Denise Szymczak MA, CCC/SLP
  • FALL GIF FUN!
  • Nasal Emission
  • /k/ 3 Shark vs Train
  • Gross motor games for speech
  • Pete the Cat
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  • Szymczak'z summer speech stuff
  • Eye gaze communication
  • Touch Chat
  • Songs with gross motor sequences, Pre-K
  • Snap Core First
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  • Training #1 WRMS 9/10/2021
  • Training #2 WRMS 10/1/2021
  • Training #1 EE, 10/7/2021
  • Training #3 WRMS 10/8/2021
  • Training #2 EE, 10/14/2021
  • HALLOWEEN YOGA
  • WINTER HOLIDAY YOGA
  • Grid 3
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  • /k/ 3 Duck on a Bike
  • SUMMER 2022!!
  • /l/3 Spooky Wheels on the Buss
  • AAC / middle & high school
  • AAC / CCN users video links
  • Tobii training links
  • SMoRRES 1
  • AAC secondary videos
  • SMoRRES 2
  • SMoRRES 3
  • AAC training videos by slps
  • stops Happy Birthday Cookie
  • stops- Happy Birthday Cookie Monster
  • PALS WARM UP SONGS
  • /w/ songs & yoga

Education Research and Commentary

Treatment Intensity

 Brandel and  Loeb October 2011 LSHSS Program Intensity and Service Delivery Models in the Schools: SLP Survey Results

Gillam, R. B., Loeb, D. F., Hoffman, L. M., Bohman, T., Champlain, C. A., Thibodeau, L. (2008). Efficacy of Fast ForWord language intervention in school-age children with language impairment: A randomized controlled trial. Journal of Speech, Language, and Hearing Science. 51 97–119 [Article]

O’Connor, R. (2000). Increasing the intensity of intervention in kindergarten and first grade.Learning Disabilities Research & Practice.151 43–54

Proctor-Williams, K., Fey, M. E., Loeb, D. L. (2001). Parental recasts and production of copulas and articles by children with specific language impairment and typical language.American Journal of Speech and Language Pathology. 10 155–168

Proctor-Williams, K., Fey, M. (2007). Recast density and acquisition of novel irregular past tense verbs. Journal of Speech, Language, and Hearing Research. 50 1029–1047

Robin, Frede, Barnett, 2006, Is more better? The effects of full-day vs half-day preschool on early learning and development.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities. 34 33–58


 Ukrainetz,   Ross, and  Harm  January 2009 LSHSS An Investigation of Treatment Scheduling for Phonemic Awareness With Kindergartners Who Are at Risk for Reading                         Difficulties

Warren, S. F., Fey, M. E., Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews. 13 70–77

Blogs

The Answer Sheet

Links

Edutopia

References (some by topic)

"Brain Based Learning"

  Bernard, Sara, 12/1/ 2010, Neuromyths: Separating fact from fiction in brain based learning

 Brain-Based Education - Summary Principles of Brain-Based Research, Critiques of Brain-Based Education</a>



"Literacy privilege: how I learned to check mine instead of making fun of people's grammar on the internet", on the blog, Painting the Gray Area.

Donahoo, Daniel, WIred, 3/22/2011 Ipads are not a miracle for children with autism



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