|
|
| #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
|
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| #326
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Helping Students Understand and Distinguish Fact vs. Opinion
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| #325
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Ways to Teach Opposites
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| #324
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The Thesaurus—A Writer’s “Best Friend”
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| #323
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A Thesaurus Is Not a Dinosaur!
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| #322
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Ways to Teach Dictionary Skills
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| #321
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Why Teach Dictionary Skills in the 21st Century?
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| #320
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Fun Ways to Practice Main Idea at Home
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| #319
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What’s the Big Idea? Finding and Understanding the Main Idea
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| #318
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Teaching Prepositions
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| #317
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Stimulability for Speech Sounds
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| #316
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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
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Asperger Syndrome: Differential Diagnosis
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| #219
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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
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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
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Idioms—“As Easy as ABC"
|
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| #211
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Hyperlexia
|
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| #210
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Cluttering
|
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| #209
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What Is a "Lisp?"
|
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| #208
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Vocal Nodules
|
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| #207
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Common Speech-Language Pathology Terms
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| #206
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Creating Rich Sensory Experiences
|
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| #205
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Sensory Integration Therapy and Children with Autism
|
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| #204
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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
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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
|
|
|
| #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
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Rett Syndrome
|
|
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| #191
|
Pervasive Development Disorders
|
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| #190
|
Using Music and Art with Children with Autism or Other Learning Disabilities
|
|
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| #189
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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
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Understanding Word-Retrieval Problems
|
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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
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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?
|
|
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| #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?
|
|
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| #173
|
Teaching Pronouns in the Classroom
|
|
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| #172
|
What is Phonological Awareness?
|
|
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| #171
|
Using Weighted Materials
|
|
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| #170
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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
|
|
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| #166
|
What is a Special Education Teacher?
|
|
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| #165
|
What is an Occupational Therapist?
|
|
|
| #164
|
May is Better Hearing and Speech Month
|
|
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| #163
|
What is an Audiologist?
|
|
|
| #162
|
What is a Speech-Language Pathologist?
|
|
|
| #161
|
What Are Basic Concepts?
|
|
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| #160
|
Understanding Childhood Apraxia
|
|
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| #159
|
Quick Classroom Tips to Improve Handwriting
|
|
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| #158
|
Building a Foundation for Reading and Writing: Birth through Preschool
|
|
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| #157
|
Everything You Wanted to Know About an IEP Meeting but Were Afraid to Ask
|
|
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| #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
|
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| #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
|
Tips for Parents to Improve a Child's Writing Skills
|
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| #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
|
|
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| #144
|
Why is it Hard for Some Children to Learn Social Skills?
|
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| #143
|
Breaking the Rules: Decrease a Child’s Feeding Aversions
|
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| #142
|
Teaching Second Language Students In the Mainstream Classroom
|
|
|
| #141
|
Using Reader's Theater to Build Reading Fluency
|
|
|
| #140
|
Developing Coordinations for Scissor Skills
|
|
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| #139
|
Strategies Improve Content Reading Skills
|
|
|
| #138
|
Handwriting Needs Perceptual and Visual Motor Skills
|
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|
| #137
|
Detecting Hearing Loss: What’s the Hurry?
|
|
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| #136
|
Tips for Helping Children With Reading Comprehension Difficulties
|
|
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| #135
|
Using the Benefits of Yoga with Children
|
|
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| #134
|
Accommodating Children With Autism Within an Inclusive Setting
|
|
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| #133
|
Understanding Autism Spectrum Disorder (ASD)
|
|
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| #132
|
Using a “Sensory Diet” with Children with Sensory Processing Disorder (SPD)
|
|
|
| #131
|
Understanding Fragile X Syndrome
|
|
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| #130
|
Understanding Auditory Processing Disorders in Children
|
|
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| #129
|
Are Teachers Asking the Right Questions?
|
|
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| #128
|
Hearing Loss In Children
|
|
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| #127
|
Collaboration: A Solution for Speech-Language Pathologists
|
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| #126
|
Understanding Cerebral Palsy
|
|
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| #125
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Helping Children Develop a Love for Reading
|
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| #124
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Active Parenting Promotes Successful Child Development
|
|
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| #123
|
Fostering Fluent Readers in the Classroom
|
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| #122
|
Oral Motor Developmental Milestones
|
|
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| #121
|
Help Your Preschool Child Develop Fine Motor Skills
|
|
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| #120
|
Promoting Oral Language Development in Young Children
|
|
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| #119
|
Understanding Occupational Therapy: Learning through Play
|
|
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| #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
|
|
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| #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
|
|
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| #109
|
Common Testing Accommodations and Modifications for Students with Disabilities
|
|
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| #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?
|
|
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| #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
|
|
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| #89
|
Augmentative and Alternative Communication: The Role of the AAC Team
|
|
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| #88
|
Elementary to Middle School for Students with Disabilities
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| #87
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