Before making a "Will I get in?" post about graduate schools, please do the following:
1. Check out this entry found here. 2. Read past entries for ideas - Graduate School tag is a good starting place. 3. Check the program website for the school you are applying to, many times they have information about average GPA/GRE scores, employment rate post grad, etc.
The reason we're asking this of you is because we tend to get a huge influx of graduate school posts around this time of year and many of your questions have been answered before. If you truly cannot find your answer, feel free to post your graduate school question. =)
Has anyone worked for PediaStaff? I can tell they have a fairly wide-reaching social media presence (reddit, pinterest, etc) so I don't know if they have infiltrated this forum too ;) Hoping to get some unadulterated opinions. Thanks.
Hello! I am in my last semester of grad school at UTD and preparing to take comps (one week away!!!) This is a shot in the dark, but any UTD alumni out there with any tips for comps? I know there are questions for Adult Speech/Swallowing, Adult Language, Child Speech/Swallowing and Child language and that we get to choose the question we want to answer, but anybody know how many questions we are offered to choose from? And if they are case studies? Anything will help :)
I have two kiddos who are working hard to say /s/ instead of /t/. They can both make the sound in isolation. At the /s/+vowel and /s/+vc level they have difficulty not saying /t/ after they make the /s/ (see will come out stee). They can discriminate the correct production when I model. When we segment the word like /s/.../i/ they can do it but I'm having difficulty getting them past this level with the pause. I use the cue to drop the tongue with a visual (mighty mouth), we will do a bunch of trials slowly with my models fading and they are able to do it correctly at the appropriate speed more often, but still not consistently. I have them alternate between 'see' and 'saw' (with a picture) to get a bunch of reps in and make it a bit harder at this level.
I had students last year who did this and one day they suddenly could just do it! I'm not sure if there is anything else that is helpful.
I currently have my initial TSSLD license and work in a non-DOE private school setting. Pretty soon I will be applying for my professional TSSLD license (after completing my 3rd year of paid experience) and when I was looking up the requirements I saw that they require 175 hours of professional development every 5 years.
This seems like a lot as ASHA/NYS only require 30 hours every 3 years! Even though the 175 hours do not need to be SLP related it seems like this will take a lot of time and money to complete.
Just wanted to see what anyone else's experience/thoughts with this has been.
I'm currently working on my degree in communicative disorders and have an assignment to interview someone who works or has worked with children with hearing loss. I haven't had any luck so far calling the local school districts so I was hoping someone here would be willing to answer these questions for me:
I am starting the application process for grad school, and I am applying to University of the Pacific and Northern Arizona University. Does anyone have any insight on these two schools? Are they good? Bad? Your comments, if any, are appreciated.
For many reasons but the main reason being excessive paperwork (I am unable to finish during working hours or even close to working hours), I am unhappy with my first-time school position. This position is not the right fit for me professionally or personally. Has anyone quit a school job mid-year or does anyone know of any SLP who has? Thoughts? How did this work out for you or them? I have no intentions to return to a school in any other district/state, regardless of when I do quit this job. I do intend to continue with this field in other settings. I am just wondering if quitting mid-year at a school is as rare as I feel like it may be.
Hello all! I'm just beginning my second year in the schools and am really struggling with a new client. I completed my CF in a different state and recently relocated to TX. I have a 3 year old client on my caseload that has a complete meltdown everytime I arrive to take him away from mom for therapy. I've tried multiple techniques... involving the mother in therapy, having the mother walk down to therapy room with us, etc. My district does not allow the parents to participate in therapy but an exception was made in this situation due to the child's emotional state.
When the mother participated in the session, I had mom complete the therapy activities when the child refused to join in. This did not work and the child was completely uninterested in participating. When mom is not present he cries/screams and refuses to participate in all activities. He occasionally will attend to bubbles and Mr. Potato Head for around two minutes but I am not able to target anything functional during this time or he will lose interest and start crying for mom. I've tried setting a timer, offering his favorite things as a reward, etc. to eliminate the crying and increase his participation but nothing has worked. I'm at a complete loss because we did not have walk in clients in my previous position and did not have to deal with seperating the child from a parent.
Though I'm performing well in therapy with my school age children I can't help but feel like my administrator and the teachers at my school feel like I'm not up to par with the previous therapist because I'm not making any progress with the child. Everyone has been extremely supportive but being new to the district I want to prove myself and this has not been the start I had hoped for. Has anyone had a similar experience? What are some other things that I can try with the child to make a smoother transition to the therapy room and eventually get him to engage?
I am a first year grad student and have been assigned a project for my assessment class. I have been asked to seek out several Speech-Language Pathologists and find out what assessment tools they use/recommend (for ALL areas of speech-language pathology).
I will be taking these assessments and reviewing them on my own in order to create a resource binder. Also, I will need to obtain a variety of case history forms, questionnaires and/or other tips/handouts other SLP's use or have used in the field concerning assessment.
It would be greatly appreciated if anyone could tell me which assessments they use or recommend for a variety of disorders, etc., as well as case history/interview forms you have.
Just as a side note, this is part of an assignment; I am NOT trying to have others do the assignment for me. Seeking out others recommendations and forms is a part of the assignment :)
I also will need to include the area that you work in (ex. School-based SLP/Colorado) in order to reference where I obtained any forms or recommendations of assessment tools. I MAY have to include name... In which if I do, could be done through private messaging for those that would not mind having their name for reference on this assignment. If you have any questions for me I'd be happy to answer and tell you more about myself and the assignment!
Thank you SO much in advance! :) -Ava
*I need three assessment tools for these areas: - Adult/neurogenic (aphasia, dementia, TBI) - Apraxia of speech (childhood and acquired) - Articulation - Case history forms - Comprehensive language tests - Fluency - Infant/toddler - Phonological awareness - Phonology - Pragmatics - Reading and writing - Semantics - Syntax - Voice