My Book “The School SLP”
It’s here!!!
THE SCHOOL SPEECH LANGUAGE PATHOLOGIST is now for sale at all storefronts as an e-book for $4.99:
AMAZON:
http://www.amazon.com/dp/B00Y6YDAZI
BARNES & NOBLE:
http://www.barnesandnoble.com/w/the-school-speech-language-pathologist-teresa-sadowski/1121994087?ean=2940151592819&itm=1&usri=2940151592819
BOOKLOCKER:
http://booklocker.com/books/8038.html
ITUNES:
https://itunes.apple.com/us/book/school-speech-language-pathologist/id998181107
KOBO:
https://store.kobobooks.com/en-US/ebook/the-school-language-pathologist
Administrators guide to SLP Available at ASHA
Hi everyone. Just a quick reminder that I do have a few copies of my book with me at ASHA. I can let them go for $10. I have shared the book with a few vendors that might benefit. If there is anyone here at ASHA that you think should have a copy of my book please let me know.
Dont forget my poster session saturday 12:30-2. I have a rack card made up that you can share with your administrators to open the conversation
I am a leader
I’ve had quite a long day here at ASHA. I’m just about ready to fall asleep at the computer. Usually I don’t go in for the rah rah of welcome ceremonies but I am sure glad I went this morning. ASHA brought in a wonderful motivational speaker named Drew Dudley. He spoke about leadership and basically how we should all consider ourselves leaders. If you get a chance check him out on Ted talks but hopefully ASHA will put his talk on the ASHA website. Anyway it was a nice way to start my day.
I got two sessions in today. The first one was given by an Audiologist named Jeanane Ferre on CAPD. She did a very good job of explaining different aspects of CAPD and even provided goal and objective samples. It was an excellent presentation. The second one was encorporating music with patients with severe brain trauma. I remember learning (or realizing) the music connection to language development/recovery back in college. It is almost sinful that thirty years later it still isn’t standard practice or encorporated more often. Some of their patient videos were amazing.
So what else did I do all day? I attended a Sig 16 meeting (where I won a free affiliation membership for a year), listened to a variety of poster sessions, went to the PR Lounge reception (tomorrow I am going back to get my picture taken as part of their campagine to promote our CCCs), went through all the vendor booths and went to a very well attended SLP blogger meet and greet. My only dissapointment there is that it was too loud and crowded to meet and greet anyone. No one was really facilitating anything but they gave away a lot of prizes. I will try to stop by their booth tomorrow I think to make that connection.
Most important I got to meet up with an old friend, we had a nice little chat and planned dinner for tomorrow night.
I did pass out a couple of my books and a few of my cards so I’ll see if anything comes of that. All and all it was a fun and deucational day. I’m all planned for tomorrow and looking forward to getting up early and get moving. Looking forward to setting up my poster session at 6:00 tomorrow evening. Don’t forget to stop by my poster session I have a rack card for to give your administrator.
The only thing I’m going to do differently tomorrow is to eat a huge breakfast. I was starving by mid day:)
Teresa
Largest gathering of SLPs in history
Attending the Welcome to ASHA meeting. Going over some of the choices for programs. I’m going to be exposed to an amazing amount of information the next few days.
Over 1700 poster sessions over the next 3 days. That might explain why so many SLPs were traveling with tubes😉 Hope you all take some time to stop bye and peeks at the posters your interested in.
There were about 6 sessions I wanted to attend this morning. My plan is to attend one focusing on capd and writing ieps to reflect capd goals. I’ll let you know how it goes
Can you spot the SLP?
I made it to Philly. It was a lot of fun at the airport. Met several SLP’s as we waited for our flight from Boston. We played spot the SLP. Which is never hard….SLPs can always scope out other SLPs…we must have some sort of cosmic connection. It helped that every other SLP was carried a poster tube with them.
Signing in was painless. No lines yet. I can’t imagine what the lines will look like tomorrow. It looked a little like they were getting ready to move some livestock. The sign up is set up in the exibition hall. Tonight there were lots of people around to point you in the right direction. The gift bags were basically program books and advertisements. There was also one cool little sticker.
Went over to the first timers event. I figured I qualified since I hadn’t been here for 29 years. It was more of a welcome to the ASHA organization rather than welcome to the conference. ASHA offered a nice little spread but if you wern’t with someone it wasn’t really that engaging. So I bailed and went to the Marriott Rewards Lounge for a drink and some nibbles.
Plan for the rest of the night is to firm up my plan for tomorrow.
ASHA here I come
I’m very excited to be traveling to ASHA 2016 today. I’m all set to go except for a few last minute details. I’ve already asked my husband to make sure I don’t forget to take my poster with me. My biggest fear is that I’m going to leave the poster somewhere since I’m not use to carrying around a tube. No I’m pretty sure I’ll keep the poster pretty close to me the whole trip.
Of course I’m wondering if there will be any interest in my poster session. It’s basically about self advocacy and recent personal experience tell me this is something greatly needed in our field. It is something I’ve worked on for years without much buy in from colleagues who are just trying to get through their day. Most of my work with administrators has fallen on deaf ears and we need to change that.
I’m hoping to get to Philly with a couple of hours of daylight to spare so I can see the city a little bit. ASHA sent an email warning us about political protests going on and to be cautious. I’m really not concerned, I don’t think SLPs are threatening targets. My experience is that most of us are too busy to even bring the subject up.
Apparently attendance for ASHA 2016 will shatter previous records. 15,000 SLPs and Audiologists are defending upon the city. I am looking forward to meeting some very friendly, interesting and like minded therapists the next few days.
Looking forward to attending the first timers meeting this evening. I figured since it’s been 29 years since my last convention It might be a good thing to go. Unless something more fun comes up.
Oh one last thing. I will have a few copies of my book available if anyone is interested. $10 if you want a copy while at ASHA.
Hope to see you there
tweet @TheSchoolSLP #ASHA16
Ed Camps are a great resource for professional development
A couple of days ago I attended my second Ed Camp in Lynnfield, MA. Once again I had a really nice time, had some great conversations and went home with a prize. I proposed 3 topics Auditory Processing (what difficulties might look like in the classroom and strategies that can be implemented), universal supports and importance of higher order language development.
The auditory processing session went well. Many of the teachers asked some stellar questions. I like to talk about auditory processing because it is one of the most asked about topics in schools. I hope I was able explain how auditory processing difficulties present in the classroom, what it might look like at different ages, that it might look like other things/importance of differential diagnosis, when Central Auditory Processing Disorders can be diagnosis and how they are diagnosed. This time I was prepared with links on general information and strategies that could benefit those suspected with auditory processing issues in the classroom. The room we were in had a noisy heater so it was the perfect example of background noise and how that might effect processing if the noise can’t be tuned out.
The universal supports session took a technology turn. Most of the teachers in the room were at the middle school level. While I was looking to talk about simple things like behavioral supports, procedures/expectations for lowering volume in common areas, gaining attention, developing some standards/expectations for listening, teaching vocabulary in a similar manner, consistently providing background……universal supports that target language skills, the group assumed the session focused on Universal Design. Which I came to learn is exactly what I meant by universal supports just taking a step further into technology. One woman was particularly knowledgeable and provided a lot of information on resources. The main thing she recommended was UDL toolkit which provides tons of free resources.
The people working with the older students were already using some of technology recommended and they went away with some good resources. What I took away from it was, technology can also be a universal support. Schools need to find out what works best for their students and stick with it. Using similar programs across curriculum instead of every subject/teacher using something different provides consistency.
What universal supports come down to, is that administration recognizing a problem (or just an area that could be improved), creating a universal support to help all students, including staff in development of universal support so they get buy in and consistent follow through and training to maintain the universal support
The Higher Order language session also went well. Listening to teachers talk, my suspicions were being confirmed. Kids are not as savvy as they use to be when it comes to understanding and using higher order language. Perhaps cultural shifts, over use of technology, lack of expectations and even the changes in education system can be blamed for this shift in language development. We discussed the gaps we are seeing in language development, learning of skills and problem solving. Speaking with someone who worked at private prep high school, that just opened a middle school, we thought it will be interesting to see what 9th graders higher older language looks like in three years. At that point, the private prep kids will mix with the new incoming 9th graders who were exposed to common core. Will there be a difference in their learning styles, overall use of language higher order language abilities, quality of work and problem solving? I might have to remember to follow up on that.
Everybody I meet at Ed Camp is so knowledgeable and some are very good speakers. I have to wonder why school districts spend so much on “educational consultants” when so much brain power and experience is at their fingertips. Ed Camps are a great way to spend the day. Perhaps we should consider doing an SLP Ed Camp.
*****I’m always looking for topics to talk about at Ed Camp that are speech and language related but relevant to teachers. If you have any ideas please pass them on.
Resources for understanding and aiding auditory processing in the classroom
Helpful links that focus on information and strategies for Auditory Processing Disorders.
Areas of Perception that Affect Learning
By Bonnie Terry, M.Ed
http://www.conductdisorders.com/community/threads/perceptual-skills-and-how-they-affect-learning.412/#axzz4KiVT85uY
Helpful Classroom Strategies for Students with
Language-Auditory Processing Disorder
by Becky L. Spivey, M.Ed.
https://www.superduperinc.com/handouts/pdf/374%20helpful%20classroom.pdf
Suggestions for Successful Management of Students with Central Auditory Processing Disorder (CAPD): Tips for the Teacher
http://www.iag-online.org/resources/New-Items-2e/CAPD-TipsForTeachers.pdf
Educational Strategies and Accommodations for Auditory Processing Difficulties
Bridges 4 Kids
http://www.bridges4kids.org/Disabilities/CAPD.html
Checklist designed to help you assess whether your child has CAPD
http://kidshear.com.au/wp-content/uploads/2011/11/CAPD-Check-List.pdf
Auditory Processing Disorder: What You’re Seeing-at different levels
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/auditory-processing-disorder/auditory-processing-disorder-what-youre-seeing
A web site filled with information on attention and learning
https://www.understood.org/en
Compiled by Teresa Sadowski M.A. CCC-SLP 2016
theschoolspeechtherapist.com
Product Review: My First Sound and Word Cards
I recently came across a set of online flash cards, focusing on the language development needs of younger children. These articulation/vocabulary/phonemic awareness cards are designed Kimberly Marino M.A. CCC-SLP, and are truly worth a shout out. Ms. Marino has used her expertise as a speech language pathologist to choose early acquired high frequency words focusing on the early developing sounds of /m/, /h/, /p/, /w/, /b/, /n/ and then pairing those words with clear photographs. I particularly like the photographs, with the white background the photograph pops.
Any Speech Language Pathologist will look at these cards and see their immediate value as a therapy tool or something to give to parents for practice at home. I would have loved to have a set of these when I was working in EI or with more involved preschoolers. These cards may look simple but are tailored to the developmental needs of young children.
My First Sounds and Words cards can be purchased on Esty for $10. There are several printing options to created different sizes. There is also a My First Sounds and Words set 2 focusing on the next level of sound development T, D, K, and G.
Kimberly Marino M.A. CCC-SLP is also the author of Speech Mama Blog, Empowering parents with the tools they need to help their little one or big one become a better communicator. Follow her at thespeechmama.com
Time to check your liability insurance
With the beginning of the school year it’s a good time to check your liability policy and make sure it is up to date. Yes, you are always technically covered through the school but you also can be sued personally. It’s worth it just to have one less thing to worry about. My current policy is through Trust Risk Management Services I was pleased with what the policy provided and pricing. They will give you a quote.
What are the biggest challenges SLPs face in schools
About a week ago I asked school SLPs this question on Facebook, “What is the biggest challenge you face working in schools?” I received over 60 responses. With 30 years under my belt, I was pretty sure what the responses would be but I wanted to hear from others.
Paperwork was the biggest challenge hands down. I know my paperwork requirements have increased significantly in 30 years. The advent of the computer just increased the amount of paperwork, but helped us to do it faster. That’s just a change in society that we can’t do anything about. Imagine how long it would take us to do all our paperwork tasks by hand these days. However, the time given to me to do paperwork within the school day has shrunk as my caseload numbers have grown. Reality is we have different paperwork needs than teachers. Many of the documents that we produce have legal ramifications and must be done correctly. We have a much better chance of our documents, notes and assessments ending up in court at some point. So you would think that schools would give us significant blocks of time to organize thoughts and string coherent sentences together. What we need to do is to make those differences known and advocate for more paperwork time. It’s a little hard when your contract is basically a teacher contract not a SLP contract. Even if you are able to get your principal or other school administrators on board understanding the need, based on a contract you are only eligible for as much paperwork/prep time that teachers get.
What can be done:
Point out that you are sacrificing other support services such as classroom consult and homework in lieu of getting paperwork done.
Limit the time you spend working on paperwork at home.
Showing up not totally prepared will be an awful feeling but sometime necessary to make the point.
Say, “No I can’t do that,” when given a new paperwork task.
Keep track of paperwork and present data
Caseload
Caseload came in a close second. Caseloads are too big and too diverse. Schedules are too tight, groups are too big, groups are not matched well. We need to stop talking even to each other about caseload numbers. Caseload is just a number. What we need to do is to start emphasizing WORKLOAD. Workload will include paperwork and any other tasks that you do on a regular or as needed basis. I could treat 30 articulation students in my sleep. However, given a diverse caseload with a few severe needs thrown and you have a totally different ballgame. Longer reports, more meetings, more consultation time….more everything.
What can be done:
Again say ”No,” tell administration there is no way this workload can be completed within the specific time frame.(especially if you work part time)
Point out there isn’t enough time
Ask for more help
Point out that specialized instruction requires time and practice. Give them the realities of therapy. If you have a group of 3, working on 3 different areas, that’s only 10 minutes per student once or twice a week. That 10 minutes is only good if you haven’t been cut short by your pick up/drop off. Not enough to make effective progress.
Scheduling
Scheduling came in third. So much of the scheduling process is dependent on a decent and consistent school schedule. For 10 of my 30 years I worked at a middle school with a perfect schedule which scheduled in flexible blocks where students could receive extra support services. No other school I’ve worked in had those flexible blocks. There was only one other year where scheduling wasn’t a problem. Our program manager was very organized and had us schedule as a team one of the last days in June. She was also organized enough to have the majority of our meeting completed in early June. (yes it was an amazing year). We actually started servicing the student the second day of school in September. Although I have tried to replicate that scheduling process at other schools, I just can’t seem to get the team mentality working. State audits will ding you if there is too much time between the beginning of school and services starting on a regular basis.
What you can do:
Get the school schedule and any other information you need the minute you get in the building
If scheduling is too daunting, ask your principal to do it for you. Especially if your school has some sort of crazy waterfall schedule, an unusual day cycle or block scheduling. Make sure you use the word
Try to coordinate and schedule as a team. It streamlines the process and gets the schedule up and moving faster
Write in pencil, it’s always going to change
Expect this to be a difficult process.
Suggest a school schedule with flexible blocks
Point out anything that takes up significant time even pick up/drop off of kids.
Other areas mentioned:
Time: Not enough time to service, not enough time to consult, not enough time to educate staff not enough time to complete paperwork tasks.
IEP Season: Not sure what exactly that means but I have an idea it means all the IEPs are updated at the same time. If your IEPs are not scattered through out the year, I’ll be praying for you. I wonder if direct services cancelled during IEP Season?
No coordination to help carry over skills: This stems from lack of time, lack of understanding of our roles and lack of understanding of language disabilities.
Space: Face it we are always doomed to get the smallest, dingiest spaces, with the worse acoustics. However, what’s worse is an SLP sharing an office with 4 other people with make shift walls. Space alone speaks volumes on how we are perceived. Whenever I’m linked to a new school being built either in the town I work in or the town I live in I alway advocate for decent small spaces with good acoustics.
Medicaid: Medicaid billing is easy for some hard for others. Different states require different documentation. Some schools will have more students on medicaid than others. What I have heard of is putting time into the negotiated teachers contract to provide specific time to do this.
Lack of Parent support: It’s a fact few students actually practice their speech/language skills at home even when extensive home programs are set up. I’ve encouraged use of paper materials and apps with little to no feedback. Students actually tell me they didn’t practice. Frankly I have little time to encourage and follow up with this.
School administration not understanding who SLPs are, our diverse training and background, how we help, who we work with and our role as SLPs in schools: Too many time we are lumped in with teachers and our role is very different. My feeling is we should be working to show how we should be align with the school psychologist in terms of our overlapping interest in language/memory/neurology, our legal responsibilities, paperwork similarities and common goals we might address. That we are viewed in the same lens as teachers, I believe is the crux of the problem.
One SLP commented that even with educating several of her administrators over the years, there was never any significant changes. I believe this to be true and that is why most SLPs are just willing to go along with the status quo. It’s easy to say I have too much paperwork and to big of a caseload but problem/reasons goes much deeper than that? Why are workloads too big? Have you done anything successfully to address these issues in your school? Have you worked with other SLPs in your system or state to improve your situation? If so, share!
Footnote: I cover many of the issues mentioned in my book “The School Speech Language Pathologist An Administrator’s Guide to understanding the role of the SLP in schools along with strategies to aid staffing, workload management and student success.” I provide a breakdown of time factors, suggestions for administrators and even a little education for administrators. Hoping at some point I find out that my book made a difference somewhere.
Teresa
