Author: Danette

I am a licensed speech pathologist with over 25 years of experience working with a wide variety of disorders and abilities. I graduated from California State University, Long Beach with a bachelor’s and master’s degree in speech pathology and audiology with a specialized teaching credential for severely speech and language impaired children. I have spent the majority of my career working with the pediatric population. Volunteering at the age of 15 in a Special Education Center, sparked my passion for children with Autism Spectrum Disorders. Seeing the need for social skills training, I developed a social skills program that has served many children and adolescent students. I was fortunate to collaborate with exceptional professional to develop a workbook and DVD resource for parents and professionals called Every Child Wants to Play. In addition, I have had the opportunity to work as a special day class teacher for preschool and kindergarten-aged children. I enjoy training and educating students, parents and professionals. Currently, I provide social skills training and speech therapy for elementary and junior high school students. I have a private practice serving the needs of children and families in the Orange County area. I enjoy being a life-long learner and am working towards completing my Doctorate of Education. I believe play is a child’s work and is the foundation for communication and building social relationships.

Catching an Eye with INFORGRAPHICS

Infographics are a visual way to share information. According to Edward R. Tufte of the New York Times, infographics are statistical graphics of complex ideas communicated with clarity, precision and efficiency. With the internet being a primary way to convey information to millions of people worldwide, it is more important than ever to share information in the most effective way possible.

Creating an infographic for my Technology in a Systems Approach to Leadership module, was as fun as it was challenging. Along the way, I discovered why infographics are so important. Here are my top reasons why infographics are so powerful……

  • Eye-catching: Since 65% of the people in the world are “visual learners,” one could capture the majority in the blink of an eye.
  • Easily digested: It is easier to consume large amounts of visual content.
  • Easy to understand: Complex figures can be simplified with infographics.
  • Branding: Often times colors, icons and words are part of a brand so it makes sense to create infographics that include ‘brand related’ pieces.
  • Valuable ideas jump: Statistics and information that may go otherwise unnoticed, can be easily highlighted in an infographic.
  • Persuasive: Use an inverted pyramid or a hierarchy that provides persuasion for your readers.
  • Easy to share: Many infographics have social share buttons, which makes it incredibly easy for re-posting and sharing.
  • Lots of sharing: Social shares on Facebook, Twitter and LinkedIn can allow your infographic to quickly travel globally.

Final infographic

For a published version, please visit My Piktochart or click on Infographic in ‘Worth Sharing’


Good Resources:

Big Ideas Blog

Kathy Schrock’s Guide to Everything

Naldz Graphics




This week I would like to share three resources I recently discovered and I think are worth exploring.

#1: PBIS (positive behavior interventions and supports) World is an excellent, free and user-friendly resource for addressing behavior through research-based interventions. It contains links to hundreds of interventions, supports, resources, and data collection tools, all of which are organized into a tier 1 through 3 in a prevention-oriented framework. Designed by a social worker, the purpose is to help guide users through the PBIS implementation process, starting with behavior identification and offering suggestions for interventions. It is ideal for therapists, teachers, counselors and parents.

There are 36 behavior options to choose ranging from Bullying to Poor Peer Relationships. After choosing an area of concern, it takes you through a series of options based on the user’s response, ‘Does this describe the student’? If the user’s response is ‘yes’, it offers a track with related interventions, if the response is ‘no’ it offers a different track of options.

Suggestions are offered in tiers with many simple strategies for reducing the target behavior including worksheets, games and activities. It is suggested that Tier 1 interventions are implemented for at least 6 months before moving on to Tier 2. If interventions are not working at Tier 2, then there is a Tier 3 with more intense interventions. There are data tracking forms for teachers and therapists to document how each intervention is working.

For example, if I choose ‘Poor Peer Relationships’, the following appears;

The student may:

  • Frequent conflicts with peers
  • Frequent tattling on others
  • Have difficulty carrying on conversation or play
  • Exhibit immature or inappropriate play or interactions
  • Annoy and irritate others
  • Difficulty relating to others
  • Trouble sharing, taking turns, and compromising
  • Bother others and get their attention then run away or laugh
  • Eat lunch alone or play alone on playground
  • Antagonize others, instigate, pushy, etc.
  • Only want to play or do what they want to, unwilling to do what others want to do
  • Little to no interaction in classroom or during unstructured times
  • Trouble getting along in groups or pair work
  • Not interact with other children in age appropriate ways
  • Have difficulty making or maintaining friendships
  • Display inappropriate behavior or make inappropriate comments
  • Frequently argue or fight with others

If most of these, describe my student, I would choose ‘yes’ and move to the Tier 1 list of suggestions. The following becomes available:


Each intervention option has accompanying strategies and activities to address the area of concern. This is one of the most valuable resources I have found for working on social skills and addressing behavior.

If you like this site, refer it to a colleague or parent.

iPad + autism + communication =

Recent research suggests that children with autism have a very strong interest in the use of iPads. They work like a computer, which is predictable. Templin Grandin serves as one of the most accurate ‘windows’ into the world of autism. Identified with autism as a child, she has become a leading advocate for autistic communities and has been a symbol of hope for parents who have autistic children. Temple Grandin says, “Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head. When somebody speaks to me, his words are instantly translated into pictures” (1995). She shares how she processes more effectively in pictures and suggests that other children with autism likely do too. The iPad is a small computer with pictures and icons that moves with the touch of a finger.

Advantages and Disadvantages of the iPad for Children with Autism

ipad blog image

As Lesley Stahl reports, touch-screen app are giving autistic people new ways to express themselves, some for the first time (2014). She adds that parents are hailing the technology as a breakthrough (2014). The use of iPads in the community is also increasing communication skills. When ten students were placed in community employment settings, nine out of ten individuals reported being understood every time they attempted to communicate with their iPad (Price, 2014).

The iPad is a tool to support communication, however, it is not a cure for autism. The iPad cannot be the only source for learning and communicating. A structured school environment, collaborative therapists and a family that actively participates in the child’s learning are very important and play an equally significant role.  Providing the autistic child with opportunities to experience practical, meaningful learning should be provided with and without technology.

Temple Grandin says, “The most important thing people did for me was to expose me to new things” (1995).

For a child with autism, there must be a balance with all accessible tools and strategies in order to facilitate the most functional communication and most meaningful interaction possible.

For more information….

Grandin, T. (1995). Thinking in pictures: My life with autism (1st ed.). New York: Doubleday.

Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., Sigafoos, J. (2013). Using iPods[R] and iPads[R] in Teaching Programs for Individuals with Developmental Disabilities: A Systematic Review. Research in Developmental Disabilities: A Multidisciplinary Journal34(1), 147–156.

Palmer, R. (2013). Accessibility: The Top 10 iPad Apps for Special Education. T.H.E. Journal,40(6), 10–13.

Price, A. (2014). Autism and iPads. Teacher Librarian41(3), 40–41.

Stahl, Lesley (Correspondent). (2012, May 30). [Apps for autism: communicating on the iPAd] CBS: 60 Minutes. Video retrieved from



There have been times in our lives when we wished we would have kept a thought in our head and not expressed it to others. It’s those times, we should have used our THOUGHT BUBBLE. We communicate our feelings, thoughts and ideas during conversation with others. However, not everything we think needs to be said. Sometimes expressing thoughts out loud can be inappropriate, annoying, uninteresting or rude.

Children that have difficulty with social skills are often challenged by conversation. They may make inappropriate or offensive comments (Williamson & Dorman, 2002). A variety of difficulties is associated with a tendency to inappropriately verbalize thoughts, including:

  • Perseveration on preferred topics or activities that cause children to ‘get stuck’ talking about things in detail, even though the listener or play partner is not interested
  • A tendency to think out loud or repeat things that have already been said
  • Impulsivity that leads to speaking without thinking first
  • Lack of ability to read cues that would help others know what is appropriate to say
  • A limited repertoire of ideas to share
  • Difficulty understanding that some thoughts may be hurtful or insulting

Children who are not careful about what they say to others are at risk for social difficulties. As they get older, inappropriate comments can lead to socially awkward, confusing and even dangerous situations.

 Start by helping the child learn the concept of a thought bubble:             thought bubble

  • A thought bubble is a place where ideas that are not shared by others are kept.
  • Words that are not appropriate for the conversation can stay in our heads, safely in the thought bubble.
  • We can use the ideas kept in our thought bubbles to practice what we want to say.

Once the child understands the concept, set up some rules about the thought bubble:

  • Think before you speak.
  • Not everything we think needs to be said.
  • If we think about something that is not related to the conversation (for example, thinking about dinosaurs when everyone else is talking about movies), we keep that in a thought bubble.

 quick tips use

Baltazar Mori, A. & Bonfield Piantanida, D. (2007). Every child wants to play. Torrance, CA. Pediatric Therapy Network.

Willey. L.H. (1999). Pretending to be normal: living with Asperger’s syndrome. London, England. Jessica Kingsley Publishers.

Williamson, G. & Dorman, W. (2002). Promoting social competence. San Antonio, TX. Therapy Skills Builders.


play quote

Pretend play is the child’s work. A child takes what they know and what they have seen and put it into practice. They pair movements and language to create scenarios that evolve and expand far beyond what they originally planned. There are direct correlations between play, the development of language, literacy and social skills.

Pretend play builds…


Pretend play give children opportunities to practice words they may not use very often. Their vocabulary words come from books, television shows, YouTube, what they have heard from their teachers, their peers and their parents (we should be careful of what we say!). Foster their vocabulary by having play activities around animals, occupations and places.


Studies have shown that children with a larger vocabulary are more successful in literacy learning. The foundational concept of literacy is symbolism; the idea that one object can stand for another. When our child uses a banana as a telephone or a bucket as a hat, they are building their understanding of symbolism. Symbolism comes before understanding the representation of letters or words. Play leads to reading.

Social Skills

During pretend play, a child takes on different roles, which not only gives them opportunities to practice vocabulary and symbolism, it also fosters emotions, turn talking, leadership and negotiation. Pretending to be a teacher, a firefighter, a pilot or a parent, all require adapting and using language to convey their feelings and actions. Many studies have shown that social skills and the understanding of emotions are critical in forming early friendships (Lillard, Learner, Hopkins, Dore, Smith, & Palmquist, 2013).

Make some time to pull a few household items together, plop on the floor and get silly. Let your child lead to you to their world of pretend play. For some great pretend play activities, explore these great resources…

Creative-DIY-Pretend-Play-CentersFantastic Fun & Learning

mrprintables-play-fruit-templatesMr. Printables

Playdough-and-LiteracyHome Literacy Blueprint

printablesMy Joy Filled Life

Lillard, A. S., Learner, M.D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The Impact of Pretend Play of Children’s Development: A Review of the Evidence. Psychological Bulletin, 139(1), 1-34.

Musical Intelligence

This is the first of nine posts addressing multiple intelligences and how we can support our little thinkers.

music graphic

Musical Intelligence involves the capacity to perceive and express musical forms, including understanding rhythm and patterns. People who demonstrate a high degree of musical intelligence may be ideally suited for musical professions, such as composing or playing an instrument. Christopher Pappas suggests multimedia presentations and use of music that emphasizes the subject matter. He suggests that it creates a more immersive experience for the learner.

Also consider:

  • A lesson that includes music or sound, and attaching meaning to music
  • The use of background music during homework or independent work within the classroom.

Our students with language delays and/or learning challenges have a less efficient left hemisphere, where language is importantly involved.


  • Tapping out patterns for words, sentences and memorization tasks (like spelling words and learning their phone number), so processing is simplified and information is more likely to ‘stick’.
  • Providing visuals paired with songs and chants to attach ‘meaning’
  • Introduce children’s books on tape for another wonderful way to access our musical intelligence learner.


When asked that all too familiar question, ‘What do you want to be when you grow up?’,  13 year-old Logan LaPlante does not say an astronaut, a businessman or a fire fighter. He says he wants to be happy.  Logan suggests practicing eight lifestyle choices discussed by Dr. Roger Walsh.

  • Exercise
  • Diet and Nutrition
  • Time in Nature
  • Contribution and Service
  • Relationships
  • Recreation
  • Relaxation and Stress Management
  • Religion and Spiritual

Logan suggests that education is more about learning how to make a living rather than making a life. That schools don’t seem to prioritize how to be happy and healthy.

How do we embed happy and healthy into our schools?

Logan suggests hack-schooling. He describes hackers as innovators, suggesting that they naturally challenge and change things. He suggests that it is not just a way of thinking, but that hacking, is a mindset. Logan ‘hacks his education’ by taking advantage of opportunities to have creative, ‘out-of-the-box’ experiences.

As an educator, I believe that giving our children creative ways to learn and firing up their motivation to gain more knowledge, should be our mindset. Listening to our children, identifying how they learn and fostering that growth is our responsibility. Maybe we should consider the thoughts of this 13-year old boy, Logan LaPlante.

For more information on Dr. Roger Walsh’s 8 therapeutic lifestyle changes, please see his article titled Lifestyle and Mental Health

APP REVIEW: Conversation Builders

conversation photo 1

Conversation is the primary way we communicate. It is also one of the most difficult components of social skills for children and adults with pragmatic language issues. Pragmatic language is the social use of language including non-verbal communication, gestures, turn-taking, use of questions, maintaining topic and saying related and appropriate comments.

Conversation Builder and Conversation Builder for Teens by Mobile Education Store are helpful in facilitating conversational skills.

These apps provide a conversation simulation that is similar to ‘real-life’ and is highly motivating for the students. It gives options for initiating a conversation, responding to someone starting a conversation and maintaining a conversation.  It contains photos of believable children and teens while providing visual and spoken options for responses.

What I like…….

  • Excellent instructions provided for first time users
  • Can choose to have verbal instructions turned on or off
  • Options to have short or longer conversations
  • A variety of appropriate topics are available
  • The student can record their voices
  • Incorrect answers are gently identified with a suggestion so the student can choose again
  • Facial expressions and tone of voice are embedded to look and sound natural
  • Ease with saving conversations and the ability to email and share
  • Parental controls with the Teen version to control more mature topics

The students love hearing their voices and playback is easy with the touch of a button.


What I  would like to see…..

  • Opportunities for the students have conversations with peers and adults simultaneously
  • More sarcasm and situations that are opportunities to identify the difference between annoying and bullying

021608-yellow-comment-bubbles-icon-symbols-shapes-smiley-happyI highly recommend Conversation Builder and Conversation Builder for Teens for parents and professionals. I look forward to more apps from the Mobile Education Store.

This app is much easier to interact with on the iPad vs. the iPhone.

Price- $19.99

Development of Friendships

It is important to understand the development of relationships and social skills.

We can use developmental levels to identify what skills our child has, what they are challenged by and what is expected next.

Feel free to use this chart and share it with others. I appreciate you referencing Elin McCoy and please invite others to visit my website.

Friendships developmental levels