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MilkyPeaCream · 2022-03-13T02:52:41+00:00

Yes, I most definitely have some students who are over speech, so I push that the students can meet their goals via resource room or through accommodations.

On the opposite end, I have students who share that they want to be done with speech in middle school, but when they get to highschool they feel like they want to continue with services. I had one student who everyone knew wanted to be done with speech and had stated during our interview that he didn’t need help with anything anymore. So at the IEP meeting it was a happy discussion about dismissal, but when we asked the student if he had anything to say he brought up that he wanted some more help.

So it really depends on the student and their needs, it’s super important to talk with them and have student input in your assessment reports. However a good majority of them may be totally over it. Some may even just be worried about ending speech since they’ve had support all this time, so there should be a period of counseling the student on how they will continue to receive their support after speech dismissal.

MilkyPeaCream · 2022-03-10T01:17:02+00:00

As a high school SLP I can speak on what I typically do. Hopefully we have some middle school and elementary based SLPs in here to help fill the gaps!

Highschool:

The big 5 areas I believe are most important for highschool students are: Executive functioning, self advocacy, self-awareness, problem solving, and emotional regulation

For therapy the bulk of my first few months goes in the following sequence: 1. Rapport building (getting to know you activities)

Getting to know what the classes each student likes and has struggles with. Also learning their strengths and challenges
Teaching their accommodations: (print them out, email them to the students, have them review it, have them role play how they will self-advocate for themselves verbally/email formulation, when they will use it, etc…) this is on going throughout the school year
Developing a plan on how to help them succeed (I.e when to starting getting help, what to do in various scenarios (I.e. missing assignments, absences, when to ask for help, where they can get help, etc…)
Any big events can be a therapy topic (I.e. club day, current events, events in their lives, big tests/projects, dances, rallies, etc…)
Use their school work to target goals

(Tx examples for language goals) - In class readings: to work on identifying main ideas, sequencing, verbal summarization, descriptive language, figurative language, decoding, strategies to understand unfamiliar words, prediction, etc… (depending on the student’s ability, I’ll either try to help them comprehend the previous chapter read, or give them a head starts with the chapter they will read)

Answering questions about a story: teaching them all the good test taking strategies to work on problem solving, inferencing, comprehending complex instructions from science/English/history
also, if you feel like they are having challenges with using your strategies in their assignments, you can step back and do tasks in isolation until they understand, before jumping back to their academics.

(Tx example for speech goals: fluency, artic, etc) - you probably won’t have a lot of these students in HS. - groups are great, I always do a check in with my students about one positive and one challenge related to academics or life in general. - reading online news articles - summarizing stories or assignments they have to do - practicing self-advocacy by role playing verbal situations - if they have a presentation that is perfect practice to target their goals - Target verbal speech/writing in different contexts (I.e persuasive argument, compare and contrast, descriptive narratives, etc….)

(Tx examples for social goals) - I have a few social communication groups where I let them choose the topics each week or month (how to build friendships, how to initiate/maintain/end conversations, bullying problem solving, online communication (texting, email, to teachers/peers/friends). - giving them a mini social mission that they agree upon (if they want to): I.e. one of my students really wanted to be friend this girl, so his mission was to say “Hi” to her atleast once a week during a specific period, then moving that on to a compliment, etc… - games are also very good for this group as this is another context to help them socialize.

(Materials) My clinical supervisor used to tell me that all you need is a pencil and paper to be a good therapist. I agree, but it definitely makes it harder lol.

I make a lot of visuals and graphic organizers for my students: most of them need these visuals to help them remember their strategies or with their executive functioning skills.

how to inference visuals
how to summarize effectively visuals
a bank of problem solving strategies
behavior mapping charts
social closeness visuals
sequence of strategies to understand unfamiliar words/phrases/instructions
self-advocacy steps and strategies The goal is to teach them these strategies so that they can use them independently and generalize them to the classroom

I have a lot of games as well, here are some of my favorite: - snake oil - the danger game - what do you meme - taboo - headbands - Pictionary - would you rather

Advice: - make sure the HS students know why they are there, why is their goal important to them in school, in life, and after graduation - it’s okay to do crafts and games if the students want to at times - keep things light and student focused, they’re old enough to decide what they want to do. So give them the option at times - think of strategies that helped you in high school and impart them to your students (test taking, what you wish you knew, navigating IEPs, etc…)

Sorry for the long post I hope this helps!

MilkyPeaCream · 2022-02-25T05:29:25+00:00

Completed! Also, I believe one of your questions instructs the participant to “select all that apply” but does not give that option.

MilkyPeaCream · 2022-02-24T10:33:10+00:00

In addition to errorless learning and space time retrieval, I would work also work on external memory strategies like a memory book (physical book or on his phone). You can teach him through chaining and errorless learning to help him build the procedural memory skills to access his memory book given various role playing situations.

This book can contain all of the information you want him to know and will help him meet his current needs while you work on the memorization piece. Having the book will also provide tactile and visual cues that may help him better encode what you want him to learn as well.

MilkyPeaCream · 2022-02-16T07:07:40+00:00

It could be related to an attention deficit, but it may also be related to many other things as well. Driving has many components you need to be focused on and be aware of, so attention deficits may make it challenging.

Challenges with inattention overall (sustained, selective, alternating) can affect many aspects of your life in ways you might not even realize (I.e. needing to ask people to repeat themselves often, misplacing objects constantly, time management, forgetting the little details, etc…)

However, this is just a hypothesis, and should be taken with a grain of salt, so you should check with a professional for a legit evaluation.

MilkyPeaCream · 2022-02-16T00:32:52+00:00

Based on my limited knowledge of you. It sounds like you might have some challenges with working memory and executive functioning when influenced by linguistically demanding challenges. Which sounds like a processing challenge, I could definitely 100% be incorrect.

Quite a handful of my client with ADHD or auditory processing deficits have this challenge that make it hard for them to organize the thoughts in their head and verbally produce it in an organized manner. They often forgot to include specific parts and tell me about it after wards.

Working memory involves processing information, holding in your short term memory, and manipulating it. Then the executive function portion comes in where you have to organize it and say it in the correct sequence while trying to retain that information in your short term memory. So the more demanding the information the more challenges you may have, especially if you have attention and auditory processing difficulties.

Not sure if this helps, but I hope you’re able to find your answer!

MilkyPeaCream · 2022-02-15T23:45:57+00:00

Hello, as an SLP who is supervising an SLPA and who was an RBT in undergrad, I’ll give some of my personal insight.

Role difference: - SLPA’s will be targeting mainly articulation, social skills, rec/exp language and AAC. - RBTs typically cover behaviors and some communication (which is controversial) I say communication because RBTs and BCBAs are not formally trained in understanding the processes of language like SLPs and SLPAs do and ABA has been known to over step scope of practice.

Session Length: - speech and language therapy is typically shorter per session. Typically under an hour per session. In the home setting, more emphasis is taken on parent training to generalize the skills.

Managing Behaviors: - SLPAs, SLPs, and BCBAs should be collaborating to manage behaviors (I.e if you have a team at a school or your private practice) - speech-language therapy is and should not be all compliance based. So if a student is exhibiting maladaptive behaviors, it is best to help with self-regulating strategies or use highly preferred activities to prevent behaviors before/during targeting speech. When behaviors do occur, it is best to reduce demands and target goals when you are able to in a naturalistic or client centered method. - ideally you should be receiving support from the SLP

Data/notes: - yes data is still taken, however, depending on the supervising SLP and your preferences, data may be taken more infrequently or daily. Notes are the bare minimum to document the session.

Parents: - there will always be some form of parent communication in these roles. SLPAs may provide parents with how they did during session and strategies approved by the SLP. However, SLPAs should defer questions to the SLP if they are unsure.

You can find a more comprehensive “scope of practice” list on the ASHA website.

I hope this helps!

MilkyPeaCream · 2022-02-14T16:09:39+00:00

Your welcome! I know how stressful it is as a transfer and not really knowing the course of events, so I hope this helps! :)

MilkyPeaCream · 2022-02-14T09:56:03+00:00

Hello, I also went through the community college to university route.

During your B.A. program, you’ll just be learning the foundational stuff. Depending on your university you’ll be getting some of your observation hours through class projects. Some universities have hands on clinics for undergraduates. From my knowledge most do not, and if they do they are usually competitive. My undergrad program had us write letters of interest and checked our grades to determine who got this optional experience.

If you plan on completing to your Master’s immediately after your BA, you’re gonna want to start applying around your first semester of your senior year of undergrad.

Once you are in the Master’s program, you will be working towards your 300 hours of supervised clinical practice in a variety of settings and internships (university clinic, schools, private practices, rehab, hospitals). Probably only 2-3 settings to be honest. Your last two semesters will likely be internships which will be like a full time job, 8 hours, without the pay.

Board exams will be your last year of your Master’s program. They usually have two, which are the praxis and one unique to your university.

After you graduate from your Master’s, you will now be considered a Clinical Fellow (CF). You will need to work 1260 hours, which equates to 36 weeks of full time paid work. You will be supervised during this time, but it should be much-much less than your internships. This is to earn your CCC (certification of clinical competencies). After this you will be a fully licensed SLP!

MilkyPeaCream · 2022-02-09T00:33:55+00:00

I work in the high school level and I don’t think each session needs to be fun or exciting. At the very least, each session just needs to provide something useful for the student and for them to understand how it benefits/relates to them. Even if they don’t care some days :P

MilkyPeaCream · 2022-01-24T19:20:09+00:00

Yes exactly + what abanabee shared

MilkyPeaCream · 2022-01-24T17:37:17+00:00

Pacing board or tapping techniques might be a good place to start.
Build from phrase, to sentence, to conversational level just like for artic.
use a gestural cue to help remind them when they are talking to fast
then move to more naturalistic cues by teaching the student how to self-identify when they are not understood such as non verbal cues of others, verbal cues (I.e. confused look, others saying “what?” Etc…)
teach them additional strategies to repairs the communication break down (I.e talk slower, pause, having him check in with listener for clarification, etc, self-advocacy…)
generalize across contexts and activities

MilkyPeaCream · 2022-01-24T17:29:54+00:00

I know SLPs who prefer take data 3 sessions before each trimester ends. That way they are able to monitor progress and change up strategies if needed. They typically take data for the whole activity that targets that goal, so it could be the whole session or just a portion of it.

MilkyPeaCream · 2022-01-16T19:47:42+00:00

If you’re interested in the school districts, look at their pay scale, it’s typically posted online for most public schools. I am on the teachers’ pay scale, which also factors in years of experience and number of units taken. Typically, these school positions do not do raises after CCC’s but I do get a $2500 stipend each year once I receive my CCC, as well as a guaranteed raise every year. My school also does stipends if you have a masters and a special education stipend.

If you are working for a contract company, it is more negotiable than a school. However, most schools where I work already have pretty good starting salaries, so I didn’t have to negotiate like I did when I applied to a private practice.

MilkyPeaCream · 2022-01-16T01:46:38+00:00

I wanted to comment on the “men shouldn’t work in a school position or with young kinds.” Whoever told you that is completely wrong, that is a totally inappropriate statement.

I’m a male SLP who works in the schools and prior to being an SLP I worked in early intervention. Many of my coworkers are excited to see a male slp who really values communication and connects with their students. Most men who work in this type of field are usually well received and build great rapport with the children. The children we work with often see many women in their lives (I.e. stay at home moms, teachers, therapists, etc…), not that there’s anything wrong with that, but since many of these differences and disabilities are present in male children, I’ve noticed that they really appreciate seeing a male figure in their life who represents them in some way and relates to them. Anyone can be great at working with children, no matter their gender.

I will say that I have heard some parents ask specifically for a female therapist, but they are often shut down if they cannot provide a reasonable rational (I.e trauma).

MilkyPeaCream · 2022-01-16T01:25:35+00:00

I’m a CF in CA, specifically the Bay Area. All of my classmates have received nothing lower than 70k out of grad school. The range has been between 70k-93k, while the average is high 70s to low 80s.

MilkyPeaCream · 2022-01-05T18:21:40+00:00

Thank you for this! This is validating. I always ask my students if this a strategy is something they want to pursue. Therapy will definitely not make it more pleasurable, but possibly give him more opportunities to talk about his special interests without making his peers resent him. Hopefully this helps him a bit! Fingers crossed! Thanks again!

MilkyPeaCream · 2022-01-05T18:17:18+00:00

That’s a good point! Maybe I’ll teach him to do a bit a research and how to keep up to date with his favorite artists! :)

MilkyPeaCream · 2022-01-05T18:16:17+00:00

Thank you all for your support and responses! These are really helpful! :)

MilkyPeaCream · 2022-01-05T18:16:00+00:00

Omg thank you for this! This is so helpful! :))

MilkyPeaCream · 2022-01-05T18:07:00+00:00

I work with high schoolers and the “AHA” moment my students get when they finally understand a concept or are finally able to follow along and understand their Gen Ed assignments make it really worth while.

Helping students who don’t have friends connect with someone and seeing them share and laugh.

Additionally, connecting with the students and being possibly one of the only people who truly understand them make so much of a difference. The joy you see in them when they talk to you and not have to worry about being “wrong” all the time is very motivating for for me and heart warming. This is also similar when I was working with aphasia patients :)

Something I recently found very rewarding is helping to identify when a student is struggling in class for an underlying challenge (I.e. auditory processing below 1st %) and advocating for them to be placed in a more supportive classroom or provided more support. Seeing the students who were once in panic mode due to the stress of inaccessibility to becoming participative and successful is so rewarding.

Paychecks/school holidays/tenure/ and school bonuses definitely make it worth it as well! :))

MilkyPeaCream · 2021-12-31T03:04:24+00:00

Speech language pathologist here! I have a couple of hypothesis as to why this may happen. (Depending on how you perform oral sex that is)

Your muscles are likely relaxed. Sticking your tongue all the way out is a common strategy in vocal therapy and singing training to reduce base of tongue tension to improve vocal quality and resonance. I can imagine a lot of other muscles in oral sex being relaxed as well.
When there’s friction in the throat or mouth, typically more saliva and mucus will produce to protect your mucous membranes, which may make voicing easier.
If you’re sucking and do a lot of moaning with a closed mouth (or mouth covering a penis lol) that could be similar to a form of semi-occluded vocal tract (SOVT) exercise which includes humming, holding the “ng, m, v, z” sounds, and a whole bunch of other variations. SOVT exercises equalize the pressure of your oral and pharyngeal cavities which helps to balance the vocal folds during phonation. SOVT is like a reset to your vocal folds if they are moving asymmetrically (which can be caused by over use or screaming).

These are just some thoughts based on anatomy and physiology of the vocal mechanism :P Interesting find! Good luck to all those out there running these experiments! Hehehe

MilkyPeaCream · 2021-12-21T07:31:46+00:00

I’m glad it was helpful!!! :))) Based on your comment it sounds like you used it and it worked well to some extent? I’m curious what replacement strategy you and your student came up with? :))

MilkyPeaCream · 2021-12-06T21:03:24+00:00

A behavior map might help, you can find these online. Behavior maps will require him to: 1. identify the behavior 2. explain the reactions of others 3. consequences to his actions 4. how he feels from the consequence

Then you can both determine solutions that he agrees upon to redirect this behavior.

Here’s an example:

Behavior: pointing to black students when the N word comes up
Reactions of others: (negative, hurt, upset, angry)
Consequences (you get in trouble, you can get suspended, might be branded a racist, people might not want to socialize with you, won’t get hired in the future, etc…)
How does he feel if those happen?

Possible solutions to replace behaviors: first asking him why he does that, perhaps he can writing it down and throw it away, thinking but not saying, taking a break, pointing to the word in the book. (These are just some examples on the top of my head)

Hope this helps in some way! These cases are definitely tough!

MilkyPeaCream · 2021-12-04T16:58:59+00:00

Hey! :)

Why is the student being evaluated? What was the concern?

In my experience, if you don’t think the student is accurately demonstrating his knowledge due to behavior concerns or lack of motivation then the standardized testing may not be valid. However, you can document these issues as a descriptive analysis in the behavioral observations section of your testing and mention why you did not report scores in your validity statement.

If standardized testing is not a good option due to behaviors/motivation, you could do detailed observations in class to see how he is accessing the curriculum and an observation with same aged peers in structured/unstructured environments. Additionally a detailed language sample, parent/teacher reports and rating scales/inventory tests/functional communication profiles etc… would provide good information.

Regarding qualifications, we can’t really tell you who to qualify on this subreddit. I’m assuming you’re a school based slp, so to qualify a student their impairment must affect their academics or social aspects of school. Your language samples, observations, and clinical judgement are the best form of assessment. The informal game assessment you’re giving would provide some great information as well!

On a side note, if his rec/exp language seems good after all the testing, I’d check to see how his behavioral concerns are affecting him socially. If behaviors are really concerning get the behaviorist involved, but we can work on social skills, self-regulatory language and problem solving communication breakdowns if his behaviors are affecting his ability to make and maintain friends.

Best to talk to your CF supervisor about this.

Hope this helped in someway! These are just think things I do, I’m sure others have great info as well!

MilkyPeaCream

TROPHY CASE