COVID-19 Resources - Clinic Activities to Implement at Home

Language Delay/Disorder

For students with limitations in their vocabulary, pronoun usage, alphabet awareness, reading development, or narrative understanding.

Vocabulary Development Activities
Using Context Clues for Vocabulary Development

What: This website provides step-by-step instructions for using context clues to help develop vocabulary. Context clues support vocabulary development in that they not only teach children how to use vocabulary functionally, but they also teach them how to infer a word’s definition when they are unfamiliar with it.

Who: This requires parent support.

Downloadable Vocabulary Activities

What: This website allows students to choose their own vocabulary in order to make learning new words both more engaging and fun through a variety of academic activities that are available to download.

Who: This requires parent support.

Game Ideas for Teaching Vocabulary

What: This resource provides step-by-step instructions on how to turn teaching vocabulary words into a game for younger students who may benefit from more engaging activities.

Who: These are easy to adjust to any age or grade level, but require parent support.

Vocabulary Mini Games

What: The resource, Vocabulary Mini Games, provides step-by-step instructions for implementing mini games at home to support your child's vocabulary development.

Who: These could be easily adjusted to serve any age or grade level, but require parent support.

Literacy Development
Alphabet Bean Matching Game

What: This website offers specific instructions for an alphabet matching game that can promote alphabet awareness and supports reading development. This can be accomplished by having your child match the beans by letter or sound, list words that start with a particular letter, spell out new vocabulary or spell sight words from their school curriculum using the beans.

Who: This could easily be adjusted to serve any age or grade level, but requires parent support.

Story Map

Reading/Story Grammar

What: This PDF provides your child with a step-by-step outline to identify story grammar elements. This supports reading development, reading comprehension and sentence development as the child reads/listens to the story. While following along or after the story is finished, you and your child can discuss the events while filling out the corresponding "story map" (e.g. setting=where/when, character=who, etc.).

Who: This can be modified for any school-age student and will be promoted by parent support and discussion.

Vocabulary Worksheet

Expanding Vocabulary

What: This worksheet provides the student with another way to expand their vocabulary by repeated vocabulary practice and using it in a variety of ways to promote understanding. This could be accomplished while reading a book and asking the child to pick out a word that is new/less familiar to them and then discussing it together while filling out the worksheet. You can also check for your child’s understanding by having them define it or create sentences using it throughout the day.

Who: This can be modified for any school-age student and will be promoted by parent support and discussion.

Pronoun Bingo Boards

Pronouns

What: The attached worksheet can be printed out to promote pronoun usage through a game of bingo. You and your child can read a book together, while you ask question prompts about the pictures. Such prompts may be, "Who is petting the cat? (i.e. he, she, etc.)". Depending on their response, it will also provide you with ways to support their helping verb use in sentence (i.e. she is, they are). The bingo sheets can also be modified for use in a variety of activities to support their language – be creative and make learning fun!

Who: Parent instruction will be required for this activity.

Expanding Expression Tool

Expanding Sentence Length

What: Using the visual, have your child use cards from a game such as Heads Up or parent selected images from the Internet. Then, you can each take turns drawing a card and describing it for one another to guess. This promotes sentence length and vocabulary use. It could be more enjoyable to incorporate siblings or friends to make this more engaging and fun for the student(s). This visual explicitly walks you and your student through eight ways to increase their sentence length/responses when describing the objects.

Example: Target word – Apple: "It is red." vs. "This may look red or green and has seeds in it. It is a round shape. You can find this fruit growing on trees. In the fall, you can use it to make pies."

Who: This can be modified for any school-age student. It will require parent support.

Contributed by: Darien Myers

creative writing stories

Creative Writing Stories

What: The resource above was designed through the “Read It Once Again” program. The activity, “One Duck Stuck Creative Writing Stories”, specifically works on stimulating a student’s creative writing, spelling, reading and phonemic awareness skills. This YouTube video that features a read aloud of the story that corresponds with the activity. Using a combination of motivating activities with the book, the child is encouraged to expand his or her learning through drawing, writing, and prediction and comprehension questions.

Who: Caregiver support, education and familiarity with the activity will be key. See the activity for suggestions on implementing multiple skills.

Phonological Awareness Literacy Screening

Phonological Awareness Literacy Screening

What: The link above directs individuals to the Phonological Awareness Literacy Screening website. Once there, you will be able to print multiple activities related to sound awareness, rhyming, alphabet recognition, comprehension, writing, spelling, etc. Each skill has the ability to be downloaded for a specific grade level (i.e. preschool, kindergarten and 1st-3rd grade). The downloadable resource walks you through the steps to follow, as well as what materials are required.

Who: Caregiver instruction and support required.

We Belong Together activity

We Belong Together Activity

What: The resource below is also by the “Read It Once Again” program. This activity, “We Belong Together”, helps students practice naming and matching objects (e.g., broom and dust pan) while reading along with the book If You Give A Mouse A Cookie. Throughout the activity, you can also work on following directions and understanding location terms such as when gluing objects beside, under, on, above, etc. This link takes you to an online reading of If You Give A Mouse A Cookie in case you do not have the book available at home.

Who: Caregiver instruction and support required.

word family example

Word Families

What: This PDF features word family cards that can be used to capitalize on a variety of individualized skills related to phonics, spelling, rhyming, decoding, etc. Creative activities could include rolling a dice to determine which word to decode (i.e. 5 down) or which word to spell. Parents can make it into a game where the child can earn a set amount of points toward a reward.

Who: Caregiver instruction and support required.

compare and contrast worksheet

Compare and Contrast Worksheet

What: A student’s reading and language skills can be increased by implementing a compare and contrast worksheet. Through using this, students can demonstrate understanding around the concept by identifying similarities and differences while reading. Examples may include comparing sports, seasons, TV characters, etc.

Who: Caregiver instruction and support will be required.

summertime speech practice tips

Mommy Speech Therapy Blog

What: This link directs you to Heidi Hank’s blog, a speech language pathologist, featuring speech therapy activities for home practice. The activities are all featured incorporating summertime themes. Each activity can be modified to your child/student’s goals (e.g., rhyming, spelling, sentence formulation, verb tenses, etc).

Who: Parent execution and support required.

Educational Insights screenshot

Educational Insights

What: The link above directs you to the Educational Insights website. Their team has compiled a list of at home activities by grade level for children (i.e., Pre-k to 6th grade). You also can select home schedule ideas for ages 12 months up to 8 years old. Printable activities for each level are related to brain benders, art, preschool, reading & spelling, math, and science. Additional home videos are available to supplement your child’s learning.

Who: Parent/caregiver instruction required.

Waterford website screenshot

Waterford.org

What: The link above directs you to the Waterford website. They have compiled 15 reading and literacy activities to support your child or student with dyslexia. Each of these may be modified for home instruction and implementation. They also offer education related to the facts and myths of dyslexia.

Who: Parent and clinician education/support required.

Texas Center for Learning Disabilities website screenshot

Texas Center for Learning Disabilities

What: The link above directs you to the Texas Center for Learning Disabilities. They feature a variety of lesson plans for various ages over topics such as reading comprehension, sight words, fluency, etc. These could be modified for student use at home.

Who: Clinician or parent support required.

Traumatic Brain Injury

For individuals who have sustained a head injury and may have memory deficits as a result.

Memory Activity

What: Using a deck of cards, have the caregiver slowly flip them over one at a time. After a card has been placed face down, have the individual state what it was (i.e. either stating only the suit or the suit and number to increase the difficulty). You can also use 3-5 cards (i.e. a standard deck of cards or object cards from a game such as Heads Up), have the client look at all 3 for a limited amount of time. Then, turn the cards over and carefully shuffle them around. Then, have the individual pick one at a time while stating what they remember it to be. You can each take turns to make it more of a game.

Who: This will require caregiver instruction and support.

Brain Injury Association of America

Brain Injury Association of America

What: The link above directs you to the Brain Injury Association of America. This page offers community COVID-19 resources including general information about brain injury and COVID-19, a video series to support staying connected while social distancing, and steps you can follow to gather more information through their social media.

Who: Caregiver instruction and support required.

Augmentative & Alternative Communication (AAC) Users

For individuals who use a high-tech or low-tech device to assist their communication.

International Society of Augmentative and Alternative Communication

What: This website offers AAC information and supports for clients and families. Follow the link on the left for more information.

Who: Parent/caregiver support is required.

AAC for ICU

AAC Communication Boards for Intensive Care Units

What: This webpage provides downloadable PDFs of communication boards intended for use in the acute care setting with patients who are intubated or otherwise unable to effectively communicate with their care providers. They were developed through a collaborative project between the University of Nebraska-Lincoln and Bryan Health, with input from professionals in occupational therapy, speech therapy and nursing. Two versions are available – simplified and complex – to best meet the needs of the patient. Page topics include activities of daily living, basic needs, food, leisure, pain management, people and questions. A navigation page is included for patient-initiated communication. There is also a message board and alphabet board for more novel communication opportunities.

Who: Clinicians working with communicatively vulnerable patients in the ICU.

Contributed by: Lauryl McClintick and Dr. Kristy Weissling

AAC Letter Boards

AAC Letter Boards

What: This PDF provides a letter board in either alphabetical or QWERTY format to support individuals who may need assistance communicating their needs, wants, ideas. This PDF also includes instructions for how a communication partner can help implement the low-tech letter board or use partner-assisted scanning (see PDF for step-by-step instructions). For more resources with yes/no boards, pain scales, etc., please click this link.

Who: This will require caregiver/communication partner support.

Coronavirus Vocabulary

Tobii Dynavox/Boardmaker

What: Multiple Tobii Dynavox resources on the coronavirus are included at the link above. Specifically, the resources can be used to teach vocabulary about the coronavirus, offer simplified steps for washing your hands, and provide a daily and weekly learning schedule for students at home (e.g. first, next, last format). Additional resources include communication boards for individuals within a hospital setting (i.e. available to download in a variety of languages on the linked Tobii Dynavox website).

Who: Resource use will require caregiver support and instruction.

Saltillo YouTube screenshot

Saltillo

What: This link directs you to Saltillo’s YouTube channel. They feature a monthly story time video, as well as provided a PDF of activities that correlate to the book (see this link). Continue to follow along each month to watch Satillo’s story time activities. Each video features a group of specific core words, as well as additional activities that parents or caregivers can implement while their child follows along.

Who: Parent and caregiver instruction/support required.

AAC Language Lab

AAC Language Lab

What: This link directs you to the AAC Language Lab’s YouTube channel. The YouTube channel features tutorials, trainings, activities, success stories, etc. all related to AAC.

Who: Parent and caregiver instruction/support required.

AAC Story Time

AAC Language Lab

What: University of Kansas doctoral student, Susan Todd, has created a live AAC story time using a Facebook group. Follow the link above and like the Story Time by AACtual Talk group for information on the book and core words that will be modeled every Tuesday.

Who: Parent or caregiver instruction/support required.

Australian Aphasia Association

Australian Aphasia Association

What: This link directs you to the Australian Aphasia Association. Here, they have provided a variety of resources for people with aphasia using low-tech AAC. Visit the link to download resources featuring COVID-19 key word signs and an AAC board.

Who: Caregiver support required.

Philippine Association of Speech Pathologists

What: The Google Drive link to the left directs you to a folder with multiple communication boards for patients who are unable to speak. The resources were provided by the Philippine Association of Speech Pathologists. Examples include: yes/no boards, general needs, pain scales, personal needs, medical needs, wants, medical decision making, as well as an alphabet board.

Who: Caregiver or clinician use.

Assistive Technology Industry Association logo

Assistive Technology Industry Association

What: The link above directs you to the Assistive Technology Industry Association: COVID-19 Resources. This organization has a list of free webinars and online resources to further your learning. Upcoming webinars feature tools for remote learning, strategies for remote learning students with disabilities, communication supports/resources (presented by Tobii Dynavox), creative ways to support AAC online and at home, etc. Moreover, a list of COVID-19 resources are available.

Who: Clinician/caregiver education & use.

Rehabilitation Engineering Research Center logo

Rehabilitation Engineering Research Center

What: The link above directs you to the Rehabilitation Engineering Research Center website. They have provided a post titled "Communication supports for individuals with complex communication needs during the COVID-19 pandemic." Topics discussed include preparing in advance, supporting their understanding of COVID-19, supporting expressive communication, etc.

Who: For clinicians, healthcare providers, caregivers and clients.

PrAACtical AAC logo

PrAACtical AAC

What: The PrAACtical AAC website above features an AAC video of the week over a variety of topics (e.g., telepractice, strategies for remote learning environments, etc.).

Who: Clinician use and education.

Co-VidSpeak website screenshot

Video-Conferencing Application

What: This resource provides limited trial access for individuals who cannot speak, but want to connect with others over video-conferencing platforms. It has also been developed to support individuals in hospital and medical groups throughout the pandemic.

Who: Clinician and caregiver support required.

Aphasia Clients

For individuals who have a reduced accessibility to both understand and express language.

COVID-19 resource for people with aphasia

COVID-19 Explanatory Handout

What: This pdf offers an aphasia-friendly handout for clients to understand what COVID-19 is, symptoms associated, and how to respond.

Who: Caregiver instruction and support is required.

Contributed by: Natalia Nolting

Aphasia Word Search

Aphasia Word Search, Crosswords & Picture/Word Matching Activities

What: These resources can each be implemented for individuals with Aphasia. Word searches, crosswords and picture-word matching activities all provide a great way to continue reinforcing word use at home. They are beneficial in keeping the mind active and supporting continued interaction with letters. There are multiple word search PDFs attached (with or without across/down visual supports), various picture-to-picture or picture-to-word matching activities, as well as crosswords available to print.

Who: Caregiver instruction and support is required.

Contributed by: Joanna Mackley and Veronica Musser

Aphasia Access COVID-19 Resources

TactusTherapy COVID-19 Resources

What: The links to the left each offer a variety of additional family and client resources on COVID-19.

Who: Caregiver instruction and support required.

Voices of Hope

Voices of Hope

What: The above link directs you to the “Voices of Hope for Aphasia” website. Since the onset of COVID-19 and taking precautions, this group is now using online group Zoom and Facebook sessions to help individuals with aphasia stay connected. Visit the website to view their weekly online schedule and check out the video of a recently conducted Zoom session with Dr. Jackie Hinckley.

Who: Caregiver support required.

Aphasia Café

National Aphasia Association

What: The link above directs you to the National Aphasia Association. Using Zoom, the association will now be conducting an Aphasia café video chat for people with aphasia, their caregivers, as well as professionals. If you are interested participating in this virtual check-in, visit the link and follow the instructions related to using Zoom. While participating in the aphasia video chat, you are encouraged to offer any thoughts you’d like to discuss about the meeting’s topic, listen to the presentation/comments, as well as feel comfortable within the aphasia-friendly space.

Who: Caregiver support required.

One Aphasia Action

One Aphasia Action

What: This resource directs you to the National Aphasia Association. Here, One Aphasia Action has outlined a set of everyday tasks you can do at home while the clinic is closed to help support your progress from home.

Who: Caregiver support required.

Australian Aphasia Association logo

Coronavirus Aphasia Resources

What: This link directs you to the Australian Aphasia Association. Here, they have provided a variety of resources for people with aphasia and their caregivers. Visit the link to download resources including: posters (e.g., hand washing, symptoms, etc.), tips for coping with the coronavirus anxiety, as well as social distancing resources.

Who: Caregiver use and/or support required.

American Stroke Association logo

American Stroke Association

What: The link above directs you to the American Stroke Association. Dr. Mitchell Elkind, American Heart Association president-elect and stroke neurologist, along with stroke survivors and other experts discuss topics and questions related to COVID-19 and stroke survivors through a four-part podcast series.

Who: Caregiver education and support.

Dementia

For individuals who may experience memory deficits attributed to a diagnosis related to dementia.

At-Home Safety Memory Aids

What: The attached PDFs are provided from the Health Professions Press. Resources for individuals with dementia include a pain assessment scale, memory aids for home safety, personal hygiene checklists (using simplified steps), and a step by step bathroom/morning schedule. Each of these have been modified to support individuals with potential memory/cognitive impairments. These could each be printed off and placed around an individual’s home to help them when they become confused or need guidance (e.g. steps to getting ready).

Who: Caregiver instructions and support will be required for safe and appropriate use.

Checklist for Older Adults

Tips for Dementia Caregivers

What: This link directs you to the Alzheimer’s Association website. The website provides tips for dementia caregivers within long-term care settings. They also have provided a checklist PDF from the CDC for older adults related to how best to protect themselves, as well as ways to prepare for the virus.

Who: Caregiver and clinician instruction/support required.

Dementia Alliance of North Carolina

COVID-19 Family Resources

What: This link directs you to the Dementia Alliance of North Carolina website, which features a variety of family resources throughout COVID-19. Resources include videos, webinars, as well as virtual support groups to participate in.

Who: Caregiver instruction and support required.

Dementia Alliance of North Carolina

Caregiving Resources

What: This resource directs you to the Dementia Alliance of North Carolina. They have made a variety of handouts to assist caregivers on how to appropriately care for their loved one, as well as how to avoid caregiver stress and anxiety. A specific resource titled, "The 10 Absolutes of Caregiving" is helpful in gaining an understanding of how to address your loved one to promote positive communication exchanges as their dementia progresses.

Who: Caregiver instruction and support required.

Sleep and Memory handout

Sleep & Memory

What: The attached PDF is a valuable resource that discusses evidence-based benefits of sleep in relation to memory. Download the PDF above to read about why sleep is important and steps you can implement to get better sleep.

Who: Caregiver instruction and support required.

Contributed by: Meredith Konkol

Enriching Environments handout

Communication Environments

What: The attached PDF provides valuable information on what a communication environment is, why it is important, as well as steps you can take to enrich your environments for individuals with mild cognitive impairments.

Who: Caregiver instruction and support required.

Contributed by: Haley Gracey

Family Activities for the Home

For families who are looking for enjoyable and educational activities while at home.

Family Food Fun website screenshot

Family Food & Fun at Home

What: This website provides recipes for families, age appropriate ideas and tips for cooking with kids, as well as activities to implement at home to support physical activity.

Who: These can be modified for a variety of ages and will be promoted by parent/adult supervision.

Sheldon Museum of Art website screenshot

Sheldon Museum of Art

Online Database | Exhibitions

Also, follow @SheldonMuseum on Facebook, Twitter, Instagram and YouTube for more information and activities. One in particular will feature a weekly Instagram post of a staff member's favorite work of art and an open invitation for people to "Ask Sheldon" anything.

What: These links direct you to the Sheldon Museum of Art where your children, students, or family members can appreciate an assortment of art pieces. While viewing these, you can support a variety of skills such as vocabulary development, pronoun use, or sentence expansion by using the art to prompt specific targets. For example, asking the child to create a sentence about the art using their vocabulary word/s, asking prompts that encourage pronoun use (e.g. "Who is holding the dog? She is holding the dog.") or encouraging the student to write a creative sentence about what they believe is occurring in the art piece (i.e. using a complete sentence format with a subject, verb and object) would each be educational.

–For individuals who may have aphasia or a diagnosis that contributes to a limited output of speech, please reference this PDF. While viewing the art of the week or browsing the exhibitions, the individual may express their thoughts by pointing to indicate if they liked the art, disliked the art, or would like to ask a follow-up question (i.e. prewritten on the PDF).

Who: Parent or caregiver support will be required.

Fun and Function activities webpage

Fun And Function

What: The link above directs you to the Fun and Function website. Various videos have been created to allow you and your child/ren the opportunity to learn how to create your own snow globes, anti-anger bubble jars, or sensory bottles from your home.

Who: Parent or caregiver support required.

Super Simple webpage logo

Super Simple: A Place to Learn & Play

What: The link above directs you to "Caitie’s Classroom." This website features 22-minute educational videos that each have a specific theme (e.g., “All About Art”) and incorporates singing, dancing, learning, playing, creating, etc. There are also free printables to go along with the various shows.

Who: Caregiver/parent instruction and support required.

Eat Right webpage screenshot

Eat Right

What: The link above directs you to the Eat Right website. Information is provided for both adults and kids related to nutrition and health during the COVID-19 pandemic. Multiple games and activities (i.e., crosswords, word finds, mazes, etc.) are available for kids to use, as well as cooking tip sheets for adults.

Who: Parent or caregiver support required.

Nebraska Extension Marathon Kids webpage screenshot

Virtual Marathon

What: Nebraska Extension is encouraging kids to be active during the COVID-19 pandemic by hosting a virtual Marathon Kids club. Follow the link above for more information on how to join and track your miles using the printable running logs. They also offer ideas for warm-up activities, cool-down activities, and running games. Encourage your children and family to have fun and be active!

Who: Parent or caregiver support required.

Clinician Resources

For speech-language pathologists to reference during the COVID-19 pandemic.

speech therapist name tag

Barking, Havering and Redbridge University Hospital Twitter

What: The above link directs you to the Twitter account for Barking, Havering and Redbridge University Hospital. Team members at the hospital have designed a template for staff to wear a “Hello, my name is…” sticker while working in environments where personal protective equipment (PPE) is required to prevent the spread of COVID-19. These stickers are purposeful in helping patients and families be able to identify who is working with them, as PPE equipment may make identifying individuals more difficult. You can learn more about the hospital and see pictures of team members using the stickers by checking out their Twitter page. Follow the Google Drive link for access to the template that hospital members have shared.

Who: These can be used or modified for a variety of healthcare workers such as: speech-language therapists, physical therapists, doctors, nurses, radiologists, etc.

American Speech-Language-Hearing Association

American Speech-Language-Hearing Association

What: During the COVID-19 pandemic, clinicians have the opportunity to serve clients through telepractice. Please follow the link above for resources from the American Speech-Language-Hearing Association (ASHA). Such information includes state laws, insurance information, as well as resources to assist you in providing services. Additionally, ASHA is now offering members free access to the ASHA learning pass through June 30, 2020.

Who: For clinicians seeking more information on the service delivery options related to telepractice, as well as educational webinars related to treating and evaluating clients.

National Student Speech-Language-Hearing Association

National Student Speech-Language-Hearing Association

What: Follow the link above for clinician and graduate student resources related to graduate programs, telepractice resources, etc.

Who: For supervisors and students to reference.

Type B SLP

The Type B SLP

What: This resource was provided by the Type B SLP for clinical use throughout the COVID-19 pandemic. Follow the link above to access a list of 50 free resources for a variety of clients.

Who: Clinician use.

Vanderbilt training

Vanderbilt Training

What: The link above directs you to the Vanderbilt Kennedy Center’s website –Treatment and Research Institute for Autism Spectrum Disorders. They are hosting a series of Zoom training dates focusing on remote delivery services for children with autism and/or developmental delays. This is directed to early intervention providers, but will provide educational information related to telepractice using EBP, supporting families, etc.

Who: Clinician use.

Australian Aphasia Association logo

Australian Aphasia Association

What: This link directs you to the Australian Aphasia Association. Here, they have provided a variety of resources for people with aphasia and caregivers. Visit the link to download a resource featuring a checklist planning tool for discharging a patient from the hospital.

Who: Clinician use.

Fun and Function

Fun and Function

What: The link above directs you to the Fun & Function website. Here, they have compiled a variety of upcoming Zoom webinars. Topics include: setting boundaries, dyslexia, etc.

Who: Clinician educational use.

The Speech Pathology Group

The Speech Pathology Group

What: The link above directs you to The Speech Pathology Group. They have compiled a variety of telepractice resources for professionals.

Who: Clinicians, psychologists, multi-disciplinary team members, occupational therapist, physical therapist, etc.

Aegis Therapies

Aegis Therapies

What: The resource above directs you to Aegis Therapies website. Aegis Therapies and HealthPro Heritage collaborated to host a free webinar for professionals who are working with patients during the COVID-19 pandemic. They have recorded a webinar from April 14 and discuss what information interdisciplinary members need to know related to best practice and clinical decision making.

Who: Physical therapist, occupational therapist, speech-language pathologist education.

Tabitha logo

Community Support Groups

What: The link above directs individuals to Tabitha’s blog page. They are offering online community support groups to individuals experiencing loss and grief following a loved one passing away. These are free and open to share with individuals throughout the community.

Who: Caregiver/clinician instruction and support required.

StutterTalk logo

StutterTalk

What: For individuals looking to further their knowledge aside from receiving continuing education units, the StutterTalk podcast provides reliable information related to a variety of topics to expand clinical knowledge and promote active learning.

Who: Clinician education related to stuttering.

Stuttering Foundation Podcast

Stuttering Foundation Podcast

What: The Stuttering Foundation Podcast provides reliable information related to a variety of topics to expand clinical knowledge and promote active learning.

Who: Clinician education related to stuttering.

FRIENDS Annual Convention

FRIENDS Annual Convention

What: This is a valuable resource that SLPs can attend through a virtual Zoom application. At the conference, SLPs can look forward to gaining insight into stuttering, helpful strategies, as well as becoming a more confident clinician.

Who: Clinician education related to stuttering.

Studio III website screenshot

Clinician Webinars

What: The resource below features multiple webinars available for playback, as well as upcoming sessions surrounding a range of topics around behavior, stress, learning environments, managing self-injurious behaviors, etc.

Who: Clinician education.

Tennessee Talks website screenshot

Telepractice with AAC Resources

What: These links are provided by the Tennessee Talks project. Multiple tele-AAC resources are provided for speech-language pathologists to support their clients during the pandemic within this Google doc link.

Who: Clinician education and use.

Other COVID-19 Resources

For family members and caregivers to reference during the COVID-19 pandemic, featuring information on the virus as well as links to other COVID-19 resource websites.

CDC resources for COVID-19

What: These resources from the Center for Disease Control and Prevention provide step-by-step guides to managing respiratory symptoms at home, as well as tips for cleaning/protecting your home.

Who: For any individual looking for COVID-19 precaution information.

COVID-19 School Closure Educational Resources for Families of Students with Disabilities

What: This link directs you to the Arlington Public Schools (Virginia) website. Here, they have also compiled a variety of educational resources for families of students with disabilities while the schools are closed due to COVID-19. They have resources available to download for individuals who are deaf/hard of hearing, who use augmentative and alternative communication (AAC), resources to support sensory regulation, language activities to implement at home, etc.

Who: Caregiver support and instruction required.

CDC resources for COVID-19

Resources for Students with Disabilities

What: This link directs you to the Pasco (Washington) School District website. Here, they have also compiled a variety of educational resources for families of students with disabilities while the schools are closed due to COVID-19. They have resources available to download related to ASL, managing children’s anxiety related to COVID-19, resources for individuals with autism, etc. They also have an additional resource featuring a parent support group for parents of children who need “extra support” during the virus pandemic.

Who: Caregiver support and instruction required.

Apraxia Kids

Apraxia Kids

What: The link above directs you the Apraxia Kids website. This organization has compiled a list of resources for families and professionals affected by COVID-19. Professionals can review therapy resources, COVID-19 announcements, telepractice information, as well as browse various webinars available to watch. Families can continue to scroll down for resources related to talking about the virus with your child, browse at-home speech therapy resources, webinars for families, and more.

Who: Family and professional use.

Early Childhood Special Education

Early Childhood Special Education

What: This link features a compiled list of resources for parents and educators. Resources include topics related to language/communication, instruction, social emotional and behavior, self-regulation, supporting challenging behaviors, etc.

Who: Caregiver, parent, and educator use.

Early Childhood Special Education

Region 13 Coaches

What: The link above directs parents to the Region 13 Coaches page. Their organization has compiled a list of choice boards and sample schedules for various grade levels (i.e., pre-k through high school).

Who: Parental education and use.

New Philadelphia City Schools logo

New Philadelphia City Schools

What: The link above directs you to a Google Drive folder put together by the New Philadelphia City Schools. Their PDF resources provide a variety of target speech and language skills at home, games using the expanding expressions tool PDF, daily/weekly student planners, as well as literacy activities.

Who: Parent instruction and support required.

Rhode Island Department of Education logo

Rhode Island Department of Education

What: The link above directs you to the Rhode Island Department of Education (RIDE) website where they feature a variety of COVID-19 supports directed to teachers, paraprofessionals, parents, etc.

Who: Education and support for parents, clinicians, teachers, etc.