Using thematic instruction in language AND articulation therapy.

From my Polar Bears Packet for 3-6 year olds.

Educators and Speech Language Pathologists use the terms "thematic instruction" or "theme-based intervention" but what does this really means to us as SLP's?   A theme can be defined as a meaningful activity planned around a topic or idea.  Since I work in a public school, I use the themes that the Early Childhood or General Education teachers have planned so I am supporting their curriculum.  I found this really challenging at first and it was one of the driving forces behind opening a TPT store and creating my own materials.  It had been hard and sometimes costly, to find theme-related activities that fit succinctly into the IEP goals for my students.  If I did find activities, I often did not have all the necessary materials.  

Props take up Space!
In my school, space is at a premium!   A few years ago, I was moved to a smaller space and had to down-size my large collection of toys and theme-based "props."  I gave away anything that took up too much space and wasn't frequently-used.   I said "good-bye" to my large plastic candy-canes and many of my larger stuffed animals, among other items. Many of these items were things that had come from my own children when they outgrew them so it was a sentimental journey down memory lane!  Once I was done purging, I realized that being a theme-based therapist with 3-6 year olds inherently means you accumulate a large number of "props," similar to a drama department!!  However, while hands-on toys are certainly developmentally-appropriate therapy tools for this age-group, it isn't realistic for me to store so many items, some of them quite bulky!  Also, I was not enjoying lugging them around from school to school.  That's when I turned to clip art and making my own materials to augment the smaller toys and props that I still had in my therapy room!

My Valentine

If you are a theme-based therapist, kudos to you!  It's easier (and takes up less space) to just have certain "go-to" materials that don't necessarily tie in with what the students are learning in the classroom.  Let's face it, we don't have a lot of time with these kiddos, many of whom are seen twice per week for 30 minute sessions, so it's hard to plan complicated theme-based activities and carry them out in the time that we have with them.  However, thematic instruction is a research-based intervention that helps children learn concepts and make connections to the world around them.  AND, you can use it in articulation therapy too. Consider this:  you can practice the /g/ sound with speech therapy cards or an app from your Ipad....OR....you can have your students feed a fish to a polar bear as they say a target card.  In the latter example, they are learning and practicing new vocabulary and making new connections while they practice the /g/ sound, so important for our students with both speech and language delays!  Plus, thematic instruction can be simpler than you may think.  

Here's a few tips that have helped me stay sane and still provide theme-based interventions for language AND articulation to my 3-6 year old students:

1.  Don't plan long complicated lessons.  
Start small and simple!!  I typically don't have time to do a craft with my students and many of them have attention and behavioral difficulties.  If my lesson is too  complex, I lose my students with attention and sensory needs almost immediately or spend my session managing behaviors from students that are frustrated by the multiple steps in my activity.

2.  Design therapy sessions based upon what your student's daily life experiences. Think about what your students can relate to and may need to learn more about given their socio-economic background and experiences.  For example, for rural students in a farming community, consider including farmers in a community helpers unit.  This is real and meaningful to your students and will enhance their engagement and help them make vocabulary connections.  For a child in a city, a taxi or city bus driver might make more sense to include in the unit.

3.   Incorporate multiple senses! 
Children in this age group need to do more than just sit and watch us talk, right?  Make sure your activity allows your students to touch, feel, hear and/or move!! For example, some students in this age group might benefit more from touching pumpkins and gourds and using attribute words to describe them than listening to a long story about going to a pumpkin patch.

4.  Use thematic instruction for articulation therapy too!  

Robins, Nests and Eggs.

When I design a thematic unit and use it with my students, I try to include an open-ended articulation activity too.  Many of my students have both speech and language delays, so I like to offer theme activities for my articulation sessions too.  This can be as simple as saying and putting articulation cards into a pail during a Jack and Jill unit.  In my Robins, Nests & Eggs: Spring Speech & Language Activities packet, I include an open-ended speech activity where the students feed worms to baby robins each time they say their target word.

5.  Consider the other experiences the child is getting from other providers related to this theme.  
Is the Special or General Education teacher already having students make a Valentine for some-one special?  If they are coming from sitting down and cutting/coloring for 20 minutes or longer in class, they won't want to sit and do the same in your therapy session.  Did the teacher just read your students the "Brown Bear" book?  Do an extension activity-don't read the book again. Also, remember you might be able to borrow some toys or materials from other teachers.

6.  Remain flexible to incidental learning opportunities.  
If a student can't answer a wh question, you might give them picture cues or verbal prompts to help them recall the information or understand the question.  However, maybe it's more important for that student to ask a peer for help and benefit from a cooperative learning exchange.   As SLP's, we have so many opportunities to help our students learn how to cooperate and communicate with their peers.  We just have to watch for them and stay flexible during our sessions.

7.  Some speech and language goals work better with certain themes.
For example, when we do a fire unit, I always focus on understanding object functions.  It works so nicely into our trip to the fire station where we learn about how the fire fighter's uniform keeps them safe and the uses for all of the different fire-fighting tools.  In my "Fire-fighter Functions" packet, I include activities for understanding object functions.

                                                         Other Resources:
If you are interested in learning more about thematic instruction, check out this ASHA Blog written by Maria del Luca.  She does a great job of reviewing the core principles of thematic instruction.

I enjoy bringing music into my thematic instruction.  One of my favorites is using Rachel Arnston's Kid's Express Train, now called "talk it rock it."  Check out the music on her website "Talk it Rock it"

Pinterest is a great place to find materials for themes.  You can start by checking out one of SOS Therapy Boards for thematic language units.  Poke around on Pinterest and you are sure to find multiple ideas!

I am somewhat obsessed with making thematic speech and language units for 3-6 year olds!!!  If you are interested, click on the link below the product covers and they will take you to a description of the thematic unit from my Teachers Pay Teachers Store, which is called "Speechy" (but my blog is "Badger State Speechy").  Check out my store too...lots of freebies!

Spring into Gardening

Farm Fun

Forest Animals and Nature

Snowy Speech

                                        Thanks for stopping by and happy speeching!!

                                                                          Donna