The Digging SLP

This is similar to my other Following Directions listing, but without use of manipulatives...the images are included on every page! I use it when my brain really can't think on the spot to use manipulatives and give directions and monitor their responses. This is all done for you and is neatly categorized by the Level, Skill, etc., from the CELF-5. I can NEVER think of directions in the moment during therapy, let alone remember/know whether I am doing No Orientation, Serial Order Orientation,

I can NEVER think of directions in the moment during therapy, let alone remember/know whether I am doing No Orientation, Serial Order Orientation, No Modifier, One Modifier, or Two Modifiers. And who can remember to do right/left orientation?! This is sort of like a template for ANY and ALL kinds of directions there could be (based on the CELF-5). They are written so you can substitute ANY OBJECT, COLOR, and SIZE; that way you can use it with any manipulatives you have. But if not, I also inclu

I used to think working on Recalling Sentences was dumb, to be frank. But since taking on this mission to create my own materials for all subtests of the CELF-5, I began using manipulatives (one per word) while giving students words to recall/repeat. And they're growing! (I know, I was shocked) I use errors as opportunities to address phonological-based grammar errors (e.g., She live in the jungle vs. She live s in the jungle). Guys, I even made a goal for it, and I swear this kid's grammar is

Tasks are meant to address deficits identified with the Item Analysis of the CELF-5. These tasks address deficits in Prepositional Phrases. 141 pages, 564 REAL images.Uses of the most common PREPOSITIONS of Place (for the prepositional phrases ) ***Please See the bundle for all the Prepositions - including of MOVEMENT and of TIME. This includes Prepositions of Place only.*** This picture stimuli activity teaches Prepositional Phrases by teaching children 1) the meaning of the preposition

Honestly, targeting Verb Phrases isn't my favorite thing. It leaves it open for so many different variables (e.g., the object it takes, tense, etc.). But I'm on a mission to make stimuli for every Item Analysis of the CELF-5, so I made them anyway. To reiterate, what's being taught here does include Verb Phrases but the contrast is sometimes in tense, the object being taken, modification, etc. Even on the CELF-5 assessment, the child must know about future tense (finite verb) in order to accura

PAIR with **GROWING BUNDLE** UNIVERSAL Articulation WORKSHEETSYou may already have store-bought articulation cards —but research shows the most effective speech therapy uses high-frequency, functional vocabulary words that children use every day. That’s what I’ve created here.These cards are built from English language corpora and children’s printed word databases, giving you materials that are not only engaging (updated concepts, silly graphics) but evidence-based.54 Cards given in ALL WORD

Answering "WHEN" questions is so abstract. I often found that even my 5th grade students did not know the months of the year, let alone the holidays and seasons associated with them. I created these years ago and my students comment and ask questions about them constantly! Show your students about time and 'when' questions using these monthly visuals for support. I have them printed full page for the bulletin board and also smaller versions for scaffolding and prompting supports!

It doesn't look fancy, but it's one of the best things (along with the Drop-down Box CELF-5 Template) I've ever made/used for therapy. Put all your kids/students from each grade level on one sheet for reference. Easily see which skills each kid has/doesn't have (based on the CELF-5 item analysis). There's more initial work (to do the Item Analysis with each evaluation), however, it saves me so much time in the long run. I can easily look down during therapy sessions and see what each kid needs t

will never defile your beautiful visuals with a logo! :P not even a tiny one in the corner! Happy therapy-ing <3 FOLLOW ME!!! tongue tip, blade, apex, dorsum, sides, back, front, root speech articulation fluency stuttering visual specific cue, cues, cueing, prompt, prompts, prompting

Badges for social skills role-playing activities. Descriptions on the back! Whyyy do all my social skills groups have at least one dominate peer and then a peer that barely initiates at all?! Cut out and laminate. I actually got some name badges to put them in. I pick roles for each student that are the opposite of what they typically do (e.g., a student that typically tries to 'control' or 'dominate' a social interaction would be given the "Pushover" role...and is expected to accept all peer i

Just the basics. Thoughts. Feelings. Words. Basic communication visual.