I've been a member here since 2012, I love the community here and the chance to learn more about what others are experiencing in the field, in terms of education, the varied interests and perspectives found here.
I'm an SLP at two large high schools here in Seattle. One of my own professional goals this year is to reach out to others in the field, and potentially get in touch with other SLPs who may be interested in working in Seattle Public Schools. I have to say that it's an incredibly diverse school district with a very exciting variety of schools, programs, students and staff to work with. Does it have some of the characteristics (ahem, it IS a large organization made up of human beings, after all) one might expect when working in a larger organization? Yup. At the same time I have to say (I got my CCCs in 1985) I've never felt more appreciated, respected, or had more fun as I have here in SPS (I've been here 9 years). Lived in the PNW for 25 years, still love it every day. Before that worked in and around New Haven Ct, Ithaca NY (went to Ithaca College for BS and MS).
I would love to answer anyone's questions about what it's like working in a larger school district, Seattle in particular, and connect you up with our HR, if you're interested. It's pretty cool when your goal is to share what is, to me anyhow, a really great place to live and work. So get in touch if you would like. My district email is firstname.lastname@example.org
So my significant other will start his residency next year and as a result I may be moving to one of 3 locations:
Fort Wayne, IN Appleton, WI Peoria, IL
I am wondering if anyone has any information/insight on the job prospects and caseloads in public schools in these areas? I currently work in a school in the Chicagoland area and am overwhelmed with my caseload of 55. I am mainly worried about Indiana, where I have heard caseloads are much higher than that, and I assume private practice jobs are competitive as a result of that? I have also heard WI has low caseloads. If anyone could offer some insight, it would be greatly appreciated! We get to rank them from most to least desirable so I want to make sure my information is accurate. Thank you!!
This question might have been asked before so forgive the following post. I have been looking for cfy positions for awhile since I graduated and was recently hired in the Philly School District Area through an agency. I will be in two different elementary schools. My recruiter has been very easy to communicate with and helpful as well.
I am supposed to start on Monday, however, I was just informed that I would be the only slp in both schools and my cfy supervisor is offsite. I am not sure yet how available they will be. My recruiter has offered to ask other schools if they have at least another slp however it may not be in an elementary school which is what I wanted. He also says that having another slp might not even be that helpful since they have their own caseloads.
I am a bit nervous that my supervisor would be off site but I was at least hoping I would have another slp just to have that support, especially since I am a cfy. Has anyone experienced this before? I have yet to sign my contract, should I look at other places? (I can also put the name of the agency in case anyone has had experience with them). If my supervisor is easily accessible, should I be less nervous that I am the only slp?
I've browsed through quite a few posts on here, and I haven't found a situation entirely similar to mine so I have decided to create a new thread.
I am currently a third year Undergraduate at UC Santa Barbara double majoring in Linguistics and Psychology. After completing all of my core classes as a Ling major (Phonetics, Phonology, Morphology, etc.) I have realized that I am not entirely interested in completing the electives for the major and I am considering dropping to the minor.
Obviously, I will need to complete a Post-Bacc before applying to a graduate program given my school does not offer a speech major, unless I am admitted to one that does not require a background in the field.
My question is: If I need to complete a post-bacc or prerequisites while in an extended graduate program, will it truly matter if I am a double major in Psychology and Linguistics as opposed to a major in Psychology with a minor in Linguistics? I would like to assume that grad schools will pay more attention to the specific classes I have taken rather than what I have majored in. I have already completed all of the Linguistics classes that are related to Speech Pathology, so I'm wondering if continuing with something I am not very interested in is worth it.
If it helps at all, I will be taking a couple Speech and Hearing Science classes that my school thankfully still offers.
I would greatly appreciate any and all feedback provided as there are so few guidelines for people taking my route.
Hey Guys! By Spring of 2016 I will have finished my AA. I was initially set on transferring to UCF mainly because I always liked the school but now that i've done more research i'm beginning to think twice. Mainly because i've heard their program is less structured and a little more biased.
I had been looking at top rated programs in the US for Communication Disorders and UF (University of Florida) is #15. FSU (Florida State University) is #21. I've been told not to pay too much attention to ranking, however.
I was hoping I can get the opinion of anyone who has already finish their undergrad program and if i could receive feedback on which University offers a better program. Or their own opinion regarding what schools to look at.
I'm currently looking for schools in Florida. I plan to become a Speech and Language Pathologist and maybe transition to a SLP Supervisor just in case this is a factor.
THANK YOU ALL FOR READING. Your feedback would be of the most help!
I am currently providing therapy to a 1.9 year-old. Its been 4 months since he's been coming and I can't seem to make much progress with him. I've seen small things like his imitation has gotten better, and he's doing the /m/ for more along with the hand sign. He says some words like cat, tree, car (which are all words he's known since before). Today he said elefan for elephant when before he would just say 'fa'. His inattentiveness is a very big factor, he can't sit still for more than a second. I tried putting him in a cube chair, I don't know if many of you know what that is, its a little chair in the shape of a cube that has a tray that goes over it to sit the child in. Anyway, I've tried that to get him to sit, but he screamed murder for the two weeks that I had him in there, so I decided to try something else. I use a small table to block off a small area for him in the corner of the room, mom sits on one side to block him from leaving and then I sit on the other side of the table. Even with that, he distracts himself with the wall with mom's legs, he reaches for things and tries to climb over the table. Its a huge deal and I know that is a very big obstacle in his way. He just got evaluated for OT so we're waiting to hear back from that. The OT says he needs a lot of sensory input. Bottom line is that I don't know what else to do with him. Mom helps in the sessions but I feel like she's a big distraction to him so we're going to begin phasing her out of the sessions. I tried it once but I didn't feel comfortable with it, because I didn't think it would do much good, but I'm willing to try it just to see if it makes a difference in his attention. Receptively, he does very well I just can't seem to find the right method to get him to imitate more. He has this habit of letting the pieces of whatever game we're playing drop from his hands on to the floor so I do a lot of hand over hand with him when I see he's doing that too much. I've kept to most of the same activities just to get him to become familiar with it, I'll switch up 1 activity some times but its mostly the same content, animals, colors and body parts. I'm just getting frustrated, and even more so now because mom brought up the progress and she's very worried. I can't disagree with her because I feel the same way, but I know I'm doing as much as I can to work with him. If any of you have any ideas on activities or tips that I can implement, I would really appreciate it. Thank you!
I'm working with a 4 year old who is having trouble with vowel sounds. All of her vowels, specifically long A (as in cake) and I (and in ice) are all converted to short vowels (so cake is cack and ice is iss). I've done minimal pair discrimination with her and she is able to identify the correct picture when aurally presented but not able to produce the words differentially. There is little information available online on how to teach vowel sounds. Any advice on how to work on vowel sounds?
I have been working with a child (3 years; 6 months) on producing early developing sounds in one and two syllable words; he has been progressing with this goal. However, in connected speech, he continues to use jargon between words. I know this is not very uncommon with children with delays, but it tends to always be the same sound "gagaga". For example, he may say "oh gagaga apple juice" or "daddy gagaga upstairs gagaga room".
My first thought is that he may be using this sound pattern as a filler, as an attempt to produce longer phrases despite not knowing the vocabulary/language needed.
However, I wanted to see if anyone else had any other thoughts on why he may be producing these sounds. Or if anyone has any ideas on how to eliminate them??
For those of you that work in the school settings - do any of you do part-time work on the side? I'm debating whether or not I should pursue some part time work in home health, prn at a snf, or just something completely different. As of right now I work a full-time position for a public school system. It would be awesome to have a part-time job SLP job working with a school-age population but I'm guessing it would have to be on the weekends.
Any recommendations and/or experiences you guys care to share?
I'm a grad student and I'm writing a diagnostic report. I'm in the process of analyzing a speech sample for prosody and fluency. Does anyone know where I can find the norms for these two things for the adolescent population?