In this newsletter:

• Rooted in Learning

• SLP Spotlight: Janice Laverty

• Topics in Speech-Language Pathology: Theoretical F …

• Overheard at CA

• Do it at home: Plan a NYC Spring Scavenger Hunt

April 2025

Rooted in Learning

SLP Spotlight: Janice Laverty

Topics in Speech-Language Pathology: Theoretical Frameworks used in Speech Therapy

• Sociocultural Theory (Vygotsky): The key principle of sociocultural theory is that learning is a social process and knowledge is co-constructed through “more knowledgeable others.” Vygotsky also introduced the Zone of Proximal Development which refers to that sweet spot between what learners can do independently and what they can achieve with support.

  • SLPs apply this theory every day when determining what level of support is needed for a child to be successful, while still allowing for growth.

• Social Learning Theory (Bandura): This theory emphasizes that learning occurs through observation, imitation, and modeling. According to this theory, people—especially children—acquire new behaviors by watching others and seeing the consequences of those behaviors. Key components include attention, retention, reproduction, and motivation.

  • In speech therapy, social learning theory supports the use of modeling, peer interactions, and reinforcement to teach communication skills.

• Constructivism (Piaget): The key idea here is that children build knowledge and language concepts through their active role in exploration and discovery.

  • SLPs employ constructivist principles when engaging in play and child-led therapy. Using declarative language is also a powerful constructivist tool, as it allows the learner to become more active in their processes and decision-making.

• Connectionist Theory: Based on the structure and function of the brain, this theory suggests that language is not stored merely as a discrete set of rules, but rather as processed through interconnected units and distributed across neural networks in the brain. These networks are strengthened through repeated exposure and practice. A more catchy way to think of it is, “neurons that fire together wire together.”

  • We use this idea when practicing speech sounds, facilitating vocabulary development, grammar acquisition, phonological awareness, and more.

• Motor Learning Theory: This theory explores how motor skills are developed. Key to this process is repetition, feedback, and practice across contexts. SLPs help children build accurate and automatic motor patterns in their speech and AAC communication.

  • Motor-based speech treatments, such as those used for Childhood Apraxia of Speech, rely on the idea that learners require repetition, feedback and cueing, and gradual complexity. Much of AAC use is dependent on motor learning, as users rely on a learned motor plan to access familiar words in consistent locations on their device.

So… inquiring minds need to know: what’s your favorite learning theory?

Overheard at CA

Do it at home: Plan a NYC Spring Scavenger Hunt

• A budding flower (e.g., daffodils, tulips)

• A bird or butterfly

• A tree with new leaves

• People wearing spring clothing (light jackets, sunglasses)

• A park bench with someone reading or relaxing

• A dog playing outside

As your child searches for these items, ask them to describe what they see using specific language (e.g., colors, shapes, textures, and actions). For example:

• "What color are the flowers? How do they look compared to last season?"

• "What is the dog doing? Can you describe how it’s moving?"

After the hunt, find an inviting (or simply vacant) park bench and encourage your child to write or tell a short story about their adventure. They could describe the sights, sounds, and people they encountered on their walk.

Focus on:

• Descriptive vocabulary (colors, shapes, actions)

• Sentence formation (encouraging complete thoughts and varied sentence structures)

• Narrative skills (creating a story based on their experience)

Enjoy connecting with nature, your child, and their growing language!