Highlighting Highlights®

– a post by Elissa

So my daughter is in kindergarten. For the last 2 years she has been receiving Highlights® High Five™Magazine each month. I remember how much I LOVED looking at these magazines in waiting rooms when I was a kid. And wow, what a goldmine. School-based SLPs look at how ANYTHING we see, touch, experience can be used in therapy, right?? And lucky for me, my slightly type-A daughter doesn’t like to do anything but read her copies – she doesn’t pull any pages apart, color or draw in it – she keeps them looking pristine. Score for mom. Because I can create a multitude of lesson plans out of these babies!!!

A little background in case you’re not familiar with these gems:

Highlights® has magazines for 2 different age groups. There is the High Five™ Magazine for ages 2-6 and the Highlights™ Magazine for ages 6-12.

Both have a variety of activities including recipes, crafts, Hidden Pictures® scenes, puzzles, games and short stories. Many of the stories incorporate the same characters from month to month and include themes related to the season or upcoming holidays/events. The older version even includes science experiments and nature topics. There are silly pictures to find ͚what͛s wrong͛, 2 picture scenes to discuss similarities and differences, riddles and jokes and matching games. Is your head spinning yet with all of the skills you can target and goals you can address?

Look at some of this fun stuff…

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There is always something to discuss using the front cover-describing, predicting, something silly…

 

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Spot makes an appearance each month. Sequencing pictures? Done! A little inferencing. Describe characteristics of fall. Talk about feelings. Always an adventure with Spot!
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The title alone, right???  These twins always have a social obstacle to overcome. And cute, short stories allow for wh-questions and so much more!

 

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Articulation anyone? I think I see a few verbs in there too…
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So much comparing and contrasting!
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Wrap it all up with a recipe or a craft…step by step instructions for sequencing and following directions. Throw in some fine motor activities at the same time!

Are you drooling yet? There is so much more I could share!!!

Don’t have access to a subscription? Have you checked your school or county library?

No worries…check out Highlights Kids for even more – did I mention it is FREE.

Find Hidden Pictures® Puzzles, art activities, games and jokes in the Play It section. Looking for some short stories to work on comprehension? They have that covered in the Read It section. Stories can be read aloud – and some are even animated. How about poetry and articles as well as The Timbertoes: Comic Creator. Why not have the students create their own dialogue describing the pictures, talking about sequencing, constructing sentences…

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The Make It section has crafts and recipes plus science experiments!

There is even a Share It section where kids can read what other kids have asked and even ask their own questions!

So basically I have a stockpile of 2 years’ worth of High Five™ Magazine and pretty soon I͛ll be adding Highlights™ Magazine to it…so many preschool and elementary school lessons DONE!

Have you ever used Highlights® in therapy? Comment below and tell us about it!

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Bilingual evaluations: Documenting results

In our two previous posts, we talked about the importance of interpreters and how to effectively collaborate with one before, during and after an evaluation.

Once you’ve completed your evaluation it’s time to write up the results…(sigh).

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For the most part, this won’t be too different from how you report on any of the other endless number of evaluations you complete as a school-based SLP. But there are some very important pieces to include when a student is evaluated in more than one language, with an interpreter.

Remember, most of the tests you just administered weren’t normed in the client’s primary language and they certainly weren’t normed through administration with an interpreter! So be sure you are documenting this information. Specify when and how you collaborated with the interpreter. Which portions were given by you, and which portions by the interpreter?

When documenting your analysis of the test results, be sure to discuss instances when the student may have responded incorrectly in one language but then correctly in the other.

Be careful not to report standard scores when a test is not administered per standardization requirements – read those manuals!

Was the test normed on an English speaking population? Most of them are!

Did you administer it with an interpreter to a student for whom English is not his first language?  Chances are, yes!

Can you report the standard score? Ummmm, no!

However, looking at the score certainly can help guide you as to whether the student is performing within normal limits or not.

And don’t forget to consider the responses in EITHER language. If the question was answered correctly in one language or the other, count it as correct…we’re looking at the SKILLS the student does or does not have, not in which language she demonstrates it.

Keep in mind that we are looking for language disorder, not difference (discussed further in Part 1, here).

One of the trickiest areas is syntax. So much of our English syntax (forms and word order) is different in the primary language. Take a close look at the errors in both languages with these syntax concepts. If the errors are present in both languages (with a syntax form that is expected and developmentally appropriate in both languages), that would be considered an error in syntax.  However, if the errors are only present in English, this would not be considered an impairment with syntax.  Make sure discussion of all of this is included in the report.

Remember, most of the tests you just administered weren’t normed in the client’s primary language and they certainly weren’t normed through administration with an interpreter!

There are a multitude of resources available to delve into the differences between languages – phonemic inventories, influences of one language on another, dialectal differences. ASHA includes phonemic inventories for various languages along with a brief discussion of how to use this information and links to additional resources. Celeste Roseberry-McKibbin has a great book titled Multicultural Students with Special Language Needs-4th Edition covering various topics.

Do you have any go-to resources? Share below.