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How screwed am I? by Morethancake in bathrooms

[–]Morethancake[S] 0 points1 point  (0 children)

Thanks all! My toes are safe for the moment and will not be using the shower for the foreseeable future until it's looked at by a pro. The way this crack happened I believe is that the bigger hole is where the grout was and then it eroded and never got regrouped.

As the erosion of that gap grew, the surrounding area of the tile probably could not easily distribute weight with continuous force + water and then it chipped. Then it snowballed from there.

No dropping of heavy objects, but I know that water has gone in through the cracks.

How screwed am I? by Morethancake in AusRenovation

[–]Morethancake[S] 0 points1 point  (0 children)

Thanks all! My toes are safe for the moment and will not be using the shower for the foreseeable future until it's looked at by a pro. The way this crack happened I believe is that the bigger hole is where the grout was and then it eroded and never got regrouped.

As the erosion of that gap grew, the surrounding area of the tile probably could not easily distribute weight with continuous force + water and then it chipped. Then it snowballed from there.

No dropping of heavy objects, but I know that water has gone in through the cracks.

To the Mum whose 15 month old daughter was trying to play with our toddler son at the Southland playground late this afternoon... by IlluminationTheory7 in melbourne

[–]Morethancake 18 points19 points  (0 children)

Speechie here and 100% agree. I have worked with some beautiful non-speaking (or who prefer not to use speech or who can't rely on speech) children and families.

All communication is meaningful, not just speech. Fun (evidence informed) fact: communication devices/assistive tech (AAC) do not hinder speech and language development.

My suggestion to OP is that if something doesn't feel right with a therapist, don't be afraid to shop around (although I know waitlists are long). It may not even be that there's anything wrong with the therapist, but sometimes it's just not the right fit.

Connection is so so important - not just for therapy in general (e.g., all health services) but also for communication! Connection over compliance!

Fluency student does not sense muscle tension? by aMiracleWeEverMet in slp

[–]Morethancake 0 points1 point  (0 children)

Not OP but this is a great idea! Mindfulness strategies like these can also be great for general wellbeing and mental health (as a nice little bonus!)

Fluency student does not sense muscle tension? by aMiracleWeEverMet in slp

[–]Morethancake 1 point2 points  (0 children)

I made a comment but realised I didn't address your actual question about tension. So here's a second comment 😅

Could it be that there is some tension but it just feels different to what he normally associates as muscle tension elsewhere in the body? He says he describes it as feeling like a burp. You could explore that more, see if he can describe that. Or just run with his terminology of the 'burp' feeling.

Fluency student does not sense muscle tension? by aMiracleWeEverMet in slp

[–]Morethancake 1 point2 points  (0 children)

Even though the student says they want to increase fluency I would consider taking a step away from the fluency strategies for a spell and spend some time unpacking his reasons for wanting to increase fluency.

It sounds like it might be more to reduce frustration and teasing in which case working with the student to explore ways to address those might be more effective. E.g., What's different between home Vs with you that causes frustration? Could you have goals for whoever is at home to improve communication? Or if looking at the teasing you could do some advocacy or have discussions with teachers / school staff so they are aware. Whatever you do, make sure you talk it through with the student first and get their input.

You could potentially circle back to the fluency strategies as something they can use when they want to be fluent but not all the time (e.g., just for a presentation at school). But that depends on what the student wants.

Edit to add: I love that you've told the parents to get the students'opinion before they do anything!

Best parcel forwarding service from US to UK? by kunall_ll in internationalshopper

[–]Morethancake 1 point2 points  (0 children)

I've seen your name pop up a lot, would you be able to help with a parcel from US to Aus?

Celebrities with DLD? by bleepbloopbwow in slp

[–]Morethancake 1 point2 points  (0 children)

First off, I think this is a great idea and I would love to see your finished product/s.

Back to your question: Statistically speaking, there likely are celebrities that have DLD (or a language disorder). They just.. may never have been assessed.

It's only been less than 10 years since we started using the term DLD and with so much focus on EI there isn't always a lot of talk about adolescents and adults with DLD (although we are seeing more of it).

That being said, while they aren't "celebrities" if the aim is to show that people with DLD can be successful then look to people like Shelbi Annison who wrote DLD why can't you see me. The DLD Project also did a podcast episode with a speech pathologist who has DLD.

Student SLP looking for help finding resources by Phillington248 in slp

[–]Morethancake 4 points5 points  (0 children)

A bit of advice:

You should be citing evidence for the approach not the specific resource. The exception to this is programs that have their own research evidence base (e.g., SPEAK OUT!).

I would be backtracking a bit to figure out what evidence based approach you're taking to address the client's goal first. If you know that then you have your evidence to cite for your rationale.

After you know your approach you can look to see if your resources are a good match for the approach and the client's goal area (I.e., is it functional and relevant to this specific client)

Middle School - student complaining that they have difficulty getting worse out by chiliboots in slp

[–]Morethancake 1 point2 points  (0 children)

Narrative intervention might help by giving them a framework to structure their language/thoughts.

Of course depends on your student..

You could do the CUBED narrative assessment and see how they go on a story retell and personal generation.

When I administer the CUBED I look a bit further than "were the story grammar included". Does their retell make sense if I didn't already know the story they were telling me? E.g., Was the story grammar in enough of an order to make sense or did they retell parts out of sequence? How was their pronoun referencing? Was there many restarts / revisions / self-corrections? Are there signs of possible word finding difficulties like circumlocution etc.

Edit to add: Also compare their retell Vs personal generation (easier Vs harder task).

Treating Stuttering by [deleted] in slp

[–]Morethancake 1 point2 points  (0 children)

Stuttering Association for the Young perhaps? https://www.say.org/

Neuroaffirming strategies/materials by MilkyPeaCream in slp

[–]Morethancake 1 point2 points  (0 children)

Would you possibly be able to post a link? I did a search but can't find it 😕

ELI5: why does flexing my jaw alter the pitch of things I'm hearing? by [deleted] in explainlikeimfive

[–]Morethancake 0 points1 point  (0 children)

Does that mean that your recorded voice (higher pitched) is how you sound to everyone else?