Representation matters. When Black students see Black professionals in supportive roles, it helps break down fear, stigma, and shame.

So many amazing Black Americans did not start out with perfect communication skills. Dr. King trained his voice and pacing. Shaquille O’Neal had a childhood stutter. Kendrick Lamar has spoken about communication struggles growing up. James Earl Jones, the iconic voice of Mufasa from Disney's The Lion King, had a severe stutter. Even LeBron James has discussed speech anxiety early in his career.

The common thread is support. Needing help is nothing to be embarrassed about. When students see themselves reflected in both history and the professionals guiding them, they learn that their voice matters and that it deserves to be heard.

Courtney Stafford, M.S., CF-SLP

Love is In The Air: Creating a Valentine's Theme for Speech Therapy

Mon, 09 Feb 2026 18:44:36 GMT

Holidays provide meaningful opportunities to engage students in therapy while making learning enjoyable. Valentine’s Day, in particular, offers many creative ways to target language, articulation, and social communication skills within a functional and motivating context.

Language: Fostering Meaningful Communication

Resources such as Canva, PowerPoint, and Pink Cat Games can be used to create slides depicting Valentine’s Day scenes. Having students describe aspects of the illustrations, such as flowers, chocolates, cards, and candy, is an effective way to encourage the functional use of adjectives and descriptive language.
Valentine’s-themed items can also be used for compare-and-contrast activities (e.g., different kinds of candy or types of flowers) to build vocabulary, categorization skills, and expressive language.

Articulation: Word Lists and Beyond

One fun and adaptable way to incorporate Valentine’s Day into a therapy session is by playing a themed game of Would You Rather. Creating holiday-related questions opens opportunities for naturalistic discussion while allowing the clinician to listen closely for target sounds and carryover.
Craft activities are another engaging way to take articulation drills to the next level. Creative pairings of speech sounds with Valentine’s crafts, such as making a Mad Libs page, creating a “love bug,” or completing a themed articulation dot-art page, help maintain motivation while supporting speech practice.

Social Language: The Possibilities Are Endless

Holidays are also ideal for addressing higher-level language and social skills. Realistic scenarios can be applied to students’ own experiences, such as discussing manners when receiving gifts or identifying kind and appropriate ways to show care for others.
Practicing giving and receiving compliments through structured games allows students to share joy and kindness in ways that are meaningful and well-received by peers.

These ideas demonstrate how imagination and clinical expertise can come together to make speech therapy enjoyable, functional, and full of care for our clients.

Hannah Collie, M.S., CCC-SLP

No School, Let's Talk!

Tue, 03 Feb 2026 19:59:56 GMT

As an SLP and a mom, when school is out, that does not mean it is a day off. It just means it is a day in.

I have a kindergartner who is learning to read, and as we all know, repetition is the mother of skill. That does not mean we are doing drills all day every day. Instead, I focus on what truly matters: carryover. Carryover is helping children use skills they have learned in therapy and the classroom in real-life situations.

Carryover can come from anywhere. It may show up in math class, reading instruction, or speech therapy. It allows children to take what they have learned and apply it across settings, people, and routines.

As Patricia Marshalla explains in Carryover Techniques in Articulation and Phonology Therapy (2010):

“Carryover is the ability for an individual to take a skill learned in therapy and apply it to different situations and contexts. Home practice and carryover help children maintain and build on the skills they need to thrive.”

This philosophy guides how I approach learning at home, especially on days when school is closed.

So, what did I do on the first snow day of the school year? I went straight to one of my favorite resources, Teachers Pay Teachers. Not a paid partnership, just the Golden Ticket straight into the chocolate factory of top‑tier materials. I searched for kindergarten-level short stories, and we completed a few together. The experience felt manageable, productive, and enjoyable. We spent about 45 minutes to an hour, and both walked away feeling accomplished.

As a speech-language pathologist working in schools every day, I know how important it is for therapy goals to carry over into the home. That is why I have hand-selected free, parent-friendly resources that target a wide range of speech and language goals.

This list is just a starting point and a simple way to begin building an at-home resource library that supports learning during snow days, holidays, and school breaks.

Because when school is out, learning does not stop. It just looks a little more like real life.

Courtney Stafford, M.S., CF-SLP

Working with students who have ADHD

Tue, 27 Jan 2026 16:14:27 GMT

What is ADHD?

ADHD is a medical condition where the brain develops differently in ways that affect a child's executive function skills. These are thinking skills (e.g. working memory, planning, inhibiting impulses) that allow us to take actions moving toward a goal, like completing a specific task. Children with ADHD typically have struggles with attention, hyperactivity/impulsivity, or a combination of the two.

ADHD & Communication

Executive function is a foundation that supports many areas children use to communicate and interact with others: motor skills to produce speech sounds, language skills to understand what people say and make their own responses, understanding the rules for how to use language for social functions, and social-emotional skills to build relationships with peers. Differences in executive function for children who have ADHD are therefore likely to influence their communication skills as well.

Evaluating students for speech & language with ADHD

Since ADHD has influences on communication, when evaluating students with ADHD for speech & language it's often helpful to adapt your administration to account for differences in executive function skills.

Give breaks as needed & allow extra time to complete the assessment
Adjust your testing environment (e.g. remove potential distractions)
Structure the assessment (e.g. give client sense of what to expect)
Adapt the assessment plan as needed

Speech Assessments

Look at speech sounds at levels with increased complexity above just single words (e.g. sentences, reading, structured conversation, unstructured conversation)
Check for rate of speech, volume, or intelligibility changes in unstructured contexts
Informally observe language/organizational skills in longer speech utterances (e.g. topic maintenance/shifts, narrative skills, organization of details)

Language Assessments

Consider working memory & attentional demands in instructions & tasks when selecting the assessment to use
Look at narrative skills & organization of ideas in language samples
Consider using dynamic assessment to look at whether language skills improve with teaching
If assessing for pragmatics, look at social interactions one-on-one vs. in a group setting (e.g. the classroom)

Therapy strategies for students

When working with students who have ADHD, executive function differences are likely to affect how your sessions go. These are some strategies that can help you structure sessions & navigate interactions with students.

Guide students back to tasks with redirection & give choices
Use visual supports (e.g. visual schedule, first/then, visual timer) for activities to structure session
Adjust level of scaffolding (prompts, cues) as needed to support the student. You can use more than one modality (e.g. visuals) if verbal supports aren't enough on their own
Give a minimal number of directions or steps at a time
Break tasks into smaller chunks
Adjust level of movement, sensory inputs/demands (lights, noise, texture, deep pressure)
Look at the level of variety or structure in your sessions. E.g. have a consistent routine to transition into sessions, incorporate student interests into activities, or go with the flow and follow your student's lead.

Navigating obstacles/challenges

For students who have ADHD (and students in general!), variability & motivation often affect progress in therapy. SLPs don't medically manage ADHD, or choose whether/how it happens. We don't choose what students do. We do treat areas that are affected by ADHD and its management, and we can choose how we work with students. When navigating sessions and behavior management, here are some recommendations.

Look for patterns & contributing factors when sessions go off the rails (e.g. is it happening because they're missing a favorite period or preferred activity? If they take medication, how long has it been since they received it? Are there sensory factors/home life factors at play?)
Consider what can you choose vs. not choose in your sessions
Adjust expectations for what success is in your sessions
Look at the intent vs. impact of behavior that students do
Remember that our clients are more than what they do. Our students often pick up on spoken & unspoken perceptions of them, and many times they are looking for people who support them.

Takeaways

ADHD affects foundational skills supporting communication. We can choose how we approach & support students in therapy, and there may not always be simple solutions. Look at your perspective & expectations for what a successful session is for these students.

-Ian Quillen, M.S., CCC-SLP

When School Closes but Learning Doesn’t Stop

Tue, 20 Jan 2026 22:01:38 GMT

School closures happen. Snow days, holiday breaks, unexpected weather, or calendar changes can disrupt routines quickly, especially for students who rely on consistency, such as those receiving speech services. While these breaks are often necessary and sometimes welcome, they can still feel disruptive for kids who thrive on structure.

From an SLP perspective, closures aren’t just missed sessions; they’re missed momentum. A child who finally feels comfortable practicing a sound, participating in a group, or using a new strategy may struggle when that routine pauses. Regression can happen, but more often it’s the loss of rhythm that makes returning feel harder than it needs to be.

That said, breaks don’t have to mean progress stops. Even small things help. Encouraging families and teachers to keep language going through everyday moments, such as reading books, discussing routines, or playing simple word games, can make a difference. Skills don’t always need flashcards or worksheets. They live in conversations, stories, and shared experiences.

Closures also remind us how important flexibility is in school-based therapy. When students return, it’s okay to slow down, review, and meet them where they are. Sometimes the first session back isn’t about data, it’s about reconnecting, re-establishing expectations, and helping kids feel settled again.

At the end of the day, speech therapy doesn’t exist in a vacuum. Life happens, weather happens, and schedules change. What matters most is continuing to show up when we can, adjusting when we need to, and remembering that progress is rarely linear. Consistency over time, not perfection, is what truly supports our students.

Madison Wood, M.S., CCC-SLP

Crafting Clarity: Curating Vision for the Busy SLP

Mon, 12 Jan 2026 21:27:07 GMT

OK, so you have your cute vision board, fitness goals, and maybe even a budget planner. You tell yourself you have a plan for the year, but do you really know the details of your career goals? Or did you just throw a magazine clip on a board, check the box, and move on? This year, I want to do things differently. Instead of vague ideas, I am focused on creating a clear, intentional vision that specifically outlines my professional goals as a speech-language pathologist.

Step 1: What is our big goal?

Before anything else, we have to identify the main goal for the year. Not ten goals. Not what sounds impressive to others. One clear priority that will have the biggest impact on your work life and overall well-being. This might be improving work-life balance, increasing clinical confidence, or creating systems that make your day-to-day workflow more manageable.

Step 2: How do I get there?

Once the big goal is identified, the next step is defining the requirements to achieve it. This means writing out the specific actions, habits, or changes that need to happen. Think step by step. What needs to be adjusted in your schedule, your caseload management, or your boundaries at work?

Step 3: Break it into quarters

Big goals become less overwhelming when they are broken into quarterly goals. Taking those steps and assigning them to realistic timeframes helps keep progress attainable and measurable throughout the year.

Step 4: Make it aesthetically pleasing

Whether it is a vision board, planner, or Canva document, your plan should be visually motivating and easy to revisit. If it does not invite you back in, it will not be used.

Let’s be honest. Growth does not always look like major accomplishments. Sometimes it looks like finishing documentation on time, managing your caseload with intention, and creating space for rest, hobbies, and joy. The key to calming chaos is planning. When we create clear plans, we leave less room for stress to make an uninvited appearance.

As SLPs, we carry multiple roles and responsibilities, clarity is not a luxury. It is a necessity. Curating vision with intention allows us to move through the year with purpose instead of pressure. When we take the time to define our goals, map out the steps, and create plans that actually fit our lives, we give ourselves permission to grow without burning out. This year, I am choosing clarity, consistency, and peace. Not just in my career, but in how I show up for myself every day.

Courtney Stafford, M.S., CF-SLP

Five ways to use "I Spy" in therapy

Mon, 05 Jan 2026 21:09:35 GMT

I Spy books are excellent tools for language therapy because they engage kids while targeting a range of speech and language skills. You can also make the objectives easier or more difficult depending on the child's skill level! Here are 5 ways to use I Spy books in therapy :

1. Vocabulary Building

Goal: Expand expressive and receptive vocabulary.
How: Have the child name objects they find or describe them before naming. Introduce new or uncommon words like “goblet” or “thimble” and talk about their use.

2. Descriptive Language & Attributes

Goal: Use adjectives and phrases to describe objects (size, color, shape, category, function).
How: Say “I spy something small and shiny” or “I spy something that you can wear.” Encourage the child to describe an object for you to guess.

3. Following Directions

Goal: Improve listening comprehension and the ability to follow multi-step directions.
How: Give the child tasks like “Find something red, then point to something round” or “Circle the object you can eat, then clap your hands.”

4. Question Formulation

Goal: Practice asking questions and using correct sentence structure.
How: Have the child ask yes/no or WH-questions (e.g., “What is that?” “Can you find the object that is used for writing?”). Take turns being the guesser and the clue-giver.

5. Articulation Practice

Goal: Practice target sounds in a fun and functional way.
How: Choose pages with lots of words containing the child’s target sound (e.g., /s/, /r/, /l/). Have them say the word correctly before circling it or using it in a sentence.

Emily Miner, M.S., CCC-SLP

A Day in the Life of a CF

Mon, 29 Dec 2025 18:14:00 GMT

A Day in the Life of a CF!

I started working with Sidekick this past July. I am working at 3 different schools this year and have loved how everyday/week has been so different as I can see a variety of students with diverse needs/experiences. I will share details of a typical day as a therapist at an elementary school. Every day’s schedule is significantly different, but I’ll go over a typical Wednesday.

7:00: I head out for my 40 to 45-minute drive to make sure I arrive at school by 7:45. I grab my materials from the car and walk to the speech room to get set up for the day. I often pass friendly students in the hall running to class who are also very curious to know what is in my rolly cart.

8:00-8:30: I organize my materials for the day, check emails/patient alerts, and review my therapy plan for the day. Depending on what I have planned for the day (writing evaluations, prepping for evaluations/other tasks that I need to catch up on, etc.), I will have my lesson plans mostly ready to ensure time to work on high priority tasks.

8:30: I see my first student, and we target language goals! I always enjoy working with this student as it is a guarantee that we will share some laughs!

8:50-9:30: Depending on my plans for the day, I spend this time writing up evaluations/preparing for evaluations or lesson planning for my caseload for the day. I use this time to catch up on emails and create therapy materials. At my assigned school, we are unable to pull students before 9:30 (related arts) with some minor exceptions (CDC occasionally).

9:30-12:20: I see students back-to-back until my lunch break at 12:20. I see students from the extended resource classroom, 3rd grade, 4th grade, and Kindergarten with a wide variety of goals (utilizing AAC, articulation goals, language goals (expressive/receptive)). Time flies quickly as students come in and out of the speech room! I love how different each session is as each student comes into the room with a goal/experience/and story that is significantly different than the student before. It is so rewarding to see student’s target their goals and get excited to come to therapy!

12:20-12:40: After the rush of students, I take a few minutes to catch up on signing notes/cleaning therapy materials/responding to emails.

12:40-1:10: Lunch Break

1:10: I pull a student to work on articulation goals!

1:30-2:00: I have another opening to work on catching up on signing/finalizing notes. This is typically for sessions that require more hands-on support and students that are on the move! I like to go back and look over notes prior to signing as it can get a little crazy when I have the rush of students in the morning! I will add notes sometimes about behavior as well/strategies that were beneficial/not beneficial to assist me in planning for next sessions/document specifics that might have impacted therapy that particular day.

2:00-2:20: I see my last student for the day and target articulation and language goals. After the student leaves, I spend about 10 minutes cleaning up the therapy room (organizing games, wiping down materials, sweeping the floor-especially if sandboxes were used!)

2:30-3:15: I typically drive home after all my students are seen, unless I want to stick around and ask teachers questions (if I was unable to during the day) or finalize notes/evaluations.

3:15-3:45: I use this time as my case management block. The tasks that I complete during this block vary depending on the week/priorities. Recently, I have been working on evaluation reports (scoring, write-ups) as it has been a busy month for evaluations! I will also reach out to the school SLP to ask questions/catch up during this time. I update my calendar to ensure that I am up to date on scheduling upcoming evaluations/IEP meetings, so I can send present levels with enough notice. I occasionally work on tasks for IEP meetings or progress notes (depending on the need at the time).

3:45-4:30: Every Wednesday, I spend this time on therapy planning for the middle school that I am at the next day. I begin at 8:00 on Thursdays and see students all day back-to-back, so this time is very important for lesson planning!

I hope that you enjoyed reading about a day in my life on a Wednesday as an elementary school CF therapist!

Reagan Deskins, M.S., CF-SLP

Storybook Guide: Go Dog Go

Mon, 22 Dec 2025 15:08:00 GMT

We all know that books are an EXCELLENT means of targeting therapeutic goals and supporting your child's overall development. One of my favorite books to utilize in my speech therapy sessions is Go Dog Go by P. D. Eastman (Beginner Book #20)

In this post, we will review different ways we can use Go Dog Do to target a variety of goals and skills. Whether you are introducing and teaching concepts, reviewing concepts, or testing for understanding, there is so much to learn from this book. Let's get started!

Basic Concepts and Language Comprehension

Size

Big Dog, Little Dog! This book is full of dogs of various sizes. Help your child point to or label which dog is which size.

Colors

Each dog, car, and tree are different bright colors to be found or labeled!

Spatial/prepositions

This book does a wonderful job explicitly modeling a variety of early spatial concepts such as over/under, in/out, above/below, and many more! You can additionally model other concepts due to opportunities provided by the wonderful illustrations.

Numeracy/quantitative concepts

Some, rest, all, one, none - all of these early number concepts can be targeted. It is especially easy to use this goal to measure comprehension - "Show me ALL the dogs in cars!"

Superlatives

Big, bigger, biggest - due to all the sizes, colors, and shapes, opportunities to identify superlatives are so plentiful in this book!

Opposites

Working on opposites has never been easier. Many pages even explicitly state the opposites page to page.

Negation

"Do you like my hat? I do NOT!" Working on the skill of negation with "no," and "not" presents itself naturally.

Multi-step directions

Give directions to identify pictures by touching the illustration with 1 step, 2 steps, or multiple. This can assess both the ability to follow directions with more than 1 step and/or the underlying concepts within the directions.

Expressive Language

Identifying nouns and verbs

The dogs in this book are going on some crazy adventures. There are a variety of verbs to identify or label, as well as different places and items they play with.

Expanding sentences

If you are working on forming word combinations or short sentences, it's easy to add on to any labels. Dog can become red dog, go dog, dog up. Dog up can become dog goes up the tree!

Greeting

This book models greeting hi and bye throughout. You can practice greeting alongside the dogs.

Speech

Targeting /k/ and /g/ sounds

This is one of my FAVORITE tools for assessing carryover/generalization of the /k/ and /g/ sounds due to all the high frequency /k/ and /g/ words you can find in this book.

Sarah Larsen, M.S., CCC-SLP

Storybook Guide- Old MacDonald Had a Farm

Mon, 15 Dec 2025 20:30:00 GMT

For targeting literacy in speech sessions, whether you have speech goals, language goals, or both, I LOVE the interactive "Old MacDonald Had a Farm" sing along in physical interactive book by Yu-hsuan Huang. This book can target spatial concepts "behind", "open and close", "down", "up", "in and out", and "under" due to its hands-on moving parts/characters on the page where you can open barn doors, or move animals to help them eat, etc. You could also embed these in direction following "Open the door", "MOOOOO-ve the cow down", etc.

This is also a great book for young kiddos to help with labeling, categories, and WH-questions learning animals, their sounds, and qualitative concepts of these animals. It is a very colorful book with so many animals, farm tools, and beautiful illustrations on each page. You can also use this book with these animals to target vowels, CV, and CVC words with their animal sounds on each page. There's even a free audio version of the book you can download for free with the QR code at the front of the book! This is a sing along book and has great opportunities for engagement showing different animals, exposure to various sounds, and different moving parts of the book, etc. I thrifted this book, and I first and foremost recommend clinicians going to thrift stores for finding great but inexpensive books for therapy. The image is what the book looks like so you can find it on Amazon if you are interested in incorporating this classic story into your therapy!

Enjoy! I hope this book works well for you like it has me!

By Madison Ross, M.S., CCC-SLP

Covering Another Teammate’s Caseload? Create, Collaborate, and Communicate Your Way to Success

Mon, 08 Dec 2025 14:40:00 GMT

If you’ve ever been asked to cover another teammate’s caseload—especially at a school you haven’t visited before—you know it can feel a bit nerve-wracking. You want to support students, maintain continuity of care, and keep things running smoothly… but where do you start?

Here’s a simple three-part framework—Create, Collaborate, and Communicate—to help you navigate the process with confidence and professionalism.

1. Create a Game Plan

Before diving in, take time to organize and prioritize. A little structure goes a long way when you’re stepping into someone else’s system.

Start by gathering key details:

Caseload overview: How many students? What goals need to be targeted?
Schedules and routines: Try to obtain a schedule of the student’s day if possible. We all know that things can change a schedule such as field trips and special events. The secretary can be your best friend in getting this information.
Therapy spaces and materials: Where will you work, and what tools are available? Many of our teammates are so generous to offer their materials for use in their space while they are out.

Then, make a solid plan.

You don’t have to reinvent the wheel—just decide how you’ll handle therapy sessions, documentation, and communication. Even a one-page “coverage plan” can help you stay grounded and efficient.

Tip: Create a simple checklist or spreadsheet you can reuse each time you cover a site—it saves time and helps you notice patterns or missing info right away.

2. Collaborate with the Team

You might be the SLP stepping in, but you’re not stepping in alone. Collaboration helps bridge gaps and keeps services consistent.

Key people to connect with:

Teachers: Be sure to introduce yourself and communicate clearly to maintain professionalism.
Paraprofessionals or assistants: They often know student preferences and can help with transitions or behaviors.
Office staff and administration: They can help you find rooms, schedules, and forms—and are usually lifesavers when things get hectic!

By showing initiative and respect for established routines, you build trust and make your time at the site smoother for everyone involved.

3. Communicate Clearly and Often

The best coverage experiences come down to communication—we are communication experts after all!

Touch base with the regular assigned teammate if possible. Ask for key details (caseload summary, therapy materials, a map of the school) and if they’d like updates afterward. Information about the specific students is also helpful information for building confidence going into the site.

Final Thoughts

Covering another SLP’s caseload doesn’t have to feel overwhelming. When you create a plan, collaborate with the team, and communicate clearly, you not only support the students—you also uphold the trust and integrity of your profession.

With a little structure and teamwork, you can turn what could feel like chaos into a well-orchestrated experience.

Hannah Collie, M.S., CCC-SLP

5 Challenges of Switching from a Geriatric to Pediatric CFY Mid-Year

Mon, 01 Dec 2025 14:47:00 GMT

Making a mid-CFY transition from geriatrics to pediatrics is no small adjustment. Just when you’ve found your rhythm working with older adults, you’re suddenly in a world of tiny voices, endless energy, and play-based therapy. While both settings require strong clinical skills, the shift from compensating for decline to fostering development can feel like starting from scratch. From relearning assessments to keeping up with high-energy sessions, here are five of the biggest challenges you might face—and why the experience will ultimately make you a better clinician.

1. Rewiring Your Brain

Geriatrics is about compensating for decline , while pediatrics is all about building skills . Shifting from cognitive therapy and dysphagia to articulation and language development requires a complete mindset reset.

2. Keeping Up with Energy Levels

Geriatric therapy is structured and calm—pediatrics? Nonstop movement. Expect wiggly kids, play-based sessions, and a new appreciation for coffee.

3. Learning New Assessments & Goals

Swapping bedside swallow evals for articulation tests and MLU tracking is overwhelming. Different tools, different therapy approaches, and a lot more toys.

4. Navigating Parent Involvement

Instead of working with nurses and OTs, you’re guiding parents—some eager, some disengaged. Balancing education, trust, and realistic expectations is key.

5. Starting Over (Again)

Just when you feel confident, everything changes —paperwork, therapy materials, and IEP lingo. The learning curve is steep, but your clinical skills transfer.

Mid-CFY switches are tough, but they push you to grow in unexpected ways. Staying flexible means accepting that what worked yesterday might not work today, and that’s okay. Embracing the chaos helps you see that progress doesn’t always look structured—sometimes it’s hidden in messy, playful moments. And above all, play is therapy—kids learn best when they’re engaged, so leaning into fun makes sessions more effective. While the transition is challenging, it builds adaptability, creativity, and a new appreciation for the little victories.

Madison Wood, M.S., CCC-SLP

5 Strategies to Increase Generalization of Speech Therapy Goals in School Settings

Mon, 24 Nov 2025 16:26:00 GMT

5 Strategies to Increase Generalization of Speech Therapy Goals in School Settings

Generalization is a key component of success for speech therapy. While a student may demonstrate progress in a structured setting, the ultimate goal is for them to apply their skills across different environments within the school environment whether that be in the classroom, during recess, in group activities, or during lunch. Here are five effective strategies to enhance the generalization of your student’s goals in the school setting.

Integrate Speech Goals in Daily Activities
One of the most effective ways to encourage generalization is to incorporate goals into their everyday school routines. Instead of isolating practice to the speech therapy room, these skills should be reinforced throughout the school day. Some examples have been provided below:
Greeting peers and teachers with clear articulation
Practicing target vocabulary during transitions
Embedding goals in small group activities, classroom jobs, and structures playtime
Train Teachers, Staff, and Peers
Teachers, aides, staff, and peers all play a critical role in reinforcing skills outside the therapy room. SLPs can provide training by:
Educating them on the students' goals and strategies that help
Modeling techniques to encourage accurate articulation and language use
Providing feedback and reinforcement techniques to support progress
Use a Variety of School Environments and Materials
Practicing speech therapy goals in different school environments and with various materials will help reinforce learning. Exposure to multiple settings and stimuli ensures that the student is not relying on a single context to demonstrate progress. This can be achieved by:
Conducting therapy sessions in different school locations, such as the cafeteria, playground, and library
Encouraging students to communicate with a variety of peers and teachers to encourage adaptability
Using different educational materials (e.g., textbooks, digital resources, real-life objects) to vary learning experiences
Encourage Self-Monitoring and Self-Correction
Teaching students to monitor their own speech and language fosters independence and long-term retention. When they are aware of their own progress, they are more likely to make corrections in a variety of environments without assistance from others. Strategies to promote self-monitoring include:
Using visual or verbal cues to remind students to check their speech
Implementing self-rating scales where students evaluate their own accuracy
Encouraging video or audio recordings to allow self-reflection
Reinforce and Reward Generalization
Positive reinforcement strengthens the likelihood of continued practice and generalization. When done, students develop confidence and motivation to use their speech and language skills in various contexts. This can be done by:
Providing immediate and specific praise when students demonstrate speech skills in different settings
Creating reward systems to motivate consistent practice
Encouraging students to recognize the positive outcomes of their communication skills, such as improved social interactions or academic success

Final Thoughts

Generalization of speech therapy goals requires intentional strategies that extend beyond the therapy room and into the school environment. When embedding these strategies, speech therapists can help students achieve meaningful and lasting improvements. The key is consistency, collaboration, and creativity in fostering speech and language skills throughout the school day.

Rachael Stagner, M.A., CCC-SLP

Decoding the Acronyms: What SLPs Really Mean

Tue, 18 Nov 2025 14:35:00 GMT

If you've ever sat down with an SLP (in a clinical or school setting), you may have stumbled along various letters combined in a way that you have never seen. In this blog, I'll be breaking down common acronyms that SLPs (Speech Language Pathologists) utilize in a way that makes sense and gives you confidence to join in the fun.

SLP

Speech-Language Pathologist

A Speech-Language Pathologist is a professional who assesses, diagnoses, and treats communication and swallowing disorders across the lifespan, including speech sounds, language comprehension and production, fluency, voice, social communication, and cognitive-communication skills in individuals of all ages.

AAC

Augmentative and Alternative Communication

AAC is an umbrella term for a range of tools and strategies that can supplement or replace verbal communication. This includes everything from picture boards to high-tech speech-generating devices.

CAS

Childhood Apraxia of Speech

CAS is a motor planning disorder that makes it difficult to coordinate movements needed for clear speech.

IEP

Individualized Education Plan

An IEP is a custom plan developed by a team of professionals in the school setting for students who require special education services. It outlines goals, accommodations, and supports to ensure success in academics.

FAPE

Free Appropriate Public Education

FAPE is a legal guarantee that ensures every child with a disability receives an education designed to meet their needs completely free.

LRE

Least Restrictive Environment

LRE means that your child should learn in the most typical classroom setting while also getting the support they need. This is the fancy way of saying they should be with their same-aged non-disabled peers as much as possible.

ASHA

American Speech-Language-Hearing Association

ASHA is the national professional organization for SLPs and Audiologists. It sets the gold standard for best practices, ethics, research, and professional development.

Acronyms might initially feel like a foreign language, but once broken down, they give better insight into the comprehensive work SLPs do every day. From education plans, to high-tech speech generating devices, each acronym represents something crucial in an SLP's day-to-day life.

By Kara Amin, M.S., CCC-SLP

References:

https://www.asha.org/students/speech-language-pathologists/?srsltid=AfmBOopkOHcgpjW37t9X_BzSo59kImGzQ0e6T80xKp71PoWQIRC1J76Q

https://www.asha.org/public/speech/disorders/aac/?srsltid=AfmBOorZuwbx4gBRKdPbvNYKHKjlvHmx7j1tIbHLKtQmKLw-_9lefphw

https://www.tn.gov/content/dam/tn/education/special-education/framework/sped_framework.pdf

Gobble Up Gratitude! Exciting Thanksgiving Reads for Kids

Mon, 10 Nov 2025 15:23:00 GMT

November is here and Thanksgiving is just around the corner! Here are five children's books you can share with your students to celebrate thankfulness this month!

"I Am Thankful: A Thanksgiving Book for Kids" by Sheri Wall
This book teach kids about coming together with family to give thanks! This book also shows diversity and adventures in the illustrations.
"A Charlie Brown Thanksgiving (Peanuts)" by Charles M. Schulz
Who doesn't love Charlie Brown, Snoopy, and the rest of the Peanuts gang? This book retells the amazing Thanksgiving TV special!
"How to Catch a Turkey" by Adam Wallace
This is an entertaining story about catching a SUPER tricky turkey! The turkey escaped in a school right before the Thanksgiving play! Have your students follow along to see if the characters were able to catch the bird!
"Llama Llama Thanks-for-Giving Day" by Anna Dewdney
This book retells an episode from the Netflix show. Join Llama Llama and his friends during a day of giving!
"Dr. Seuss's Thankful Things" by Dr. Seuss
Do you remember Thing One and Thing Two from The Cat in the Hat? Join our wild friends as they list everything they're thankful for!

Va'Keria Miles, M.S., CCC-SLP

Top 5 SLP Apps

Mon, 03 Nov 2025 14:49:00 GMT

Although electronic devices are not necessary for speech therapy sessions, sometimes they can be an amazing resource to have on hand. Here are five of my favorite apps to use in a pinch.

Articulation Station - My favorite app for articulation trials. It’s perfect for on the go and quick sessions. I love that students are able to check their own trials for accuracy using icons and discuss how they think they did. You can target sounds in isolation, words, phrases, sentences, and stories. I have found this especially helpful for older students who may not be as motivated by physical toys and games.
TDSnap - Tobii Dynavox gives all SLPs the full version of their AAC app, TDSnap, for free if you create an account and use your ASHA number. It’s a great resource to have on hand and is also great for bilingual individuals.
My PlayHome - This is a new app I found recently that is amazing for early language learners. It is almost like a virtual doll house where you can interact with different objects in the rooms and the family members. There is a free version and a paid version so great on a budget!
Boom Cards - I absolutely love Boom Cards and how versatile they are. This is a great resource where you can find materials made by other professionals. I like to login through my computer and sort by free items so it is cost effective too. Another tip is to create folders and sort your library by target area (e.g., /r/, WH questions, categories, following directions, etc.) so that you can easily navigate to and access during sessions.
ABCya! Games - This is a great resource that has a ton of games for kids to use during sessions. You can use the app as a reward for students that may not be as motivated by other activities, or target goals while playing. ABCya is divided by grade and it is incredibly easy to find a game that any student would love.

Angela Vatrano, M.S., CCC-SLP

Every voice deserves to be heard

Tue, 28 Oct 2025 13:10:00 GMT

As a speech-language pathologist working in schools that serve diverse communities, I’ve had the privilege of hearing the distinct voices of children from all walks of life. One thing that stands out over time is how naturally speech patterns can vary, not just from child to child, but also from community to community.

These differences aren’t deficits—they're reflections of culture, environment, and identity. In many linguistically and culturally diverse areas, children may grow up in multilingual homes, be exposed to regional dialects, or rely more heavily on community-based language norms. Their speech often reflects the rich fabric of their lived experience—what they hear at home, in their neighborhoods, and local media.

In districts where early learning programs and enrichment opportunities are more readily available, students may develop certain language patterns more consistently, while those in schools with fewer systemic supports often bring unique communication strengths of their own. Some may have limited exposure to formal vocabulary, while others show remarkable creativity in storytelling or strong peer communication skills.

It’s important to note that these differences are not “wrong”—they’re just that: different. As SLPs, we have a responsibility to understand and respect these patterns, meeting students where they are and building from there. Our goal is never to erase a child’s identity or “correct” their culture, but to support communication skills that help them thrive in all settings, from the classroom to the community.

This work has reminded me daily that language is deeply personal. Every voice matters, and every voice deserves to be heard and celebrated.

Madison Wood, M.S., CCC-SLP

Tell Me Three Animals: Naming Tasks and Why They're Important

Tue, 21 Oct 2025 13:20:00 GMT

A strong vocabulary is crucial for kids to be successful in and out of school.

A good vocabulary helps with a variety of things from reading to social skills to writing. Speech therapists utilize convergent and divergent naming tasks to help kids with language disorders learn and use new words effectively while linking them to previously learned concepts and words.

You may be asking yourself - what are convergent and divergent naming?

Luckily, I'm here to help.

Convergent Naming Task Example:

Clinician: "Cat, dog, horse are all different types

of what?"

Student: "Animals."

Divergent Naming Task Example:

Clinician: "Tell me 3 animals."

Student: "Penguin, llama, rat."

These two skills help kids by strengthening associations between words such as knowing penguin, llama, and rat are all different animals.

Activities like these can also improve word retrieval skills. For instance, word retrieval can assist kids in their writing and speaking within the classroom by allowing quick and accurate access to the right words. This also encourages flexible thinking by challenging kids to utilize and practice a variety of words.

Therapy Activity Ideas

Guess Who
20 Questions
Sensory Bins with visuals
"What Am I?" describing games

References

Gray, S. (2005). Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues. Journal of Speech, Language, and Hearing Research, 48 (6), 1452-1467.
German, D. J. (2002). A phonologically based strategy to improve word-finding abilities in children. Communication Disorders Quarterly, 23 (4), 177-190.

Falling for Speech: Using Fall Themed Books in Therapy

Mon, 13 Oct 2025 14:47:00 GMT

Fall is the perfect time to vamp up your therapy materials and approach to pique your students’ interests while providing engaging activities! While there are plenty of fun fall-themed games and low/no-prep activities, one of my favorite ways to bring the season into therapy is through fall-themed books. Books can be amazing tools to target language, articulation, and even social communication.

Language: Books filled with vivid fall vocabulary—think acorn, scarecrow, pumpkin, hay, harvest —are a fun and functional way to support vocabulary-centered goals. Many fall books also feature beautiful, detailed pictures that can be used for describing scenes, which naturally targets increasing mean length of utterance (MLU). These are just a few ways fall books can boost language skills while keeping therapy seasonal and engaging.

Articulation: Who doesn’t love using a book to target articulation and phonemic awareness? Books provide excellent opportunities for students to listen for their target sounds. Before reading, consider creating a visual for the student to reference while listening for their sounds. Many fall books include repetition, which allows for functional practice of phonemes in context—a much more meaningful approach than isolated drills.

Social Communication: Stories often present characters solving problems or navigating challenges, making them perfect for practicing inference and conversational skills. Discussing what might happen next, why a character acted a certain way, or how someone feels not only builds rapport with students but also strengthens social communication skills that carry over into daily life.

Fall-themed books are more than just a seasonal treat—they’re a versatile, meaningful tool that can support multiple goals across your therapy sessions. So grab a pumpkin-filled story, a cozy corner, and watch your students engage, learn, and grow!

Hannah Collie, M.S., CCC-SLP

Sidekick Therapy Partners Blog

Storybook Guide- We’re Going on a Bear Hunt by: Michael Rosen

Using Sensory Bins to Support Speech and Language Goals

Why Sensory Bins Work in Speech Therapy

Speech & Language Goals You Can Target

How to Build a Sensory Bin (Without Overthinking It)

Simple Tools, Powerful Language

﻿

Why Consistency Matters in Speech Therapy

Click into Teletherapy Websites

Using Easter Eggs to Target Therapy Goals: Language

"Hoppy" Spring!

Language

If your child is working on imitating actions, gestures, and/or sign language:

If your child is working on using first words:

If your child is working on expanding their sentences:

Using Easter Eggs to Target Therapy Goals: Speech

"Hoppy" Spring!

Speech

Staying Plugged In to Evidence-Based Practice

Seen, Heard, Supported: Why Representation in Speech Therapy Matters

Love is In The Air: Creating a Valentine's Theme for Speech Therapy

Language: Fostering Meaningful Communication

Articulation: Word Lists and Beyond

Social Language: The Possibilities Are Endless

No School, Let's Talk!

Working with students who have ADHD

What is ADHD?

ADHD & Communication

Evaluating students for speech & language with ADHD

Speech Assessments

Language Assessments

Therapy strategies for students

Navigating obstacles/challenges

Takeaways

When School Closes but Learning Doesn’t Stop

Crafting Clarity: Curating Vision for the Busy SLP

Five ways to use "I Spy" in therapy

A Day in the Life of a CF

Storybook Guide: Go Dog Go

Basic Concepts and Language Comprehension

Expressive Language

Speech

Storybook Guide- Old MacDonald Had a Farm

Covering Another Teammate’s Caseload? Create, Collaborate, and Communicate Your Way to Success

1. Create a Game Plan

2. Collaborate with the Team

3. Communicate Clearly and Often

Final Thoughts

5 Challenges of Switching from a Geriatric to Pediatric CFY Mid-Year

5 Strategies to Increase Generalization of Speech Therapy Goals in School Settings

Decoding the Acronyms: What SLPs Really Mean

SLP

AAC

CAS

IEP

FAPE

LRE

ASHA

Gobble Up Gratitude! Exciting Thanksgiving Reads for Kids

Top 5 SLP Apps

Every voice deserves to be heard

Tell Me Three Animals: Naming Tasks and Why They're Important

A strong vocabulary is crucial for kids to be successful in and out of school.

Luckily, I'm here to help.

Falling for Speech: Using Fall Themed Books in Therapy