speechpathology

Ok I just finished scoring the CASL..and the student passed with flying colosr. His lowest ss was an 85.I can't just dismiss this child because he is AU right...especially from the schools..This is what worries me

I'm currently at a pediatric outpatient clinic for my summer practicum. I love it but I'm having a hard time finding the line between planning activities for each client and balancing having so many to plan for. When I was on-campus in clinic the supervisors wanted original ideas for every session and I found myself getting carried away with lesson planning. Now I will have around 8+ kids/morning the plan for and it doesn't seem doable to creatively lesson plan for each individual student. Currently I'm making special activities for each client but soon I think it will become too much. My supervisor doesn't plan before each session because she has lots of experience and can make anything fit the clients' goals. What do you guys think? Should I just use what my supervisor has been doing for each lesson or will that make me look like I'm not trying? How did you all balance creativity & time management in graduate school? 

Hi All!

So, I am currently getting my BS in Speech and Hearing Sciences and have recently been accepted into a great SLPA program but before I accept my spot in the program I would like to know more about getting my certificate on my own. I know that it requires a hundred hours of observation but does anyone know what the cost of the test is, or where to take it (I'm in Arizona)?

Thank you for the help,
Roxanne

Hey Everyone,

I am working at a school and I was just wondering how fast your artic kids have quickly progress either kids being served at a clinic, home health, or school.

A majority of my artic kids have gone from words to conversation in 7 to 8 months. Is this the norm?
How long did it take your kids to progress to conversation? Did you send homework or not?

Just trying to see how effective my therapy has been.

Hello,

I was wondering if anyone has advice on retaking prerequisite classes.  I want to retake two classes at a school different from where I took the majority of my prerequisite classes.  I had a bad experience with a teacher's class.  I was doing well in all of my classes except hers.  Most of the students had a hard time because it was extremely hard to get good grades.  As much as I tried, I got "Cs".  My low grades brought my GPA down a lot.  I couldn't afford to retake the two classes in the program.  Even if I had to do her classes again, the anxiety would be the same.  I tried applying to grad school and sure enough the GPA wasn't high enough to compete with hundreds of other applicants.  I believe I could have gotten a higher average if I took the class elsewhere.  I was wondering if anyone had tried to take prereqs outside of your program and if that helped your application.  I'm looking for inexpensive classes (perhaps online) because I've already amassed a lot of loan debt with my prereqs already.  I know retaking them elsewhere doesn't necessarily mean it will be easier, but I'm willing to do it if it means increasing my chances of getting into school.   

Just wondering if anyone incorporates 'Common Core' standards into their language goals? I have a 5th grader who scored fairly low on his Expressive Language score on the CELF-4, and was wondering what types of language goals I could make for him to help him along with the Language components of Common Core. I have the App on my iphone so I can look up the objectives easily. Has anyone ever taken this into account when making language goals? Any advice would be much appreciated!

Hello! I am looking into a prn position with a long term acute hospital that serves many patients with trachs and vents.

This is all new to me and the contact person informed me that many SLPs that show initial interest in the setting are often quickly turned off once he or she views the very sick patients especially those with trachs and vents.

I am so anxious to get my foot in the door of a medical setting that I Dont think anything can discourage me.

Is there anyone out there familiar with this population that can help me prepare. I have already started taking some ceus on the topic.

thanks!

Just a little background. I have a primary school age student who has Treacher collins syndrome, profound hearing impairment, primary mode of communication is ASL. Severe expressive/receptive language impairment. Articulation impairment is severe to profound.

But some of the goals she had was -produce rhyming words, identify rhyming words.

I'm not sure even with her bilateral conductive hearing aids if she understands the concept of rhyme since she signs AND with her artic disorder Im sure she would not be able to produce rhyming words unless it was written form. There was also a vocab development goal for compound words. Again, she uses sign, so are compound word goals functional???

I am perplexed.
I am frustrated.

I will probably take this post down soon out of paranoia :/

Hope this is appropriate to post on here.. This is a fun opportunity and it would be cool to have many professionals participate!

ASHA is holding an instagram contest where you can submit pictures of your ‘typical day’ in your profession! Hashtag your photos with #ashaigers in the caption. You can be an SLP or AuD.

Your pictures might be chosen to be in the July publication of the ASHA Leader or in their book!

Contest running from May 12-18th.

Link:

http://www.asha.org/Publications/leader/2013/130501/ASHA-Leader-Instagram-Contest.htm

Ive worked 1.5 years in the schools and huge language groups are still a challenge for me, especially when they all are working on different targets. I would love to hear descriptions of what your group language sessions "look" like. I have done the "practice your target/answer a question then take a turn on a game" thing, but feel students get SO little practice that way and it doesn't allow time for the in depth, specific teaching that a lot of language concepts require for these kids. I end up feeling like I'm "quizzing" them instead of teaching them. I have tried group lessons on a single concept using books, etc., but I have a hard time hitting a ton of goals this way...and for Medicaid I'm supposed to have data on each kid's iep goals every session. It's so difficult to feel like I'm doing anything helpful for these kids, especially when I have artic/language/ social language/fluency goals all in one group. Any advice would be appreciated--I would really like to improve on this next year.