Seeking Insights from Second Year Grad Students and Recent Alums!


I am a post-bac interested in neurogenetic disorders and working with adults in a medical setting. I'm trying to finalize which schools I will be applying to and would love some insights on the following schools:

University of Minnesota Twin Cities
San Diego State University
Temple University
Portland State University
George Washington University
University of Wisconsin Madison

My general questions are as follows:

1) Clinical placements: Do they start the first quarter? How many are on-campus? Off-campus? Were you (easily) able to get placements that fit your interests? Were there lots of options? Were there any requirements (i.e. one in a school, one in a medical setting, etc.)?

2) Learning environment: Did peers help each other out? Or were they very competitive with each other? How accessible were your professors? How were the classes? Well taught? Were they scheduled "normally" or in 3 / 4 hour blocks?

3) What was the worst part of the program?

4) For UMTC, SDSU, Temple, and PSU: How is the bilingual specialization/emphasis/program? Do many people do it? How proficient do you have to be coming in? Is the program specifically geared toward working with children or adults or certain settings?

Any insights would be highly appreciated!

Help to deal with clinical supervisor

I'm almost finished with graduate school and in my hospital placement. Up until this point, I have performed very well in graduate school, received awards and recognition, and am well-liked by the students, administration, faculty and staff. I've gone the extra a mile in getting certifications and extra CEUs even though I can't earn CEUs yet. I'm very involved with extracurriculars and dedicate my time to state association involvement and volunteer work related to CSD. I've also been instrumental in motivating many other students in my cohort to do the same and have been really successful in raising awareness of my small program in our area and nationally. I am passionate and love SLP, want to help people and really want to see great things for my university. I want to make it better.

I'm having an issue...I don't know if it's a personality conflict or what...with my hospital clinical supervisor, who unfortunately is also my advisor. She puts me down in front of patients while watching my sessions (such as when she comments on my shrill voice and tells me that I lack confidence which makes the patients not trust me IN FRONT of the patients), she discusses and approves my session plan/questions and then while I'm in the session asks why I'm asking "questions that don't make sense" or "questions that make the patient uncomfortable" in front of the patient even though she had told me my plan was good. In addition to that, she has asked me in front of other students if I suffer from an anxiety disorder or how I have gotten through life with such poor problem solving skills. She has also asked if I can multitask (i.e., walk and talk) because sometimes she wonders about me. She asks in a very condescending way. I don't really understand her angle. I don't know if she is just trying really hard to break me because I hope to work in this setting or if she's just being a complete bully. I've planned assessment protocols for clients that have gotten shot down due to "lack of forethought". Other students plan the exact same protocol with the same client and are given the go ahead to treat. I don't understand. I am not the first student to have issues with this professor and she is known to fail many people. How do I deal with this professor and keep my sanity? My confidence is waning and I am so close to the end.To make matters worse, I have a chance for two top competitive final externships in the spring. Basically the best of the best. One has already accepted me and I have an interview at another soon. I have worked too hard for all of this to crumble now. I'm a good student and feel like this person has it in for me. Please help.

Articulation Activities

Hello fellow speechies,

I am a first year grad student. I have a five year old client who has an artic. delay.

Can anybody suggest any fun activities to work on sounds such as k, g, f, t, s, and z?

I want to make therapy more fun for her using games and interesting activities. I would love to hear feedback and suggestions!

Thank you!!

Applying to audiology AND slp???

Is this a terrible idea? Will my professors even write letters of rec if I do this?
I want to apply to grad school for both speech and audiology (obviously not both at the same school). I'm currently doing online pre-requisites right now, by the way.

Let me start out by saying that I think I would enjoy a career as an SLP or audiologist. It's just that SLP makes much more sense economically (two more years of school for a higher salary).

However SLP is so incredibly cut-throat that I honestly don't think I have much of a chance. I want to make sure I get in SOMEWHERE. So audiology would be my 'back-up'.

SLP role with behavior

Hi everyone,

I just recently switched to a new school district and am finding a significant chunk of my caseload consists of students eligible under other health impairment or emotional disturbance, with added behavior management goals (note - NOT social communication goals... goals like attending during whole group instruction for 70% of the day, sitting at his/her desk, not talking back to adults kind of goals). There are not any articulation/language/social language goals at all, just behavior. This is my second year out of my masters program, and I am feeling a bit unsure as to whether this is really for me to be working on. I am working in an incredibly rural town where access to behavioral specialists and counselors is nonexistent or limited, and have been told the last SLP really "stepped up to the plate" to help these kids. My principal and superintendent are also new this year, and don't believe this is something I should be targeting, or at least something that warrants an IEP.

As I don't have much experience yet, I am wondering if targeting these kinds of goals is typical/within our scope of practice? My hunch is telling me these kids would be OK on a behavior plan. I am getting a lot of push back from staff that have been there for awhile, so I really want to make sure I am confident in whatever direction I am about to head in.

Thanks for the help!

Ideas/Resources for School-Age AAC Group Therapy

Hello Everyone!

I am a 2nd year SLP graduate student. I am on a medical track so most of my externship placements have been in a medical setting. I am now placed in a charter school. I am excited and also nervous, because I have to implement therapy to a group of non-verbal students along with verbal students who present with intellectual disabilities. I have to implement AAC and sign language for the students who are non-verbal.I want to make sure my lesson plan will suffice for all the students in the group and keep their attention. If anyone can offer some resources, ideas, and websites, I would greatly appreciate it! Thanks

Fluency group ideas

Hey everyone!

I'm a 1st year grad student with an aphasia client (senior) and fluency client (late 20's). Both of my clients are seen in individual as well as group. Does anyone know of any ideas or great resources for activities to do with these types of groups? I feel like both groups have done the same sort of things time and time again and would love to try some new and fun things, especially with my fluency group since they are all young adults.

Also, I'm looking for ideas of phone call situations that could potentially provoke anxiety. My fluency client is working on managing his anxiety when speaking on the phone to reduce dysfluencies and I'm looking for unique ideas that we could work on. One example that has been done was a previous clinician pretended to be his landlord and received a complaint from a fellow tenant that he violated a policy in his lease (this worked really well btw!), so I'm looking for new and sort of similar ideas.


Mentioning Praxis score in Letter of Intent/Statement of Purpose

Hello ladies! I'm in my second year of undergrad in communication disorders and I decided to take the praxis 5330 real quick just to gather baseline data for improvement in content areas that I may be unfamiliar with. I passed with 790 so I was wondering if it would be prudent to include that in my letter of intent for graduate school? I don't have much else to write about that would qualify me as a good candidate in a graduate program other than volunteering for a rehab clinic specializing in tbi for 4 years, dean's list every semester, and being a high school valedictorian. I really love speech pathology and I am so worried about not getting into any programs when I apply for graduate programs in 2 years. I am just so stressed :(