I recently presented on gestalt language processing for NOSM University, Canada's only independent medical school, on GLP for healthcare professionals in the North. While this is the target audience, the webinar is available for free to everyone and would be appropriate for parents, professionals, or anyone who would like to learn!
Follow along while we dive into the research, look at the Natural Language Acquisition stages in depth (including mock therapy videos), and discuss implications for GLPs with AAC. Watch the webinar (and get access to the slides) here! by Halle Demchuk, SLPPaediatric SLP | GLP-Trained Clinician | Owner of HAEPI SLP Halle's appearance on the 'Spill the S.L.T.' podcast: GLP, fly-in therapy, and swimming cats!2/27/2024
I loved talking to my lovely German SLP friends on their podcast, Spill the S.L.T.! Tune in here as we discuss fly-in therapy, GLP, working with Indigenous communities, swimming cats, and more!
by Halle Demchuk, SLPPaediatric SLP | GLP-Trained Clinician | Owner of HAEPI SLP
Let's talk pronoun reversal in gestalt language processors.
As a parent you may have wondered why your child always seems to confuse "I" and "you"? As an SLP, you maybe have wondered, how do we target this? When we understand that our GLPs are picking up verbatim utterances from adult models that they have attached meaning to, as their gestalts, it makes a lot of sense! When we honour and understand these utterances without trying to change them, and instead change how WE model language, that's when we will see a shift happen. And we can expect NOT to see kids began to tease apart these pronouns on their own until stages 3-4. We don't want to rush it, instead we should focus on modelling from the child's perspective or a joint perspective (e.g, "we are ____; "let's go _____"). Have questions about pronoun reversal in GLPs? Drop your questions below! by Halle Demchuk, SLPPaediatric SLP | GLP-Trained Clinician | Owner of HAEPI SLP
Self-advocacy is SUCH an essential communication skill for all kids, but especially for our autistic kids who likely have sensory preferences or needs. Neurodiversity-affirming goals should therefore incorporate the specific needs of the child, including sensory needs.
I know I didn't learn much (or anything...!) about creating neurodiversity-affirming goals in school, and it can seem overwhelming at first. However, when we put our kids' needs first and eliminate compliance-based therapy, it makes a lot of sense. I knew today we wouldn't get access to the school's sensory room (which is a reality, by the way! How cool is that?) so I made sure to bring materials with me that would allow for sensory breaks. This was his first time seeing this seat spinner, so I just modelled how it can be used. I even demonstrated (or tried to demonstrate) how it can be used. Maybe one day he will use it, maybe he won't, but he will learn from me that he can always ask for his needs to be met. by Halle Demchuk, SLPPaediatric SLP | GLP-Trained Clinician | Owner of HAEPI SLP |
The HAEPI BlogCheck here for HAEPI updates, helpful SLP information, free resources, articles, and more!
Archives
November 2024
Categories
All
|
get in touch |
Quick Links |