Qualification criteria is ableist, not evidence-based, and restricts access to the human right of communication for kids who need it the most.

Could you imagine what it would be like to tell a kindergarten-aged child, "looks like you can't hold a pencil, so that means you'll never be able to write. We may as well never let you have a pencil since you clearly can't use it." Do we all agree that's ridiculous?

Yet, that's essentially what we are doing when we deny a child access to AAC systems because they aren't matching a picture or selecting an icon independently during the time of the AAC assessment.

My hope for the future is that we can eliminate qualification criteria for funded AAC systems, so that we can get AAC into the hands of all children who need it.

Wondering how you can adapt your language targets when working with gestalt language processors vs analytic language processors? (Not sure if your child is a GLP or an ALP? Click here to find out!)

Here are some of my top tips to help with modelling language for both GLPs and ALPs:

1. Both early analytic language processors and gestalt language processors will benefit from the use of declarative language (avoiding questions). Stick to narrating what is happening!
2. Model the GLP phrase/gestalt. GLPs will be more likely to acquire the entire gestalt, while ALPs will be more likely to acquire the most salient single word. When working with suspected ALPs, stress that single word (e.g., PUSH the button)
3. Focus on gestalts/phrases that contain core words that can be used across a variety of contexts. Examples include, "turn it on", "help me," "I like it," "give me some more." The core words that will likely be most salient to ALPs include "on," "help," "like," "more."

If my kids in speech therapy sessions don't look like this, we're usually going to change up what we're doing! And I promise you, your SLP isn't "just playing." It's been speculated by Karyn Purvis, Ph.D., that synapses (i.e., brain pathways formed when learning new skills) are formed up to 40x quicker when the skill is learned during a dopamine release (which happens when there is joy).

We also know kids (or anyone!) will learn quicker when they are intrinsically motivated -- if you enjoy learning how to golf, you're going to pick up the skills faster than someone who doesn't want to be there!

And... who doesn't love being known as "the toy lady?" Although, you don't need a bunch of expensive toys to integrate play into the session -- YOU are the best and most engaging toy out there.

A new favourite community-based session this winter has been the swimming pool! 

Community sessions are so valuable because they allow us to work on goals in real-life settings, while in a motivating and regulating environment. Speech and language are important in every environment and aspect of our lives, and we love working outside of the therapy room to allow for ease of carry-over to daily life.

For pool sessions, we have targeted goals such as:

1. Moving towards self-generated language given verbal modelling and support (stages of Natural Language Acquisition).
2. Self-advocacy
3. Sharing with others and building relationships in the community
4. Bonus: We have a ton of fun!

If you're a current client and are interested in pool sessions, reach out to [email protected]. 

P.S., We love hearing your suggestions on other ideas for community sessions!