Hot Job: Bilingual School SLP Job – San Antonio, TX


Image Credit:  iStock Photo

Come join our team of over 80 therapist and assistants in the Alamo City….San Antonio, Texas!  This progressive multi-cultural city offers theme parks, the River Walk, professional and college sports, an abundance of outdoor activities, multiple shopping experiences, a variety of food and cultures…but most of all….WARM Weather year-round!  Best of all is that you would be working as a contract Speech-Language Pathologist in the local public schools so you won’t be involved in ancillary duties like hall duty, bus duty, lunchroom duty, etc! Just Speech Pathology.

*  You would provide a wide variety of therapy…from general speech, Assistive Augmentative Technology (AAC), bilingual (Spanish if you have that skill) and other skills.
*  You would provide therapy to a wide age group…from preschoolers to high school age
*  Diagnoses will vary from general to more profound
*  Caseloads will be reasonable based on the need of the students and the district you are working with
*  You would have direct support from an experienced SLP in your district…as well as the owner of the company
*  You would begin working in mid-August and work until the first week of June 2017…and be able to come back the following school year if you like!

Learn More About This Job and Apply!   – Or, Call us Today at 866-733-4278

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Accessibility Corner: Modification Ideas of Playground Play for Children

[Source:  Growing Hands-On Kids]


Playgrounds are usually a very popular activity among younger and school age children. My daughter always asks to go to the park and she loves checking out new playgrounds in the area. For some children however, playing on a typical playground can be challenging because of special needs, sensory processing concerns or developmental delays. I am teaming up with some therapy bloggers today to discuss playgrounds and I will be sharing some modifications of playground play and equipment for children.

Playground play is a very important part of a child’s development for many reasons. It helps to develop their emotional, cognitive, physical growth.

Here are just a few skills that children develop through play and on playgrounds:

  • Waiting in line
  • Taking turns
  • Initiating and Sustaining conversations
  • Accepting help from others
  • Listening
  • Accepting feedback
  • Follow directions
  • Play by mutually agreed upon rules

Read the Rest of this Article on Growing Hands-On Kids

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Worth Repeating: Articulation Therapy Carryover Activities

 by Sherry Artemenko, CCC-SLP


I have a number of boys, ages 5-8,  currently on my caseload, who are working on improving their articulation. They have made great gains in learning to correctly produce their target sounds in words, sentences and conversation within our therapy sessions, but are having trouble making that leap to carryover.

I read with interest Pam Marshalla’s “Speech Therapy Answers and Advice” which I always find incredibly practical and helpful. She heard from a parent whose 5 year-old girl is right in the spot I described above–accomplished in her target sound(s) but not moving to the next step for carryover to produce her correct sounds in everyday activities. Pam makes an excellent point that carryover needs a plan just as each other stage of therapy does. I think we often feel like we are “finished” with therapy when we get a child to the carryover stage and he should just start using his wonderful new sound. Some kids actually do make that jump easily but I find it is more common for young children to need several activities to integrate their new production into everyday activities.

I agree with Pam that we never want to tell parents to “correct” their child all day. This goes for all kinds of speech-language therapy. I am sharing that piece of advice with parents often. Pam shares 3 activities from her book,  Carryover Techniques in Articulation and Phonological Therapyappropriate for encouraging carryover for a 5 year-old child:

“Free Talk

Have the child sit in a certain chair at home. Talk to him for 5-10 minutes about any subject that gets him to talk freely— e.g., what he would like to do for his next birthday or his preferences for his lunches at school. Or tell knock-knock jokes to one another, etc.  Tell him that you will correct him while he is sitting in the chair but that you will NOT correct him any other time. Have a good time while he is in that chair.  Make it a place of special fun and special attention. Tell him how much you love him when he in on it.  DO NOT CORRECT HIM ANY OTHER TIME OF DAY. This is a basic Van Riper technique he called “Nucleus Situations.”

Key Words

A second excellent way to begin work on carryover at home is to use what we call “key words.” Chose one, two, or maybe three words you will correct.  For example, if the child is working on “S” use the word “Please.”  Key words are words that have your child’s target sound and that come up often in your home– please, yes, no, okay, maybe, pretty soon, mommy, daddy, upstairs, can I…, car, eat, drink, juice, breakfast, lunch, dinner, homework, chore, etc. Tell your child you will correct him on those words only. Let all other errors go uncorrected. After a week, add another few words, then more another week later, etc.

Word Tag

Try a game of “word tag.” Sit together on the couch for 5-10 minutes and strike up a general conversation about anything. Lightly and playfully slap the child’s hand or knee every time he says a word with his sound, and he will do the same for you. Make a game of it by crying out “I heard one!” when a tag is made.  The idea is simply to make these words stand out. After a few minutes, change the game so that you only tap each other when a word is spoken correctly (or incorrectly).  Do not correct him outside of the game unless he likes it and wants to. Once it is learned, the game can be played for a minute here-and-there throughout the week”

I also like to engage the classroom teacher in a similar way. Let the teacher know what sound or sounds your little client is trying to carry over and suggest a certain time  during his day or activity when you will be listening for his /l/ or /s/ sound, giving him an encouraging word of praise or thumbs up. It may be when he reads a portion of his book to the teacher or shows her his work. Never correct but catch him using his sound correctly. I have found when a child is more aware of using his sound during his school day, carryover comes faster!


Featured Contributor: Sherry Y. Artemenko M.A., CCC_SLP

For more than 30 years, Sherry Artemenko has worked with children to improve their speech and language, serving as a speech language pathologist in both the public and private school systems and private practice.

Sherry founded the PAL Award (Play Advances Language) to recognize outstanding children’s toys, games and books that can build language. Her PAL Award reviews give parents, educators, manufacturers and retailers specific ways to use award winning products to enhance language. Visit Sherry’s website to view her winners.

Thanks to Sherry and Play on Words for sharing her article with us.

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Sensory Corner: Sensory Integration at the Playground

[Source: Sugar Aunts]


It can be frustrating as a therapist and parent to have a child or client with sensory integration needs when therapy equipment resources are unavailable or too expensive for home or treatment spaces.  It would be nice to refer a child to a fully equipped sensory integration gym but sometimes that is just not possible.  Children with sensory needs may receive therapy only in the school setting or at home in early intervention and would benefit from overhead swivel swings, balance beams, and bolsters.  There is a way around this expensive therapy equipment and it involves a trip to the local playground.  Try sensory integration therapy strategies at the playground.

Read the Rest of this Article on the Sugar Aunts blog

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Worth Repeating: Working Your Child with Down Syndrome up to Multitasking

All material Copyright Enabled Kids
Reprinted with the express permission of the the author and Enabled Kids as originally published on their website.


By: Natan Gendelman

Editor’s Note: This article was written for parents of children with Down Syndrome. We reprint it here so that you might share it with the families of your kiddos.

In very general terms, a child with Down syndrome may experience developmental delays in many areas. This can include not only his motor function, but his speech and communication as well. In this respect, it is important to remember that development and improvement are things which happen gradually. No one can set your child’s future in stone, and it is important to remember that his success depends not just on the therapists who work with him, but on you as the parent.

You are the one who is constantly working with and supporting your child, and the one who will allow your child to demonstrate how capable he is. In essence, you are learning to become a therapist as your child is learning to interact successfully with the world around him. The treatment that you provide does not happen simply once or twice a week, but all Continue reading

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