Hi Linda, I would love to see your slides as well. I've tried to take advantage of the connections between narrative and play. For example, I work a lot with some students on narrative retell and story comprehension. I also work with these students on developing more advanced pretend play--having a plan for play and talking about what they are doing as they play. I find myself basically using the same sort of story grammar to develop the play schemes and that works well because they understand that structure from the retell work. I've also used that structure to develop conversation skills because our conversations about past events usually involve the same sort of narrative structure.

Dee, I don't know why I can't post the slides on this site. I seem to be having some technical problems, but would be happy to shard them with you via email or google.

Linda Hagood. I Have read some of your information and so far love it. I am curious in this post you mentioned "slides" that you want feedback on, but I don't see what you are referring to here. I am wanting to explore more with play and writing as I have students are are not yet using any formal communication of any kind, but have been exposed to various communication. Yet I feel reading and writing activities would be a great way to "play" with language and engage the student in communication as well as learning. I would love to view what "slides" you have if you can direct me.

Thanks for sharing Linda! I think that working on early conventional/emergent writing skills for students with CIN is an amazing context for working on a variety of goals! In working with other SLPs I have been a part of some amazing discussions regarding the use of writing as a context for addressing speech-language goals. I had not thought of the parallels between writing and play and the use of writing as a way to develop those types of skills but the idea is really interesting!