Let's be Loquacious
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Evesham, New Jersey, United States
About the store
Welcome! I’m Julia Johnson - a trilingual (English, Russian, Spanish) neurodiversity affirming speech-language pathologist who finds joy in building connections with preschool and school-aged students with communication impairments. I have experience working with the autistic population, students with phonological, expressive and receptive language delays, students who are gestalt language processors (GLPs), and students who are culturally and linguistically-diverse (CLD).
In each therapy session, my aim is for my students to feel safe, regulated, and connected with their communication partner and with themselves, before all else! I believe the most meaningful connections arise from a desire to understand our student's needs and to meet them where they're at in their communication journeys. My passion for community-based service delivery entails advocacy for holistic service implementation and Interprofessional Practice (IPP). To streamline my collaboration with other team members, I create grab-and-go, ready to use resources which can be shared with teachers, support staff and parents to help support the students’ language skills on a daily basis. You can find me chatting all about using a compassionate mindset within therapy and collaboration on the Speechie Side Up Podcast, episode #231.
Whether you are a fellow SLP, teacher, paraprofessional or parent, I hope you find these resources beneficial for supporting your student or child's language development. Let’s be Loquacious!
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AAC Rating Form
Working with one, a few or many AAC users? This is a staff-friendly AAC rating form adapted from the DAGG-3, comprised of questions about a student’s AAC use in the school setting across the 4 competencies: linguistic, operational, social and strategic. This tool is designed to help Speech Language Pathologists qualify progress of AAC use in the classroom and to inform goals and objectives for AAC users on their caseload. It is intended to be completed by staff members who are most familiar
PreK - 3rd
AAC Fringe Board Sheets - a Core Word Companion
Why this product?Unfortunately, it can sometimes take a while for students with complex communication needs to receive a dedicated AAC device. What can we do to support their language growth in the meantime? Having a low-tech core board in the absence of a high-tech device is a fantastic way to expose students to core vocabulary in the classroom. However, since core boards are static, it’s important to provide visual supports for fringe vocabulary as well, as this allows students to communicate
Not Specific
Not Subject Specific
Modeling with AAC: a "How-to" Guide for Teachers and Caregivers
Modeling with AAC: a "How-to" Guide for Teachers and Caregivers Modeling is an evidence-based strategy for supporting language acquisition for users of any age who use AAC (augmentative and alternative communication). Modeling is when you pair symbolic language with an experience. This can take the form of a spoken word, gesture, sign language, a visual or a symbol on a communication device. Regardless of the communication aid your child is using, it’s important to get confident and comfortable
Not Specific
Classroom Community, Speaking & Listening
Sing-Song Language Modeling for Early Stage GLPs
If you work with or are the parent of an early stage gestalt language processor (GLP) and would like to incorporate consistent models of language that help build their communication skills across routines with a musical twist-- then this resource is for you! GLPs pick up on melodic contours of sounds before they learn the actual words within the scripts they are producing. This is why musicality can be a fantastic way to build on their language skills and encourage language flexibility! Mos
PreK - 3rd
Classroom Community, Music, Speaking & Listening
Spatial Language Concepts
Simple on-the-go visual aids to support comprehension and production of spatial language concepts of varying complexity. Easily accessible during push-in sessions in the classroom! Great for supporting concepts found within videos/stories and naturalistic play. Contains 10 pairs of words: ~in/out ~on/off ~up/down ~on top/under ~next to/between ~in front of/behind ~above/below ~toward/away ~with/without ~inside/outside
Not Specific
Vocabulary
Models for Gestalt Language Processors (stages 1, 2, 3)
Whether you're a busy SLP, teacher, paraprofessional or parent, the goal behind this resource is to provide you with easy, ready-to-go access to language models for your gestalt language processors (GLPs) for a variety of fun and motivating activities. I created a packet of language models pertaining to stages 1, 2, and 3 of gestalt language development specific to: Play-DohWind up ToysBubblesSnack RecessEach activity page includes the following: Examples of stage 1 phrase ideas for early GLPs w
Not Specific
Building Language Skills in Nursery Rhyme Adaptations
I absolutely LOVED creating and incorporating these lyrical adaptations to well-known nursery rhymes in my preschool sessions this year to promote speech, language and phonological awareness skills! Switch it up by singing silly verses I adapted to the tunes of “Wheels on the Bus”, “The Ants go Marching”, and “Old MacDonald”. This product works best when used in conjunction with basic instruments like a tambourine, drum, bells, maracas/shakers, hands and fingers. Each verse is uniquely designe
PreK - 1st
Art, Instrumental Music
Descriptive Language Concepts
Simple on-the-go visual aids to support comprehension and production of descriptive language concepts of varying complexity. Easily accessible during push-in sessions in the classroom! Great for supporting concepts in videos/stories, play, or games like Headbanz. Certain words include multiple visuals for various representations of the concept. Contains 20 pairs of words: ~big/little ~soft/hard ~smooth/rough ~clean/dirty ~tall/short ~square/round ~stripes/spots ~all/some ~same/different ~open/cl
Not Specific
Vocabulary
Core Vocabulary AAC Resource for the Classroom
Modeling the use of high-frequency core vocabulary in a busy classroom with multiple AAC users can be a real challenge for SLPs! It can also be a challenge for teachers and paraprofessionals to remember to implement core vocabulary consistently. I’m sharing this FREE resource with examples of core vocabulary that can be modeled frequently in a typical school day, following the “Strive for 5” strategy. How I use this product: I consult with the classroom teacher before accessibly placing the she
Not Specific
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About the store
Experience
Welcome! I’m Julia Johnson - a trilingual (English, Russian, Spanish) neurodiversity affirming speech-language pathologist who finds joy in building connections with preschool and school-aged students with communication impairments. I have experience working with the autistic population, students with phonological, expressive and receptive language delays, students who are gestalt language processors (GLPs), and students who are culturally and linguistically-diverse (CLD).
In each therapy session, my aim is for my students to feel safe, regulated, and connected with their communication partner and with themselves, before all else! I believe the most meaningful connections arise from a desire to understand our student's needs and to meet them where they're at in their communication journeys. My passion for community-based service delivery entails advocacy for holistic service implementation and Interprofessional Practice (IPP). To streamline my collaboration with other team members, I create grab-and-go, ready to use resources which can be shared with teachers, support staff and parents to help support the students’ language skills on a daily basis. You can find me chatting all about using a compassionate mindset within therapy and collaboration on the Speechie Side Up Podcast, episode #231.
Whether you are a fellow SLP, teacher, paraprofessional or parent, I hope you find these resources beneficial for supporting your student or child's language development. Let’s be Loquacious!
Teaching style
Child-led, Dynamic and Culturally responsive.
My own education history
I received my bachelors degree in Communicative Sciences and Disorders from New York University in 2019, and my masters degree in Communication Sciences and Disorders from Teachers College, Columbia University in 2021. I hold the Certificate of Clinical Competency from the American Speech and Language Hearing Association (ASHA). I am also trained as a Natural Language Acquisition Practitioner.
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