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Showing page 1 of 5 (43 total posts)
  • Demographic Meanings

    “My caseload is really diverse. About 25% of the students are African-American, 25% are Hispanic, 25% are Asian, and the rest are American.”One of my colleagues offered this description of her caseload at a social event attended by other clinicians and university faculty. Did you notice anything interesting about the above statement? Perhaps you ...
    Posted to Speech in the Schools (Weblog) on July 16, 2015
  • Interrupting the Monologue

    Many people are enthusiastic communicators who love to share stories and talk about their hobbies and interests. I once worked with an 11-year-old boy who was creative, engaging, and entertaining. He had specialized interests and advanced skills in engineering. He loved to talk about his latest inventions – in a long, detailed, running ...
    Posted to Speech in the Schools (Weblog) on July 9, 2015
  • First Class Clinicians

    Last week I met a skilled clinician who had recently relocated, transitioning from running a private practice in an urban environment to working in a rural school district. After our conversation, she shared the following sentiment: “I was encouraged by your own strong feelings that school-based clinicians aren't second class therapists and ...
    Posted to Speech in the Schools (Weblog) on July 3, 2015
  • Speaking and Being Heard

    In the early days of my career, I apprenticed with a clinician who specialized in Augmentative and Alternative Communication (AAC). She was highly skilled and in tune with her clients, who used forms of AAC to communicate. One day, a young girl arrived for her therapy appointment. The girl wore ankle/foot orthotics on both legs and had a stilted ...
    Posted to Speech in the Schools (Weblog) on June 18, 2015
  • Becoming Our Own Client

    As dedicated professionals, we work long hours, possibly staying late to finish just one more thing. In providing supports to others, sometimes we may not think of our own needs. Exhaustion is an interesting phenomenon. It may be a slow process. We may not realize that we are nearing exhaustion until we are completely fatigued. Perhaps you have ...
    Posted to Speech in the Schools (Weblog) on June 11, 2015
  • Terminology and the Power of Plain Language

    Speech language pathologists use an impressive amount of technical terminology, also known as jargon. This is to be expected within any professional discipline, however, clinicians are regularly required to code-switch between high-level terminology and plain language.Back in my early days, I was presenting to a teacher and a young ...
    Posted to Speech in the Schools (Weblog) on April 3, 2015
  • Verb Choices and Learning Opportunities

    Our daily lives are filled with a combination of both obligations and opportunities. Sometimes we may even have difficulty distinguishing between the two. Having the chance to work hard, to push oneself to accomplish tasks, and to learn new things is an opportunity. Access to education is not universal – learning is in many ways still a ...
    Posted to Speech in the Schools (Weblog) on March 27, 2015
  • White/Gold vs. Blue/Black Dress

    Millions of people on social media and later mainstream media recently viewed a photo of a particular dress that stirred a national debate. Due to the background lighting and photographic exposure, people saw the two colors of the dress differently. For all of us who debated the colors of that dress (blue/black or white/gold), we had a ...
    Posted to Speech in the Schools (Weblog) on March 4, 2015
  • School's Over: It's a Wrap!

    I'm writing this blog on my second full day of summer break. Several bags are nearly-packed from my upcoming vacation. I realize that depending on what part of the country you are in, when you started your year,  and how many snow days you had this past winter, many of you are probably still in school. I'm not trying to make ...
    Posted to Speech in the Schools (Weblog) on June 16, 2014
  • Give a Little, Get a Little

    I know many (most? all???) school-based SLPs feel overworked and underappreciated.  We spend our days doing direct services for student (i.e., therapy, evaluations) and our schools (i.e., bus duty, recess duty) and countless of indirect activities related to our jobs (i.e., IEP meetings, emails, phone calls, consulting with teachers, ...
    Posted to Speech in the Schools (Weblog) on February 12, 2014
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