|
|
#630
|
Autism—the Basics
|
|
|
#629
|
Online and In-Person Learning Models
|
|
|
#628
|
What is Central Auditory Processing Disorder?
|
|
|
#627
|
What is Articulation?
|
|
|
#626
|
What is Grammar?
|
|
|
#625
|
Computer Literacy
|
|
|
#624
|
Digital Product Activities
|
|
|
#623
|
Hydrocephalus
|
|
|
#622
|
A Perfect Partnership: Therapists and Parents
|
|
|
#621
|
Let’s Start Teletherapy! Tips for Parents
|
|
|
#620
|
Usher Syndrome
|
|
|
#619
|
Still Social Distancing? More Tips and Activities
|
|
|
#618
|
Teasing vs. Bullying
|
|
|
#617
|
Smartphone Addiction
|
|
|
#616
|
Anger Management for Children
|
|
|
#615
|
Social Distancing with Children: Tips and Activities
|
|
|
#614
|
How to Talk to Children About the News
|
|
|
#613
|
7 Steps to Teach Giving Compliments
|
|
|
#612
|
Get Ready... Spring Fever is On the Way!
|
|
|
#611
|
Reading is What? FUNDAMENTAL!
|
|
|
#610
|
Emotional Eating
|
|
|
#609
|
Food Poisoning vs. Stomach Virus
|
|
|
#608
|
Turner Syndrome
|
|
|
#607
|
Crafting Beautiful Speech and Language
|
|
|
#606
|
Screen Time and Development
|
|
|
#605
|
Developmental Milestones – Four to Five Years
|
|
|
#604
|
Developmental Milestones – Three to Four Years
|
|
|
#603
|
Meta-Memory Strategies
|
|
|
#602
|
PANDAS Syndrome
|
|
|
#601
|
No-Prep Therapy Activity: Halloween Lotto!
|
|
|
#600
|
How Safe are Virtual Reality Headsets for Children?
|
|
|
#599
|
Nondevelopmental Phonological Processes
|
|
|
#598
|
No-Prep Therapy Activity: Guess My Monster!
|
|
|
#597
|
Do You See What I Hear?
|
|
|
#596
|
Developmental Milestones – Two to Three Years
|
|
|
#595
|
Twice-Exceptional Students
|
|
|
#594
|
Hippotherapy
|
|
|
#593
|
Flexible Seating in the Classroom
|
|
|
#592
|
No-Prep Therapy Activity: A Chip Off the Ol’ Ice Breaker!
|
|
|
#591
|
Developmental Milestones – One to Two Years
|
|
|
#590
|
Tourette Syndrome
|
|
|
#589
|
Beyond Just Clumsy: Developmental Coordination Disorder
|
|
|
#588
|
Understanding Sarcasm
|
|
|
#587
|
No-Prep Therapy Activity: Back-to-School Barrier Game
|
|
|
#586
|
Cross That Line! (Midline, That Is!)
|
|
|
#585
|
Emotional Self-Regulation– A Skill That Benefits Everyone
|
|
|
#584
|
American Sign Language
|
|
|
#583
|
Developmental Milestones – Birth to One Year
|
|
|
#582
|
No Prep Therapy Activity – Basic Concepts Scavenger Hunt
|
|
|
#581
|
Why is Accent Modification Not Provided in Schools?
|
|
|
#580
|
Speaking with Emphasis
|
|
|
#579
|
Does Texting Hurt Writing Skills?
|
|
|
#578
|
The Importance of Empathy
|
|
|
#577
|
Hearing Loss
|
|
|
#576
|
No-Prep Therapy Activity: May Flowers
|
|
|
#575
|
Rule Breakers: Irregular Verbs and Irregular Plural Nouns
|
|
|
#574
|
Teaching Money Sense to Children
|
|
|
#573
|
No-Prep Therapy Activity: April Showers
|
|
|
#572
|
What is Cued Speech?
|
|
|
#571
|
Taking Care of Your Voice
|
|
|
#570
|
The Development of Infant Feeding and Swallowing
|
|
|
#569
|
Williams Syndrome
|
|
|
#568
|
Camps for Children with Disabilities
|
|
|
#567
|
Soft Skills Can Be Hard!
|
|
|
#566
|
All About Wellness
|
|
|
#565
|
Celiac Disease
|
|
|
#564
|
Say “Yes” to the “No” Phase
|
|
|
#563
|
Smartphones May Lead to Mental Health Problems in Children
|
|
|
#562
|
Stay Positive: How the Words We Choose Shape Behavior
|
|
|
#561
|
Brown’s Stages
|
|
|
#560
|
No-Prep Therapy Activity: Guess My Snowman
|
|
|
#559
|
Keeping Students Motivated
|
|
|
#558
|
Echolalia and Visual Impairments
|
|
|
#557
|
Travel with Communication
|
|
|
#556
|
Extra Flashcard Fun
|
|
|
#555
|
Holiday Season with a Special Needs Child
|
|
|
#554
|
Benefits of Coloring
|
|
|
#553
|
Reinforcing Your Child’s Education at Home
|
|
|
#552
|
Get Moving!
|
|
|
#551
|
Tree Nut and Peanut Allergies
|
|
|
#550
|
Thanksgiving Rebus
|
|
|
#549
|
Fall Fun
|
|
|
#548
|
Aging Out of Developmental Delay
|
|
|
#547
|
Mindfulness for Children
|
|
|
#546
|
Naming Attributes
|
|
|
#545
|
Cyberbullying
|
|
|
#544
|
Further Flashcard Fun!
|
|
|
#543
|
Aim for Success, Not Stress
|
|
|
#542
|
I Have a Student In My Class Who Stutters. What Should I Do?
|
|
|
#541
|
More About Graphic Organizers
|
|
|
#540
|
The Cycles Approach
|
|
|
#539
|
Be Prepared for Back-to-School Season
|
|
|
#538
|
Choosing the Right Preschool
|
|
|
#537
|
A Picture is Worth a Thousand Words: The Value of Picture Books
|
|
|
#536
|
Handling Conflict without Harming Children
|
|
|
#535
|
Treacher Collins Syndrome
|
|
|
#534
|
Airborne Allergies
|
|
|
#533
|
Keys to the Literacy Kingdom
|
|
|
#532
|
Seeing Red (Or Not Seeing It): What Is Color Blindness?
|
|
|
#531
|
Right Hemisphere Brain Damage
|
|
|
#530
|
Just a Little Bit Longer
|
|
|
#529
|
Dysarthria
|
|
|
#528
|
Poetry and Language
|
|
|
#527
|
Do Missing Teeth Affect Speech?
|
|
|
#526
|
Which Speech Therapy Setting is Best for Your Child?
|
|
|
#525
|
Test-Retest Reliability
|
|
|
#524
|
April is National Occupational Therapy Month!
|
|
|
#522
|
Mouth Breathing
|
|
|
#521
|
Evidence-Based Practice
|
|
|
#520
|
Cyberslang… :) or :( ?
|
|
|
#519
|
Total Physical Response (TPR)
|
|
|
#518
|
Can You Hear That?
|
|
|
#517
|
Dysgraphia
|
|
|
#516
|
Picky Eaters
|
|
|
#515
|
What Are Mnemonics? (I Can’t Remember!)
|
|
|
#514
|
Communication Resolutions
|
|
|
#513
|
Pediatric Dysphagia
|
|
|
#512
|
Least Restrictive Environment
|
|
|
#511
|
What’s Happening? Talking to Children about Current Events
|
|
|
#510
|
Causes of Speech and Language Impairment
|
|
|
#509
|
Warning Signs for Receptive and Expressive Language Delays
|
|
|
#508
|
What is “Flipped Learning”?
|
|
|
#507
|
Epilepsy
|
|
|
#506
|
Speech and Language Therapy Approaches within a School Setting
|
|
|
#505
|
Tongue-Tie (Ankyloglossia)
|
|
|
#504
|
Alzheimer’s
|
|
|
#503
|
Having Good Auditory Skills Means Much More than Hearing Well
|
|
|
#502
|
Putting Words Together
|
|
|
#501
|
Data Driven
|
|
|
#500
|
It is Never Too Early
|
|
|
#499
|
Benefits of Music
|
|
|
#498
|
Encouraging Good Communication with Children
|
|
|
#497
|
What is higher-order thinking? Why is it important?
|
|
|
#496
|
First Words
|
|
|
#495
|
Adjectives & Adverbs
|
|
|
#494
|
The Importance of Verbs
|
|
|
#493
|
Tonsils and Adenoids
|
|
|
#492
|
Visual Schedules for Daily Routines
|
|
|
#491
|
Hidden Dangers Inside the Apps Your Children May be Using Online Safety Tips for Parents
|
|
|
#490
|
Fidgets: Tools Or Toys?
|
|
|
#489
|
Time-out: Does it Really Work?
|
|
|
#488
|
Understand Bad Habits
|
|
|
#487
|
The Pacifier Predicament
|
|
|
#486
|
Impact of Colors
|
|
|
#485
|
Hearing Loss in Young Children
|
|
|
#484
|
Watch Your Words
|
|
|
#483
|
Better Speech and Hearing Month – Identify the Signs
|
|
|
#482
|
What is Obsessive-Compulsive Disorder? Try Not to Overthink It
|
|
|
#481
|
Ear Tubes
|
|
|
#480
|
Vitamin Zzz
|
|
|
#479
|
“The Teacher Wants to Retain My Child – I Don’t Know What to Do!”
|
|
|
#478
|
What Can I Expect at My Child’s IEP Meeting?
|
|
|
#477
|
What About Me? – Helping Siblings Understand Autism
|
|
|
#476
|
Literacy Milestones: Should My Child Be Reading?
|
|
|
#475
|
Important Qualities When Working with Children
|
|
|
#474
|
What do you know about a 504? A Complete Guide to Section 504 for Parents and Teachers
|
|
|
#473
|
Get a Cue!
|
|
|
#472
|
Special Education Eligibility Categories
|
|
|
#471
|
Writing Useful IEP Goals
|
|
|
#470
|
Making Sense of Bell’s Palsy
|
|
|
#469
|
Working Memory
|
|
|
#468
|
Growing Out of an Auditory Processing Disorder Is it possible?
|
|
|
#467
|
Why Are Frogs Green? How to Handle Your Child’s Nonstop Questions
|
|
|
#466
|
What’s the Difference? Articulation Disorder vs. Phonological Disorder
|
|
|
#465
|
Temper Tantrum or True Disorder?
|
|
|
#464
|
ADHD – Myths and Facts
|
|
|
#463
|
Inferencing
|
|
|
#462
|
More Flashcard Fun!
|
|
|
#460
|
Voiceless vs Voiced Sounds
|
|
|
#459
|
Inclusion Made Easier
|
|
|
#458
|
Articulation Carryover
|
|
|
#456
|
Hand, Foot, and Mouth Disease
|
|
|
#455
|
Flashcard Fun!
|
|
|
#454
|
Get to Know Your IEP Team!
|
|
|
#453
|
Decrease Morning Stress
|
|
|
#452
|
What is Tongue Thrust?
|
|
|
#451
|
The Dreaded Little Insect
|
|
|
#450
|
Minding the Gap Part Two: English Language Learners
|
|
|
#449
|
Back to School Basics
|
|
|
#448
|
Read My Face! Understanding Facial Expressions
|
|
|
#447
|
Childhood Anxiety
|
|
|
#446
|
What’s in Your Bag?
|
|
|
#445
|
Minding the Gap Part One: English Language Learners
|
|
|
#444
|
Taming and Tolerating Temper Tantrums
|
|
|
#443
|
Unpacking Dyslexia
|
|
|
#442
|
I Screen, You Screen, We All Screen For… What?
|
|
|
#441
|
The Importance of Play-Based Therapy
|
|
|
#440
|
Save it for a Rainy Day: Ideas to Beat Summer Boredom
|
|
|
#439
|
Traveling and Vacationing with a Special Needs Child
|
|
|
#438
|
The Summer Slide: Summer Learning Loss Facts and Prevention Tips
|
|
|
#437
|
Creating an Autism-Sensitive Environment at Home
|
|
|
#436
|
Safety First: National Safety Month 2016
|
|
|
#435
|
Anomia
|
|
|
#434
|
The Speech-Language Pathologist’s Role in Stroke Recovery
|
|
|
#433
|
May is Pediatric Stroke Awareness Month
|
|
|
#432
|
Think F.A.S.T.: What You Need to Know about Stroke
|
|
|
#431
|
Communication Takes Care: Better Hearing & Speech Month 2016
|
|
|
#429
|
Webber HearBuilder® Collection
|
|
|
#428
|
April is for Autism Awareness!
|
|
|
#427
|
What is Academic Vocabulary? Why is it important?
|
|
|
#426
|
Making Learning an Equal-Access Activity
|
|
|
#425
|
Childhood Concussions
|
|
|
#424
|
No Child Left Behind Is Out; Every Student Succeeds Is In
|
|
|
#422
|
Accommodations vs. Modifications: What’s The Difference?
|
|
|
#421
|
Keeping the Noise Down: Protecting Your Child’s Hearing
|
|
|
#420
|
Important Changes in Diagnostic Criteria for Autism Spectrum Disorder What does this mean for families living with ASD?
|
|
|
#419
|
The Importance of Prosody
|
|
|
#418
|
Eight Stress-Reducing Tips for SLPs
|
|
|
#417
|
Is There a Difference Between Hearing and Listening?
|
|
|
#416
|
What is Reading? What Happens When We Read?
|
|
|
#415
|
Let’s Play! Tips for Organizing Play Time for Young Children
|
|
|
#414
|
Beating the Winter Blahs: Ten Boredom Busting Family Activities
|
|
|
#413
|
Understanding Evaluation Terminology
|
|
|
#412
|
Holiday Stress Affects Children Too!
|
|
|
#411
|
What is virtual school? Is an online education right for my child?
|
|
|
#410
|
Are Special Education Services Available for Students in Private Schools?
|
|
|
#409
|
The Importance of Eye Coordination for Schoolwork and Play
|
|
|
#408
|
Disconnect the Tech! Help Your Child “Plug-In” to Good Communication
|
|
|
#407
|
Read with Me, Talk with Me: Helping Your Child Build Skills for Future Reading Success
|
|
|
#406
|
3… 2…1… Action: Using Videos to Develop Speech and Language Skills
|
|
|
#405
|
Augmentative and Alternative Communication: Vocabulary Types
|
|
|
#404
|
Telepractice Delivers Speech/Language Services
|
|
|
#403
|
Fun Ways to Practice Articulation Skills in the Car
|
|
|
#402
|
Practicing Language Skills in the Car
|
|
|
#401
|
How Can I Help My Students Perform Well on Standardized Tests?
|
|
|
#400
|
You Got Game? Using Technology to Address Individual Learning Styles
|
|
|
#399
|
What is Sensory Processing Disorder?
|
|
|
#398
|
Why Won’t My Child Talk About School – Even When I Ask Questions?
|
|
|
#397
|
The New Affordable Care Act
|
|
|
#396
|
What is the Difference between Speech and Language? Aren’t they the same? Is there a difference?
|
|
|
#395
|
Childhood Obesity in Children - An American Epidemic
|
|
|
#394
|
Childhood Disintegrative Disorder
|
|
|
#393
|
Dyspraxia – Symptoms and Treatment
|
|
|
#392
|
Children and Depression
|
|
|
#391
|
Dear Parents……....10 Things Teachers Really Want You to Know
|
|
|
#390
|
Helping Children Understand and Deal with Emotions
|
|
|
#389
|
Teaching Children Internet Safety
|
|
|
#388
|
Common Childhood Illnesses and Communicable Diseases
|
|
|
#387
|
School Is Out. Yay!!! Now What?
|
|
|
#386
|
What is Title 1?
|
|
|
#385
|
What is Blended Learning? Incorporating Technology with Traditional Instruction and Assessment
|
|
|
#384
|
What is the Meaning of a Core Curriculum vs. Common Core?
|
|
|
#383
|
My Child Doesn’t Talk Like (or As Much As) His Peers
|
|
|
#382
|
Mainstreaming English Language Learners into the Regular Classroom
|
|
|
#381
|
My Child Can Read – But Won’t!
|
|
|
#380
|
Help Students Develop Strong Vocabulary Skills
|
|
|
#379
|
Whatever Happened to Unstructured Play?
|
|
|
#378
|
Six Early Literacy Skills Predict Reading and Writing Success
|
|
|
#377
|
Building Early Literacy Skills through Speaking and Listening
|
|
|
#375
|
Students with Disabilities and the Common Core State Standards
|
|
|
#374
|
Helpful Classroom Strategies for Students with Language-Auditory Processing Disorder
|
|
|
#372
|
Visual Processing Disorder
|
|
|
#371
|
Are My Child’s Language Skills Developing Normally
|
|
|
#370
|
Teaching Left-Handed Students to Write in a Right-Handed World
|
|
|
#369
|
What are Learning Styles?
|
|
|
#368
|
Is My Child Ready for Kindergarten
|
|
|
#367
|
Helpful Strategies for the Active Learner
|
|
|
#366
|
Developing Students’ Social Skills through Scripting
|
|
|
#365
|
Social and Academic Vocabulary—What’s the Difference?
|
|
|
#364
|
What is 22q11.2 Deletion Syndrome?
|
|
|
#363
|
Understanding Semantic-Pragmatic Disorder
|
|
|
#362
|
Sharpen Reading Skills all Summer Long
|
|
|
#361
|
Using Calendar Activities to Extend Classroom Learning
|
|
|
#360
|
Parents, Be Prepared For Your IEP Meeting
|
|
|
#359
|
Is It Possible to Revise My Child’s IEP Once I Sign It?
|
|
|
#358
|
What are Developmental Domains?
|
|
|
#357
|
Using an Appropriate Volume
|
|
|
#356
|
What are Phonological Disorders? Can they be Corrected?
|
|
|
#355
|
Let’s Go to the Dentist!
|
|
|
#354
|
Present, Past, and Future Tense Verbs
|
|
|
#353
|
Rebus Activities for Articulation
|
|
|
#352
|
Language Lab: Response to Intervention (RTI) Program for Teaching Grammar, Vocabulary, and Storytelling
|
|
|
#351
|
Using an Appropriate Rate of Speech
|
|
|
#350
|
Narrative Stages
|
|
|
#349
|
Narratives – From Oral to Written Language
|
|
|
#348
|
Giving Advice – A Social Skill
|
|
|
#347
|
Apps for Students with Communication Deficits
|
|
|
#346
|
Apps and the School Speech-Language Pathologist
|
|
|
#345
|
Tips for Topic Maintenance
|
|
|
#344
|
Teaching Students to Take Another’s Perspective
|
|
|
#343
|
Dealing with Transition During the School Day
|
|
|
#342
|
Photos vs. Drawings – Different Levels of Learning Vocabulary
|
|
|
#341
|
Using Constructive Criticism to Help Children Learn at School
|
|
|
#340
|
Using Constructive Criticism to Help Children Learn at Home
|
|
|
#339
|
Sentence-Building Activities
|
|
|
#338
|
Sentence Structure
|
|
|
#337
|
Types of Poetry
|
|
|
#336
|
Types of Figurative Language
|
|
|
#335
|
Promoting Easy Vocal Productions
|
|
|
#334
|
Teaching Time Management at Home
|
|
|
#333
|
Teaching Time Management at School
|
|
|
#332
|
Building Vocabulary Using Homonyms
|
|
|
#331
|
Helpful Strategies for Auditory Memory
|
|
|
#330
|
Journal Writing Activities
|
|
|
#329
|
Journal Writing Across the Curriculum
|
|
|
#328
|
Using the Technique of Brainstorming in the Writing Process
|
|
|
#327
|
Fun Ways to Practice Fact vs. Opinion
|
|
|
#326
|
Helping Students Understand and Distinguish Fact vs. Opinion
|
|
|
#325
|
Ways to Teach Opposites
|
|
|
#324
|
The Thesaurus—A Writer’s “Best Friend”
|
|
|
#323
|
A Thesaurus Is Not a Dinosaur!
|
|
|
#322
|
Ways to Teach Dictionary Skills
|
|
|
#321
|
Why Teach Dictionary Skills in the 21st Century?
|
|
|
#320
|
Fun Ways to Practice Main Idea at Home
|
|
|
#319
|
What’s the Big Idea? Finding and Understanding the Main Idea
|
|
|
#318
|
Teaching Prepositions
|
|
|
#317
|
Stimulability for Speech Sounds
|
|
|
#316
|
Gifted Students
|
|
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#315
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Noise-Induced Hearing Loss (NIHL)
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#314
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Creative Treatment with Art Therapy
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#313
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Listen to Yourself: Auditory Feedback Devices
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#312
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What Does an SLP Do with a Language Sample?
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#311
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Teaching Negation Should Not Cause Frustration!
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#310
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Benefits of Recess
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#309
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Fetal Alcohol Syndrome: An Overview
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#308
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What Is a 504 Plan?
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#307
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Learning In Motion – Using Movement Activities During the School Day
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#306
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Secondary Behaviors of Stuttering
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#305
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Signs, Symbols, and Safety in the Community
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#304
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Caring for Your Child’s Hearing Aid(s)
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#303
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Let’s Give a Hand to Puppets!
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#302
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Scripting: Role-Playing for Social Success!
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#301
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Sound-Object Associations – Knowing What We Hear!
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#300
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Love Your Library!
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#299
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Pardon My Interruption…
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#298
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Activities of Daily Living (ADLs)
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#297
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Teaching Children to Wash Their Hands
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#296
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Teaching Organization in the Classroom
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#295
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What Makes a Story…a Story?
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#294
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Parts of Speech
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#293
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State Standards—Specific Learning Guidelines for Each Grade
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#292
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Standardized Test Preparation
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#291
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What Are Standardized Tests?
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#290
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Increasing Attention in the Classroom – Tips for Teachers
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#289
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Preferential Seating in the Classroom
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#288
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Taking a Look at Eye Contact
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#287
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Understanding Metaphors…It’s a Breeze!
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#286
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Look, Listen…and Sequence!
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#285
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Sequencing and Executive Functions
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#284
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Sharing – An Important Social Skill!
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#283
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Hellos and Goodbyes – Teaching Children to Use Greetings
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#282
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Making the Most of Field Trips
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#281
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FM Systems—Devices that Help Us to Hear
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#280
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Beat Bullying!
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#279
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Learning to Learn: Strategies for Improving Memory
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#278
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Learning Through Predictable Books
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#277
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What Is a “Hi-Lo” Book?
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#276
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Adapted P.E.—Physical Education for Children with Special Needs
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#275
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Social Workers Are There to Help!
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#274
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Visual Timers
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#273
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Helping Children to Make Choices
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#272
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Context Clues—Can You Figure It Out?
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#271
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Imagine the Possibilities with Pretend Play!
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#270
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Benefits of Volunteering
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#269
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What Is Lipreading?
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#268
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Planning a Trip Helps Children Practice Many Skills!
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#267
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Summer Camps for Children
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#266
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Procrastination – We’ll Talk About That Later
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#265
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What Is Dyscalculia? Is It Treatable?
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#264
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Maintaining Speech and Language Skills over Summer Break
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#263
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What Is Extended School Year (ESY)?
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#262
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Helping Parents Deal with Their Child’s Disability Diagnosis
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#261
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Fidgets—Tools that Take Away Stress!
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#260
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Breath Support and Control
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#259
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Comparatives and Superlatives
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#258
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Using Sports to Teach Different Skills
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#257
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Conjunctions “Join” Thoughts and Ideas
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#256
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Ten Ways to Teach Good Manners
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#255
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Cochlear Implants
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#254
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Cooking – A Recipe for Learning Success!
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#253
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Is My Child Ready to Go to the Next Grade?
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#252
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Unique Communication Needs of Teenagers
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#251
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Community Helpers Help Us Learn!
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#250
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Itinerant Services for Children
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#249
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Special Olympics—Changing Lives Through Sport
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#248
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Executive Functions—Something to Think About
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#247
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Speech Practice at Home
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#246
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Consistent Attendance in Speech/Language Sessions
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#245
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Puzzles—Toys...or Teaching Tools?
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#244
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Animal-Assisted Therapy
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#243
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Auditory Processing – A Breakdown of Skills
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#242
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Holiday and Seasonal Activities
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#241
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Tell Me About Tongue-Tie
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#240
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Spatial Concepts and Relationships – Early Skills with Preschoolers
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#239
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Personal Space - A Social Skill
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#238
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Positive Reinforcement: A Behavior-Management Strategy
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#237
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Helpful Strategies for Teaching Children How to Play Board Games
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#236
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How Do We Talk?
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#235
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How Do I Become an Occupational Therapist?
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#234
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How Do I Become A Speech-Language Pathologist?
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#233
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Teaching the Fundamentals of Grammar and Syntax at Home
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#232
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Homework! Homework! Read All About It!
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#231
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Fun Ways to Teach Children How to Write the Letters of the Alphabet
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#230
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Humor as a Learning Tool
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#229
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Behavior Management Plan: An Overview of Assessment, Goals, and Interventions
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#228
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Barrier Games—“Do You See What I See?”
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#227
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Language Expansion vs. Language Extension—What’s the Difference?
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#226
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Using Educational Software to Help Children with Autism
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#225
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Circle Time and the SLP
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#224
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Let’s Get Started!—Exciting Ways to Begin Speech/Language for the Year
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#223
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Different Ways of Following Directions
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#222
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Tongue Twisters as a Therapy Tool
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#221
|
Asperger Syndrome: Differential Diagnosis
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#219
|
Nasal Emission
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#218
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All About Analogies
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#216
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“I Think My Child Might Have an Oral Fixation.”
|
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#215
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Ear Infections—Symptoms and Treatment
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#214
|
American Recovery and Reinvestment Act (ARRA)
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#213
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Let’s Wrap It Up!—Exciting Ways to End Speech/Language for the Year
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#212
|
Idioms—“As Easy as ABC"
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#211
|
Hyperlexia
|
|
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#210
|
Cluttering
|
|
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#209
|
What Is a "Lisp?"
|
|
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#208
|
Vocal Nodules
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|
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#207
|
Common Speech-Language Pathology Terms
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|
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#206
|
Creating Rich Sensory Experiences
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|
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#205
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Sensory Integration Therapy and Children with Autism
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#204
|
Oral-Massaging Techniques
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#203
|
A Beginner’s Guide to Graphic Organizers
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#202
|
Right Brain vs. Left Brain – What’s the Difference?
|
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#201
|
Types of Articulation Errors – A Simple Guide
|
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#200
|
Sight Words
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#199
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Understanding, Responding to, and Describing Emotions Using Photos
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#198
|
Autism: It May Not Be What You Think
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#197
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Autism Evaluations—What to Expect
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#196
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Joint Attention Skills and the Child with Autism
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#195
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Helping the Child with Autism Build Peer Relationships and Friendships
|
|
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#194
|
“I Think My Child Has Autism. What Do I Do?”
|
|
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#193
|
What Is Savant Syndrome?
|
|
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#192
|
Rett Syndrome
|
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#191
|
Pervasive Development Disorders
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#190
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Using Music and Art with Children with Autism or Other Learning Disabilities
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#189
|
Can Pictures Help Children With Autism?
|
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#187
|
Should I Teach My Baby to Sign?
|
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#186
|
Gluten-Free Diet and Children with Autism
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#185
|
Understanding Word-Retrieval Problems
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|
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#184
|
What is Selective Mutism?
|
|
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#183
|
All About Drooling
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#182
|
Three Tiers of Vocabulary and Education
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#181
|
Phonological Approaches to Developing Correct Sound Production
|
|
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#180
|
What is Low Vision?
|
|
|
#179
|
Oral-Motor Workout
|
|
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#178
|
Concepts about Print
|
|
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#177
|
What is Aphasia?
|
|
|
#176
|
Sensory Defensiveness: Strategies to Create Positive Experiences
|
|
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#175
|
The FYI on RTI and Special Education
|
|
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#174
|
What is Sensory Defensiveness?
|
|
|
#173
|
Teaching Pronouns in the Classroom
|
|
|
#172
|
What is Phonological Awareness?
|
|
|
#171
|
Using Weighted Materials
|
|
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#170
|
Reaching Developmental Milestones of Self-Care and Independence
|
|
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#169
|
Understanding Echolalia
|
|
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#168
|
Guidelines for Identifying Visual Perceptual Problems In School-Age Children
|
|
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#167
|
The Importance of Teaching Sequencing to Young Children
|
|
|
#166
|
What is a Special Education Teacher?
|
|
|
#165
|
What is an Occupational Therapist?
|
|
|
#164
|
May is Better Hearing and Speech Month
|
|
|
#163
|
What is an Audiologist?
|
|
|
#162
|
What is a Speech-Language Pathologist?
|
|
|
#161
|
What Are Basic Concepts?
|
|
|
#160
|
Understanding Childhood Apraxia
|
|
|
#159
|
Quick Classroom Tips to Improve Handwriting
|
|
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#158
|
Building a Foundation for Reading and Writing: Birth through Preschool
|
|
|
#157
|
Everything You Wanted to Know About an IEP Meeting but Were Afraid to Ask
|
|
|
#156
|
Guidelines for the Development of Self-Feeding Skills
|
|
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#155
|
Feelings, Nothing More, than Feelings: Sensory Integration in the Classroom
|
|
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#154
|
The Impact of Self Esteem
|
|
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#153
|
Math Around the Home
|
|
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#152
|
Talking Toddlers: Language Development Through Reading
|
|
|
#151
|
Encouraging Students to Use Good Social Skills at School and at Home
|
|
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#150
|
Bon Appetit! Picking up Where School Lunch Leaves Off
|
|
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#149
|
Vocabulary Development
|
|
|
#148
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Tips for Parents to Improve a Child's Writing Skills
|
|
|
#147
|
How to Assist a Student with Dysgraphia in the Classroom
|
|
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#146
|
Creating a Sensory Stimulation Kit
|
|
|
#145
|
Fine Motor Milestones
|
|
|
#144
|
Why is it Hard for Some Children to Learn Social Skills?
|
|
|
#143
|
Breaking the Rules: Decrease a Child’s Feeding Aversions
|
|
|
#142
|
Teaching Second Language Students In the Mainstream Classroom
|
|
|
#141
|
Using Reader's Theater to Build Reading Fluency
|
|
|
#140
|
Developing Coordinations for Scissor Skills
|
|
|
#139
|
Strategies Improve Content Reading Skills
|
|
|
#138
|
Handwriting Needs Perceptual and Visual Motor Skills
|
|
|
#137
|
Detecting Hearing Loss: What’s the Hurry?
|
|
|
#136
|
Tips for Helping Children With Reading Comprehension Difficulties
|
|
|
#135
|
Using the Benefits of Yoga with Children
|
|
|
#134
|
Accommodating Children With Autism Within an Inclusive Setting
|
|
|
#133
|
Understanding Autism Spectrum Disorder (ASD)
|
|
|
#132
|
Using a “Sensory Diet” with Children with Sensory Processing Disorder (SPD)
|
|
|
#131
|
Understanding Fragile X Syndrome
|
|
|
#130
|
Understanding Auditory Processing Disorders in Children
|
|
|
#129
|
Are Teachers Asking the Right Questions?
|
|
|
#128
|
Hearing Loss In Children
|
|
|
#127
|
Collaboration: A Solution for Speech-Language Pathologists
|
|
|
#126
|
Understanding Cerebral Palsy
|
|
|
#125
|
Helping Children Develop a Love for Reading
|
|
|
#124
|
Active Parenting Promotes Successful Child Development
|
|
|
#123
|
Fostering Fluent Readers in the Classroom
|
|
|
#122
|
Oral Motor Developmental Milestones
|
|
|
#121
|
Help Your Preschool Child Develop Fine Motor Skills
|
|
|
#120
|
Promoting Oral Language Development in Young Children
|
|
|
#119
|
Understanding Occupational Therapy: Learning through Play
|
|
|
#118
|
The Teacher Says My Child May Have a Learning Disability!
|
|
|
#117
|
Develop Writing Skills at an Early Age
|
|
|
#116
|
What is Down Syndrome?
|
|
|
#115
|
How to Start the School Year Right!
|
|
|
#114
|
Poor Listening Skills Affect Learning
|
|
|
#113
|
Teaching Children to Self-Manage Their Behavior
|
|
|
#112
|
What is the Writing Process?
|
|
|
#111
|
Activities for Developing Test-Taking Skills
|
|
|
#110
|
How to Help Your Child Understand and Produce "WH" Questions
|
|
|
#109
|
Common Testing Accommodations and Modifications for Students with Disabilities
|
|
|
#108
|
Roles of Specialists in Relation to Preschool and School-Age Children
|
|
|
#107
|
My Child May Have Difficulties in Educational Achievement
|
|
|
#106
|
What's Your Child Eating for Lunch?
|
|
|
#105
|
Parents Help to Encourage Social Success at Home, Too!
|
|
|
#104
|
Good Study Habits and Organizational Skills Create Successful Students
|
|
|
#103
|
Color Me Fluent™ Fluency Program
|
|
|
#102
|
Why is "R" So Hard to Say?
|
|
|
#101
|
Help Your Child Break the Thumb Sucking Habit
|
|
|
#100
|
How Do I Introduce My Young Child to Reading?
|
|
|
#99
|
Your Child's Speech/Language Evaluation at School
|
|
|
#98
|
Articulation: When Should I Worry If My Child is Behind?
|
|
|
#97
|
Test-Taking: Tips for Students with Learning Disabilities
|
|
|
#96
|
Link to Article on Velopharyngeal Dysfunction (VPD)
|
|
|
#95
|
Augmentative and Alternative Communication: Terms to Know
|
|
|
#94
|
START-IN®: A Response to Intervention (RTI) Program for Reading
|
|
|
#93
|
The Ins and Outs of Inclusion
|
|
|
#92
|
My Child Has Problems With Math! How Can I Help at Home?
|
|
|
#91
|
Augmentative and Alternative Communication: Frequently Asked Questions
|
|
|
#90
|
Manageable Behavior Management Techniques for Classroom Teachers
|
|
|
#89
|
Augmentative and Alternative Communication: The Role of the AAC Team
|
|
|
#88
|
Elementary to Middle School for Students with Disabilities
|
|
|
#87
|
|