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Using the holidays as a context for language interventions can be tough, as it’s important to be inclusive of all cultures and celebrations. From a technology perspective, there just aren’t many great interactive resources about the Festival of Lights (anyone want to make some)? Gingerbread, however, while associated loosely with Christmas, is probably fair game in the public school setting!

Now, while websites with excessive, distracting ads are often something I rule out as a potential therapy resource, sometimes sites that are actually a giant, yet somehow unobtrusive ad can be great...

ThemeMaker, Mindwing’s expository companion to Story Grammar Marker, helps children break down and produce the more challenging expository text that becomes central to learning as they advance through the grades! I have found that children are more open to working with expository text once they learn that the familiar SGM icons can help them along the way! While each ThemeMaker Expository Text Map (e.g. List, Sequence, Description, Compare-Contrast) is helpful on its own, kids need to be moved toward understanding that ALL of these structures are contained in curriculum discourse and text!

That can seem like an overwhelming task, but it becomes manageable and fun using a recently developed and FREE online tool, GlogsterEDU, a site that tells all students to “poster yourself!” What is a poster, really, but a display of information that utilizes these key expository structures? Using GlogsterEDU, you can choose and research any topic with your students using ThemeMaker maps and icons, then create a “Glog” with pictures, images and graphics, text (structures!) links, and even recorded audio and video if you wish!...

You have probably heard chatter about the potential and possible pitfalls of AI in educational contexts. This month- a simple way to harness the possibilities of AI image generation. Generative AI has been around for many years but has only been recently been made widely available to the public via a variety of webtools. This kind of artificial intelligence is called “generative” for its ability to use growing neural networks to create content, such as novel text, imagery or even music and video. ChatGPT is a recent tool which responds to prompts to create text, and I recently blogged about its usefulness in generating problem solving scenarios–also useful for targeting story elements. Along with ChatGPT, Microsoft’s OpenAI offers DALL-E, an image generator which is able to create pictures from “natural language,” as opposed to code. This is most easily accessed through the Bing Image Creator, a simple tool that develops images from scratch (not search)!...

We have previously discussed the potential of the incredibly popular game Minecraft for developing narrative language skills through the use of Story Grammar Marker^®. At that time, I had described the game as potentially too complicated to use as an actual tool in activities, but I have since rethought that. The iPad version ($5.99) will allow you to create a simple “world” (use the Creative mode) and the building interface is easy to learn, operating much like LEGOs. As a result, spaces can be used to scaffold language for describing settings. Minecraft Education, on the other hand, offers a specialized, structured collection of Worlds you can use for both narrative and expository language. The software is available to anyone with a Microsoft 365 account and usable on a laptop, desktop, or again on the iPad...

I have long had an interest in how technology can provide context within our interventions, much the same way a storybook can provide context.  In this approach to intervention, MindWing's tools have served as essential structure to help my students break down language, (as used with a website that provides information, for example) or organize and produce language (when used in conjunction with a creative “Web 2.0” resource that allows students to save and publish work). To focus on this latter "bottom-up" strategy, I suggest you check out Kerpoof, one of my favorite resources for its versatility and ease of use.

Kerpoof* is a free, interactive website recently acquired by Disney and is basically an online version of Kidpix Studio. Kerpoof's interface allows you to choose a background, characters and other setting elements, and add word/thought balloons and caption boxes (sounding promising?). You can create, share, export or print the resulting pictures or multi-picture story sequences...

Artificial Intelligence (AI) is, of course, one of the hottest topics in technology these days. Its recently emerging abilities are producing a mix of excitement and anxiety for the ways that it is disrupting education and other fields, but like many technology developments, it should be viewed as a tool. You may not know where to start, but one path is using ChatGPT’s free tools along with prompts that can help you plan narrative language interventions. ChatGPT is a chatbot from OpenAI (owned by Microsoft) using generative AI, which is a form of artificial intelligence that can create text, images, video and other media...

June has at this point busted out all over! I know I am wrapping up my school year work while many of you may have been lounging for a few weeks, I hope. For this month’s entry in our Summer Study Series we are diving into the strong connection between narrative language and social learning. But speaking of Summer Studies related to narrative and social development, don’t miss MindWing’s Summer Course: Social Communication with SGM^®: Social Emotional Learning, Language Processing, & Pragmatics—July 25 & 26, 2023! While from a few years back, this month’s article presents terrific and easy to implement ideas for the PK-primary school level. Let’s delve into “Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence” from the Early Childhood Research Quarterly (Nicolopoulou, Cortina Ilgaz, Brockmeyer Cates & de Sá, 2015)...

We have previously discussed in this blog the importance of the “GIVE A STORY TO GET A STORY” technique. Described by Hadley (1998) in her wonderful article on naturalistic language sampling, and linked to other resources, conversational mapping involves providing a story about your own life which can help elicit the same from your students. This technique provides a great model and also a pragmatic context for narrative intervention, no matter the “size” of your story. Recently, I had a rather big story to share with my students. After many years of trying, I made it through the audition process to compete on Jeopardy!...

This post comes just a little in advance of a timely “holiday!” May the Fourth (Be With You) is a great day to celebrate students’ widespread interest in all things Star Wars. One of my favorite resources over the years has been Jeffrey Brown’s series, which started with Darth Vader and Son. This and other books by Brown require a stretch of the imagination: what if Luke (and other characters) actually grew up with Vader as a father figure?...

Clinicians and educators are always looking for high-interest materials that naturally invite both narrative and expository language use. I lead a session each semester at Boston University in which graduate students in speech-language pathology analyze various picture books for their narrative and expository content. One of the guiding questions is always “What’s your post-activity?”...

As an SLP working in a social educator role, I am frequently asked to process events with my students that have occurred outside of our sessions. I find it particularly helpful to add visual support to these conversations with students, so my go-to is to use sketches of stick figures, movement, word and thought bubbles, along with other situational elements, ala Comic Strip Conversations, an approach originally described by Carol Gray. Teresa Ukrainetz has also been a champion of the value of sketching in strategies such as Stickwriting Stories and Sketch and Speak…

Barnett’s stories are playful, visual, and funny. Whether it’s the humor in Oh, No! and Oh, No (Not Again), or the adventure and irony of Sam and Dave Dig a Hole, these books present many narrative and expository opportunities with Story Grammar Marker^®, Thememaker^®’s expository maps, and, of course, visual tools such as magnets and digital icons. What sets many of these books apart is the way they use visual cues, nonverbal behavior, and subtle character plans—a perfect match for SGM^® icons that help students recognize story structure and the “landscape of consciousness” (characters’ plans, mental states, and feelings)...

Maryellen, Sheila, and I have had many conversations about how almost any context can be put into story form with Story Grammar Marker^®! On the flip side, we know that it takes practice and linguistic flexibility to consider what “fits” as each story element, though I often also say that you can’t really do it wrong. There are many ways to tell a story. As the holiday season is upon us, I was thinking about the variety of cultural and religious (or both) observations that take place around this time, and how they tie into the observation of the winter solstice...

I almost dislike writing about gratitude at Thanksgiving time, as it is a practice that is self-regulating all year round. It is well documented that regularly steering our thinking toward gratitude helps override our brain’s negativity bias and train ourselves to notice positive elements of life, with influence on our mood, and therefore our executive functioning. Recent discourse around gratitude has created the term “glimmers,” serving as the opposite of “triggers.” Glimmers are small observations that help calm our nervous systems....

A thought balloon is a very valuable tool. It provides a visual scaffold that opens doors to that “landscape of consciousness” that is characteristic of the later stages of the narrative developmental sequence (stages 4-7). As such, it’s the gateway to perspective-taking! I’ve become enamored with Story Grammar Marker’s thought balloon icon, accessed among other ways through MindWing’s Digital Icons Set and The Critical Thinking Triangle in Action. Working with neurodiverse clients, this icon provides a key cue toward using mental state verbs and adeptness with reading others’ thoughts and intents...

McCabe and Rollins (1994) perfectly describe the value of model stories in their article on eliciting narratives: “In spontaneous interactions, you have to tell a story to get a story. Almost everyone has experienced awkward silences in social situations. No one can think of a thing to say. However, the minute one person launches into a tale about locking keys in his or her car or leaving lights on in a parking lot, virtually all others in the group share a similar incident that happened to them.”

Sketch and Speak works like it sounds, scaffolding students’ use of pictography, or quick sketches, to visualize details of an expository passage, followed by their oral description. This process has terrific synergy with MindWing’s methodology and materials, particularly ThemeMaker, as structural comprehension approaches (i.e. ,analyzing List, Sequence, Description, Compare-Contrast, and other structures) go hand-in-hand with developing understanding of the expository content. In fact, MindWing’s Expository Maps go so well with this strategy, they can literally be used as the space for it.

The American Speech‑Language‑Hearing Association (ASHA)’s CRISP Committee (Clinical Research, Implementation Science, and Evidence-Based Practice) has developed a series of nine modules on evidence‑based and best practices assessment, which would serve as a great self-guided study activity as we think about the fall! The site, hosted on ASHA’s Teaching, Learning & Research (TLR) Hub, grabbed my eye since it relates to narrative as a critical aspect of any speech-language assessment, and in particular, MindWing’s tools for supporting these processes, including Story Grammar Marker®...

Happy Summer! Each year we set aside these few months on the blog to explore some recent research articles and literature that have relevance to MIndWing’s tools and narrative and expository language supports. This month we check out the first of a two-part article discussing game-based learning (GBL), a popular approach for engagement in classrooms, which can be found at Getting Serious About Games: Exploring How Game-Based Learning Is Used in Education and Therapy. The piece has many points that relate to how games can be used as a language and learning context...

If Google’s Arts and Culture website can be taken as a model, it seems like artificial intelligence (AI) is rejuvenating the interactive website. For some years there was a wealth of interactive websites that allowed for making choices and creating stories, but these seem to have faded with the retirement of technologies like Flash, and also by the redirection of priorities through the pandemic years. Check out Google’s growing library of games for some hope for this form of instructional technology. Sparky is a great one to start with. In this activity, you create inventions by combining everyday objects. Begin by choosing a purpose for the invention—food, music or travel—then allow your students to use their imaginations and collaborate…

I have often thought that although assessment materials—including SLAM (School Aged Language Assessment) cards offered by the Leaders Project—offer great baseline or progress monitoring tools, it would be great to have something similar for treatment. I have been continually impressed by the materials the graduate students I work with at Boston University create with Slides Go, so I wanted to tell you about this great resource! Slides Go is designed to provide Google Slides or PowerPoint templates, generally to adults making presentations. Sounds boring, right? HOWEVER, the templates include adorable cartoon-like sets that are very appealing to young students...

This past ASHA Convention in Seattle, my friends and colleagues Meghan Graham and Caroline Brinkert from Boston University discussed the importance of language sampling in supporting student growth, specifically in preschool. They also described barriers to language sample analysis, including time investment and clinicians’ uncertainty and lack of confidence in their skills for this kind of assessment. Truly, the time factor was always a big deal. Recording, playing, and rewinding cassette tape recordings, as we typed out a sample, gave way to doing the same with digital recordings on our phones and iPads, saving little time. AI transcription utilizes Automatic Speech Recognition (ASR) technology, which is based on language and learning models that interpret human speech and convert a recording into text.

Lately, I’ve been coming back to an oldie-but-goodie resource, SCRIBBLENAUTS (“Remix” version available for iPad or iPhone for $.99 with tons of content, other options explored below). Scribblenauts is a puzzle game where players can type in upwards of 20,000 nouns, even with adjective modifiers, to bring in objects that help solve stated problems within the scene. As such, it provides an open-ended “sandbox” with a range of stories solvable with actions and elaborated noun phrases. I like to think of Scribblenauts as a series of mini-lessons, one of those 5-10 min “rewards” for students that are actually language therapy activities...

Looking for narrative structure in varied places will yield you many TOOLs! This includes sources such as games, current events, interactive websites, and of course, videos. In this post I want to expand upon the great work of Dr. Anna Vagin, who several years ago co-presented a webinar with Maryellen Moreau on the power of using animations for social and language learning (still available for free here). A quote from this webinar resonates strongly: Jerome Bruner (1986, 1996) referred to narrative thinking as a capacity to “read other minds”; “to make accurate inferences about the motives and intentions of others based on their observable behavior and the social situations in which they act. Narrative thinking is the very process we use to understand the social life around us,” take perspective and to construct situation models...

I have been serving an adjunct role at Boston University for 5 semesters providing supervision to graduate students in their first clinical experiences in the in-house clinic. One of the routines for the semester is to teach and use processes for obtaining baseline and post-treatment data. It was by equipping students in this manner that I discovered the availability of the CUBED, along with the previously mentioned SLAM Cards. The CUBED is a “family of screening and progress monitoring tools” that includes a huge package of graded story samples (levels K-8) with narrative language listening and reading materials and measures....

“Interjections” has always been my favorite Schoolhouse Rock song, and I am sure we have some we would like to utter about summer being (almost!) over. But it is always good to return to work with a sense of purpose, right? It has been fun writing this year’s Summer Study Series and I thought this last piece was particularly relevant to our roles in being part of a collaborative community in schools. Engaging minds and hearts: Social and emotional learning in English Language Arts (click for full free PDF article) is an honest, insightful look at SEL programming and has helpful suggestions for its integration in ELA classes. To me, though not explicitly stated here, it highlights the role of narrative language intervention and applications of Story Grammar Marker^® and the Critical Thinking Triangle in helping our students unpack stories to learn from the higher level elements of feelings, plans and mental states. Though this article relates to such instruction in Canada, it is just as relevant to schools in the USA...

As many narratives could tell us (think of Shirley Jackson’s “The Lottery” as an extreme example), just because something “has always been done this way” does not mean it shouldn’t be questioned. This month we’ll turn that concept into thinking about standardized tests, too-long THE> determining factor in whether students do or do not receive speech and language interventions, particularly in the public school setting. Without inserting my POV too much into this topic, let’s keep the Summer Study Series focus and take a look at the recent review article published in Language, Speech and Hearing Services in Schools, A Critical Analysis of Standardized Testing in Speech and Language Therapy (Nair, Farah & Cushing, 2023). The authors recount the history of speech and language intervention as dating back to the Middle Ages, with recognition of speech disabilities and efforts to remediate seen in cultures such as ancient India...

In this Autism Acceptance Month, it’s more important than ever to hear the voices coming out of the neurodiversity movement and those of our students themselves. With many autistic individuals growing up and sharing via social media and other channels what has and hasn’t worked in their education, we have some affirming shifts that we can make, for sure. One angle that I always try to take is incorporating my students’ interests in sessions. This helps our activities to be engaging and context-driven, but also incorporates client values, a pillar of evidence-based practice. A teenage client of mine has shown a burgeoning interest in rock music and The Beatles in particular. It occurred to me immediately that many Beatles’ songs tell a story, so that was a great place to start. One of the key things I love about technology is that it can make context immediately available...

Artificial Intelligence (AI) has entered a new phase with the recent arrival of generative AI, which can be used to create content rather than just sort existing data. This has resulted in the release of tools such as ChatGPT, which is simple to use and query for all kinds of language content. Just log in with your Google account and you are good to go! Of course, with ChatGPT able to generate any kind of information and write in a wide variety of styles, there are concerns about its use as a workaround for schoolwork. Teachers do have tools to detect AI writing, and a specific SLP’s take is that this kind of AI clears the way for us to work on higher level skills. For now, it’s a good tool to explore. Consider the ways that ChatGPT specifically could be used to generate stories using specific Characters, Settings or Kick-Offs in order to emphasize story elements with Story Grammar Marker^®. It also can be used to create text that corresponds to various expository text structures such as List, Sequence, and Description and thereby be used with ThemeMaker^®’s Information structures and Maps...

from Google is a tool that was created “just in time” (in tech-talk) for the pandemic. Of course, these events thrust us into new ways of working with our students from a distance. Jamboard’s simple whiteboard features simplified remote, tech-based clinical interactions, such as solidifying ideas with pictures and making thinking visible with sticky notes. Jamboard was released in 2017 as a business-brainstorming tool and had started to make its way into educational circles more widely when the unthinkable happened: schools and clinical settings needed to shut down. Throughout the pandemic, it was an invaluable tool, one which I wrote about here in conjunction with the use of MindWing’s Digital Icons. But like some emergency practices, it has continued to be extremely useful. See the linked post above for some nitty-gritty how-tos on using Jamboard. In this post we are going to focus on a specific application of creating parallel stories. The practice of using picture books in speech-language and literacy interventions is well established, as it can provide a context for teaching narrative structure (with Story Grammar Marker^® of course) and microstructure such as syntax and vocabulary targets...

Being told what to do is often no fun. But for many of us targeting language development objectives, we have to deal with our students’ potentially low scores on assessments such as the CELF-5s Following Directions subtest. Key to success on activities such as these are student’s listening skills and understanding of concepts related to time, space, number, and sequence, among others. The good news is that these concepts are everywhere and can be targeted through stories and play! One way I have been approaching this is through the Toca Life: World app, previously discussed here. The app is available for multiple platforms as you can see, and you can either purchase individual “Settings” (e.g. Toca Life: Vacation, which I like to refer to with colleagues as The White Lotus), or connect purchased apps through the World app. The World app also has mini-settings you can purchase for short money, for example, a ski resort. I have been using the book Where’s Walrus? by Stephen Savage with students recently (video here) (recall: using picture books on YouTube can work wonderfully with heavy use of the pause button)...

Picture books are one of our best and most engaging narrative teaching tools, and I love especially when I find a series to share with my students—and you! Series books allow for special opportunities to establish flow (both contextual and psychological) with similar character behaviors, narrative patterns, and themes. I have long been an admirer of author/illustrator Jon Klassen due to the power of his minimalist illustrations, which are beautiful but also witty, and establish character emotion primarily through exaggerated eye expressions. Recently I discovered he had illustrated a trilogy with Mac Burnett now called the Shape Trilogy, consisting of (in this order, which actually is important), Triangle, Square, and Circle. In these books, we can follow the antics of several shape characters as they interact with friends.