In the realm of speech-language therapy, engaging clients in meaningful activities that foster communication skills is paramount. However, maintaining motivation and enthusiasm throughout therapy sessions can sometimes be challenging. By infusing elements of play and competition into therapy activities, gamification not only makes learning more enjoyable but also enhances participation and accelerates progress. 

This is where gamification comes in as a powerful tool, a new term for something that most therapists have been using for decades.  Just about every pediatric therapist uses games like Bingo, “Feed the Monster”, and various board games to help motivate students.  But let’s really delve into how gamification can transform speech-language therapy into a dynamic and effective journey towards improved communication skills.

Goal of the Game

Before diving into gamification strategies, it’s crucial to establish the goal of the game in the therapy session.  Are we wanting to use the games to simply keep the student(s) motivated and engaged during the session, as a reward at the end of the session, or to help them take responsibility for their learning by tracking their correct vs their incorrect answers?  

Motivation and Engagement

For many of our kids, the games are simply a way to keep them motivated and engaged. These may be a range of various board games or free online games like four-in-a-row or snakes and ladders. These can be found at various websites such as calculators.org or coolmathgames.com. abcya.com is a favorite for younger games like making a cookie (following directions or using adjectives) or saving chicks (following/using positional words).

There are some modestly priced subscription sites as well, such as pinkcatgames.com, or ultimateslp.com. These are nice because the speech and language stimulus materials are integrated with the games.  You can make your own Jeopardy style game on Bamboozle for just about any subject (check out my growing collection), or use one of the many pre-made ones.  Educaplay also has many styles of games under the free tier that you can make or search for.  Genially is another platform that has many free game and lesson templates and is FERPA compliant.  Even simple push-button buzzers that kids can use when they know the answer makes question and answer activities more “gamey”.

Self-monitoring or effort

However, some students do really well with a bit more of a “push” in which they are given both positive and negative points (or teacher gets points).  Jeopardy-style, tally score, or scoreboards might be best for these students.  These work amazingly for those kids who are working on self-monitoring skills, or who are not giving thoughtful answers.

Additional Benefits

The beauty of gamification lies in its versatility. You can create a custom folder game based on student interests, if you are working in-person, or you can find free games online easily.  Open-ended games such as snakes and ladders can be used with mixed groups and create friendly competition.

Gamification can also promote collaboration and healthy competition among students. Group activities such as word games, role-playing scenarios, or collaborative storytelling encourage peer interaction and communication exchanges. Additionally, friendly competitions, whether in the form of timed challenges or team-based quizzes, inject an element of excitement and camaraderie into therapy sessions, and great opportunities for practice of social skills.

Gamification holds immense potential to make learning enjoyable, engaging, and effective.

Happy playing!

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Now, ye might be wonderin’, “Why in the seven seas should we bother teachin’ alternatives to ‘I don’t know’?”

I’ll tell ye why! Ye see, when a wee lad or lass be faced with a question they don’t have the answer to, their knee-jerk reaction be to blurt out them dreaded words. But fear not, me hearties. There be a treasure trove of alternatives just waitin’ to be discovered!

Picture this: ye be standin’ at the helm of yer classroom ship, askin’ a question to yer crew of eager learners. Instead of hearin’ the usual chorus of “I don’t know,” ye be greeted with a myriad of creative responses. From “Could you show me where to find it?” to “I’m not sure how to explain it,” these alternatives be like little nuggets of gold. They are buried beneath the surface of uncertainty.

But why, ye ask, should we be teachin’ these alternatives?

Well, me fellow speech pathologists and teachers, let me tell ye. Our students probably don’t think about how to ask for help when answering a teacher’s question.  And they may have difficulty finding the words on their own.

By encouragin’ our students to explore different ways of expressin’ their lack of knowledge, we be empowerin’ them to take control of their learnin’ journey. No longer will they feel like they be stranded on a desert island of confusion!  You, their fearless navigator, will be able to give them better guidance. You will aid them on their treasure hunt for knowledge.

Now, ye may be thinkin’, “But how do we go about teachin’ these alternatives?”

Fear not, me hearties, for I’ve got just the solution for ye! Introducin’ our very own Treasure Clues for Learning Google slideshow! (Also available in print at Amazon or 10% off in my Webstore!) This be a treasure map filled with 15 slides of plunderous knowledge. It comes complete with 10 alternatives to “I don’t know”. The book gives some good ol’ fashioned reasonin’ on why to use ’em. It be like havin’ yer very own parrot squawkin’ helpful phrases right in yer ear!

I might even go so far as to suggest making a classroom chart of these phrases, to help students remember them.  Have a class brainstorm what other phrases they might use!  Give your students more power over their learning journey.

Or sign up below for a FREE poster and other exclusive freebies.

So, me fellow educators and speech pathologists, let’s hoist the Jolly Roger and set sail for a classroom where “I don’t know” be a thing of the past! With a little bit of pre-teaching, ye’ll be navigatin’ the seas of learnin’ with ease and flair. Yo ho ho and a bottle of rum, let’s make learnin’ an adventure worth rememberin’! 🏴‍☠️🦜🌊

Happy sailin’,

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I put this on my board one school day. See, for the last 5 or so years, I’d had a poster-size white erase board in the hallway of my school. It was beside the entrance to the cafeteria. Therefore, every student would have a chance to see it during the day. I then sit in my room and listen to the conversations in the hallway. The children, I think, would have voted this joke as the best one that year.

But my board had a purpose beyond the amusement of everyone in the school. Not only did it lighten the mood and start the day with fun, every child in that school knew who I was. I wasn’t just an unknown adult that pulled kids out of classes. I raised the bar for vocabulary for the entire school. It gave everyone a common thing to talk about, and (let’s be honest) identified students that likely would need my services at one time or another.

The Therapeutic Value of Humor

Most of us feel better after a good laugh, and it’s not all in your head. Laughter increases those feel good chemicals in your brain. It boosts the immune system and relieves stress.  It gives us a social connection and helps shift perspectives into a lighter side of life. It even improves circulation and gives your tummy a bit of a workout. I have no doubt it created a happier, more connected school environment than there otherwise would have been.

Academic Benefits of Humor

Most of us have thought about how jokes can address multiple speech and language skills. To understand humor, students have to understand nuances, multiple meanings, and wordplay. Often jokes rely on figurative language. They involve cognitive processes like inference, prediction, and abstract thinking. 

Jokes help students practice social skills such as turn-taking, perspective taking, and understanding social cues. They build rapport. When telling a joke, students are practicing fluency skills like pacing and intonation, as well as articulation skills. Students are encouraged to commit the joke to memory so they can retell it. This helps them work on memory skills as well.

Building Rapport and Engagement:

Humor builds a bridge between students and teachers. It makes school a more light-hearted place.  Having a joke to share gives shy or anxious children a low-pressure way to engage in conversation.  The kids would tell the jokes to each other, and talk about whether it was funny or not. They discussed what made it a joke. I often heard teachers using the jokes as a teaching opportunity in the hallways.

As I talked with others about why I had the joke board, it raised awareness with teachers. They realized that what I did with students inside my little room wasn’t just working on /r/ and /s/. When I called it my “school-wide intervention,” it highlighted how essential speech and language skills are for daily communication.  Students in the school knew who I was, and saw me as a positive person in the school.  I had teachers and students alike bringing me jokes.

Addressing Challenges and Limitations:

So, what is the problem with using humor? I did have to be careful that the jokes were school appropriate, of course. No jokes about “two guys walk into a bar.” They had to be age-appropriate as well, so I skipped over a lot of jokes. Some of these the students at my school might not have the context or vocabulary for. And some kids just didn’t get the jokes (and they were usually on my list for MTSS interventions).

Finding enough jokes for the entire year was a bit difficult the first year. I then had to keep track of them somehow. Now I have It’s So Punny, a document that is over 50 pages long, full of jokes appropriate for school, which you can find in my TPT store.

The board itself was an issue at some points through every school year.  There is always that one student who finds it entertaining to erase it with their fingers. I would switch from dry erase to wet erase to whiteboard crayons throughout the year. Having a transparent cover might have helped that problem. I had to get permission to hang the whiteboard on the wall (I used removable adhesive strips).

Two Thumbs Up

In conclusion, though, I would highly recommend a joke board in your school or classroom. There are so many reasons to incorporate humor in the school day. The conversations I heard outside of my room were often the best part of the day. Hearing the students comment as they walked by was truly enjoyable. 

Keep that funny bone tickled,

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Understanding Slow Processing Speed

First things first, what exactly is slow processing speed? Essentially, it’s like having a little lag time in processing information. Whether it’s following instructions, completing tasks, or participating in discussions, students with slow processing speed may need a bit more time to absorb and respond to what’s happening around them.

Signs of Slow Processing Speed

Keep an eye out for signs like taking longer to complete assignments, needing extra time to process verbal instructions, or struggling to keep up with fast-paced classroom activities. Students with slow processing speed may frequently answer classroom discussion questions with “I don’t know.” Or they may look like they are ignoring the question. Recognizing these signs early on can help us tailor our support strategies to meet each student’s unique needs.

Coping Strategies for Speech Pathologists and Teachers

Visual Aids for the Win

Incorporate visual aids like charts, diagrams, and color-coded organizers to supplement verbal information. These tools provide a visual roadmap that can help students with slow processing speed better understand and remember information.

This grid of diverse visual representations highlights the various tools, like charts and diagrams, that can be used to support students with slow processing speed in the classroom.

Break It Down, Step by Step

When introducing new tasks or assignments, break them down into smaller, more manageable steps. This helps prevent overwhelm and gives students a clear roadmap to follow, one step at a time.

Repeat, Repeat, Repeat

Repetition is key! Repeat important information multiple times using different modalities (verbal, visual, tactile) to reinforce learning and boost comprehension.

Time Isn’t Always of the Essence

Offer extended time for completing assignments and assessments to accommodate the slower processing speed of some students. Remember, it’s not about how fast they finish—it’s about understanding and mastery.

Ace Active Listening

Teach active listening strategies like summarizing information, asking clarifying questions, and taking notes during discussions. These techniques help students stay engaged and enhance their comprehension skills.

Speak Slowly and in Shorter Chunks

Like listening to a foreign language, students with processing difficulties need time to process a piece of information before they are given the next piece. Practice slowing your speech down and pausing frequently when introducing material. Everyone in the class will benefit.

Allow Think Time

• Give students a heads-up about discussion topics in advance, allowing them extra time to process and formulate their thoughts. 
• Give students ample think time after asking a question to allow those with slower processing speed to gather their thoughts and formulate their responses. 

• Incorporate a few seconds of think time before a question is answered for every student. 
• Teach students they can signal that they are still thinking with an index finger held up or another signal to ask for more time. 
• Give students more productive alternatives for saying “I don’t know.”  Treasure Clues for Learning is a resource I’ve made to assist. 

Encourage Turn-Taking

Establish clear rules for turn-taking during small group discussions to ensure that all students have an opportunity to contribute at their own pace.

Provide Scaffolded Support

Offer scaffolded support during discussions by breaking down questions into smaller parts, showing them where to find the answer, or providing sentence starters to help students structure their responses. Cuing and prompting can help these students make connections faster.

Offer scaffolded support during discussions by breaking down questions into smaller parts, showing them where to find the answer, or providing sentence starters to help students structure their responses. Cuing and prompting can help these students make connections faster.

Conclusion

As speech pathologists and teachers, we play a crucial role in creating inclusive and supportive classroom environments where every student can thrive. By implementing these coping strategies with empathy, patience, and flexibility, we can empower students with slow processing speed to reach their full potential and succeed academically and beyond. And truthfully, these strategies will help every student in your class. 

Keep up the fantastic work, and remember—we’re all in this together!

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Have you ever watched a student struggling to fit into a round-peg classroom? The traditional education system often pushes a “one-size-fits-all” approach, relying on labels like “Autism,” “ADHD,” or “learning disabled” to categorize students. But what if we tossed those labels aside and focused instead on the vast and unique learning styles that each student possesses? Imagine the potential we could unlock!

The Limitations of Labels

Labels can be restrictive. They fail to capture the individual strengths and challenges of each student. A student might excel in creative writing but struggle with math, regardless of any learning disability classifications. These labels, including “Autism” or “Language Disorder,” can become self-fulfilling prophecies, hindering student confidence and growth. The focus should be on the student as a person, not a diagnosis.

Embracing the Spectrum of Learning Styles

Instead of rigid categories, let’s embrace the spectrum of learning styles that exists within ALL students. Some students are visual learners, thriving on colorful charts, diagrams, and graphic organizers. Auditory learners flourish with captivating lectures, podcasts, and group discussions. Kinesthetic learners excel with hands-on activities, experiments, and role-playing exercises. Most students won’t fall neatly into one category; they might possess a blend of these styles with varying strengths in each area.

Research and the Learning Styles Connection

The concept of learning styles and its connection to student achievement has been explored in educational research. A study by Dunn and Dunn (1993) found a positive correlation between students’ preferred learning styles and their academic performance. Students who received instruction tailored to their learning styles showed better results compared to those who did not. ¹

While learning styles can offer insights into student preferences, cognitive scientist Daniel Willingham argues that they shouldn’t be the sole focus². The article argues that scientific evidence does not support learning styles as they are currently utilized. People do differ in their abilities and interests, but these are not the same as learning styles.

Effective teaching methods that cater to individual students are crucial. The true power lies in individualized learning, which moves beyond labels and focuses on understanding each student’s unique strengths and weaknesses. This approach unlocks student potential by creating a dynamic learning environment that caters to their individual needs and preferences.

The Science of Multimodal Learning

So, how can we create effective instruction that caters to a diverse range of learning styles? Research suggests that the key lies in multimodal learning. This approach involves presenting information through multiple channels (visual, auditory, kinesthetic) to enhance learning outcomes.

Richard Mayer’s “Cognitive Theory of Multimedia Learning” explains that our brains process information more effectively when it’s presented through different modalities. For example, combining a lecture with visuals like diagrams or animations can solidify understanding for both auditory and visual learners, while incorporating elements of social interaction can benefit all students.³

By incorporating a variety of instructional methods, we can engage all learners and cater to their preferred styles. This might involve:

• Visual Aids: Charts, diagrams, infographics, and videos can enhance understanding for visual learners.
• Auditory Activities: Lectures, discussions, podcasts, and audiobooks can benefit auditory learners.
• Kinesthetic Learning: Hands-on activities, simulations, experiments, and role-playing can solidify concepts for kinesthetic learners.
• Social Interaction: Incorporating elements of social interaction and clear communication can benefit all students, but especially those who might experience social anxieties or need extra social practice. This could involve providing clear expectations with visual supports, offering opportunities for peer collaboration, and celebrating successes in social settings.

It’s important to remember however, that almost all students benefit from a variety of modalities!

Meeting Individual Needs, Not Labels

Forget the labels! Instead of categorizing students based on diagnoses, let’s focus on understanding their individual strengths, challenges, and preferred learning styles. Every student is unique, and a one-size-fits-all approach simply doesn’t work. By truly meeting each child where they are, we can create a more inclusive and effective learning environment.

The Power of Differentiation

Differentiation is a powerful teaching strategy that tailors instruction to meet individual needs, regardless of labels. This might involve providing differentiated materials (e.g., graphic organizers for visual learners, audiobooks for auditory learners), offering tiered assignments with varying levels of complexity, or creating flexible learning environments that allow students for independent or collaborative work based on their preferences.

The beauty lies in the fact that differentiation isn’t just for students who excel or struggle. The article by Tomlinson and McTighe also suggests that even students who fall into the category of “average” learners can thrive in an environment that caters to their individual strengths and weaknesses. 

Imagine the potential that could be unlocked if every student, regardless of labels, received the kind of individualized instruction typically reserved for those on the perceived extremes of the learning spectrum!⁴

Unlocking Potential for ALL Learners

The beauty lies in the fact that many accommodations designed for students with specific needs can
benefit ALL learners. Imagine a classroom where everyone thrives with:

Flexible Timelines

Deadlines can be stressful. Offering flexible timelines allows for deeper understanding and reduces anxiety for all students, including those who might not be considered academically challenged but could benefit from a less rigid pace.

Varied Instructional Modes

A diverse toolbox of teaching methods keeps everyone engaged and caters to different learning styles. “Average” students, who might possess a blend of learning styles, can particularly benefit from this variety.

Extra Support

Providing individualized support, whether it’s one-on-one time, small group instruction, or access to additional resources, empowers students and fosters confidence. This is not just for students who are struggling; even those perceived as “average” learners can benefit from additional support to push their understanding to the next level.

Positive Learning Environment

A supportive and encouraging classroom environment is crucial for all students. This means fostering a climate of respect, celebrating individual strengths, and offering opportunities for students to learn from each other.

Water The Flowers You Have

Forget the labels and meet students where they are. By focusing on their individual strengths and learning styles, we can create a truly inclusive learning environment. Embrace the spectrum of learning styles and unlock the true potential within every single student.

Here are some ways to put these ideas into action!

Informal Assessments

Conduct informal assessments throughout the year to gauge student preferences. This could involve simple observations, surveys, or student self-evaluations on how they learn best.

Flexible Learning Stations

Create learning stations around the classroom that cater to different learning styles. One station could have manipulatives and hands-on activities for kinesthetic learners, another might have informational videos and audiobooks for auditory learners, and a third could be filled with charts and graphic organizers for visual learners. Students can rotate through these stations independently or in small groups.

Choice Boards

Offer students choice in how they demonstrate their understanding. This could involve options for creating presentations, writing essays, building models, or recording podcasts.

Technology Integration

Technology can be a powerful tool for differentiation. There are many online resources, apps, and digital tools that cater to different learning styles and can provide specific support for students who might benefit from additional resources.

Add Music

Ever had an ear worm that just won’t go away? It rarely happens with conversational phrases, but that jingle for the AC company is stuck fast. Teaching difficult subjects as a jingle makes the lesson more enjoyable and adds another modality for learning.

Remember, creating a truly inclusive learning environment is an ongoing process. By being flexible, creative, and responsive to student needs, we can unlock the potential within each and every learner.

Rethinking School Infrastructure for Individualized Learning

The beautiful vision of a learning environment that caters to individual needs might necessitate some changes in how our schools operate. Let’s explore some ways we can adapt our educational infrastructure:

Moving Beyond the Cookie-Cutter Curriculum

Rigid, one-size-fits-all curriculums limit the potential for differentiation. We need to embrace flexible learning models that allow teachers to tailor instruction to the specific needs and interests of their students. Remember, not all students will go on to college, and that’s okay!

Rethinking Special Education

The current system of special education often relies on categories and labels to determine eligibility for support. However, these labels can sometimes restrict access to services for students who might benefit from them.

Instead, we can build a system that recognizes and celebrates individual differences in learning styles and abilities. This approach would provide targeted support for all learners, regardless of labels, ensuring they receive the resources they need to thrive.

Smaller Class Sizes

Smaller classrooms can provide teachers with the space and flexibility to offer more individualized support and create differentiated learning experiences.

Matching Learning Styles

While not always feasible, exploring innovative approaches like matching teachers and students based on compatible teaching and learning styles could create a more dynamic and engaging learning environment.

Flexible Learning Spaces

The traditional classroom layout might not be ideal for diverse learning styles. Redesigning classrooms to incorporate flexible learning spaces with areas for quiet reflection, group collaboration, hands-on activities, and visual displays can cater to a wider range of needs.

Professional Development for Differentiation

Teachers play a pivotal role in implementing individualized learning strategies. Investing in professional development opportunities to enhance differentiation skills will empower teachers to effectively cater to the unique needs of each student.

Use of technology

By strategically integrating technology like adaptive learning programs and online resources, teachers can personalize instruction for each student while reducing their workload and allowing them to focus on more individualized support.

By making these adjustments, we can create school environments that are truly supportive of individualized learning and empower all students to reach their full potential.

Individualized learning extends beyond traditional academic subjects

Speech-language pathologists (SLPs) play a crucial role in identifying and addressing communication challenges. By collaborating with teachers and incorporating differentiated strategies, SLPs can help students of all abilities reach their full potential in both communication and academic domains.

We hope this blog post empowers you to become a champion for individualized learning for all students in your school community – let’s ditch the labels and unlock student potential together!  

Want to hear more suggestions for transforming our educational system? Read Breaking the Chains – Solutions to Empower Our Teachers.

What are your thoughts on individualized learning and moving beyond labels in the classroom? Share your experiences and ideas in the comments below!

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1. Dunn, R., Griggs, S. A., Olson, J., Beasley, M., & Gorman, B. S. (1995). A Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences. The Journal of Educational Research, 88(6), 353–362. https://doi.org/10.1080/00220671.1995.9941181. ↩︎
2. Willingham, D. Learning Styles FAQ. Retrieved 7-7-25, from http://www.danielwillingham.com/learning-styles-faq.html. ↩︎
3. Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005. ↩︎
4. Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design : connecting content and kids. Association for Supervision and Curriculum Development. http://site.ebrary.com/id/10110318. ↩︎

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Hey everyone, today I want to talk about hidden battles that many of us, and our students, face.

Lately, I’ve been navigating a bit of a hidden battle: my jaw has decided to stage a protest. Turns out, I’ve been dealing with some pretty significant Temporomandibular Joint (TMJ) issues for the past six months. It’s been… eye-opening, to say the least.

Living on a diet that mostly resembles baby food has been an adventure in itself. But the real, though invisible, struggle has been navigating my work as a speech-language pathologist. This is challenging while my jaw feels like it’s constantly seizing up. Talking, which is kind of my main gig, has become a surprisingly painful endeavor. 

And smiling? Well, let’s just say my attempts probably look more like a polite wince, because that hurts too. Even simple things like brushing my teeth have become a daily debate with my pain levels. A full day of therapy often leaves my jaw joint feeling like it’s full of glass shards. What’s more, the muscles in my jaw and neck are usually screaming by the time I get home.  And as a delightful bonus – it gives me a fantastic headache as well!

The “Janky Jaw” Connection: Our Students’ Overload

And as I’ve been navigating this constant discomfort, especially the pain that flares up with every word and forced smile, I’ve been struck by a profound thought: This has to be what so many of our amazing students and clients experience every single day.

Think about it. For me, this jaw thing is (hopefully!) a temporary invisible challenge. But for so many of the people we work with, their “janky jaw” might be sensory overload. It makes the classroom feel like a constant buzzing nightmare. It might be the anxiety that makes even showing up feel like climbing Mount Everest.

For our students with ADHD, the very act of sitting still for extended periods can feel physically and mentally exhausting. It is a constant battle against their natural inclination to move and explore. Or perhaps there’s an emotional weight that makes it hard to even crack a smile, no matter how much they might want to.  Even something as routine as braces might impact a student’s day.  And it all adds up until something fizzles.

It’s Not Just About Diagnoses: The Universal Hidden Struggle

And honestly, it’s not just our students with specific “diagnosed” challenges that may be overlooked. Think about all our students. When was the last time any of us spent a full seven-hour day crammed into a hard, probably not-ergonomically-designed student desk? Even at professional conferences, where they usually at least give us padded chairs, we’re all groaning and stretching by the end of the day!

Imagine that discomfort multiplied for a kid trying to learn and focus for hours on end. They are trying to absorb material they didn’t ask for, and are going to be judged on later.  Oh, and if attention wanes, they will definitely be called out on it.  Guess what – it doesn’t end with the dismissal bell – they also have homework.

The Hidden Battle Lens of Empathy

Just like my “smiling through the pain” to do my job, our students are often putting in this incredible, unseen effort just to get through the day. They’re navigating a world that wasn’t necessarily built for their unique needs (or even adult comfort!), and they’re doing it with a level of resilience that honestly blows me away.

This personal experience has given me just the tiniest glimpse into what it feels like to have your body actively fight against the demands of the day. It’s made me even more determined to approach everyone we work with – and even just observe the school environment – with extra doses of empathy, patience, and understanding. Because you never really know what kind of “janky jaw” someone else is dealing with. It could be physical, sensory, emotional, neurological, or just the plain discomfort of being a kid in a system that asks a lot of them.

Your Thoughts on Hidden Battles?

What are your thoughts? What other often-overlooked challenges do you think are important for us to keep in mind in our work?

Want more SEL content? Try these articles!

• The Real Language of Emotions: Teaching Feelings
• Empowering Kids Who Stutter: Knowledge, Acceptance, and Practical Resources
• Speech Therapy Wins! Building Progress Power in Kids

Keep Speechifying!

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