december - school health

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

December

© 2005 Speech Corner www.SpeechCorner.com

Date

Speech-Language Pathologist

Accomplishment

Name


Presented to:

______________________________________

for

__________________________________________________________________________

by

____________________________

on

_____________________________

Motivational Hershey Candy Bar Template Print, cut, and glue several copies of this candy bar template to 1.55 oz Hershey’s Milk Chocolate candy bars and give them to students as rewards. (Hint: Print on different colors of paper to add variety.)

Outstanding Achievement!

Glue Here Glue Here Glue Here Glue Here Glue Here Glue Here Glue Here

You have been working hard and your speech and language skills have improved. Keep up

the good work!


Name:_____________________

__________________________________________

Motivational Chart (For Saving Stickers or Marking other Incentives)



Speech-Language Pathologist Date

___________________________________________ Speech-Language Pathologist





Hearing Results

Pass (Right at 25dB) Fail (Right at 25dB) Pass (Left at 25 dB) Fail (Left at 25 dB)

Speech-Language Screening Results Name____________________________________ Student ID #________________ School/Teacher______________________________________ Grade____________ Referred By__________________________________________________________ Screened By___________________________________ Date Screened__________

Speech and Language Results This student’s speech and language skills are within normal limits based upon the screening results and further testing is not deemed necessary at this time. This student’s speech and language skills need to be evaluated in the following areas based upon the screening results:

Expressive & Receptive Language Articulation/Phonology Fluency Voice Quality Other_________________________ This student’s speech and language skills will be monitored and will be re-screened on ____________________ to determine if further evaluation is necessary. Comments:___________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________ Screening results were explained to _______________________________________ on _________________. Contact __________________________at_____________ with further questions or concerns.


Date Fluency Objective % Correct Comments

Student:___________________________ Date of Birth:_______________________ Teacher/Grade:_____________________ SLP:______________________________

Service Model:______________________ IEP Date:__________________________ Three Year Re-eval:_________________ Other:____________________________

Fluency Data Record


P P

CH Pictures

Initial

Medial

chair cherries cheese chili chocolate

chips chicken church cheerleader chimney

ketchup vulture highchair

pitcher hatchet inchworm catcher pitcher

butcher teacher

Final

couch peach watch

lunch beach roach switch crutch

ostrich sandwich


Directions: Print and use these cards for articulation practice with the open-ended therapy games or to attach to the therapy calendars. Print two copies to play games such as “Go Fish” or “Memory”.

Fantasy Game Instructions

Print out “Fantasy Game Cards Parts 1 and 2” on card stock paper, color (if desired), laminate (if desired), and cut out. Place a sticker on the back of one card. (If you don’t have a sticker, just take a piece of tape and draw a “smiley face” on it.) Spread all cards out on the table so the illustrations are showing and the sticker is hidden. Open Ended Therapy: • Have the student say a target word/phrase/sentence (using the correct

process or sound), answer a language question, use fluent speech, and/or use correct voice production before earning an opportunity to turn over a card. If the card has nothing on the back of it, the student gives it to the speech-language pathologist (SLP) and play continues with another student getting a turn. If the card has the sticker on the back that student “wins” that round.

• The SLP picks up all the cards and has the students close their eyes. The SLP removes the sticker and places it on the back of a different card, shuffles the cards, places them on the table, and the game resumes again.

• The SLP can decide whether to keep a running record of who “wins” each round or not.

Play Variations: • Place stickers on the backs of several different cards and each time a

student chooses a card with a sticker, he/she gets to keep the card. Each time a student chooses a card without a sticker he/she has to give the SLP the card. The student with the most sticker cards at the end “wins” that round.

• Have the students describe which card they are going to choose before they actually pick it up to assist with their description skills.


Fantasy Game Cards Part 1


Fantasy Game Cards Part 2


december - school health

Documents