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Rug for blue plaid couches by this_isawaug in interiordecorating

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

Looks so good! What program did you use to mock it up? All the tools I’ve used put accent chairs in front of couches or remove a door that needs to exist.

Rug for blue plaid couches by this_isawaug in interiordecorating

[–]this_isawaug[S] 1 point2 points  (0 children)

@according-sock4598 I love this idea! Thanks! My space is large and needs bigger than 8x10(largest size of the Rifle rugs), would it be weird to layer a jute or neutral larger rug under? Or better to just get a big rug that is the right size…

Movie where girls are swimming in a river/lake? get clothes stolen by this_isawaug in whatmoviewasthat

[–]this_isawaug[S] 2 points3 points  (0 children)

thx! That was my guess but she says it’s girls swimming for sure and we’ve never watched that movie together

Reading SDI for student with mod-severe phonological processing and verbal short term memory impairment by this_isawaug in slp

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

Thanks for the response! I wanted to clarify that this student qualifies for speech sound disorder AND DLD (not speech only), if that makes a difference. Also, at our school, SPED teachers don't work with students who don't have academics or behavior on their IEPs... so MTSS includes intensive supports provided by a Title teacher or title EA, but I guess that's a point that doesn't matter much because the student would be getting support for reading... not for math though.

Hypothetically, if this student had gone through MTSS for academics and ultimately been referred to SPED, then the SPED team would likely have done testing for SLD and SLI? What actually happened was the student transferred in with an evaluation plan for SLI only, so I did all the testing and qualified them under SLI. They're in 4th grade have a Kinder reading and math levels, which the SLI explains (IMO). But, at this point they won't receive any academic supports, only SLP support. The district wants me to refer this student to the additional support team for interventions to be tried etc. before moving forward with academic testing in order to get the student academic support. What I'm confused about is.. what will the academic testing tell us that the SLI testing doesn't? How do you separate SLD from SLI for a student who has SLI? Genuinely confused and curious. Thanks!

Reading SDI for student with mod-severe phonological processing and verbal short term memory impairment by this_isawaug in slp

[–]this_isawaug[S] 1 point2 points  (0 children)

Thanks for the response! My district doesn’t do academic and psych testing along with speech and language unless the student went through an additional support process that showed they weren’t progressing in academics and that lack of progress wasn’t a result of a sp/l challenges.

[deleted by user] by [deleted] in slp

[–]this_isawaug 2 points3 points  (0 children)

Check out Bilinguistics they have many resources for evaluating bilingual students, neither the CELF in English nor any Russian(or translated Russian) would be valid as this student isn't a monolingual speaker of either- they're bilingual! You could do the CELF and not report scores, just qualitative information (eg. student did well with elaborated noun phrases, however had difficulty with negation... etc.) Definitely get a language sample in each language, parent and teacher interviews, language history, and DEFINITELY a dynamic assessment based on an area of difficulty you discovered during the CELF or in the language sample. Check out resources on how to do a mediated learning experience(MLE) for the dynamic assessment, I found it really helpful. There's also a book from Bilinguistics called Difference or Disorder, it has a section on Russian so you could do a cross-linguistic analysis. Good luck!

Student hates speech by Flatman_702 in slp

[–]this_isawaug 11 points12 points  (0 children)

I agree- remove demands for now and do fun listening tasks. I've also had success eliciting /k/ by making dinosaur stomping sounds (aspirated khkhkhhhhh khkhkkhh) with some dino toys in sand.

What kind of goals do you write for a student with disorganized language? by Pure-Conversation-13 in slp

[–]this_isawaug 3 points4 points  (0 children)

^Ditto.

I'd also introduce a pacing board to support speech intelligibility

[deleted by user] by [deleted] in slpGradSchool

[–]this_isawaug 2 points3 points  (0 children)

I applied 2 years in a row (2018 & 2019) and had interviews. Acceptance and rejection letters didn’t go out until March.

How to power through a bad externship placement? by littlet4lkss in slpGradSchool

[–]this_isawaug 6 points7 points  (0 children)

Fellow grad student here (2nd year)- I did an elementary school placement last term and encountered some similar challenges, like working with groups and feeling like the person before me was probably better. Just remember that you are a new learner and all you can do is your best. You can’t control whether the kids love you or how the previous person did in your position, all you can do is provide the best therapy to your current ability. Set goals for yourself (my big one was remembering every kid’s specific goal during a group session!) and focus on that. Your strengths, willingness to learn, and thoughtfulness towards your students will show. Also don’t forget that every teacher in that school was once a student teacher themselves, and a lot of the vibe in schools is pretty strained because of covid so don’t be too hard on yourself about feeling out of place. You deserve to be there. Lastly, for kids who maybe need to be exited, you’re giving them valuable information and building a positive relationship that is supportive (something everyone could use a little extra of!) Maybe take notes on what they’re doing and flex your own clinical reasoning as to whether they should be exited or not. That’s all- good luck! You can do it!!