Wednesday, March 27, 2013

Forget checklists, get a luggage tag!

Do you have a visual schedule or a visual checklist hanging by the door to help your child get ready for school? Despite the checklist, do you still have to remind your child to get everything on the list before heading out the door? I have a simple solution for you: replace the list with a luggage tag.



Just pick up a basic luggage tag and then one morning when your child is getting ready to go out the door, stop and take a quick photo. Make sure it's a day when your child has remembered everything and looks "ready for school."

Then you'll print your picture, which will look something like this:
First Day of School

Simply place the photo in the luggage tag. Next, attach the luggage tag to the child's backpack. Now your child has a visual to refer to for how "ready for school" should look. The student can look at the photo to see that she should have her clothes and shoes on, as well as have her jacket, backpack, and lunchbox.

This can also be used for a bag for sports practice or going to Grandma and Grandpa's house.

*Today's tip is another great tip I picked up at a presentation by Sarah Ward, MS, CCC-SLP, co-founder with Kristen Jacobsen, MS, CCC-SLP, of Cognitive Connections.
For more information, check out their website Cognitive Connections or follow them on Twitter! 
Follow Sarah Ward, MS, CCC-SLP on Twitter: @swardtherapy
Follow Kristen Jacobsen, MS, CCC-SLP on Twitter @KJSLP


Tuesday, March 26, 2013

Tips for controlling internet distractions

library commons_1456_PBurch

Yesterday I talked about creating a distraction-free workspace, but what about the biggest distraction of all? The internet! We all succumb to the easy distraction of the internet, and students are no different.

Here are a few websites to help control internet distractions. I know. You're thinking, "a website to decrease distraction by the web?" Give it a try. It might help rein in your Pinterest addiction. Or your child's time spent on Facebook.

  • iFocus (www.ifocusonwork.com) is a free application for PC users and allows you to track how much you use your computer each day, including how much time you spend on various applications, such as email, web browsing, social networking, and word processing. You can also set limits on weekly and daily usage for each application.
  • SelfControl (www.selfcontrolapp.com) is a free Mac application to help you avoid distracting websites. It allows you to block your own access to distracting websites, mail servers, or anything else on the internet that distracts you. All you do is set a period of time and the sites you would like blocked and click start. You will not be able to access those sites until the time runs out.
  • Anti-Social (www.anti-social.cc), $15, is a Mac application that allows you to block only the social parts of the internet, such as Facebook and Twitter. You must reboot your computer if you want to access the sites before the time runs out.
  • MacFreedom (www.macfreedom.com), $10, is compatible with both Mac and PC. This application locks you from the internet for a set period of time. You must reboot your computer if you want to access the internet before the time runs out.

Monday, March 25, 2013

Create a study space

Students Studying 

On Friday I showed you how to help your child set up a Get Ready-Do-Done workspace. Today I'd like to share some easy tips on how to set up an enclosed, distraction-free workspace.

The easiest way is to create a portable study carrel using an old box or by cutting a tri-fold display board to your desired size. I personally really like this one from Martha Stewart, although I probably wouldn't have that much stuff hanging on it, because it could be a visual distraction.

Another way to create a distraction-free workspace is to turn a closet into a desk. I know this is not an option for all people, but if you do have some closet space to spare, this post by a super-organized mom, shows you how to do it from start to finish. Here's another closet turned desk. If you're looking for even more inspiration, just search "closet desk for kids" on Pinterest and I'm sure you'll come up with lots of options.

Now that you've got an enclosed study space to help limit distractions, you can have your child set up their Get Ready-Do-Done workspace in it and they'll be all set!



Sunday, March 24, 2013

March, currently...

+ sad to learn that Google Reader is being discontinued, but thankful that Cheryl shared this link with me. Any other suggestions for a new Reader to keep up with my favorite blogs?

+ finishing up a mini-series on executive function skills. Check it out!

+ still optimistic that I will pull off some OT-related posts for OT Month in April. Be sure to check back in the next few weeks to learn more about OT!

+ so excited about the arrival of Dana's new bundle of joy! Eagerly anticipating Cheryl's announcement next!

+ curious about Flummox and Friends. Has anyone watched this new show designed to help kids navigate the social and emotional world? It definitely looks promising.

+ inspired by Cheryl's quick advocacy tips.

+ shocked that it's time to write progress reports. Again. Didn't I just do this? Oh, how time flies...

Friday, March 22, 2013

Get Ready-Do-Done Workspace

Students benefit from having a place in the home that they can designate as their homework space. Today I'm going to share a tip on how to organize the homework space.


The Get Ready-Do-Done Workspace is another fantastic tip I picked up at presentation by Sarah Ward, MS, CCC-SLP. The concept is quite simple and it allows for students to plan and organize what they need in order to complete their homework.

All you need are three small pieces of colored paper: yellow labeled "Get Ready", green labeled "Do", and red labeled "Done."


Here's how it works:

  • Place the labels on the table or workspace as shown in the picture above.
  • Under the yellow "Get Ready" label, the student will place all supplies needed to complete the day's homework. This might include textbooks, workbooks, notebooks, pens/pencils, laptop, etc. Any supply that the student will need during homework time should go here.
  • Under the red "Done" label place the student's homework folder.
  • Place the student's unzipped backpack on the floor next to the red "Done" space.
  • As the student completes homework, he will move the items needed into the green "Do" workspace in the middle. This is where the student will actually do homework.
  • After an assignment is done it will be moved into the homework folder that is placed by the red "Done" label.
  • After all of the homework is completed and has been moved to the homework folder, place the homework folder directly into the unzipped backpack. This will ensure that the completed homework makes it back to school so it can be turned in.



This type of workspace can also be set up in the classroom on a desk using sticky notes or even more inconspicuous, small stickers in each color. (Older students may also prefer small stickers on their workspace at home).

*The information in this post is based on a presentation I attended by Sarah Ward, MS, CCC-SLP, co-founder with Kristen Jacobsen, MS, CCC-SLP, of Cognitive Connections.
For more information, check out their website Cognitive Connections or follow them on Twitter! 
Follow Sarah Ward, MS, CCC-SLP on Twitter: @swardtherapy
Follow Kristen Jacobsen, MS, CCC-SLP on Twitter @KJSLP

Thursday, March 21, 2013

Helping students remember to turn in homework

I've been talking about organization a lot this week. A challenge many students with executive function deficits face is keeping their school work and backpack organized and then remembering to turn in (and being able to find) homework. There's nothing worse than a student doing their homework and then not getting credit because they didn't turn it in.

Today's quick tip is one I picked up from the book, Organizing the Disorganized Child by Martin L. Kutscher and Marcella Moran. The authors suggest giving the student a simple two pocket folder like the one pictured above.

Any papers that the student touches or doesn't have time to correctly file during the school day goes into the "Take Home" side of the folder. Part of the student's homework is then to take 5 or 10 minutes to place all of those papers in the correct places in his or her school binder. Students will probably need help with this step, especially when first learning how to organize.

In the evening when all of the student's homework has been completed, it is to be placed in the "Homework" side of the folder. The next day when the teacher asks the class to turn in their homework, the student will know where to find it.

Some students may also benefit from placing a post-it note on the top of each homework assignment, with the name and time of the class written on it. The homework can then be placed into the folder sequentially. Chronological/sequential organizers may especially like this technique.
 

Wednesday, March 20, 2013

A Parent's Perspective - Sailing Autistic Seas




A Parent's Perspective is back and today I'd like to welcome Miz Kp of Sailing Autistic Seas. Miz Kp is mom to 5 year old Angel who is on the autism spectrum. Miz Kp's passion is learning everything she can about autism and sharing it with others. In addition to her blog on autism, Miz Kp also maintains a list of Angel's Top Five Autism Apps, a support and special education resource list, and a list of events and seminars that may be helpful to parents of children with special needs. I'm so happy Miz Kp is taking the time to stop by and share some of her knowledge with my readers today. Read on for Miz Kp's perspective!

 

Our life in five words:

Determined, Motivated, Hectic, and Blessed

 

Four qualities I look for in a therapist:

  • Patient: Angel needs a therapist who is patient and who can take the time to understand his unique needs.
  • Communicates: I am a communicator by nature, so I really appreciate it when therapists keep the lines of communication open with me as I try to do with them. I am open to e-mailing, phone calls and writing in Angel’s communication book.  
  • Innovative: I like therapists who are full of ideas. These ideas can include activities to do with Angel at home and even tips to encourage speech. An example of this is his new OT just gave us a list of sensory-based activities to do with Angel at home. 
  • Invested: A therapist who is enthusiastic about Angel’s progress is a blessing. This means that this therapist understands his autism diagnosis and how it can manifest itself in various situations. This therapist is committed to Angel’s success and is willing to embrace what will work for him and discard what is not working. This therapist will accept the fact that Angel has sensory needs and he/she will incorporate this knowledge into his sessions.

 

Three resources I can’t live without:

  1. Wrightslaw.com: This is my go-to web site when I am preparing for an IEP meeting. Their book FromEmotions to Advocacy has been a great resource. They have a wealth of information available to parents and advocates as we try to advocate the special education system.
  2. Support System: My support system has helped me cope with a rollercoaster of emotions since Angel was diagnosed with autism a little over a year ago.  I have gotten support from family members, friends, support groups, professionals, and even people on social media. Web sites like Facebook, Twitter, and Pinterest have been very resourceful for me and have allowed me to connect with other parents in a way I could not before. One of my favorite Pinterest pages that every parent of a child with autism should check out is Autism Parents on Pinterest.
  3. iPad: Angel got his iPad as a gift from his Grandnana. It has been a great addition to our household. He has learned a lot exploring the apps and children’s videos on YouTube. There are so many apps for children with autism and we are continuing to explore as many as we can.  

Two words (or more!) of advice for therapists working with children with autism:

  • Our children may have the same autism diagnosis but there are still things that make each one unique. Please try to get to know my son.
  • I like detailed progress reports and well -developed IEP goals. It shows that you really took the time to get to know my son and have a vested interest in his progress and development. 


A word of advice for the parents of a child newly diagnosed with autism:


Crying is okay. You are mourning the loss of a dream you had for your child. However as you cry, remember that your child is still the wonderful person that you knew before his or her diagnosis. Some days will be easy and some days will be hard. Keep in mind that everything you do for your child will benefit them now and in the long run. Also reach out to your support network. If you do not have one then build one. For example: Join a support group or you can even reach out to others via social media. It is priceless to find another parent who totally gets it. 

One dream for my child: 

I dream that Angel will develop the cognitive, academic, and daily living skills to live as independently as possible when he grows up.  I know this is a second dream but I have to get it in. I dream that my son will grow up in a world that understand and accept him as he is. 

What I do to rest and recharge: 

I love to read. There is a nothing like a good book to take my mind off things when needed. On the rare occasion that I can take a nap, I enjoy those also. I enjoy socializing with friends and family when I can. I also love to travel and try to squeeze a trip in at least once a year. 
  
Thanks so much for stopping by Miz Kp! Readers be sure to check out her blog and website, Sailing Autistic Seas at www.sailingautisticseas.com. You can also follow Miz Kp and Angel on Facebook, Twitter, and Pinterest
 

Tuesday, March 19, 2013

Post-It Note Calendar

 
Many students with executive function deficits benefit from visuals to help them plan and organize. I recently learned about the Post-It Note Calendar, which may appeal to students with any of the organizational styles that I discussed yesterday.

Which executive function skills can a Post-It Note Calendar help develop?

  • Planning: Planning ahead to visually see when homework is due and what needs to be done each day.
  • Organization: Organize homework assignments by writing them on Post-Its and placing the Post-It on the calendar. If one Post-It is used for each assignment, this method can also be used to see assignments piling up and allow for easy visual reorganization of assignments and tasks.
  • Time management: The use of a calendar can be helpful in breaking tasks down into smaller, more manageable tasks.
  • Task initiation: A calendar that a student can use independently encourages task initiation, because now they don't need anyone to tell them what needs to be done each day.
  • Goal directed persistence: A visual calendar, like a Post-It Note Calendar can help a student see what smaller tasks need to be done each day in order to accomplish a larger, more long-term goal.

Back to those organizational styles that were discussed yesterday.

  • Visual organizers will like the Post-It Note Calendar because it allows for color coding and provides a visual of what needs to be done.
  • Spatial/cozy organizers will want to choose the colors to make the calendar "feel right" to them.
  • Chronological/sequential organizers will like being able to see how tasks will be completed sequentially.

How to make a Post-It Calendar:

  • The easiest way would be to purchase the Post-It Calendar seen at the top of this page. You can also check here to find a store near you that sells this calendar.
  • If you're looking for a more customizable calendar, then a quick Google or Pinterest search will give you plenty of DIY Post-It note calendar options. I personally really like this one from Martha Stewart. I find it clean and crisp, and it just "feels right," which appeals to my spatial/cozy organizational style.
  • Whether you buy a Post-It Note Calendar or make one yourself, you can use a resealable adhesive glue stick to make your own sticky notes to add to the calendar. This might include posting pictures of tasks onto the calendar, which may be especially helpful to visual organizers.
 
 

Monday, March 18, 2013

Organizational Styles

Organized Chaos?
Did you know there are different organizational styles? This might help explain why the organizational method that works for you, doesn't work as well for your child or your spouse.

Kutscher & Moran in their book, Organizing the Disorganized Child, have categorized three organizational styles often seen in children and students:

  • Visual Organizers: These are the children who like to have everything within sight and may feel disorganized when their work area is visually overloaded. Visual organizers respond well to visual cues, such as color and pictures. Visual organizers may try to locate a missing item by thinking of where they last saw the item.
  • Spatial/Cozy Organizers: These are the children who are very sensitive to their environment, as well as the feelings of others. They need their workspace to "feel good" in order to do work. Spatial/cozy organizers respond well to clean and calm work environment. Spatial/cozy organizers may try to locate a missing item by thinking of when they last used the item.
  • Chronological/Sequential Organizers: These are the children who like to think with numbers and pay attention to details. I think of this category as the "mad scientist" category. Their workspace may appear messy, but it is all in a particular order to them. Chronological/sequential organizers respond well to structure and order. Chronological/sequential organizers may try to locate a missing item by thinking of the last time they had the item.

 

Reference/Recommended Reading:

Organizing the Disorganized Child: Simple Strategies to Succeed in School by Martin L. Kutscher & Marcella Moran

Organizing the Disorganized Child: Simple Strategies to Succeed in School


As a spatial/cozy organizer, I dream of my home workspace looking something like this:
 

So peaceful. Just looking at that photo clears my mind.


What kind of organizational style do you have? I think I'm a spatial/cozy organizer and my husband is more of a chronological/sequential organizer. How about you? Is your organizational style different from that of your spouse or children?

Friday, March 15, 2013

Put on your future glasses!

Yesterday I talked about becoming a future sketcher to help plan and visualize what a completed task, usually homework, will look like. Today I'd like to share another great tip courtesy of Cognitive Connections.

This tip is to help younger children plan ahead and "see" what the final outcome will look like. Kids love anything that is silly, because being silly makes it more fun! To help a child "see" what the future will look like, simply put on a pair of "future glasses."

You can get a pair of silly glasses, like these ones available from Amazon:
 
And then you'll be able to "see" the future! Whenever you put on these "future glasses," you will be able to "see" what the future will look like! If your child is cleaning her room, but is a little stuck on what a clean room should look like, just put on your future glasses and say, "Hmmm...I wonder what it will look like?" [Remember, use declarative language!] "Let me put on my future glasses and find out!" With your future glasses on, you can help your child visualize the clean room by saying things like, "I don't see any dirty clothes on the floor," or "I see all of your toys lined up."

Give your child a pair of future glasses, too, and try to visualize the future together! See what completed homework looks like, or a finished chore, such as cleaning her room or setting the table for dinner. The possibilities are endless!

*The information in this post is based on a presentation I attended by Sarah Ward, MS, CCC-SLP, co-founder with Kristen Jacobsen, MS, CCC-SLP, of Cognitive Connections.
For more information, check out their website Cognitive Connections or follow them on Twitter! 
Follow Sarah Ward, MS, CCC-SLP on Twitter: @swardtherapy
Follow Kristen Jacobsen, MS, CCC-SLP on Twitter @KJSLP


Thursday, March 14, 2013

Become a future sketcher!

Let's say your child came home from school with this homework assignment:

"Using a two column note, write the definition of each vocabulary word and draw a picture to illustrate the definition of your vocabulary word."

Children with executive function deficits may look at this assignment and not know where to start. Become a future sketcher to see what the completed assignment will look like!

What's a future sketcher? A person who sketches the future!

If you sketch out the above assignment, it might look something like this:

By providing a visual of what the completed assignment will look like, it's much easier to get started and to finish the assignment!


*This is another fantastic tip I picked up at a presentation by Sarah Ward, MS, CCC-SLP, co-founder with Kristen Jacobsen, MS, CCC-SLP, of Cognitive Connections.
For more information, check out their website Cognitive Connections or follow them on Twitter! 
Follow Sarah Ward, MS, CCC-SLP on Twitter: @swardtherapy
Follow Kristen Jacobsen, MS, CCC-SLP on Twitter @KJSLP

Wednesday, March 13, 2013

Hmmm....Using declarative language to promote problem solving skills

Hmmm....I wonder what will happen?
happy adjustment to school: Talking With Your Child (Woman Alive, 1974)

"Hmmm...I see your backpack on the desk." (Imperative: "Hang up your backpack and get out your pencil.")
"Hmmm...I notice all of the kids are getting out their lunches." (Imperative: "Get your lunch out.")
"Hmmm...your hands look dirty." (Imperative: "Wash your hands.")

I think you're probably starting to see a trend here. How many times do you tell your child to pick their dirty clothes up off the bathroom floor? Try saying, "Hmmm...I see some clothes on the floor."

Why should you use declarative language rather than imperative language with your students and children?

Sarah Ward, MS, CCC-SLP gives these five reasons:
  1. Using declarative language models a self-narrative to help your student develop an inner voice. Your inner voice is that one that says, "I can't find my phone. What was I doing when I last used my phone? Where was I when I last saw my phone?" Children with executive functioning difficulties do not typically develop an inner voice on their own. By thinking out loud and talking through a problem, you are providing a model of an inner voice.
  2. Using declarative language provides another perspective. Children who have difficulty with perspective taking will benefit from hearing declarative language. By using declarative language, you help your student understand what you are feeling. If a teacher says, "I feel like you're not listening to me when you don't look at me," rather than saying, "look at me when I'm teaching," then it will provide the student with the teacher's perspective. It probably never occurred to the student that it appears that he is not listening when he's not looking at the teacher!
  3. Using declarative language helps children see the big picture. By presenting information in a way that encourages students to look at the big picture, you encourage problem solving. By saying, "I see scraps of paper on the floor," rather than "pick the scraps of paper up off the floor," you encourage the student to look at the whole picture and figure out what to do.
  4. Declarative language encourages children to problem solve. This goes along with the previous reason of helping students see the big picture. By saying, "I see scraps of paper on the floor" vs "pick up the scraps of paper," you are encouraging problem solving by providing a direction that does not have a yes/no answer.
  5. Declarative language helps children notice what's going on around them. Along with difficulty with perspective taking, some students with executive functioning difficulties also don't notice social information that is happening around them. Use declarative language to help them notice what's going on. Rather than saying, "get your lunch out and line up for lunch," try saying, "I notice all of the kids are getting out their lunches." This will help them notice that their are visual clues and they are important! On the other hand, if you always use imperative language, then your child has no need to look around and see what's going on.

I challenge you to try it. You might be surprised at what a simple "Hmmm..." can do.

*The information in this post is based on a presentation I attended by Sarah Ward, MS, CCC-SLP, co-founder with Kristen Jacobsen, MS, CCC-SLP, of Cognitive Connections.
For more information, check out their website Cognitive Connections or follow them on Twitter! 
Follow Sarah Ward, MS, CCC-SLP on Twitter: @swardtherapy
Follow Kristen Jacobsen, MS, CCC-SLP on Twitter @KJSLP

Monday, March 11, 2013

STOP and develop situational awareness

Recycled stop sign
Image credit: Arlette via Flickr

This is another great tip about executive function that I learned from a presentation by Sarah Ward, MS, CCC-SLP of Cognitive Connections. She stressed that every situation has four features (Space, Time, Objects, People) and identifying these features of any given situation can help develop situational awareness, which in turn helps with development of planning skills and problem solving skills.

STOP stands for:

Space - where?
Time - when?
Objects - what?
People - who?

For every situation, assess the components of STOP.


For example, when getting ready for school:
Space: in my home (bedroom, bathroom, dining room)
Time: 7:00 (need to leave at 7:45)
Objects: cereal, clothes, toothbrush, backpack
People: mom to help with my cereal

Another example, when completing homework:
Space: at the table
Time: 6:30, after dinner
Objects: school books, pencil, eraser
People: mom or dad to check my work when I'm done

As a student becomes more independent in using the STOP strategy to assess a situation, the student can then be guided to "STOP" and read situations on his own.

For example, after lunch a student might assess the situation in this way:

"The bell rings in five minutes [time], so I only have a few minutes [time] to go to my locker [space] and get my books [object]. I have Spanish class and then science [time]. If I forget my Spanish homework [object] again, Mr. Thompsen [person] will give me a zero."

By being able to assess a situation in this way, the student can develop planning skills ("I need to go to my locker and get my homework") and problem solving skills ("I only have five minutes, so I better hurry up.")

*The information in this post is based on a presentation I attended by Sarah Ward, MS, CCC-SLP, co-founder with Kristen Jacobsen, MS, CCC-SLP, of Cognitive Connections.
For more information, check out their website Cognitive Connections or follow them on Twitter! 
Follow Sarah Ward, MS, CCC-SLP on Twitter: @swardtherapy
Follow Kristen Jacobsen, MS, CCC-SLP on Twitter @KJSLP


Friday, March 8, 2013

Teaching elapsed time

Understanding the concept of time is a foundational skill for executive function. It's hard to plan and manage your time when you don't have a clear understanding of the passage of time. Teaching elapsed time has been a challenge for me until Sarah Ward, MS, CCC-SLP provided an easy tip during a presentation on executive function skills.

Before I get to the tip, let me give a little background on why she teaches the passage of time the way she does. I have always been a fan of visual timers. Until Ms. Ward opened my eyes to flaw of my beloved visual timer. Let me show you why.

Visual timers are always oriented like this:
When oriented this way, the time always runs out at the top, which gives the impression of everything ending on the hour.

How do you teach the concept of time and elapsed time when you're not starting and stopping right on the hour? Like when your child starts homework at 6:15? Or when it's 4:45 and your child wants to know when it will be time for dinner?

Sarah showed me that it's easier than it sounds. Simply buy a clock with a glass face and draw on it with a dry erase marker! Like this:

(This Staples clock does not have a glass face. A glass faced clock is recommended
to prevent staining from the dry erase marker)


This clock indicates that there is 15 minutes to complete a task, from 12:15-12:30. The white triangle marks the halfway checkpoint. Having a checkpoint at the halfway point allows the student to develop a concept of how much time it takes to do a task.

Some questions to ask at the halfway checkpoint:
  • Am I halfway done?
  • Am I still focused on the goal?
  • Is anything robbing my time? (e.g. distractions)
  • Do I need to move at a faster or slower pace?


For my halfway checkpoint, I just cut a triangle out of paper and taped it on at the halfway point. Magnets would work better because they're easier to move around as needed. Cognitive Connections sells magnetic Tracknets to mark important points during the sweep of time and to help with developing time awareness. They also sell a metal analog clock with a glass face (which is also does not making a ticking noise to help reduce distractions).

Now, let's take a step back. Before you can teach the passage of time, students need to know how to read an analog clock.

This is what I do:
To teach students how to read an analog clock, I've been using a clock I created using a free clock face printable from freeology.com:
I printed the clock face and glued it to a paper plate. I then cut the hands out of card stock to make them more sturdy and I attached the arms of the clock using a tack. This makes the perfect practice clock. When students come to see me, I have them write down the time they arrive using a digital clock, and then they have to use the practice analog clock to show me what time it is. This is a great way to develop awareness of time on an analog clock.

Another great way to teach the passage of time to young children is to use this free printable from Wondertime.
Wondertime Clock - Teaches passage of time to younger kids (ex. "when the hummingbird gets to the frog, it's time for snack.")  Print out .pdf and insert it into a regular clock.
The Child's First Clock from Wondertime uses animal pictures in addition to the numbers on the clock. For example, if your students need to work for 10 minutes, then you can tell them that they'll be working for 10 minutes, until the squirrel gets to the frog. This provides a visual to help see the passage of time. I have not tried this clock myself, but it looks fantastic! Click here for a video from Cognitive Connections on how to create your own Wondertime Clock.

*The information in this post is based on a presentation I attended by Sarah Ward, MS, CCC-SLP, co-founder with Kristen Jacobsen, MS, CCC-SLP, of Cognitive Connections.
For more information, check out their website Cognitive Connections or follow them on Twitter! 
Follow Sarah Ward, MS, CCC-SLP on Twitter: @swardtherapy
Follow Kristen Jacobsen, MS, CCC-SLP on Twitter @KJSLP


What are your tips for teaching elapsed time?



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