I was given a free copy of the app, Articulation Test Center, in order to provide an honest review.  No other compensation was received.  All opinions are mine.

You are in for a real treat today!  I was lucky enough to be given the opportunity to review the app Articulation Test Center by Little Bee Speech.  This app is designed to assess articulation and phonology skills at the single word level as well as provide an intelligibility rating during a speech sample.


For starters, I watched the tutorials even before I downloaded the app.  You can find the full test tutorial, the quick test/screener tutorial, and the update tutorial here.  Chris from Little Bee Speech was right on to suggest watching these tutorials first.  My review does not intend to show you how to use the app, rather give you my opinions after experiencing the app.

While watching the tutorials {which are also available in written and video form on the app for future reference}, I took notes.  Once I downloaded the app, I administered the full test to my 9 year old, who happens to be working on correcting his speech sound errors.  Then, I administered the screener to my 5 and 3 year olds.  I then watched the tutorials again.  Here is what I noted.

First impression.  This app is absolutely ah-MAZ-ing!

For starters it includes a screener, which allows you to quick test sounds based on age.  The stimulus pictures and target sounds are different for each age level {2 years old, 3-4 years old, 5 years old, and 6 years & older}!  Hello genius!


Once you select an age level, it gives you a quick snapshot of the sounds assessed, based on developmental appropriateness.  New kindergarteners here I come to assess your articulation!

Little Bee Speech indicates that the screener/quick test could be used by teachers, parents, and speech language pathologists.  While I would have liked to have my husband try it out, I might suggest this only be used by speech language pathologists.  However, should a parent or teacher administer the screener, ensure they record each utterance, which will allow the speech language pathologist to mark/review errors.


The full test allows you the choice of assessing sounds in targeted positions {initial, medial, final}, blends, vowels, the /r/ sound separately, as well as including all these features in the full test.  While this choice option is a superstar, time saving feature, I would even like to see class of sound or phonological process options.


The full test has 59 stimulus cards.  The full test was quick to administer, about 5 minutes, even with recording each utterance.  I was pleasantly dreaming of whipping through progress monitoring sessions using this app.


The stimulus pictures are clear and recognizable.  Students verbally label each picture or receive a prompt by clicking on the picture, which gives a short description followed by a question prompt to elicit the target word.  There is also a record button with immediate playback.  My 3 year old easily learned the pattern of tapping the stimulus picture, waiting for a the description, tapping the record button, answering the question prompt, tapping stop, and finally tapping the playback button.  If that is not user friendly, I don't know what is!


I sat directly across from my children during administration, and while the new app does allow rotation of the stimulus items to face the students {a con I noted while listening to the tutorial, which was updated in version 1.3 to add rotation}, the target word and sound tiles for charting errors still face the examiner.  This was a bit distracting for me as well as my 9 year old.  It did not bother my non-readers.  I could totally get used to this, but I would suggest putting the scoring tiles on the bottom {closest to the examiner} and target word facing and closest to the student.  But since I know nothing about app development, I have no idea if this is even logistically possible to change.  The addition of rotation was key in the new version.



So how easy is it to score?  Say bye-bye to transcription, hello tapping a tile!  Above each target stimulus word/picture are letter/sound tiles.  Targeted sounds are in green.  Should no errors be evident, just leave the tile alone.  If the sound is in error, just tap the sound once to change it to red.  It doesn't stop there.  Click on the arrow and tabs pop up in order to mark a substitution or phonological process.  Simply drag the tile over the target sound to indicate the substitution or drag the phonological process over the portion of the word that was simplified.  Forget what a phonological process means, no problem.  Tabs pop up to define and give examples of the process.  I won't be pulling out my ALPHA Test of Phonology cheat sheet very often {although it is a keeper}.  Should you have a child that distorts sounds or is working toward approximation, you can tap the tile again and it turns yellow.  Click the notes icon and add in any additional information.


Here is another feature I totally appreciate.  You can pause the test in the middle and save in order to finish where you left off.  While this is not best practice, it's reality for school-based SLPs.  Trying to squeeze in assessment before gym time or lunch.  And then there is the monthly fire drill occurring right in the middle of an assessment session.  Little Bee Speech thought of everything!  Clearly at least one developer has worked in the school setting.

So what about when you are finished?  Click the scores button and then click on the student you are interested in obtaining information.  EVERYTHING an SLP would want is included.  An overview of the words tested and errors made, shown in colored tile format, with any processes marked, notes indicated, and the recordings taken.  Under the errors marked tab, sound errors or approximations are categorized by position in the word.  There you have your target sounds for goals!  It also includes the phonological processes and percent of occurrence.  Check that off the list.  It even gives you a reference for age of acquisition.  This would be a great page to show in an IEP meeting.  Parent and teacher friendly language and visuals.


The next tab includes the entire speech sample recording.  As an initial con on my list prior to the addition of the updates in version 1.3, I desired a more comprehensive intelligibility rating.  With version 1.3 an optional area to transcribe the sample, as well the ability to achieve an intelligibility rating by tapping a + or - for each word in the sample was added.  This my friends, may be the answer to an early intervention/preschool therapist's anxiety.  Picture the old way, trying entertain a 2 year old with engaging toys, enthusiastic facial expressions, and verbal elicitation techniques while transcribing utterances nearby and trying to scribble + and - marks for intelligibility, pausing often to see if you elicited 100 words.  Meanwhile your therapy room is a mess and the child's parents are not confident in your techniques.  Sound familiar?  Now with Articulation Test Center, showing the child an interactive scene on the iPad, reading the prompts to elicit language as the child selects a particular picture, all while enjoying the child's responses, and just watching the record button keep the time of your sample.  While you would need to go back and rate the sample using the + - system to achieve a more accurate intelligibility rating, you not only have the rating based on time, but also it does the calculating for you.


Now make sure you are sitting down for this one!  Just recently I was having a text discussion with a fellow SLP.  We were talking about things that can be done in 1 hour, like my 5 dinners 1 hour and her 30 smoothies endeavor.  We chuckled about trying to develop a report writing in 1 hour program.  Well, a simple click of the report tab, some typing of a few recommendations {with the guidance from the recommendation tab}, and finally an e-mail off.  Report is complete.  Okay, so maybe not 30 reports in 1 hour, but clearly 5 articulation/phonology reports in 1 hour is entirely doable.


This app is great for preschool, early elementary, and older elementary students.  Within the settings tab, since you have the option of taking out the stimulus image, leaving only the word, older elementary and even middle school students won't feel that items are too elementary.


Even though I am totally smitten with Articulation Test Center and truly grateful for this opportunity for review, I would like to see a sentence repetition task and scenes in the intelligibility testing for older students.  Did I mention I love the intelligibility rating for speech samples?  I do!  The app is VERY comprehensive and an invaluable time saving tool without these additions, but a girl can dream!

One question I had during my review was how many different students could be kept on the app at a time and how many times you could add new assessment for each student.  A response from Little Bee Speech reveals that the number of students and assessments per child is limited only to the storage available on your device!

This test is not standardized, rather relies on age-equivalents, moreover criterion-referenced based on developmental norms.  Some districts do require standardized assessments for qualifying students.  Getting around that and my personal preference for this app, a PROGRESS MONITORING tool!

In addition this app is available through the Volume Purchase Program through Apple.  You must purchase 20 or more, for $24.99 each app, that's half off.  Selfishly for my speech department, I would like to see volume purchasing include 10 or more copies, but I don't even know if that is under the control of Little Bee Speech?  Until then though, you lucky SLPs have the opportunity to purchase this app at 30% off the regular price of $49.99.

The 30% off sale starts Tuesday, August 12th and runs through August 14th.

So are you ready to buy Articulation Test Center?  You likey won't regret it!  Have you already used this app in assessment?  What do you think?






My Speech Therapy Push-in Series is rounding third and heading home hoping to bring in a win for the new school year.  You can start here and move here, here, and don't forget here!  Now it's time for a LINK UP.  How do you push-in to classrooms?  I'll start with my goals for the new school year!



Here's what I have planned {baby steps as I am taking on a new elementary school after leaving one that had me at hello 14 years ago}.

In looking at my caseload list, all of my students are in general education classrooms for this coming year. About half of my students are speech only, where I am their primary service provider.  Some of my related service students are in full co-teach classrooms where the regular education teacher and intervention specialist team it up all day, while others are in partial co-teach classrooms, as the "push" is for push-in, with some academic instruction provided outside of the general education classroom.

I just might make friends with the intervention specialists ASAP and ask them where they view speech and language therapy pushing into the classrooms they service.  Then, I can branch out to the regular education teachers in those classrooms.  Just maybe I can get my foot in the door, literally!

I will definitely reach out to kindergarten and 1st grade teachers to inquire about small group instruction {Daily 5 or center-based instruction} and offer to be included with caseload students and at-risk students should our schedules coincide.

And most definitely, I'll be realistic.  I am a new team member in this building.  I have to balance my clinical confidence {that may not come along for the ride} and ability to lay just slightly under the radar as the New Kid on the Block in order to establish rapport with a LARGE, NEW staff.

I think I am going to read this article on classroom-based narrative and vocabulary instruction.
Not to mention attempt to gain this working as a team perspective through professional learning communities.

Here's your chance {and please link up, I may even bust out a herke and cartwheel if you do}!  Just add the SLPs Pushing In graphic to a new post and add your link below {sorry no pictures, I am new at this}.  Please, whether you have some ideas on how you might start pushing in, do a little dabbling here and there, or are a veteran like Mia, I'd love to hear from you!




When the challenge of push-in speech therapy knocked me in the face again {there's that pendulum} after I pushed it mostly back out, I did what most SLPs do.  I consulted the experts.  It's called social networking these days. I sent out some e-mails and did a direct post on Instagram.  Grateful me and lucky for anyone reading, I received some positive responses!  For starters, Mia's guest post, from Putting Words in your Mouth, reminded us not to resist change, as the results can be wonderful!


Another positive face in the push-in arena is Nicole Allison from Allison's Speech Peeps.  I wanted to make sure you had a chance to check out her article, Three Easy Ways to Collaborate with Teachers.  Her post was featured here on ASHAsphere.  Thanks for sharing Nicole.  My glass is filling up!  Why?  Nicole reminds us to keep everything in perspective.  Don't let the plate overflow.  She says to make a goal for ONE idea each year moving toward collaboration.  Go ahead, read it!  I'll wait!

Check back tomorrow to see how I'm planning to move forward and see if any other bloggers will add even more practical encouragement!




I'm back with another post in my Speech Therapy Push-in Series, which started here and continued here.



If you have stopped by today, you are in for a real treat!  Mia, from Putting Words in Your Mouth, is here with a guest post.  Don't mind me for a moment as I replace my jaw drop of amazement after reading her post.  It's not only packed with why, how, and suggestions for making push-in work, it is truly a real honest perspective, full of inspiration.  So, enough of my babbling, on with the post!

I'm so thrilled to be a guest here SparklleSLP's lovely blog to put in my cents about a topic some of you may have mixed feelings about.  

If you're "pushing in" or doing inclusion (as we call it) to service your language disabled students, it's just plain weird at first! It starts off feeling awkward, uncomfortable, and a bit scary.  We've been PUSHED out of our boxes. It can leave you feeling useless and unproductive... OR it can be wonderful! 

I've been a school based SLP for almost 19 years in south Louisiana, and I've been "pushing in" for about 9 years.  Please allow me dish out the 411 on why to do it,  how to do it,  and lots of ways to make it work! 

It wasn't easy to change our mindset from "pulling out" to "pushing in."  
We resisted change.  We felt safe and in control and oh so happy in our little speech rooms, and our kids loved to "come to speech." 

Still, those of us practicing speech-language pathology in schools had to face facts, our role in the schools is to impact student progress in the curriculum by addressing the deficits preventing progress. 
Stuff like that happens in the classroom.  That's where the action is. 

Hey, we can do that! We are the language specialists on our campuses, and it's up to us to use our expertise to help our students be as successful as they can be.  As much as it is out of our comfort zone, there are advantages to us providing services in the classroom. 

Don't get me wrong, there are as many great reasons to "pull out" as there are to "push in," and we all know what those are.  Personally, I am currently using a combo approach to therapy- which is proving be the most effective approach for most of my students.  However, with the push to push in, I'm here to tell you, it's gonna be okay.  You might even like it! 
Here's why it can be a good thing and how to do it make it happen:

Why is this good for our kids? 
1) Addressing skills in the classroom- where the action is- where the kids live 7 hours a day- makes for better generalization of skills
2) We can see firsthand the child's immediate needs in the classroom and address it - BAM! 
3) We see our students amongst typical children in their element.  (Sometimes I forget what typical children are like!) 
4) Other professionals can learn from us, and other children reap the rewards of our genius ;)

Yep, there will be glitches....
1) We don't always get to address the skills that we know to be deficit (because the CELF told us so)
2) We don't get as much one-on-one "face time" with our students.
3) We lose control of our agenda. 
4) Let's face it, it's hard to collect data (a.k.a tally) in the classroom. We are tallying machines. We don't like things coming in between us and our tallies!  
5) We may encounter uncooperative parties. As fabulous as we are, not everyone will want us in their territory. 

What should you do?  
If at all possible, work with administration to pick the right teachers for your students and group them together as much as possible.  Clustering students and effective scheduling is a must for this to be successful! If you've "sold" yourself and what you can do for students to your principal in the past, this is where you will reap the benefits.  If you haven't made a case to your administrators about the good you can do on campus, this is the time to do it.  

If you can't pick your teachers. that's okay. You are the language master. Use your verbal and nonverbal language to become a fixture in whatever classrooms your students land in.  Read your teacher and adapt to her style, all the while showing what an asset you can be.  Obviously, don't charge in and lay down the law.  Have sincere talks about how you can impact student learning.  Sell her on the power of two in a classroom.  Then do your thing.  If you're reliable, punctual, helpful and productive,  soon she will wonder how she ever lived without you.    

I've done "inclusion" with all kinds of teachers.  The kind that forget why you're there.  The kind that SHUSH you.  The kind that think my kids are my kids and not her kids.  The kind that think I can only do creative activities because I have so much more time than her.  The kind that leave the room when I walk in, as if we were tag team wrestlers. The kind that give me carte blanche to do anything I want.  The kind that beg me to come more.  The kind that beg me to show them how to do that and ask to borrow my lessons.  The kind that put my name on their door.  

My co worker of 18 years, Mrs. Schexnaydre,  is the dream inclusion teacher.  I hope you all get to work with a teacher like her in your career.  She lights up when I walk in and wants to hear my ideas.  She says her class is as much mine as it is hers.  She puts my name on the door under her name- and the name of everyone who works in her room. She's even put my family photo on her class bookshelf.  Wow.


Want some advice from Mrs. Schexnaydre?  
When I asked what her advice would be for SLPs coming into a general ed. class, she said...

1) Have a positive attitude.  No one wants a "Negative Nelly" in their space. 
2) Don't be overly loud or fussy with the children. Keep it positive. 
3) Come in with ideas and don't be afraid to share your ways of doing things- in a positive way. 
A good teacher will want to learn.
4) If you do something with my inclusion section class, please let me use it with my other sections, too. 
5)  Command the classroom. Wimps in a classroom are of no use.   
6) Don't act like a visitor.  Come in and teach and be helpful.  Don't just observe or act like an assistant. 
Be my co-teacher!  

So how do you co-teach? 

That is the big challenge! 
There are several ways to get the job done but with all of them, keep these ideas in mind: 

Be open to working with your individual students, small groups, or the whole class!
Co-teaching can be done anywhere- not just ELA class (although that's my fave). 
Think about what you could do at PE! In the cafeteria! On the playground!  On field trips! 

Here are the co-teaching models that I have used; some are better than others, but they all work with pushing in

1) Speak and Add Model
One professional delivers the lesson and the other adds, expands, questions, rephrases, gives examples, etc. Typically the teacher does the teaching and we do the "speak and add," BUT don't forget that we can flip that script where WE are delivering the lesson and the teacher "speaks and adds." 
This isn't rocket science, but it does help students to hear information in another way.  If we are the one speaking and adding, we can scaffold skills down and reword things so that our students can understand. 

2) Skills Groups Model
You and the teacher or other professionals divide students into 2-4 groups based on needs and each takes responsibility for their group.  Don't forget to add non-disabled students into your group or to switch groups occasionally.  This is a good way to teach specific skills or prerequisite skills our students lack.  We can even sneak our tally sheets into this model! 

3) Station Teaching Model
SLPs can be a station as part of a bigger class lesson! We prepare an activity with input from the teacher. We are responsible for our own planning and instruction. We teach a part of the lesson as a station that all students in the class rotate through. For instance, if the class is focusing on informational resources, your station could be about dictionaries. If the class skill is genre, your station could focus on one genre.  If the skill is figurative language, your station could address one type (similes, metaphors, hyperbole, idioms, etc).  You spend less time with each student but you reach more students this way,  and it creates a small student-therapist ratio. 

4) Parallel Instruction Model
You and teacher both develop a lesson on a topic/skill (either jointly or separately).  You can each put your own twist on it or cater to a specific learning style.  You deliver it to half of the class (yes, this usually requires you rearranging students and making some noise).  You may or may not switch so that all students get both lessons. This lowers the student/teacher ratio and gives you the face time you crave; albeit, the noise and commotion does take some getting used to. 

5) Adapting Model 
One teacher plans and delivers the lesson and the other provides adaptations for students who are struggling. Sometimes this is just necessary.  You have a student who needs your help now and you tend to that student.  You may feel like a para pro implementing this model... or worry that one student is getting much more of your attention than others, but it addresses a specific, immediate need. 

6) Teaming Model
You plan and implement the lesson together.  You use planned dialogue.  This requires prepping and staging which can be difficult with schedules and time constraints. If you have time to do this, it is the ultimate co-teaching.  In my inclusion classes, the teacher and I actually plan a skit of sorts.  We plan out how we will argue about how to write a topic sentence or how we will debate about main idea vs. supporting details.  On occasion I've busted into a class with a loud, fake story packed with interjections or figurative language to introduce our skill.  The drama makes a big impact on the students.  Each teacher has pre-planned parts or roles. You can even script conversations between you and the teacher for the students to "overhear" to teach skills like inferencing and drawing conclusions. 

Pushing in has helped me see my students in a new light.  It unveiled problems I hadn't fully realized the extent of (social problems, handwriting problems, anxiety over speaking in front of the whole class) and revealed strengths I would have never seen in my speech room.  Who knew that a couple of my students were little Picassos!  There were also a few teachers' pets that I had no idea about.  I learned which ones were extremely inattentive in the classroom even though they gave me their full attention in my small group.  I learned who looked truly sad in class and who spent time their time socializing and making everyone laugh. 

Moreover, I learned that I could make as much of a difference outside of my speech room as I could inside.  Don't be afraid to stretch out of your comfort zone and rock those classrooms with your talent! 

“Hide not your talents, they for use were made,
What's a sundial in the shade?” 

If you'd like to read more from me, please visit my blog at www.puttingwordsinyourmouthbymia.blogspot.com  
With the school year starting MONDAY (gasp!) for me, I plan on blogging a whole lot more about this topic! I'm excited about another year of co-teaching! 

and I'd love if you'd follow me in all of these other fun places...

www.pinterest.com/miamcd 

A huge thank 'ya to my friend, Sparklle SLP, for letting me ramble here on her blog! 

I'd love to hear YOUR tips for pushing in!  -Mia


Thank you Mia!  I love that you "pushed out" of your therapy room and have benefited in so many ways, my favorite being the ability to see your students in a new light!  The link up is approaching quickly.  I hope you will join in!


You can check out previous post on Push-in Speech Therapy here.

IMO...When the education pendulum throws you lemons, make lemonade!  

Change is inevitable!  

Blessed are those who are flexible for they shall not break!  

Be a mover and a shaker not a whiner and complainer!



Whatever you may be thinking, I'm sure we've all had similar thoughts about change in the field of education.  Pull-out, co-teach, inclusion, 3-1, collaboration, least restrictive environment, integrative treatment, consultative, self-contained...  And then there is push-in.  Is this a hot topic or old news?

Now I may or may not be known as the pushy SLP, so if the aforementioned is true, I may just be suited for pushing in...to classrooms.  And well I have and then I haven't.  Both for good reasons.

For starters, severity and nature of disability are major factors in my clinical decision making.  Is this a kindergartener with a severe phonological processing disorder, resulting in unintelligible speech, not recognizable by even caregivers on most occasions?  Is the kindergarten general education teacher and any other support staff (intervention specialists, reading specialists, tutors) engaging in classroom small group centers?  Should both answers be YES, then pull-out AND push-in is absolutely what I would and do provide for that child.  Intensive pull-out individualized instruction using evidenced-based practices to guide therapy for a phonological processing disorder AND classroom-based therapy in a small group push-in service targeting phonology and syntactical structures linked to the curriculum {enter my kindergarten centers binder}.


What about least restrictive environment {LRE}?  Is the student's LRE a self-contained classroom, with a smaller number of students, taught by an intervention specialist, and possibly supported by an educational assistant, with a curriculum that is modified to meet student needs?  I'll be there ALL day {and have been, even adapting an entire reading series to incorporate speech and language skills}.

Do I feel comfortable pushing into a general education classroom?  Tell me the grade and I'll give you the answer.  11th grade?  This fish is OUT OF WATER, flopping away quickly.  5th grade {and my room has literally sat sandwiched in between two classrooms for years}?  I'm standing in the back quietly {and did you forget I may be generally pushy}.  How about 1st grade?  Feeling pretty good.  Now give me a teacher in which I have a great rapport and has totally accommodated for my narrow scheduling window {not to mention is always on schedule when I arrive} and I'm feeling tulips and cupcakes!  

No, it is not all about ME, the SLP, but to be honest, confidence in your clinical expertise requires preparation for the demands of the general education curriculum and a level of comfort. 

So, why have I and then haven't I pushed into classrooms?  Because IMO sometimes it is best practice and sometimes it is just not what the SLP ordered.  I want to ask myself some questions.

What does the data say?  Is my presence more distracting rather than supportive?  Can I address the targets as identified on the child's educational plan?  Do I have staff willing to collaborate with me?  Am I comfortable collaborating with staff?  Does my schedule or the student's schedule allow it?  Am I prepared to handle the curriculum?  Am I confident in my clinical skills?  These questions and others are the reasons why I have and then haven't pushed into classrooms.

What is your opinion on push-in services?  I'd love to hear.



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