演讲 & 斯坦福桥的语言服务浩博体育app网站 provides 演讲和语言 services to students who need 支持 with their articulation, 接受性和表达性语言, 和/或社会认知(语用语言). 我们的语言病理学家, 特里西娅更, collaborates with classroom teachers 和 counseling staff to help integrate tools, 支持, and associated language to ensure consistency across all environments.
这些服务包括评估, 个人和/或团体治疗, and regular consultation with staff members and parents. Students are pulled out of classes for individual and small group therapy and larger groups follow a push-in model within the classroom. Size of groups and frequency of therapy is determined by need. In addition, elementary and middle school classes participate in a weekly social learning class. All goals are written and updated quarterly or as needed. Tricia also 包含了 米歇尔·加西亚·温娜 社会思想 和利亚米. 是﹕ 管制范围 curriculum within her therapy and takes the lead in developing and implementing targeted social thinking lessons for all grade levels throughout the school year (see below). In addition to push-in/pull-out services, our 演讲和语言 pathologist also leads and consults peer social groups for students on a regular basis. 的se groups include "Girls Group" for female middle school and high school students, as well as "Guys Group" for male middle school and high school students. 的se student groups often meet during lunchtime to discuss issues important to the participants and are co-led by 我们的辅导员. For more information about our 演讲和语言 services, please contact Stanbridge 演讲 & 语言 Pathologist 特里西亚·基纳，MS, CCC-SLP at 650.375.5860年,ext. 602; or via email at tkeener@album-famille.net. |
特里西亚·基纳，MS, CCC-SLP
位语言病理学家 Tricia comes to Stanbridge with 28 years experience assessing 演讲和语言 impairments and providing therapy to improve communication. Her experience includes working with students in preschool through high school, as well as adults with developmental delays and challenges. Tricia has trained with Michelle Garcia Winner and Sarah Ward for social learning and executive function, and her career has focused on working with moderate to severe disabilities including autism, 学习的差异, 处理缺陷, 脑瘫, 脑损伤, 以及其他认知障碍. |
社会思维与规制区域
Through 浩博体育app网站's Social Learning program, students learn the thinking strategies required to foster social skill development. 的 speech-language pathologist and school counselors use a variety of resources, 包括概念和词汇 米歇尔·加西亚·温娜 社会思想 方法. Social learning concepts teach students to become better social observers and help deepen their understanding of their own and others’ thoughts and emotions. 在斯坦福桥的年龄相差很大, social learning topics and concepts vary depending on groups. 的se skills allow them to relate and connect to others as well as navigate the social world around them.
Stanbridge包含利亚米. 是﹕ 管制范围 全校课程. 的 区 是一个系统的, cognitive behavioral approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete colored zones. 的 区 framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, 管理他们的感官需求, and improve their ability to problem solve conflicts.
By addressing underlying deficits in emotional and sensory regulation, 执行能力, 以及社会认知, the framework is designed to help move students toward independent regulation. 的 管制范围 包含了 社会思想 concepts and numerous visuals to teach students to identify their feelings/level of alertness, understand how their behavior impacts those around them, and learn what tools they can use to manage their feelings and states.
Before classes, teachers do a “zones check-in” to make sure everyone is in the right space to learn. 如果不是, there is discussion about tools that the student can use to get back to the “green zone” before starting the activity. Examples of ways Stanbridge staff and students may use the 区 language at school throughout the school day are:
的 管制范围 works in conjunction with helping students to meet their S.T.A.R. 行为目标, and assists teachers and counselors in monitoring and addressing students' variable emotions throughout the day. 有关S的更多信息.T.A.R. goals, student behavior expectations, and counseling services, visit our site's 咨询 页面.
Stanbridge包含利亚米. 是﹕ 管制范围 全校课程. 的 区 是一个系统的, cognitive behavioral approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete colored zones. 的 区 framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, 管理他们的感官需求, and improve their ability to problem solve conflicts.
By addressing underlying deficits in emotional and sensory regulation, 执行能力, 以及社会认知, the framework is designed to help move students toward independent regulation. 的 管制范围 包含了 社会思想 concepts and numerous visuals to teach students to identify their feelings/level of alertness, understand how their behavior impacts those around them, and learn what tools they can use to manage their feelings and states.
Before classes, teachers do a “zones check-in” to make sure everyone is in the right space to learn. 如果不是, there is discussion about tools that the student can use to get back to the “green zone” before starting the activity. Examples of ways Stanbridge staff and students may use the 区 language at school throughout the school day are:
- "I have so much housework to do today and feel like I don't have enough time. 我现在在黄色区域"
- “我看得出你很沮丧. 你在哪个区域?”
- “I noticed that your tone of voice sounded a little bit angry. 你在哪个区域?”
- “Have you noticed that your zone can change my zone and how I react to you?”
- “What kind of thoughts do we have when you’re in the green zone?”
的 管制范围 works in conjunction with helping students to meet their S.T.A.R. 行为目标, and assists teachers and counselors in monitoring and addressing students' variable emotions throughout the day. 有关S的更多信息.T.A.R. goals, student behavior expectations, and counseling services, visit our site's 咨询 页面.
