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
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
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
