Common Stumbling Blocks



Reflecting on how teletherapy has helped her, one insightful student told her mom:  "My brain used to have all of these words in folders but the folders were a mess and now they're all organized." This is just what we are after!  Improved brain organization for words! 

For most families, teletherapy is a rewarding and smooth process with few, if any, stumbling blocks.  But if a stumbling block is tripping you, we want to deal with it as soon as possible!


warning-hazard-hi.png   Below is a list of the most common stumbling blocks and ideas for how they can be successfully managed.

#1. Your student resists daily practice.

  • Make sure the student can do the task(s) at least at a beginner level ( see this article).  If you are unsure about this ask clinician.
  • Often, practice-resisters just need a little control, so try letting your student decide how long practice should last (in one minute increments). Then, set a timer for that time period. Even very short periods (e.g., 1 to 5 minutes) can have a dramatic impact if the student is really trying.
  • Decide what time of day you will schedule your child's practice and stick to it. A regular schedule is the best predictor or practice success!
  • When your student has worked hard, even for a short time, praise the hard work. For more about how to motivate practice and hard work see this article.



#2. Your student has difficulty with the online Isolator Game.

  • Use simplified, table-top practice to help your student get the hang of the Isolator activity.
  • Ask your clinician about limiting the Word Bank to 20-30 words since with a smaller set words there is more repetition of each word.



#3. Your student has difficulty with the online MatchStar Game(s).

  • Teach your student to:

1)  Search for matches systematically. Begin by clicking the left-most card in the top row and then proceed from left to right, in the same direction as we read. (Searching systematically strengthens the brains ability to recall the location of cards on the grid.)

2) Repeat out loud each word as the card is revealed. (Saying words aloud strengthens the memory trace for the word. )



#4. Your student has difficulty with the online Descriptor Game.


#4. Your student has difficulty recalling which spelling option (grapheme) to use in specific words.

  • Help your student to use picture imagery that links the grapheme to the word. Below is an example of picture imagery to help cue the spelling of the r-controlled vowels in the homophones <fur> and <fir>


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