As an SLP, I see these struggles firsthand. It’s easy to feel like we’re fighting a losing battle against screens, instant gratification, and a perceived societal slide. But what if these feelings, while valid, aren’t actually new? What if the “kids these days” lament is as old as the institution of schooling itself?

This question sent me down a fascinating rabbit hole into the history of education, specifically the turn of the 20th century (roughly 1890-1920). It was an era of immense change: industrialization, urbanization, mass immigration, and the rapid expansion of public schooling. And guess what? Teachers then were airing strikingly similar grievances.

Far from a silent golden age of respectful, diligent students, historical records reveal a different picture. Teachers, often young women, were facing packed classrooms of diverse learners. They battled daily with issues that sound eerily familiar. Our panic about generational language issues is definitely not new.

Generational Decline Then vs. Now: Specific Examples:

Let’s break down some of those “turn of the century” complaints and see how they mirror our present-day struggles. You might be surprised by how little the core issues have changed, proving that today’s “brain rot” in youth is not new:

The Loss of Conversation: From “Cheap Novels” to Cellphones

• Then (c. 1900): Teachers and parents feared students were wasting their minds on the era’s new, pervasive, and easily accessible media: cheap fiction novels and sensational newspapers. They worried these “over-stimulating” print materials were corrupting the youth, pulling their focus from family interaction, academic study, and proper social conversation. The concern was that constant private reading would lead to social isolation.
• Now (c. 2020): We lament that cellphones, social media, and gaming have captured student attention, leading to a decline in face-to-face social skills, difficulty maintaining eye contact, and a loss of focused conversation. The fear is that the screen is isolating students and killing their ability to communicate in depth.
• The Constant: The Loss of the Shared Social Space. Adults worry when youth attention is captured by a new, easily accessible, and unsupervised medium that pulls them away from traditional, adult-sanctioned interaction. The anxiety is identical: a new technology is diverting youth attention and killing conversation and focused thought.

The Scourge of Slang: Language Decay Myth

• Then (c. 1900): Educators constantly fought against the “corruption” of the English language through slang and regional vernacular. This informal street language and emerging youth culture were viewed as a sign of poor intellectual discipline, illiteracy, and a direct threat to proper grammar and vocabulary in the classroom.
• Now (c. 2020): We worry about “brain rot” manifested as students using acronyms, “text-speak,” and minimalist language. We view the over-reliance on AI for writing and shorthand communication as proof of intellectual laziness and a devastating decline in the ability to construct a coherent, sophisticated sentence.
• The Constant: The Linguistic Turf War. The older generation, which defines the “rules” of language, feels threatened by the rapid, creative, and efficient linguistic innovations of the youth. What one generation views as degradation, the younger often sees as efficiency, social belonging, and evolution. The adult disapproval of the change is a constant fixture of the generational divide.

The Battle for Attention: “Unruly” vs. “Distracted”

• Then (c. 1900): Teachers complained vociferously about “unruly” and defiant older boys, especially in mixed-grade rural schools, who would openly challenge authority, flirt, or cause general disruption. Maintaining order often required corporal punishment. Students struggled with the monotonous rote memorization that defined much of the curriculum.
• Now (c. 2020): We lament short attention spans, the constant pull of phones, and students who seem unable to focus on a single task for more than a few minutes. Teachers battle apathy and a perceived lack of respect.
• The Constant: The younger generation naturally resists methods and structures they find unengaging or authoritarian. Their attention is drawn to dynamic, personally relevant stimuli – whether that was pushing boundaries with a teacher or scrolling through TikTok. The expression of disengagement changes, but the root of it often remains the same: a mismatch between intrinsic motivation and imposed task. Analyzing the history of social change shows the fundamental challenge remains the same: engaging the student.

Competing Demands: “Farm Work” vs. “Side Hustles”

• Then (c. 1900): A major headache for teachers was chronic absenteeism due to child labor. Kids were pulled from school for weeks at a time to work on farms during planting/harvesting seasons or to contribute to family income in factories. Their primary focus was often outside the classroom.
• Now (c. 2020): While child labor is (thankfully) not the same issue, teachers still face students who prioritize outside commitments – part-time jobs, demanding sports schedules, extensive extracurriculars, or even gaming – over schoolwork. Their energy and focus are split.
• The Constant: Life outside school has always competed fiercely for students’ time and mental energy. The “teacher’s priority” is often just one of many, and not always the dominant one, in a young person’s life.

The “Degradation” of Language & Skills: From “Rote” to “Rot”

• Then (c. 1900): Progressive educators and frustrated teachers argued vehemently against the prevailing rote memorization model, believing it failed to teach students practical skills, critical thinking, or genuine understanding. They believed students weren’t truly learning what they needed for the modern world.
• Now (c. 2020): This is where the “brain rot” and language degradation arguments truly hit home. We worry about students’ inability to write coherently, their reliance on text-speak, AI for essays, or their struggles with complex reasoning. We hear, “They just can’t think anymore!”
• The Constant: Every generation defines “essential skills” and “proper language” by its own standards. What one era sees as practical, another sees as outdated. What one generation considers a conversational shortcut (e.g., shorthand in the early 1900s, texting abbreviations today), another deems a symptom of intellectual decay. The anxiety around changing communication styles and perceived declining rigor is a generational echo.

The Original Brain Rot: Luxury and Contempt for Authority

“The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers.”

• Then (c. 4th Century BC): The greatest thinkers of Ancient Greece—Socrates, Plato, and Aristotle—complained extensively about the youth. While this famous viral quote is often misattributed (it was actually penned in 1907), the sentiment of generational language panic is real. Scholars even then complained about the decay of the youth. Critically, Socrates was famously executed, in part, for the crime of “corrupting the youth” by teaching them to question their elders and the established order.
• Now (c. 2020): These are nearly verbatim the complaints you hear today. Students are seen as entitled, unwilling to follow rules, glued to their phones (chatter), and disrespecting traditional structures. The modern equivalent of “corrupting the youth” is the anxiety over teaching critical race theory or complex social justice issues—anything that encourages students to question and critique the beliefs of the previous generation.
• The Constant: The Fear of the Successor. The oldest generation’s deepest fear is that the rising generation will reject the hard-won values, discipline, and institutions they built. In every era, teaching youth to think differently than the previous generation is perceived by some established adults as the ultimate act of “corruption.”

The Underlying Force behind “Brain Rot” Myth: Generational Tension

What these historical parallels underscore is not a continuous, linear decline in human intellect or student quality. Instead, they point to a fundamental, ever-present phenomenon: generational tension.

This tension isn’t about one generation being inherently “better” or “worse” than another. It’s about:

• Different Lived Experiences: Each generation grows up in a unique technological, social, and economic landscape, shaping their worldviews, priorities, and learning styles.
• Mismatched Expectations: Educators, as members of an older generation, naturally teach and assess based on the norms, skills, and values they were taught. Students, operating within their own contemporary reality, respond differently.
• The Nature of Youth: Youth, by its very nature, involves questioning, exploring, and pushing boundaries. This manifests as “unruly” behavior or “distracted” minds, depending on the era’s context.

Adapt instead of panic: Generational Language

So, the next time you feel that pang of despair about supposed “brain rot” or the state of modern education, take a deep breath. Acknowledge the very real challenges we face today – screens are powerful distractors, and mental health is a major concern. But also, take solace in knowing that you’re part of a long, distinguished lineage of educators who have felt similar frustrations.

Our job isn’t to bemoan the “decline,” but to understand the nature of this perennial generational tension. By doing so, we can shift our focus from complaining about what students aren’t to creatively finding ways to meet them where they are. We should adapt our strategies, and leverage their unique generational strengths to foster true learning.

For us as SLPs and educators, this historical context shifts our job description. Instead of fighting text-speak, we can view it as a linguistic window. We can use our expertise to bridge the gap between efficient social language and sophisticated academic language. Our goal remains the same: fostering effective communication across all contexts.

The kids aren’t “brain rotted”; they’re just kids, living in their time, and challenging us to evolve, just as kids have always done.

Want to learn more? See these posts:

• Middle School Language Development: What They Don’t Know May Surprise you!
• Beyond “Spill the Beans”: Why Teaching Idioms Needs a Modern Glow-Up

Leave your thoughts!

What historical or modern “kid complaints” resonate most with you? Share your thoughts in the comments below!

Further Reading:

• https://www.pbs.org/onlyateacher/timeline.html
• https://www.encyclopedia.com/social-sciences/culture-magazines/1910s-education-topics-news
• https://nces.ed.gov/pubs93/93442.pdf
• https://www.rd.com/list/what-school-was-like-100-years-ago/
• https://historyhustle.com/2500-years-of-people-complaining-about-the-younger-generation/
• https://slate.com/technology/2017/08/the-19th-century-moral-panic-over-paper-technology.html

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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, I know what you’re thinking: “We’ve all used YouTube with kids before.” But bear with me, because there’s more to it than just plopping them in front of the screen while we sip our coffee (although, let’s be honest, sometimes that’s exactly what we need).

Here’s some of the things I’ve found out there in the big wide ‘Tube.

So…while nothing I share here is exactly news-breaking, I hope I have some ideas and links that give you a bit of a boost to your everyday!

Youtube for motivation

First off, there’s the motivator videos, the ones we can offer as rewards or to have kids request. We all know the kids love the great fun stuff out there, and it can be tricky finding what catches each kid’s attention – and it can change rapidly (because nothing is easy!). Depending on what each student likes or needs, it can range from the catchy, energetic songs…

…to repetitive, predictable, calming sensory videos (seriously, I sit back and watch these and am surprised when I look back at the clock at how much time has passed)…

YouTube for concept teaching

Then we have the fun concept teaching videos. These teach concepts in an enjoyable, engaging way that kids don’t realize they are learning. The repetition of each concept is what makes it beautiful, and more often than not, the children will be imitating by the end of the song.  We have core vocabulary songs…

More and All Done Sign Song

…body part songs…

FUN parts of your body song

…Farm animal songs…

Old MacDonald | Real Animals | Jack Hartmann (Love this one, because so many of our kids haven’t actually seen a real pig, let alone heard one)

…Action word songs…

If You’re Happy and You Know It

Story Videos

But what I like best are the story videos, that offer a treasure-trove of language-rich content.  Some of them are musical, like Pete the Cat and Chicka Chicka Boom Boom…

Pete the Cat: I Love My White Shoes

…And others are simply retold with animation. I love the learning English videos, like the ones from English SingSing…

The Three Little Pigs

I find that switching between all of these, and using a mix of planning and using my super SLP thinking skills (because we all know how these best laid plans often go, especially with kids involved), I can hit so many emerging language goals like attending, labelling, requesting and commenting. 

Pro tips for YouTube in therapy

Interactive Viewing

You can pause the video and talk about it, or wait for a request. Or you can watch the whole thing at one time, then use the precise seeking (or link at different times in the video) to go back to different moments to talk about.

Slow it down

Another great thing about many of the English learning videos is that they are told at a slightly slower rate of speech.  But if they aren’t, experiment with using the speed setting.  I find that going to 75% doesn’t usually affect the quality of the speech, but allows the listener more time to process. 

Split your screen 

Divide your screen into two, as to display two different videos side by side, as seen in the first screenshot at the top of this post. This gives. kids a visual choice so they can see what you are offering and point. You can find screen split options by hovering over the square next to the close window ‘x’, as seen in the partial screenshot to the side.  

Theatre Mode

And if you’re worried about distractions, try Theater Mode view to help keep things focused.  It presents the video screen the entire width of the window, so it squeezes out the ads on the side.  

So if I’m able to to have a few moments to reset things before a session, I have the screen split to show two videos side by side in Theater Mode so the child can make a choice.  

If you select full screen, it will fill the entire screen, regardless of whether it is split or not.  So I use that after the child has chosen.  Then I hit escape when we are ready for another choice, to return back to the split screen.

Reduce Inappropriate Ads

Create a separate “school” YouTube account to help reduce the number of inappropriate ads and video suggestions.  

Advertising Hacks

Now, there are some tricks for eliminating ads from YouTube videos, like adding a dash to the url or using a website or browser extension.  Unfortunately, I’ve found that they either don’t work with the Kids videos or they are so unwieldy to use with the short attention spans that it isn’t worth it.  Not to mention YouTube is actively working to block the adblockers.  But you can definitely try them if you’d like!

Update 12/24

I recently found the free internet browser Brave and have been using it the past couple of weeks. It was simple to move my Google bookmarks into Brave, and I am using it solely for use with the kids, so it streamlines my therapy sessions too. I haven’t had a single YouTube ad, and I haven’t noticed other ads popping up on websites.

I will say that, while it does block the ad on a website, there is often still the space where the ad would be. Often, a reader extension like ReadBee will remove those spaces and focus on the text.

Turn Autoplay Off

You don’t want your videos moving on without you.  Go to the settings icon to turn autoplay off.

Organization Tips for Therapy Videos

Now, I know what you’re thinking: how do I keep track of all these fantastic videos? 

Playlists

Yes, YouTube has playlists, and those are great, if you can use them.  Unfortunately, most of these videos are considered YouTube Kids videos, which means you can’t save them to a playlist.

Quick-Access Links – Essential Hack for YouTube in Therapy

Well, fear not! While you can’t save kid videos to your YouTube playlists, you can easily share them, copy the link, and paste it into a handy document for future reference. Don’t forget to set the start time for an even more streamlined list.

I have a document for my Emerging Language Classes that I keep on Outline Mode, and each of the above videos are under their own headings, so they are easy to find while I’m in a session.  It’s a simple trick that keeps everything organized and ready to roll whenever you need it.   

Want to see my list?  Subscribe below for my Early Learning Links and other exclusive freebies.  

Oh, and here’s a bonus hack: before you share and copy the link, set the video to start at exactly the right second to skip any unnecessary chatter at the beginning. Efficiency at its finest!

Want more Youtube resources for therapy?

Visit my Mrs. Speech Youtube Channel for playlists, or check out my next article: YouTube in Therapy for Older Students.

So, there you have it—YouTube isn’t just a time-sucking vortex; it’s a valuable tool for nurturing language development in our young ones. So go ahead, dive into the ‘Tube, and let the learning—and the fun—begin!

Until next time, my e-speechies,

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The post Unlocking Language Learning with YouTube: A Speech Therapist’s Guide appeared first on Mrs. Speech Online.

Hey there, fellow data crunchers! Let’s talk about that rollercoaster ride we all know too well: student progress graphs. You know, the ones that seem to have a mind of their own, going up, down, and sometimes just chilling in the middle? Yeah, those.

As a therapist, I’ve had my fair share of moments where I’ve stared at those graphs and wondered, “Am I actually making a difference here?” It’s like a never-ending game of second-guessing ourselves. And certainly, the system is set up to tell us that graphs like these say “Yes, you are doing it wrong.”  But here’s the thing: those graphs don’t tell the whole story.

Mood

Behind every data point is a whole bunch of stuff happening in our students’ lives. Take mood, for example. Ever had a session where your student seemed off, but you couldn’t quite put your finger on why? Mood plays a big role in how our students engage with therapy and how they tackle the material we throw their way.  And there are SOOOO many things that can affect our students’ moods…especially those of us that are working with secondary students.  Am I right?!!!

Check-Ins

That’s why I started thinking about doing a quick vibe check at the start of each session. Just a simple “How are you feeling today?” can give us a lot of insight into what might be going on behind the scenes.  Sometimes, those kids that don’t like to answer “How are you?” will respond to “What’s the best thing about today?” 

Or, maybe for those students who are more up and down than others, a more formal scaled check-in for you to track and see if your data matches with their mood. It’s all about acknowledging the human side of therapy and recognizing that emotions matter just as much as data points.  And truly, it can affect rapport and make therapy more effective in the long term.

Background Knowledge

And let’s not forget about background knowledge and interest levels. Some students might be struggling because they’re missing some basic building blocks.  Background knowledge that
we used to be able to assume is no longer universal, especially with this generation of kids affected by COVID and the increase of screen time, who may have missed out on those activities such as birthday parties and camping.  

Interest Level

As far as interest level, well, we all know how that goes!  And once they can’t be kept interested by a game while they work, it can be quite a struggle to keep the eye rolls down.  I try to keep interest level higher by giving students choices, even if it is in which activity we will do first.  My secondary students are almost all reading short stories that they have picked out from several choices that I have curated for them from genres they have requested.  This has really seemed to help keep their interest levels up, and I am able to address nearly every goal with these stories.

Speech-Language Artists

So here’s the deal: therapy is equal parts science and art. Sure, data is important, but it’s not the whole story. We’ve gotta cut ourselves some slack and remember that progress isn’t always a straight line. It’s more like a crazy zigzag with a few loops thrown in for good measure.  And we are the artists!  There’s a reason we have that Master’s degree and a triple of C’s behind our names.

At the end of the day, what really matters is the impact we have on our students’ lives. It’s about creating a space where they feel supported, valued, and understood. So let’s keep doing what we do best, knowing that our efforts extend far beyond those pesky progress graphs. After all, it’s the human connections that truly make a difference.  As Maya Angelou said “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”  

So give your kids that kind of memory, and work on the goals in the meantime. 

Here’s to you, my word artists! 

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The post Beyond the Numbers: Interpreting Progress with Heart appeared first on Mrs. Speech Online.

Let’s face it, aspiring communicators (a.k.a. our adorable clients) on their speech therapy journeys can sometimes feel like they’re translating Martian. Mastering those tricky sounds, like the elusive “/r/” that makes “robot” sound more like “wobot,” can be frustrating. But fear not, fellow SLPs and educators! We’re here to be their speech therapists in shining armor (or maybe speech therapists in comfy clothes with endless supplies of stickers, because let’s be real).

Building a Speech Therapy Dream Team: We’re All in This Together

Feeling alone can make anyone want to clam up (pun intended). Here’s how we can help our little language warriors see they’re surrounded by a cheer squad:

Championing Role Models

Create a “Communication Champions” wall of fame! Think actors who rock a stutter like Emily Blunt, or athletes who triumphed over the “/r/” sound like Michael Jordan. These champions prove that even superstars sometimes need a little extra practice!

• The Stuttering Foundation’s list of famous people who stutter 
• Top Inspired’s list of celebrities with apraxia of speech
• Speech Therapy PD’s list of celebrities with speech disorders

Building Buddies

Pair up kiddos at similar stages for peer support. Role-playing silly scenarios and practicing communication tricks together fosters camaraderie and makes therapy feel less like work and more like, well, playing pretend (but way cooler).  If not possible, think about creating “speech pen pals” or having a monthly lunch meet up.

Story Time with a Twist

Ditch the boring bedtime stories and grab books with relatable characters who face speech challenges. Discussing how they tackled their communication battles and celebrating their victories together makes learning fun (and secretly educational!).  There is a wonderful list of these books on Speak. Play. Love.

The Magic (and Occasional Silliness) of YouTube:

The internet is a treasure trove of resources. Find YouTube videos that resonate with your child’s struggles. Seeing others conquer similar challenges is like watching a superhero origin story, but instead of capes, they gain the power of clear communication! See my articles: YouTube in Therapy: Engaging Older Students and Unlocking Language Learning with YouTube

Celebrating Every Milestone, Big or Small (Even the Ones That Sound Like a Cat)

Acknowledging progress, no matter how seemingly insignificant, is key. 

Here are some tips for highlighting their achievements:

Visual Triumph Charts

Create engaging charts where children can track their progress with stickers or markers. Think “graduating” levels or silly monster drawings that grow with each success! Even young children understand the joy of seeing progress visualized (and the power of stickers, obviously). Here’s my free pocket graph chart, simple enough for young minds to understand.

Positive Reinforcement

Celebrate even minor improvements with specific praise and encouragement. Tailor your praise to the specific effort the child is making. For example, “I see how hard you’re working, even when it’s tough. That’s super-duper brave!”  For the trickiest goals, use matrices or rubrics, to show even a small amount of progress. See my article: Mastering the Art of Measurement: A Guide to Creating Rubrics in Speech Therapy (with Bonus Example!)

Connecting Therapy to Everyday Goals

Help them connect their therapy work to real-world goals, like confidently ordering their favorite food at a restaurant without accidentally asking for a side of socks (because let’s be honest, that’s a conversation nobody wants to have). This connection boosts motivation and makes them feel like therapy is all about unlocking superpowers, not just mastering sounds.

Superpower Spotlight! 

Speech therapy isn’t about making everyone the same. We celebrate how each child uses their unique strengths to conquer communication challenges. Teach them about Multiple Intelligences (check out this article explaining on Psychology Today) – some whizzes with words, others shine with numbers, and some are body or nature superstars! Help your child discover their own superpowers and celebrate their differences. Have them create a poster of their talents and start a bulletin board!✨

“I Can Do Hard Things”: Fostering a Growth Mindset

Building a positive mindset is key. Here are some strategies to empower children with a “can-do” attitude:

The Power of Positive Affirmations

Model positive self-talk like “I can do hard things” or “I’m getting better every day.” Encourage them to repeat these affirmations themselves. Hearing and believing in their own potential is empowering (and way cooler than a boring old pep talk).

Equipping Them for Challenges

Provide coping mechanisms for dealing with frustration. Techniques like deep breathing exercises or a calming mantra (maybe something funny like “Sock monster go away!”) can help them navigate difficult moments. Pointing out your own mistakes or frustrations and how you deal with them models coping mechanisms and realize that no one is perfect!

I recommend these fun YouTube videos to demonstrate:

• The Backwards Brain Bicycle – Smarter Every Day – YouTube video highlights how the brain creates “ruts” and has to relearn new habits, great for children learning new speech sounds.
• OK Go – This Too Shall Pass – Rube Goldberg Machine – I have students watch this video for the multiple broken TVs and pianos to highlight that our first attempts may have a lot of mistakes but if we keep working we will get it.

Visualization Techniques

Encourage children to visualize themselves successfully mastering sounds or speaking fluently. Visualization strengthens their belief in their ability to achieve their goals (think of it like training for the communication Olympics!).

For more information on this, see my previous blog post “Rethinking Practice: The Power of Mental Rehearsal.”  Or check out this blog post by Maggie Dent on using mental rehearsal in the classroom.

Keep It Ongoing

Remember, reassurance is an ongoing journey. By incorporating these strategies throughout your therapy sessions, you can empower children with speech and language difficulties to embrace the journey, celebrate their progress, and ultimately achieve their communication goals.

Share your experiences! What creative strategies have you used to empower children with speech and language difficulties? Leave a comment below and share your ideas with our supportive community.

Keep on keeping on!

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