Sam E

We all should strive to utilize trauma-informed practices. However, what often is missing is an explanation of HOW trauma results long-lasting cognitive, linguistic, and social changes. This powerpoint discusses: What is chilldhood trauma? What are some signs to look out for in your students? What are the effects on language development, social development, and cognitive development? What can we do as speech therapists to support our students? And lastly, I provide a list of some resources

This Google Form is an easy way to collect information about students for an initial evaluation. It includes questions about students cultural and linguistic background, teacher concerns, attempted accommodations/interventions, and asks teachers to identify positive attributes about each student.

A brief powerpoint that details why to use Aided Language Stimulation with students who are new to AAC and how to do it. Support carryover in the classroom and at home.

Finding out about an ADHD diagnosis can be a relief and also overwhelming. This is a brief list of ADHD resource list with reliable sources to guide an initial understanding of what an ADHD diagnosis might mean. This handout includes: Link to CDC diagnostic criteria Common experiences of people with ADHD that are not diagnostic criteria but more holistically represent what ADHD people experience Resources for adults with children with ADHD and books for children. Some IEP/504 accommodation i

A parent- and teacher-friendly handout briefly explaining the different types of language.

Translated intelligibility norms in Spanish to support parents in their understanding of speech-language development.