• Speech/Language Support

    Michelina McAnulty, M.S., CCC-SLP

     

            Contact me: mmcanulty@cdschools.org;  (717) 558-9430, ext 78117

    Students who demonstrate a need in articulation, fluency, language and auditory processing, and voice receive speech/language support.  Students are scheduled for individual and/or small group sessions according to age as well as type and severity of the disorder.

    Practical Communication Strategies

    Learn about your child's communication

    How does your child communicate: cries, smiles, moves, reaches, looks, points, gestures, words, sentences

    Why my child communicates: express need, protest, seek attention, request, greet, comment, question

    Let your child lead

    Follow your child's lead and let the interaction grow: respond immediately with interest, join in and play, follow their lead with youractions and words (imitate, interpret, comment)

    Create Opportunities for your child to lead

    Help your child to make a request:  Place an object out of reach....then wait

    Offer a little bit.....then wait

    Choose an activity that requires adult help....then wait

    Offer a choice.....then wait

    Pause during a familiar activity.....then wait

    Help your child make a comment or ask a question: Change a familiar activity

    Hide objects in surprising places

    Observe when things go wrong

    Keep the interactions going

    Take turns- match your turns with your child"s turns (pace, length, interest)

    Cue your child to take a turn (facial expression, body language, visual helper, hand-over-hand, ask a question)

    Ask questions to keep the interactions going

    Choice questions

    Yes-No questions

    WH questions

    Add Language to the Interaction

    Add language all day long

    Add language to build your child"s understanding of the world

    Add language to help your child express himself

    Use a variety of words

    Expand the child"s message

    Highlight your language by SAYING less, STRESS, go SLOW

Last Modified on September 3, 2019