Help your students explore 
conversational engagement. 
​Conversations build relationships.
CPPEV (si-pev) 2.0 can help. 

Conversation Paths Pack Expanded Version 2.0 is a semi-structured curriculum to build conversational competence. Additional material to support clinicians includes info on assessment, goal writing, rubrics, progress tracking, and more. Templates & tutorials included. 

What's a Conversation Path?

Is CPPEV 2.0 right for the students in your caseload?

 

CPPEV 2.0 is reccomended for:

  • students in 4th- 5th grade and higher (this, of course, depends on individual profile, strengths, & goals.)

  • individual, group, in-person or teletherapy sessions.

Since standard classifications using the DSM-V, which stem from a deficit focused/medical model are still commonly used, these guidelines may help identify if CPPEV 2.0 is an appropriate therapy choice.

CPPEV 2.0 is often/usually appropriate for students with diagnoses such as:

  • Social (Pragmatic) Communication Disorder 

  • Language Disorder/Language Impairment

            students with language formulation and/or language processing differences

  •  Students with an “original” diagnosis of Asperger’s but who now fall under ASD

  • Attention Deficit/Hyperactivity Disorder (ADHD) – often listed in IEPs as Other Health Impaired

 

Parts of CPPEV 2.0 may be appropriate for students with a diagnosis of:

  • Autism Spectrum Disorder (ASD)

  • Social Anxiety Disorder 

CPPEV 2.0 is typically NOT appropriate for students with a diagnosis of ASD who:

  • are nonverbal or minimally verbal

  • who communicate via AAC devices, ASL, or modified sign language

What's included? Glad you asked! 

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Conversation Paths

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69 Conversation Paths for 2 speakers 

20 Conversation Paths for 3 speakers

 

19 Conversation Paths for 4 speakers 

WHAT CLINICIANS SAY

“I've just had a chance to look at Anna's Conversation Paths Pack Expanded Version. She's added lots of great information that makes them even more useful and easy to use than the original Paths! In transitioning to teletherapy in the early days of the pandemic, I viewed Anna’s presentation on her then-new Conversation Paths techniques and visuals and instantly envisioned their application in therapy. Since then, they have proved to be invaluable- setting the “plan” for conversational activities, providing visual supports that aid in processing and engagement, and addressing organic strategies and building blocks that are supported by research around conversational interventions. I’ve found them very adaptable to many verbal activities within groups, and also invaluable in-person with the use of a TV monitor or classroom projector. Having previewed the expanded materials, I can say that there is now more to love about Conversation Paths!”

—  Sean Sweeney MS MED CCC-SLP, speechtechie.com

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Do you feel that:

  • you want to build your students’ conversation skills but don’t know where to start?

  • you don’t havem many (or any) actual materials to use when working on conversation?

  • ​you‘re not sure how to write conversation goals that support neurodiversity but still challenge students to grow?

With CPPEV  2.0 you will:

  • have a program that gives you clear direction for working on the complexities of conversation.

  • scaffold student learning with materials that incorporate lots of visual supports.

  • use ready-made rubrics to write goals and track progress.

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CONVERSATION PATHS PACK EXPANDED VERSION 2.0 (CPPEV 2.0) - NOW AVAILABLE

 Regular Price $145.00
Now on sale for $65.00

Customizable Conversion Paths & Practice Activities, built to help you  support students working to expand and improve their conversational and social engagement abilities.  

I believe…

 

•Social interaction offers opportunities for lifelong learning and personal growth, as defined by each individual. 

•Conversation is a complex, dynamic, and spontaneous aspect of social interaction, with organic connection and flow. In conversations, people transmit meaning in many different ways.  

•A strength-based approach, as well as the integration of self-determined goals - with progress measured via individual change rather than conformity to neurotypical standards - must be part of our clinical process.

•CPPEV is not for everyone. Selecting appropriate materials for our students is our responsibility.

•Using CPPEV in a way that expresses prejudices based on disability (ableism) or judgmentally demands masking (explicitly or implicitly) is in opposition to its intent.