by Dan Mills, M.Ed We often hear of speech therapists being asked to program pages in a speech device for this lesson or that activity. This programming can become very time-consuming and it is hard to keep up with a fast paced curriculum. Many people don’t realize that all they really need is the core vocabulary (...

By Sallyanne McShane A big part of my journey with Willow has been communication. I starting signing with Willow when she was nine months old, but it didn’t seem to be sinking in. I got nothing back from her, nothing at all. I remember writing back when she was two, that “woohoo!” She signed ‘biscuit’. So we ju...

by Mary Prather M.Ed LEGOs for Learning It’s been said so often that play is the work of childhood. Fred Rogers said, “Play gives children the chance to practice what they are learning.” It makes sense, then, that the most basic of skills for children (including speaking and writing) should be approached throug...

By Kym Heine M.S., CCC-SLP - PRC Regional Consultant Derived from information in Out and About: AAC in the Community (Wagner, Musslewhite and Odom) Developing good active listening skills should be a goal for all communicators, but it is especially important for individuals who use Speech Generating Devices (SGD) as the...

By Gail Van Tatenhove,PA, MS, CCC-SLP Patterns are everywhere in our world. Wherever you are right now, look around and identify some patterns in your environment. What do you see? By understanding patterns, we are able to see and understand the way things work together. Math teachers have students do all sorts of tasks i...

By David Chapple, PRC Ambassador Kate and David I moved to Austin from Cleveland in April of 2012 to be with my then fiancé Kate. My best friend Mike drove me and my two dogs in a big moving truck across the country with my van being towed behind. Mike said it was like driving a tank with a white elephant pulling us fr...