tag:blogger.com,1999:blog-42497254833594385032024-03-19T06:57:13.566-04:00SLPLaurenDiBiaseA blog about the tips and tricks a speech and language pathologist working in the school, clinic, and homecare settings learns.SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.comBlogger42125tag:blogger.com,1999:blog-4249725483359438503.post-21281738147210102052020-02-06T18:45:00.002-05:002020-02-06T18:46:46.273-05:00If You Dread Mondays, You Must Hate Your Job<div style="text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8xU57Hc_exXT8BDTwKmHqTJEnXR105UMN4dy2LoDhfO71j9f73X66gyAiBLs35xgGcJLR2DmZa2J4ElTG8FayWGUBbEAXdETOtsVYsPnLAoLsQKVh2Z4XNq64Hj3HeSuEdCSgqXQOjnKJ/s1600/IMG_4588.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1334" data-original-width="750" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8xU57Hc_exXT8BDTwKmHqTJEnXR105UMN4dy2LoDhfO71j9f73X66gyAiBLs35xgGcJLR2DmZa2J4ElTG8FayWGUBbEAXdETOtsVYsPnLAoLsQKVh2Z4XNq64Hj3HeSuEdCSgqXQOjnKJ/s400/IMG_4588.PNG" width="221" /></a></div>
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I've read that quote SO many times. On Instagram, Pinterest, Facebook. I'm never quite sure what the point of it is. Is it intended to make people feel guilty about not appreciating or enjoying their jobs? To convince people they should embark on a career change? Remind people of just how miserable they must be from Monday-Friday?<br />
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I think that quote is ridiculous.<br />
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How ridiculous, you ask? The speech girls and I have already created a construction paper chain, that is strung around our entire speech room, counting down to the last day of school. For anyone reading this blog in the future, the current month is February and we work until June 26th.<br />
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Does this mean I hate my job? That all seven other speech girls do?<br />
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<b>NO!!!</b></div>
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We love our job, our students, our teachers, and each other. If we're dreading Mondays, it's only because we love our weekends, our families, our sleep, and OURSELVES a little bit more. And nobody should ever be made to feel ashamed of that. </div>
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SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-60985140986134456092019-07-22T10:43:00.002-04:002019-07-22T11:18:01.437-04:00Our Students Don't Stay With Us Forever<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
When I first started my clinical fellowship year, I had a student
on my caseload who I’ll call S.<span style="mso-spacerun: yes;"> </span>She had
significant health impairments and was involved physically and mentally. <span style="mso-spacerun: yes;"> </span>She used an assistive technology device as
well as American Sign Language to communicate, however she had poor fine motor
skills and her signs were approximations.<span style="mso-spacerun: yes;">
</span>Everyone on her team was familiar with her approximations and understood
her fully.<span style="mso-spacerun: yes;"> </span>Oh, and how S loved her
team.<span style="mso-spacerun: yes;"> </span>She LOVED us, and we loved her.<span style="mso-spacerun: yes;"> </span>She would climb down the bus steps, look up,
and grin widely as her eyes met the eyes of one of her people.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHq5TyRmVRlNwipdHNMZZbg_gEAuajrcfJR85Ch6jL18T2CmqqlJZP9E6aKvoFaCXiMuVndk1IqfyuRD5LU9g_IZeHSwb9gleOilwjjvHeAh0E-xHtVI2q4M8_Ydj4QKISHAFAt83181MI/s1600/174_ClassroomClicks_5+Senses+Sight.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHq5TyRmVRlNwipdHNMZZbg_gEAuajrcfJR85Ch6jL18T2CmqqlJZP9E6aKvoFaCXiMuVndk1IqfyuRD5LU9g_IZeHSwb9gleOilwjjvHeAh0E-xHtVI2q4M8_Ydj4QKISHAFAt83181MI/s320/174_ClassroomClicks_5+Senses+Sight.jpg" width="320" /></a></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
S had her challenges.<span style="mso-spacerun: yes;">
</span>She would get frustrated easily and was known to have outbursts.<span style="mso-spacerun: yes;"> </span>She was the first student to ever bite
me.<span style="mso-spacerun: yes;"> </span>One time she slammed my door so hard
she put a hole in the sheetrock. She
would cry and yell.<span style="mso-spacerun: yes;"> </span>She hated to be
corrected.<span style="mso-spacerun: yes;"> </span>After three years with her, I
asked my supervisor for a break.<span style="mso-spacerun: yes;"> </span>I felt
guilty about it, but I justified it in my mind that maybe it would be best for
her to have a speech-language pathologist with a fresh outlook, more patience,
and new ideas.<span style="mso-spacerun: yes;"> </span>My supervisor agreed, and
come September, S was placed with someone else.<span style="mso-spacerun: yes;">
</span>I explained it to her, that she would have a new SLP, but every time I
heard her walker coming down the hall, I also heard it pause outside of my
speech room.<span style="mso-spacerun: yes;"> </span>By October, I had decided I
wanted S back on my caseload the following year.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Except I couldn’t, because she was gone that November.<span style="mso-spacerun: yes;"> </span>I arrived to school one day and my supervisor
called me into her office.<span style="mso-spacerun: yes;"> </span>She told me that
S had been pulled from the school and would be attending a program that was
specialized for her primary diagnosis (not deafness).<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My heart dropped and thoughts raced through my mind.<span style="mso-spacerun: yes;"> </span>S was going to be so confused.<span style="mso-spacerun: yes;"> </span>Her guardians didn’t know ASL and would not
have been able to explain to her what was happening.<span style="mso-spacerun: yes;"> </span>Would she wonder where we were? Would her new
staff know American Sign Language and understand her sign approximations? <span style="mso-spacerun: yes;"> </span>Would her AAC Device follow her?<span style="mso-spacerun: yes;"> </span>Were the IEP goals I had written clear and
understandable with measurable short-term objectives?<span style="mso-spacerun: yes;"> </span>What about all of those skills I was working
on informally? How would they know about her love for princesses and weddings and
Barbie dolls and her preference for staying inside and watching the flashing
fire alarm lights rather than evacuate the building? Most importantly, would they
love her the way that we did? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I never got the answers to my questions, because I
never saw or heard about S again after that.<span style="mso-spacerun: yes;">
</span>So now, I sit with these thoughts and this guilt for not preparing her
for this unexpected transition.<span style="mso-spacerun: yes;"> </span>And although
I can’t change anything when it comes to her, I can make changes to avoid this
from happening again in the future.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I now read and re-read my IEPs before finalizing them.<span style="mso-spacerun: yes;"> </span>I think about the functionality of the goals
I write and make sure that they are truly stepping stones in helping my student
gain future independence, job skills, and daily living skills.<span style="mso-spacerun: yes;"> </span>I also now always include a sentence on my
students’ interests.<span style="mso-spacerun: yes;"> </span>I take the extra
time to tell my students how important they are to me and how much I enjoy that
they are in my life.<span style="mso-spacerun: yes;"> </span>When they ask me if
I will be their speech teacher the following year, I never make promises.<span style="mso-spacerun: yes;"> </span>I talk about how changes happen all the
time.<span style="mso-spacerun: yes;"> </span>Sometimes that means a new classroom
teacher, a new bus, or a new school.<span style="mso-spacerun: yes;"> </span>I talk
about how change can be scary but also exciting and fun.<span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span>
<span style="mso-spacerun: yes;">Most importantly, I don't take any of my time with my kids for granted. </span><o:p></o:p><br />
<span style="mso-spacerun: yes;"><br /></span>
<span style="mso-spacerun: yes;"><br /></span>
<span style="mso-spacerun: yes;">P.S. Looking for more speech lessons I've learned along the way? -> <a href="http://www.slplaurendibiase.com/2017/06/how-moment-in-my-cfy-almost-broke-me.html" target="_blank"><i><span style="color: black;">How A Moment In My CFY Almost Broke Me, And What I Learned From It</span></i></a></span><br />
<span style="mso-spacerun: yes;"><br /></span>
</div>
<!--EndFragment--><br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-18463157846068252202019-06-18T20:42:00.000-04:002019-07-22T12:08:42.872-04:0010 Ways to be a Professional and Awesome Student Observer<!--[if gte mso 9]><xml>
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<br />
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<div class="MsoNormal">
Every person striving to become an SLP will need to complete
observation hours.<span style="mso-spacerun: yes;"> </span>It is essential to be
your best self on these observations, because you are representing your college
and your speech-language pathology program.<span style="mso-spacerun: yes;">
</span>Additionally, if you make a poor impression, it is not uncommon for the
observation site to contact your school and request that future students not be
invited back.<span style="mso-spacerun: yes;"> </span>The SLP world is
minuscule, and the connections you make on these observations may benefit you
in your future career.<span style="mso-spacerun: yes;"> </span>You want to be
your best self!<span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgveKljMWvpgml06I1hsP49pAkRdNRoRstU2GHB4Fa43Ag7fwFEjSEOlcGXfeARcNSr4OYbIWW7eoPMk82vKPvmUiUR1I1lH4mZqW5nbz91bddlY-VWxvtKQrmkE13eijP6CAui9ydVkpGT/s1600/StockPhotoStudentErasingMistakes2PersonalCommercialUse.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1068" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgveKljMWvpgml06I1hsP49pAkRdNRoRstU2GHB4Fa43Ag7fwFEjSEOlcGXfeARcNSr4OYbIWW7eoPMk82vKPvmUiUR1I1lH4mZqW5nbz91bddlY-VWxvtKQrmkE13eijP6CAui9ydVkpGT/s200/StockPhotoStudentErasingMistakes2PersonalCommercialUse.jpg" width="133" /></a></div>
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: 12pt;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: 12pt;">Here is how:</span><span style="font-size: 12pt;"> </span></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Dress as though you work
there (slacks, black pants, no midriffs, no shorts, no sneakers)<o:p></o:p></li>
</ol>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<ol start="2" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Leave your cell phone on
silent and in your bag.<span style="mso-spacerun: yes;"> </span>Do not check
it.<span style="mso-spacerun: yes;"> </span>If you’re waiting for an
important call, let the SLP know in advance.<span style="mso-spacerun: yes;"> </span>If you need to know the time, wear a
watch.<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="3" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Don’t chew gum -it’s
distracting<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="4" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Don’t wear perfume or
strongly scented hair product – many special needs students are hyperaware/sensitive
to smells<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="5" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Introduce yourself – don’t
assume the SLP knows your name or the school you are from<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="6" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Prior to beginning your
observation, ask the SLP if you should write your questions down during the
session and ask at the end, or if she prefers you to ask as the session is
being held<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="7" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Take notes. <span style="mso-spacerun: yes;"> </span>Bring a notebook and two pencils with
you.<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="8" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Look interested.<span style="mso-spacerun: yes;"> </span>Yes, you are observing to meet a
requirement, however there are very limited opportunities in the future
for you to see how other professionals conduct their sessions.<span style="mso-spacerun: yes;"> </span>Make the most of these hours.<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="9" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Do not join into the
session unless invited.<span style="mso-spacerun: yes;"> </span>Do not
assume that if the student and SLP are playing a game, that you will also
be playing.<span style="mso-spacerun: yes;"> </span>Stay slightly back when
observing, unless the SLP signals you in.<span style="mso-spacerun: yes;">
</span>If the child tries to include you, ask the SLP if you should.<span style="mso-spacerun: yes;"> </span>Always follow the SLPs lead.<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<ol start="10" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Thank the SLP in person
and also send a thank you email to follow up.<span style="mso-spacerun: yes;"> </span>Be sure to get their contact information
before leaving.<span style="mso-spacerun: yes;"> </span>It is good to leave
a strong and positive impression. You never know if this SLP will be able
to help you in the future in your job search.<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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<w:LsdException Locked="false" Priority="32" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
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<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
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<!--EndFragment--><br />
<div class="MsoNormal">
*Bonus – Arrive between 5-10 minutes early.<span style="mso-spacerun: yes;"> </span>If you greatly enjoyed your observation, don’t
be afraid to ask the SLP if she would be open to you returning to observe again
in the future.<span style="mso-spacerun: yes;"> </span>Also, don’t be nervous to
tell the SLP that you are interested in working in a similar environment in the
future, and is it okay for you to send her your resume.<span style="mso-spacerun: yes;"> </span><o:p></o:p><br />
<span style="mso-spacerun: yes;"><br /></span>
<span style="mso-spacerun: yes;">P.S. - starting to get ready to find a CFY? Make sure to read -> <a href="http://www.slplaurendibiase.com/2019/06/i-applied-to-84-jobs-before-landing-my.html" target="_blank"><span style="color: black;">I Applied To 84 Positions Before Landing a CFY</span></a></span></div>
</div>
<!--EndFragment--><br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-50278494250346286552019-06-02T13:52:00.000-04:002019-06-02T17:51:59.343-04:00I Applied to 84 Jobs Before Landing My CFY<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
I keep seeing in facebook groups and on Instagram, people
who are newly graduated from masters programs in speech-language pathology
programs, discussing their fear of not having gotten a CFY yet.<span style="mso-spacerun: yes;"> </span>I remember being that new graduate.<span style="mso-spacerun: yes;"> </span>Although I was scheduled to graduate in the
month of June, I started applying to job openings in February of that
year.<span style="mso-spacerun: yes;"> </span>I lived on Long Island, a
notoriously difficult place to find an SLP job.<span style="mso-spacerun: yes;">
</span>Being in the tri-state area, we are drowning in colleges that are offering
masters programs in speech-language pathology to large classes of students
(sometimes upwards of 50 people per class)!<span style="mso-spacerun: yes;"> </span>There
just aren’t enough jobs in the area to meet the graduating classes each year.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihaW7X0NpdE0w384RZ8Sou_bbTR4fCIAxSOVnSjHkvTpc4knUiUjQFM-8Z-IxA-A3IJIo5MaPcT7qYAO53ShH2A4TY3ps8WITzor9KwHr5RR0l6m5tUqu9KnTANib7C9izdxKEBcVM3pK0/s1600/StockPhotoDiscouragedStudent2PersonalCommercialUse.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1063" data-original-width="1600" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihaW7X0NpdE0w384RZ8Sou_bbTR4fCIAxSOVnSjHkvTpc4knUiUjQFM-8Z-IxA-A3IJIo5MaPcT7qYAO53ShH2A4TY3ps8WITzor9KwHr5RR0l6m5tUqu9KnTANib7C9izdxKEBcVM3pK0/s320/StockPhotoDiscouragedStudent2PersonalCommercialUse.jpg" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Even though I had graduated from a school in the borough of Queens, my ultimate
dream goal was to land a job in a school or clinic on Long Island.<span style="mso-spacerun: yes;"> </span>So, I began searching months before my
impending graduation date.<span style="mso-spacerun: yes;"> </span>I applied to
every job listing I could find.<span style="mso-spacerun: yes;"> </span>Long
Island.<span style="mso-spacerun: yes;"> </span>Queens.<span style="mso-spacerun: yes;"> </span>Brooklyn.<span style="mso-spacerun: yes;">
</span>Manhattan.<span style="mso-spacerun: yes;"> </span>Staten Island.<span style="mso-spacerun: yes;"> Westchester. </span>As the months ticked by with no potential
prospects, I gazed further out.<span style="mso-spacerun: yes;"> </span>My
brother lived in Boston.<span style="mso-spacerun: yes;"> </span>Maybe I could
get a job up there, I thought, live with him (unbeknownst to him), then move
back home after the completion of my CFY.<span style="mso-spacerun: yes;">
</span>I asked him which towns were safe and easily travelled to via the T
(their metro) and applied.<span style="mso-spacerun: yes;"> </span>As the weeks
continued on, I began applying not only to schools and clinics but also to
hospitals, skilled nursing facilities, agencies, and even to jobs listings that
were so vague, I didn’t even know where/what the job consisted of.<span style="mso-spacerun: yes;"> </span>I became so desperate that I started
applying to positions that were not full-time.<span style="mso-spacerun: yes;">
</span>I applied to jobs that were part-time, permanent substitutes, and even
maternity leaves.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I wouldn't describe myself as a Type A person, but I became one during this job
hunt.<span style="mso-spacerun: yes;"> </span>I kept track of all of the
jobs I was applying to, the date that I applied, and the when I followed
up.<span style="mso-spacerun: yes;"> </span>I noted when I received a rejection
from the application (very rare- usually I just never heard back at all), all
of the interviews I was called for, the date I went on these interviews, and if
I heard back.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I did get some interviews.<span style="mso-spacerun: yes;">
</span>I remember one in particular.<span style="mso-spacerun: yes;"> </span>It
was a phone interview for a skilled nursing facility that would have just one
SLP, and they would be responsible for all 250 people housed there.<span style="mso-spacerun: yes;"> </span>In hindsight, I can now see that this would
have been a TERRIBLE setting for a brand new CFY.<span style="mso-spacerun: yes;"> </span>There was minimum support, working in a
skilled nursing facility was not a passion of mine or something I felt I would
be particularly good at, and I would have no other SLPs working with me for collaboration.<span style="mso-spacerun: yes;"> </span>I also had no time to prepare for the
interview.<span style="mso-spacerun: yes;"> </span>They emailed me and asked if
they could call me in 20 minutes for the interview, which of course I agreed
to.<span style="mso-spacerun: yes;"> </span>I panicked during these 20 minutes,
grabbed all of my aphasia/dementia/dysphagia notebooks, spread them all over
the bed, and prayed that I would have enough time to find the answer to any
medical questions they asked me, quickly enough that there wasn’t an awkward
lull on the phone.<span style="mso-spacerun: yes;"> </span>Spoiler alert: major
fail.<span style="mso-spacerun: yes;"> </span>I didn’t know the answer to their
questions, I made clear mistakes, and if I couldn’t convince myself that I’d be
able to manage 250 adults, I definitely couldn’t convince this man on the other
side of the phone.<span style="mso-spacerun: yes;"> </span>Also, phone interviews
just suck to begin with.<span style="mso-spacerun: yes;"> </span>You can’t see
any kind of facial expression and sometimes the reception is poor and there is
a delay, resulting in it seeming like you’re talking over the interviewer. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I did not get that job offer.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There was another interview that I went on that seemed very
promising.<span style="mso-spacerun: yes;"> </span>It was for a clinic in a
great neighborhood, and the owner of the clinic was an alumni of the same
college as me.<span style="mso-spacerun: yes;"> </span>We bonded over knowing
the same professors.<span style="mso-spacerun: yes;"> </span>At the end of the
interview, however, she told me there was no current opening and that she was
just lining up potential SLPs for the future in the event that the clinic grew
in size of clients.<span style="mso-spacerun: yes;"> </span>Another disappointment.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I felt lost.<span style="mso-spacerun: yes;"> </span>I had gone to arguably the most competitive
graduate school in the area.<span style="mso-spacerun: yes;"> </span>They only
accept 16 students each year.<span style="mso-spacerun: yes;"> I had graduated with a 3.9 GPA and was bilingual. </span>I thought
that all of these resume builders would mean I would be a shoe-in for open positions in the area.<span style="mso-spacerun: yes;"> </span>I learned to put my ego away. <o:p></o:p></div>
<div class="MsoNormal">
<br />
Then, I received an interview for a clinic in Queens.<span style="mso-spacerun: yes;"> </span>I was excited.<span style="mso-spacerun: yes;"> </span>I decided traveling to Queens wouldn’t be so
hard, especially for the opportunity to work with young children in one
location as opposed to being a traveling therapist.<span style="mso-spacerun: yes;"> </span>I aced the interview and left feeling confident
that I would hear back.<span style="mso-spacerun: yes;"> </span>I did! However,
when offered the job, the owner of the clinic told me that the job offer was
not actually for the clinic in Queens.<span style="mso-spacerun: yes;">
</span>It turned out that they literally dropped their CFYs off in the morning
at varying schools in the Bronx, and then picked them up again in the
afternoon, driving them back to Queens.<span style="mso-spacerun: yes;">
</span>I felt deceived and crushed.<span style="mso-spacerun: yes;"> </span>Why
wasn’t this told to me when I interviewed?<span style="mso-spacerun: yes;">
</span>Why had they given me a tour of their beautiful facility?<span style="mso-spacerun: yes;"> </span>However, this was my ONLY job offer at this
point, and it was now May.<span style="mso-spacerun: yes;"> </span>Would I be a
fool for not taking it? I talked it over with my boyfriend (now husband), with
my family, with my friends, and with myself.<span style="mso-spacerun: yes;">
</span>Then, I turned the job down.<span style="mso-spacerun: yes;"> </span>I
felt in my heart that something else was waiting for me.<span style="mso-spacerun: yes;"> </span>I was desperate, but not so much so that I
would take a job with a deceptive employer.<span style="mso-spacerun: yes;">
</span>I wondered, if they were deceiving me this early in the process, what
else was in store for me after working for them for a few months?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The very next day, my supervisor from my Fall externship
called me up.<span style="mso-spacerun: yes;"> </span>The externship had been at
a hospital, I had built a strong rapport with my supervisor, and I had proved myself to be a hard-worker.<span style="mso-spacerun: yes;"> </span>She asked how the job hunt was going and if I
was excited to be graduating soon.<span style="mso-spacerun: yes;"> </span>I
broke down in tears and told her about my fruitless efforts and the difficult
choice that I had had to make the day before.<span style="mso-spacerun: yes;">
</span>She couldn’t believe it.<span style="mso-spacerun: yes;"> </span>She said
that she was going to call her boyfriend’s father, who was the CEO of a school
for the Deaf in Queens to see if there were any openings.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There was only a maternity leave one-month position open,
but I went on the interview just to gain more experience interviewing.<span style="mso-spacerun: yes;"> </span>I fell in love with the school.<span style="mso-spacerun: yes;"> </span>Everyone was signing around me, and I had no
problem jumping right into the conversations.<span style="mso-spacerun: yes;">
</span>The interview went great, but the interviewer told me that she didn’t feel
like she could possibly, in good conscience, give me the position since it was
only for one month.<span style="mso-spacerun: yes;"> </span>I didn’t know it,
but this school was impressed enough with me to personally reach out to the
other schools for the Deaf in the area.<span style="mso-spacerun: yes;">
</span>They sent out my cover letter, resume, and a strong note on how well I
had interviewed- they just didn’t have a position for me.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This lead to me receiving an interview and then a job offer
for a part-time extended year position at a school for the Deaf out east on
Long Island.<span style="mso-spacerun: yes;"> </span>I was thrilled, accepted
the job, and just worked my butt off hoping that it could possibly lead to a
full-time position there for the school year.<span style="mso-spacerun: yes;">
</span>I knew there weren’t any openings, but that didn’t stop me from making
relationships and making it known how much I would love to work there past the
summer.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
BOOM. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The universe heard me, the stars aligned, and one of the
SLPs at the school announced that she was going to be moving to Hawaii.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The second, I mean the second that I heard this news, I swiveled
my chair to face my computer, revamped my resume and cover letter quickly to
include how much I had already felt like I was becoming a member of the family
at this school, printed it, and walked it directly to the school’s
superintendent.<span style="mso-spacerun: yes;"> </span>I wasn’t the only one.
There were two other speech therapists that summer who had also been hired for
the 6 week summer program.<span style="mso-spacerun: yes;"> </span>Effort, luck,
and prayer got me the job offer.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I had landed my clinical fellowship year, in my dream
school, in my dream location. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Before that though, <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I had applied to: 84 job openings<o:p></o:p></div>
<div class="MsoNormal">
I had interviewed at: 14 different locations<o:p></o:p></div>
<div class="MsoNormal">
I had tried for:<span style="mso-spacerun: yes;">
</span>6 months<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What can you take away from this?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">It’s okay to not have a
job lined up by the time you graduate<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Start applying earlier
than you think you need to – it’s always better to get a head start.<span style="mso-spacerun: yes;"> </span>Some employers may file your application
and pull it out months later when an opening occurs<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Document where you’ve
applied so that you don’t re-apply to the same job by accident<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Build up relationships
with everyone in the field – Sometimes it really is all about who you
know.<span style="mso-spacerun: yes;"> </span>Don’t burn any bridges and build and maintain relationships with other SLPs, professors, and clinic
supervisors.<span style="mso-spacerun: yes;"> </span><o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Be flexible – even if you
have always dreamt of working in a hospital, don’t limit your applications
to this setting.<span style="mso-spacerun: yes;"> </span>A CFY is not
forever.<span style="mso-spacerun: yes;"> </span>Get your CCCs, and then
you can look again for a job in the setting you feel is perfect for you. <o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Be proactive.<span style="mso-spacerun: yes;"> </span>Don’t be afraid to put yourself out
there.<span style="mso-spacerun: yes;"> </span>Don’t be overly confident. <o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Don’t have an ego – job employers
might not care where you went to graduate school<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">It’s okay to reach out and
ask for support from people you know<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Don’t give up hope – you WILL
find a job<span style="mso-spacerun: yes;"> </span><o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Don’t settle – if a job
offer sounds sketchy, has a crazy contract, or has red flags, don’t feel
obligated to accept.<span style="mso-spacerun: yes;"> </span><o:p></o:p></li>
</ol>
<!--EndFragment--><br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-90503135356463079302019-03-20T21:41:00.001-04:002019-03-20T21:41:11.829-04:00You Should Never Work with ChildrenOnce upon a time, at the end of my first year of grad school, a woman who was assigned to be my mentor told me "You should never work with children. You don't have the right personality." It was during our last meeting of the year. This meeting was supposed to be a final discussion about everything I had learned over the past year working with my mentor and the client I had shared with her. That's right. I had ONE student with her, and she felt that the hour a week we spent together with that child was enough for her to make that statement. This meeting was supposed to be an end of year confidence-boost before going off to the assigned externship locations to earn the hours needed to graduate and begin my clinical fellowship year.<br />
<br />
<br />
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<br />
<br />
It hit me like a <b>brick</b>. If this had been said to me during my first month of grad school, rather than my tenth, I would have probably nodded in agreement. My goal when beginning the journey towards becoming an SLP was to work with stroke patients in a hospital setting. I was terrified of children. I didn't know how to speak to them or play with them. Growing up I had never really been around them. But that's the great thing about having to go through 6 years of schooling plus a 9 month CFY- it gives us almost SEVEN years to change our minds, better ourselves, and to LEARN. <br />
<br />
A statement like my mentor's could have ruined someone's spirit. It might even have been enough for someone to start doubting their capabilities and their career choice. <br />
<br />
It may have done that to me, except for a few things. <br />
<br />
1. I am privileged and was raised to believe I can breathe fire. Many people, however, are not as lucky. As SLPs, we need to remember kindness above all else. We, above many others, should understand the influence of words. If you are in a position to boost the spirit of another SLP, do it. <br />
<br />
2. I had another supervisor that same year who I shared 5 students with. She was incredible. On the first day, I was honest with her and told her that I didn't know what I was doing, and that I was afraid. She listened, showed me compassion, and helped me develop into a strong and confident pediatric speech therapist. I was blessed to have her as a supervisor. Many others are not. If speech pathology students are assigned only one supervisor that first year of their master's program, when they are especially vulnerable, they could be in trouble. If you are a CFY mentor, or an externship supervisor, understand and respect the <i>gravity</i> of that role and the affect you could have on your intern's career. You may be the one person in their life who is rooting for them to succeed, graduate, and become a <b>rockstar therapist</b> to help hundreds of people.<br />
<br />
3. At this point in my schooling, I didn't want to work with children. I was completely determined to work in a hospital setting. So, yes, her words hit hard and it felt like crap to hear, but she wasn't crushing a life-long dream by saying it to me. If I was another student in my program, who had dreamt of working in a school by whole life, I probably would've cried the whole walk home.<br />
<br />
This is my seventh year as a school-based SLP working with students from preschool all the way up to 10th grade. I love my job, and I love my students. <br />
<br />
SLPs, SLPAs, and students, hold your dreams tight and don't let anyone pull you away from them. Remember why you started this journey. Find a support system. Look for your people, your team, your tribe. They want you to succeed and so do I. <br />
<br />
<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com8tag:blogger.com,1999:blog-4249725483359438503.post-50395170101392478742019-01-30T18:41:00.001-05:002019-01-30T19:10:42.801-05:00What a Mother and her Daughter Reminded Me<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><br /></span>
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<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;">Today, as my husband and I pulled into our driveway, we saw a Girl Scout, who looked about 10 years old, and her mother on our front porch. The mother waved to us, her daughter looked at us, but then proceeded to ring the doorbell five times, causing our dog</span><span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;"> to start barking like crazy. </span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;">As I got out of the car I thought, okay kind of unusual, she saw us but still rang the doorbell. We walked up to them and said hi. The mother smiled wide and said hello. The Girl Scout didn’t respond. Instead she was trying to now knock loudly on the door, calling for our dog to come to the door and play. My SLP brain clicked, and I realized she was somewhere on the spectrum. </span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;">The mom turned to her daughter and reminded her to say hi and to ask us if we would want cookies. Instead, the girl turned toward us and asked if she could come inside to meet our dog. We said yes, of course, as long as it was okay with her mom. Mom happily nodded and agreed. </span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;">They were inside our house for about 15 minutes. The girl LOVED our dog. She talked to her a mile a minute, gave her treats, and tossed her treats. The mom chatted with us the whole time. Finally, we bought two boxes, and they were on their way. </span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;">Why am I sharing this with you? This girl’s mother did not ONCE apologize for her daughter’s socially questionable behaviors of asking to enter our home or her multiple requests to borrow our dog, or to stay at our house longer. She was patient with her daughter. She praised her for being so gentle with our dog. She asked her a math question about how much money we owed if we wanted two boxes and they were each $5. She gently reminded her to say goodbye. This mom rocked. The word “Autism” was never mentioned, because it didn’t need to be. </span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;">Dear parents and special educators of any kind, our students and these children are so much more than just a label. Instead of apologizing for any unexpected behaviors, let's do what this mother did and look for what these children are doing well, then praise it. Let's thank any bystanders for their patience, rather than apologizing that our student is not listening, or sitting, or having quiet hands. Dear parents, keep up the good work. It is not easy, but it is worth it when your child feels your love and support rather than disapproval. Dear special educators, let's take notice of these parents actions, adopt them, and bring them into our classrooms and therapy rooms. Let's remember that these children are just that- children. </span><span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif;"> </span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">*Credit: blog image from SpeechLanguagePirates</span>SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-53708130705246180482019-01-22T21:24:00.005-05:002019-01-23T17:16:37.323-05:00Preserving the Language of Our Grandparents "Buono venedi! No lavoro domani!" 👨🏻<br />
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"Yes! Hurray for fini de semana!" "Ancora una giornata!"👩🏻<br />
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"Oggi una giorno di sole." 👨🏻<br />
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"Si, it is nice. Make sure to mangi buono dolce later."👩🏻<br />
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"Si, ci vendiamo domani. Tu voluo bene."👨🏻<br />
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"Sounds good, ci vendiamo domani, love you sempre."👩🏻<br />
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Ever since my grandpa passed away one year ago, my Uncle Nick texts me in Sicilian. This is an example of one of our conversations, with my sentences mostly being a mix of Sicilian and English. My uncle knows my deep yearning to keep our family's language alive. I was never fluent. My grandparents always spoke English around me. Now that my grandpa isn't here, I feel a desperation to hold onto every sound and syllable that his tongue once spoke so naturally. I struggle with the vowels and the conjugations and the vocabulary. They feels clumsy in my mouth, and I imagine the words slipping from my brain like sand through fingers, like that item on the top shelf your fingers graze against when you can't quite reach.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE2I7brfqpjyst99HjERFP5zrAZRkpwZjq6_NHELEItOS8G0CT478soy8lcrvUJBfKZSBA2IDYoV0TBTsCOGDSsXbaFuSQLP6r4ZTpFkC5_LG-Y3ZxmF3xlt6lnD83LQpoar0sf5L_Pbzm/s1600/IMG_3306.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1196" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE2I7brfqpjyst99HjERFP5zrAZRkpwZjq6_NHELEItOS8G0CT478soy8lcrvUJBfKZSBA2IDYoV0TBTsCOGDSsXbaFuSQLP6r4ZTpFkC5_LG-Y3ZxmF3xlt6lnD83LQpoar0sf5L_Pbzm/s320/IMG_3306.JPG" width="239" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Me and Grandpa</td></tr>
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As Speech-Language Pathologists, we understand better than many the frequent unfortunate demise of family's native languages. As people immigrate to new countries, it's only natural that they try to acclimate. The first way how, is by learning the language. As they begin having children, these children go to school and learn the new language quickly and fluently- often much more fluently than their parents ever will. The children may become embarrassed by the way their parents speak, and then refuse to use their L1 (first language). Alternatively, in the past and unfortunately sometimes in the present, doctors or other professionals recommended parents stop speaking their L1 to children to avoid "language confusion" or a language delay. This myth now has been proven false by many, many research studies. It is our responsibility as professionals, to educate these families on the facts and on the importance of maintaining their culture through their language. <br />
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Here are five ideas for helping your children become bilingual, if you yourself are.<br />
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<span style="color: magenta;"><b>1. </b></span>Split up the language. Have yourself speak only one language to the child at all times, and have your partner speak only the second language to the child. Make sure that the language you are assigned is one that you have native-like proficiency in!<br />
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<b><span style="color: magenta;">2.</span></b> If you do not have a partner to split the bilingual responsibility with, no problem. Divvy up the languages by day. Mondays, Wednesdays, Saturdays get one language, and Tuesdays, Thursdays, Fridays, and Sundays get the other language. This way, children hear full day vocabulary, rather than speaking one language every morning and a second language every night. If you do this, they may only learn how to say "breakfast" in one language 😂<br />
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<b><span style="color: magenta;">3. </span></b>Make sure to read your child books in both languages that you hope they become bilingual in! Books are known to have much more extensive vocabulary than we typically speak in day-to-day life. It will also expose your child to written words in both languages.<br />
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<b><span style="color: magenta;">4.</span></b> Do your parents have more fluency in a language than you do? Insist that they speak only this language to your children at all times! Don't be flexible about it. I so wish that my grandparents had only spoken Sicilian with me, because when growing up I was at their house pretty much every other day. I'm sure it never occurred to them, but now that you have the knowledge from reading this blog, share it with your parents.<br />
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<b><span style="color: magenta;">5.</span></b> If your household all speaks the same second language fluently, another option would be to speak ONLY this language at home with your child. They will learn the country's dominant language at school and out in the community, so there is no need to worry about this.<br />
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<b><span style="color: magenta;">Bonus Tip!</span></b><br />
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Do. Not. Give. Up. It is <b>HARD</b> and a lot of work. This is why in many families the first born child is the most fluent in the parent's native language as well as their environment's language, and the second and third born children are not. With every child they have, parents are busier, more tired, and more overwhelmed with day-to-day responsibilities. But please, do not quit.<br />
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One day your child will speak the <u><span style="font-family: "verdana" , sans-serif; font-size: large;">same</span></u> words that your grandparents once spoke to you, and your heart will flutter with happiness, pride, and nostalgia as you feel your ancestors smile down on you.<br />
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<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-1568893334803521562018-12-28T11:37:00.002-05:002018-12-28T12:43:01.668-05:00I'm Just Not Where I'm Supposed to BeIn 2016, I blogged about how I made an impulsive decision to change jobs (<a href="http://www.slplaurendibiase.com/2016/10/things-slp-learned-when-starting-at-new.html" target="_blank"><b><span style="color: magenta;">Click here</span></b></a>). I went from my dream of working at a school for the Deaf to working in a K-8 New York City public school for special education students. It's been an adjustment, and I've been thinking lately about this transition and how it's affected my life/how I feel about it (as most people usually do as NYE approaches). It's had me recalling a conversation I had with one of my girlfriends a few months after making the change. She asked me how the job was going, if I missed her (obviously, yes), and if I felt it had been the right decision for me. I launched into my standard, rehearsed answer about the perks of my newly acquired dental and vision insurance, pension, and opportunity for tax-deferred annuity. Then, remembering it was a close friend I was talking to and not some old acquaintance I had bumped into at the mall, I paused, frowned, and said<br />
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<span style="color: magenta; font-size: x-large;"><b><i>"But I feel like I'm just not where I'm supposed to be."</i> </b></span><br />
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She nodded, instantly understanding what I meant, as best friends tend to do. The job benefits could be stellar, the speech department could be welcoming, the supervisor could be supportive, and the students could be wonderful, but my heart was still screaming for the Deaf and hard of hearing population that was my passion.<br />
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I struggled with it for more months than I'd like to admit. There are days where I still struggle with it. When I enter my building, muscle memory wants my arm to sign "good morning" to the school safety guard. When I tell a student to wait, my hand automatically forms a fist to say "hold on."<br />
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While reflecting pre-NYE however, I realized I've been rewarded for my struggles by way of personal growth. I never expected to gain the confidence I now have working with students with moderate-severe autism, students with emotional disturbances, or students with down syndrome. I am often surprised by my newly acquired knowledge of behavior management and my collection of visual supports that I have created. I've developed compassion for students and families of cultures different than my own. I've learned some Bengali, and my Spanish has greatly improved. I can give sound advice to teachers and friends about students that are having challenges. Most importantly, I've realized that it's important to hold steady when in new, frightening, trying experiences. Stagnant living doesn't bring about growth. I think that's what I'd like to bring with me into this upcoming new year, and I hope you do as well. I've realized that I'm now exactly where I'm supposed to be, and if you aren't, I hope you make changes to get there. <br />
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Sending you peace and love in the new year!<br />
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<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-18091415098540852052018-09-02T14:05:00.001-04:002019-08-05T08:04:13.064-04:00Top 5 Strategies for Surviving the First Month Back to School<div class="separator" style="clear: both; text-align: center;">
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September is here already, and I'm having some pretty strong feelings about it. If you're an established SLP or a brand new CFY September can be rough. I'm in my seventh year now and have come up with a few ways to make it to October with a bit less stress. Here are the top five strategies that I use:<br />
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1. <i><b>Be realistic</b></i> with your parent engagement. In the past, I bought a notebook for each of my students with the idea that I would write home or tape in an activity completed in speech on a daily basis. This was insane and put so much unnecessary stress on me at the beginning of the year. Instead, talk to your students' teachers and find out what system they have in place, then piggyback off of it. They probably have their own communication notebook or folder that goes home with the students every day. Whenever you want to send something home, add it to the teacher's system. Don't expect to send something home so often. Set the bar low with an introduction note at the beginning of September and then one other note or activity during the month. Make your goal be to touch base with the parents twice a month in some form. It's realistic and will be appreciated by the parents.<br />
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2. <b><i>Meal plan</i>.</b> On Sundays sit down with a piece of paper (or an app, whatever, I'm old school), and write down your planned dinners for the week. By doing this, you can then go grocery shopping on Sunday and you'll avoid having to run to the stores during the week because you'll have everything you need already in the house. You also will avoid the dreaded "what should I make for dinner tonight" conversation with yourself on your commute home, because you'll have a set plan. I also try to make two meals on Sunday, one for Sunday and then the second we eat on Monday. Mondays are my long days at work so by already having a dinner made, my Monday nights are a little less hectic. I also plan for at least one crockpot meal during the week to ease up on the after-school stress as well. There are actually a bunch of hashtags on instagram that you can use to find easy crockpot meals if you're looking for some inspiration: #CrockPotRecipes #CrockPotMeals #EducatorEats<br />
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3. <i><b>Self Care.</b></i> You know what's worse than having to go to work in September? Having to go to work in September sick. Take precautions before this happens. Stock up on purell, clorox wipes, wipes that are safe for children's skin, tissues, and paper towels. Make sure you use all of these things frequently. Your hands may be dry but your nose will thank you. I purell after every session, and have my students use it at the beginning. I also use a clorox wipe over my desk before I eat lunch and again at the end of the day, in addition to any time there is an obvious need for it (think bodily fluids). This is also the time of year to make sure you are taking your daily vitamins and drinking enough water. A lot of stores have cute water bottles out right now, so pick one you like as a motivator.<br />
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4. <i style="font-weight: bold;">Don't Compare. </i>You have instagram right? You go on pinterest and maybe facebook also? I bet your feeds are full of pictures of teachers and SLPs showing off their gorgeous, clean, spacious therapy rooms right now. Everything is color coordinated and brand new and that feeling starts growing in your stomach. You know the feeling. It's a mixture of anxiety and envy and uncertainty that you're good enough. X OUT OF THOSE PAGES. As soon as you start having those emotions it's time to close your computer, take a breath, and remember that the way your room looks doesn't matter. Your students don't come off the bus in September excited for a colorful classroom. They don't learn because the room has a giant window in it. You are all they need. I bet if you stop and think back to when you were in school, you can't remember a single classroom or what it looked like. I bet, though, that you can remember the names and faces of teachers who made an impact in your life. Don't compare yourself to others, just be the best version of yourself.<br />
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5. <b style="font-style: italic;">Lesson Plans. </b>Shhh want to know a secret? I don't really lesson plan for September. *gasp* Want to know why? Besides the insanity that is the first month of school, I feel like there is just so much more important than having structured lessons in those first few days of therapy. I see most of my students only two or three times a week, and they are usually new kids to me. I spend September getting to know my kids, following their leads and their interests, building rapport, taking a language sample, and informally assessing their skills. It means more fun for them, less prep for me, and an overall more successful year because I know where they are in terms of their speech/language, and I also have a good idea of what motivates them.<br />
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Happy September everyone! (And for those days when you want to give up, check out this post -> <span style="color: black;"><a href="http://www.slplaurendibiase.com/2018/12/im-just-not-where-im-supposed-to-be.html" target="_blank">I'm Just Not Where I'm Supposed to Be</a></span><br />
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To figure out what you should be doing for October, read here! -> <a href="http://www.slplaurendibiase.com/2017/09/10-things-school-slp-should-do-by.html" target="_blank"><span style="color: black;">SLP To-Do List for October</span></a>SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-56851094754527944652018-03-12T19:19:00.002-04:002019-07-22T14:37:12.158-04:005 things I Learned from a Parent Crying in my Room - Speech-Language Pathologist Style<div class="separator" style="clear: both; text-align: center;">
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A parent cried in my office today. It was awful.<br />
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It's triennial season. For a speech-language pathologist, this means tests to administer, then score, then reports to write, and then actually attend and participate in the IEP meetings. A few weeks ago, I had an intense IEP meeting. It consisted of a parent in my office, crying, past the end of the school day, and a language barrier. <br />
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A lot went wrong, not much went right, so I came home to reflect on how I could have improved it.<br />
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Let me share with you what I gained from this mess of a learning experience.<br />
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<span style="font-size: large;"><b>1.</b></span> If possible, don't schedule a meeting for <b>Friday afternoons</b>. If the parent has a lot to say, or is upset like in this case, it is easy for the meeting to run late and then staff members may have to leave. It will seem like you're squeezing them in, the parent might not feel like their feelings are important or valid, and you may not speak about everything that you need to.<br />
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<span style="font-size: large;"><b>2.</b></span> If you expect there to be a language barrier, try to line up a staff member, who you know, to <b>interpret</b>. At my school, there are many staff members who speak the language of the mom who I met with. In hindsight, we should have requested one of them to interpret rather than using an interpreter phone service, because face to face interpreting makes it easier to convey a message with the same tone, facial expressions, and body language intended. Additionally, a staff member would have known the student being discussed on a personal level, which always adds a level of compassion to the conversation.<br />
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<span style="font-size: large;"><b>3.</b> </span> Have a <b>tissue box</b> in the room. I literally had to leave the room for about two minutes while the parent cried, trying to locate a tissue. In the end the best I could find was a paper towel.<br />
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<b><span style="font-size: large;">4.</span></b> Have <b>resources</b> available for situations where a parent expresses feelings of loneliness or depression - or know who to reach out to to obtain those resources as quickly as possible. It would be helpful to have some cards pre-made that have the school psychologist or counselor's contact information on them to give out.<br />
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<b><span style="font-size: large;">5.</span></b> Don't make <b>blanket statements</b>. At the beginning of the meeting, before it was truly my turn to speak, I made the statement of "(student name) is doing So well lately! She has made a lot of progress!" Before I could elaborate, mom looked up hopefully and said, "(student name) is talking?!" to which I then had to say "well no, that's not exactly what I meant." I didn't exactly set the best tone for the meeting, which didn't set up the other team members for success either.<br />
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Followup - I've invited the same parent to come in and sit with their child's team again tomorrow. I've prepared better this time and have taken all five of my own suggestions into consideration and hopefully it goes significantly better. Wish me luck!<br />
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PS. If you're looking for more reminders of the influence a parent can have on their child, check out this post -> <a href="http://www.slplaurendibiase.com/2019/01/today-as-my-husband-and-i-pulled-into.html" target="_blank">What A Mother and Her Daughter Reminded Me</a>SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com6tag:blogger.com,1999:blog-4249725483359438503.post-42946277266285641992018-02-26T19:29:00.003-05:002018-02-26T19:29:57.261-05:005 Activities for Teaching your Students about Emotions<div class="MsoNormal">
The number of students coming to us in elementary school who have autism, emotional disturbances, or have been exposed to drugs in utero, continues to grow. These populations have an unbelievably difficult time with <span style="color: magenta;">social skills</span> and <span style="color: magenta;">emotion regulation</span> as they become school-age. One of the foundational necessities of these two skills is being able to identify emotions based on facial expression or body language and to understand what causes us to feel these different emotions.<br />
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Last year I graciously accepted the role of guest blogger on <a href="http://hojosteachingadventures.com/" target="_blank">HoJo's Teaching Adventure's blog</a>, and today I wanted to share it with you, in case you missed it! These are my 5 favorite activities for teaching emotions.<br />
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<b>1. Reflections! </b><br />
First, find pictures on the computer of your students' favorite cartoon characters making different faces and print out the pictures. You'll be surprised at how many options you get if you type something in such as "Peppa Pig Sad!" After printing out the pictures, I suggest laminating them for durability. Next, give your students a mirror to hold in front of themselves and try to match the facial expressions of their favorite characters! Make sure that after they copy the face that they also name what emotion matches the face they are making. Each student should get to take a turn with the mirror. To make sure that your students are getting a wide variety of emotions to try to emulate, have them select a card that is face-down, so it is truly random. This will stop them from always choosing a picture of someone happy. We want our students learning what facial expressions look like for many emotions, rather than just one or two.<br />
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<span style="color: magenta;">Special Note</span> -> I find that mirrors with handles work best for small hands. If you are concerned about students dropping the mirror, or if you work with students who are physically challenged, you may choose to do this activity in a mirror that is already hanging on the wall, such as in the bathroom or on the back of a closet door. </div>
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<b>2. Real Life Photos! </b><br />
Use a camera to take pictures of your students making facial expressions depicting different emotions, or if your students are responsible enough, they can take the pictures of their classmates themselves!<span style="mso-spacerun: yes;"> </span>To begin, I
like to have students make happy faces, sad faces, angry faces and surprised faces.<span style="mso-spacerun: yes;"> It helps to use an even number of students for each emotion, if possible. </span>You can then print, laminate, and cut out your students’ pictures in the
size of playing cards.<span style="mso-spacerun: yes;"> </span>These cards
can be used in an incredible number of ways.<span style="mso-spacerun: yes;"> </span>You can use them to play matching (match emotions) or go
fish.<span style="mso-spacerun: yes;"> </span>This is why it is helpful to have an even number of students making the same kind of face.<span style="mso-spacerun: yes;"> </span>You can spread the childrens' faces out
all over the floor and have them toss a beanbag.<span style="mso-spacerun: yes;"> </span>Whichever card the beanbag lands on, students can name the
emotion and also think of a time they may feel that way, or have them imitate
the facial expression.<span style="mso-spacerun: yes;"> </span>You
can have each student select one card, imitate the expression they see on the
card, and have their classmates guess how they are pretending to feel.<span style="mso-spacerun: yes;"> </span>This activity of using real life photo is only limited by imagination and creativity!<br />
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<span style="color: magenta;">*Special Note</span> -> Don’t forget to get photo permission from parents and guardians in advance!</div>
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<b>3. Role play – Reader’s Theater!</b></div>
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Have you heard of Reader’s Theater?<span style="mso-spacerun: yes;"> </span>I only recently learned about it in an
online course about dyslexia and dysgraphia.<span style="mso-spacerun: yes;"> </span>The idea behind Reader’s Theater is that your students play
out a script in front of their class.<span style="mso-spacerun: yes;">
</span>It’s wonderful for struggling readers because emphasis is placed on body
language and facial expressions, rather than literacy skills.<span style="mso-spacerun: yes;"> </span>This is perfect also for our students
who are trying to learn more about how facial expressions and body language reflects feelings.<span style="mso-spacerun: yes;"> </span>Find (or create your
own) scripts that have a lot of emotions in them!<span style="mso-spacerun: yes;"> </span>For students who are struggling with these, pair them up
with a partner who needs to portray the same emotion as them (the script calls for both students to have the same emotion).<span style="mso-spacerun: yes;">
</span>Having a peer to model and remind your struggling student of what their
face should look like is a strategy that allows the student to feel more independent since you aren't directly prompting them.</div>
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<b>4. Freeze dance!</b></div>
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Remember playing Freeze Dance during recess or gym as a child?<span style="mso-spacerun: yes;"> </span>Someone would play music from a boom box
(I'm aging myself now) and everyone would dance.<span style="mso-spacerun: yes;"> </span>When the music stopped, everybody would have to freeze.<span style="mso-spacerun: yes;"> </span>Play this game the exact same way,
except have your students freeze in a posture and with a facial expression that
matches an emotion.<span style="mso-spacerun: yes;"> </span>You can give
them an example of having a huge smile on your face, arms raised, to show the
expression of excited or proud.<span style="mso-spacerun: yes;">
</span>For some contrast, show your students they could freeze with their hands on their hips and a scowl on their face to
show anger or annoyance.<span style="mso-spacerun: yes;"> </span>There are
so many different ways to shape our bodies and faces to match an emotion!<span style="mso-spacerun: yes;"> </span></div>
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<b>5. Movie: Inside Out!</b><br />
Have you seen this Pixar movie yet? It features characters based on 5 common emotions, living inside of a girl's mind as she grows into her teenage years. The characters are: Joy, Sadness, Fear, Disgust, and Anger. First, let your students watch the movie (it's only an hour and a half). Next, have your students separate into five groups, and assign each group one of the characters/emotions. Explain to them that they are going to make a collage based on their assigned emotion. They can use their own creative ideas on a poster board, to display things that make them feel that emotion. They can clip pictures from newspapers or magazines, print images from the computer, draw images, or write the images in bold, colorful fonts. Once completed, the groups will stand in front of the class and present their collaborative collages to their peers, explaining what emotion they had and what makes them feel that way.<br />
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<span style="color: magenta;">*Special Note</span> -> Inside Out is a PG movie. Use your judgement on if your students are mature enough to watch the move before showing it. Getting parent permission may be a good idea, if you have any concerns.<br />
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SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-12478365392686811072018-02-12T09:11:00.004-05:002018-02-12T20:09:50.044-05:0010 Ways to Prepare for Parent-Teacher Night (Speech-Language Pathologist Style)<br />
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Parent-teacher night is on the horizon over at my school. We always have one in the fall and then one again in the winter/spring. It can be super nerve-wracking to have parents coming in and out of your office, so to try and make it a little less stressful for myself, I prepare in advance.<br />
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Here is what I do...<br />
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<span style="font-size: large;"><b><span style="color: blue;">1.</span></b> </span>Send home a reminder to the parents of when parent-teacher night is and where they can find you. Include on the note an <span style="color: #351c75;"><b>RSVP</b> </span>slip, so that you have a heads up of which parents are going to try to come. Obviously this doesn't mean there won't be a few surprises, but you'll at least have a little more insight into how the night will go. It will also prevent any parents from wandering around the building, asking random people where to find Speech.<br />
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<span style="font-size: large;"><b><span style="color: blue;">2.</span></b> </span>Place your student files/folders in <b><span style="color: #351c75;">alphabetical order</span></b> for easy and quick access. When a parent comes in who you don't recognize, just ask them their child's name and then pull out the folder. Side note, be sure not to assume that this person shares the last name of the child or that it is their son/daughter. Some people look a lot younger or older than they really are, and you don't want to call somebody the grandpa when they're actually the father.<br />
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<span style="font-size: large;"><b><span style="color: blue;">3.</span></b> </span><span style="color: #351c75;"><b>Prep your folders.</b></span> Go through all of them carefully. Here's what I think is best practice for inside:<br />
<ul>
<li>student's most recent IEP goals</li>
<li>current mandate</li>
<li>date of their upcoming IEP</li>
<li>Any parent/guardian correspondences (print all emails)</li>
<li>Student sample work</li>
<li>Data/benchmarking/progress monitoring</li>
<li>Language Sample</li>
</ul>
<span style="font-size: large;"><b><span style="color: blue;">4.</span></b> </span>A lot of parents say that they wish they had more <b><span style="color: #351c75;">communication</span></b> with their child's SLP. I suggest having little cards to hand out with your name, title, school phone number, and your school email address on them. I usually just type it up and print out a bunch on card stock.<br />
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<span style="font-size: large;"><b><span style="color: blue;">5.</span></b> </span>Make sure you have a <span style="color: #351c75;"><b>sign-in sheet</b></span>. Administration may ask who came to speak with you, and instead of racking your brain, you'll be able to just make a copy of the sheet and hand it in. Also, if you ever have a reason to need to confirm the amount of communication you had with a particular family, you will have documentation of the family coming to meet with you (or not coming).<br />
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<span style="font-size: large;"><b><span style="color: blue;">6.</span></b> </span>Have a few <b><span style="color: #351c75;">toys</span></b> within reach in case the parent brings the student with them or a sibling. You don't want the child to take attention away from the sparse time you have directly speaking with a parent. Prep something super engaging (think iPad) and make sure it's not an item they get so often that it isn't exciting for them.<br />
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<span style="font-size: large;"><b><span style="color: blue;">7.</span></b> </span>Come up with a phrase, in advance, that you can use if a meeting is taking longer than it should, and you have a line of parents starting to accumulate. I like to say "I've so enjoyed speaking with you. It seems that I'm starting to gather a line, but would love to continue this conversation. How about we <span style="color: #351c75;"><b>set up an appointment time</b> </span>where we can speak in person or over the phone?"<br />
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<span style="font-size: large;"><b><span style="color: blue;">8.</span></b> </span>Think about your most challenging student. Maybe it's the one who screams, the one who bites, the one who spits, curses, or drops to the floor like dead weight. Now think about their parent. Who maybe has years of parent-teacher nights in their memory, where they have had to hear about all these behaviors they are all too familiar with. These meetings are hardest on them. Find something positive to say about every single student. <b><span style="color: #351c75;">Anything</span>. </b> Start the conversation with that thing, and then repeat it at the end of the conversation. Here are a few ideas that may apply to your students:<br />
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<ul style="text-align: left;">
<li>Johnny is always smiling.</li>
<li>Mia has been making such nice eye contact lately.</li>
<li>I've noticed that Benji is more aware of the other students in his class recently.</li>
<li>Alysha turned towards me the other day when I called her name.</li>
<li>Transitions have been getting better. Instead of needing full physical prompts, now Jackson only needs his hand to be held.</li>
<li>Nora kept her hearing aids in for five extra minutes last week.</li>
<li>Zach looks so handsome with his new haircut.</li>
<li>Everyone is always talking about how beautiful Kia is dressed every day.</li>
<li>Yu has been benefiting so much from visual cues, such as this picture of Hands Down.</li>
<li>Winter has been carrying her speech book while walking, without dropping it.</li>
</ul>
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<span style="font-size: large;"><b><span style="color: blue;">9.</span> </b> </span>Have <span style="color: #351c75;"><b><u>pen and paper</u></b> </span>right near your desk, so that you can keep track of which parents request what from you. It might seem simple at first to remember that Tonya's mom wants a new PECS symbol for "homework," but after seeing 8 more parents, you'll probably forget that. A list will keep you organized and also hold you responsible for providing your students with what the need for success and carryover at home. <br />
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<span style="font-size: large;"><b><span style="color: blue;">10.</span></b> </span> Unnecessary, but nice, <span style="color: #351c75;"><b>extra</b></span> things to have prepped:<br />
<ul>
<li>Snacks (goldfish, pretzel sticks, etc)</li>
<li>Mini water bottles</li>
<li>Small notebooks (like the kind you can buy ten in a pack from Party City)</li>
<li>Pens (to let the parents jot notes down in the notebooks)</li>
<li>Tissues (in case you have an emotional conversation)</li>
</ul>
SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-84362239244789641392018-01-04T20:52:00.003-05:002018-01-08T20:57:40.545-05:005 Reasons to Laminate your SLP Materials Some SLPs love flair pens, magnetic tape, teiks, or Erin Condren planners. Me? I <b>love</b> my laminator. I've used a Scotch laminator since grad school, and it's still going strong. I pretty much laminate any materials that I print out, unless I plan on sending something home with a student. Often people will ask me why I'm laminating so much, so, I thought I would share my top five reasons.<br />
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5 Reasons I Laminate<br />
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1. To save paper- Instead of printing something, using it, losing it, re-printing it, using it, losing it, and repeat, I only have to print it once. I can't crumble it up and shove it somewhere, because now it is laminated and stiff. I also don't have to waste money on paper or ink needed to re-print things. Additionally, I'm just naturally more careful with materials that are laminated because they look all shiny and sturdy. <br />
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2. Cleanliness - Laminated materials are so much easier to clean. You can't wipe spit, boogers, or french fry grease off of regular paper. With laminated papers though, you can take a clorox wipe and clean them right off! Goodbye germs, hello the peace of mind of knowing that your activity is clean for the next child (and for you!)<br />
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3. Durability - I work with students with severe disabilities, some of which include poor fine motor skills. Through no fault of their own, things just don't hold up in my speech room. Things get broken, dropped, ripped, licked, you get the idea. It's really difficult to ruin something that is laminated, and if it does get ruined, chances are I'd be more impressed than upset. <br />
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4. Options - Laminating papers gives me the option of adding either velcro, magnetic tape, or regular tape to the back of it. Kids can get bored easily, especially if they are coming to your room multiple times a week, so switching up the method you are using to teach a topic is always helpful. It might not seem like it, but magnetically sticking a laminated picture of a hamburger to a metal baking pan is a lot more fun than just laying a flat paper picture of a hamburger on the desk.<br />
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5. Confidence - Nothing shoots down a child's self esteem more than telling them they have to scrub a piece of paper with a subpar pencil eraser, then ripping the paper accidentally, before writing down a new answer. You know what doesn't make a student feel bad about themselves? Quickly wiping their answer away with a dry eraser, tissue, or even their finger! Erasing is fun on things that are laminated because your students can use dry erase markers.<br />
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Why do YOU laminate?SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com5tag:blogger.com,1999:blog-4249725483359438503.post-57356653815100032752018-01-02T21:28:00.001-05:002018-01-02T21:28:12.355-05:00Making a Snowman - Collaborative Speech/SPED Lesson!These past few Fridays, we (the teacher that I collaborate with and myself) changed up our routine! Usually we having a life skills cooking class with her 6:1:1 class, but we decided to do more of a craft activity instead. Consistency in routine is good, but so is teaching flexibility - so changing it up once in awhile can be beneficial for our students with autism.<br />
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To add a literacy component to the activity, I've been using my <a href="https://www.teacherspayteachers.com/Product/Interactive-Vocabulary-Book-Building-a-Snowman-2174680" target="_blank">Building a Snowman Interactive Book</a> to expose my students to the vocabulary they will be hearing/seeing during the craft. My kids take turns matching picture to picture for words such as: hat, scarf, mittens, snowball, etc. Once we finished the book, it was time to make our big paper snowman.<br />
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Okay, so this craft had a lot of steps! I used board maker to create these visual sentence strips and broke the directions down to:</div>
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1. Put medium snowball on top of big snowball</div>
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2. Put small snowball on top of medium snowball</div>
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3. Put hat on top of snowman</div>
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4. Put two eyes on snowman</div>
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5. Put carrot nose on snowman</div>
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6. Put scarf on snowman</div>
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7. Put coal mouth on snowman</div>
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8. Put two stick arms on snowman</div>
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9. Put mittens on stick arms</div>
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10. Put coal buttons on snowman</div>
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We made our snowman jumbo size, and added magnet tape onto the back of each piece thinking it would stick to the teacher's magnet board. Maybe because her board is covered with paper, or possibly the magnet tape wasn't strong enough, but the magnets just weren't holding. The pieces kept falling, which became frustrating for the students. We quickly rolled up tape and stuck that on top of the magnet tape and that was more successful. Once our students were done, we finished up the lesson by playing the Frosty the Snowman song/video on the smart board! By using a book, hands-on craft activity, and a song, all on the same topic, we increase the chances of our students retaining the vocabulary they are being exposed to. </div>
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Fun fact - the following week instead of having the kids make one large snowman, they each made a small one to bring home and show their parents! Same vocabulary, different activity.</div>
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Happy winter!SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com1tag:blogger.com,1999:blog-4249725483359438503.post-41485557599369016192017-10-23T21:46:00.000-04:002017-10-23T21:46:01.289-04:00Speech Therapy Lesson for Making Frankenstein Milkshakes! <div class="separator" style="clear: both; text-align: center;">
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Fall is finally here and along with it comes super fun Halloween activities! I wanted to blog today about making these super fun Frankenstein milkshakes because they were a huge hit with my kids this week and made targeting language, social skills, and following directions super easy.<br />
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Although I normally begin my cooking sessions with some kind of literacy activity like an interactive book, the teacher I collaborate with and myself decided to change it up this time. We went on youtube and pulled up a kids' version of the Monster Mash song/dance! We modeled the dance and sang it for our students first, then replayed it and helped our students dance to the song as well. It was an engaging and motivating way to start the session. There's nothing like a mini dance party at the beginning of a session to get the energy in the room up!<br />
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If you're working in a 6:1:1 class like I was, you will need to either remove some of these steps or have some kids double up on jobs. The other alternative, which I did, was to take a few steps and let everybody due them, such as putting a straw in a cup or handing one cup to a classmate. Think about your own students and trust your gut!<br />
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1. Put ice-cream in blender<br />
2. Pour milk in blender<br />
3. Put green food dye in blender<br />
4. Turn on blender (in my group everyone took a turn pressing the button)<br />
5. Pour milkshake into cup<br />
6. Put cool whip on top of cup<br />
7. Put cookie crumbs on top of cool whip<br />
8. Take cup (in my group everyone took one cup)<br />
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<span style="font-size: x-small;">My coworker used Boardmaker Plus to create these visual sentence strips for students, and graciously shared them with me!</span></div>
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If you're doing this lesson with a 12:1:1 class, I recommend the following steps:<br />
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1. Take out all of the ingredients and place on table (ice cream, scooper, green food dye, etc)<br />
2. Scoop ice cream into blender<br />
3. Pour milk into blender<br />
4. Put green food dye into blender<br />
5. Turn on blender<br />
6. Pour milkshake into cups<br />
7. Scoop cool whip into cup<br />
8. Sprinkle cookie crumbs on top of cool whip<br />
9. Put straw in cup<br />
10. Pass out napkins<br />
11. Pass out cups<br />
12. Throw garbage out<br />
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I made sure to ask the teacher to take pictures of all of her students throughout this activity, completing their jobs, interacting with one another, and then trying the milkshake at the end! This way, I was able to put together a one page handout to send home. The handout displayed one picture of each student in the class mid-lesson, allowing parents to know what was done in speech! I got some great feedback from parents letting me know that it led to good interactions and communicative exchanges with their children later in the day 😀🎃<br />
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Have fun and Happy Halloween everyone!SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com4tag:blogger.com,1999:blog-4249725483359438503.post-76918681105090779132017-09-26T21:21:00.006-04:002017-09-27T20:57:55.682-04:0010 Things a School SLP should do by October<div class="separator" style="clear: both; text-align: center;">
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September is a crazy time of the year for us school SLPs and sometimes it's easy to make our to-do lists a mile long. It's also easy to be super hard on ourselves and feel like we are falling behind in our priorities, so I decided to make a list of the top ten things I want to have accomplished by October 1st. If you haven't done all of these things yet don't panic! Just make your goal date be the end of October! <br />
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<span style="color: magenta;">1.</span> Introduce yourself to all of the teachers whose students are on your caseload<br />
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<span style="color: magenta;">2.</span> Meet all of the students on your caseload - be it by observing them in the classroom or taking them to your therapy room<br />
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<span style="color: magenta;">3.</span> Communicate in some way with all of the parents on your caseload so that they know their student isn't being underserved. This could be a phone call, individualized note in a communication book, or a generic "Hey, your kid has a speech therapist this year and it's me!" kind of letter in their backpack.<br />
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<span style="color: magenta;">4.</span> Make your speech schedule and run it by the classroom teachers, gym teachers, OTs, PTs, school counselor, and hearing teacher (and anyone else who may provide a service for your student). Once you're done be sure to share it with your supervisor or school administrators, being sure to note that it may change depending on other related services.<br />
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<span style="color: magenta;">5.</span> Organize your desk/work station. Don't start the year off being disorganized!<br />
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<span style="color: magenta;">6.</span> Review all of your students' IEPs and create your lesson plan form for all students, with their IEP goals written at the top for quick references<br />
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<span style="color: magenta;">7.</span> Create your rubrics/forms that you will use for progress monitoring throughout the school year<br />
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<span style="color: magenta;">8. </span>Take note and make an easily accessible list of which of your students' have photo release forms signed and which do not<br />
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<span style="color: magenta;">9.</span> Take note and make an easily accessible list of the dates of all of your students' IEPs or triennials are for the year. This way nothing will sneak up on you!<br />
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<span style="color: magenta;">10.</span> Check with the school nurse about any food allergies or medical conditions that you should know about for students on your caseload! It's important to know if they have a nut allergy, or if they are on a medication that makes them drowsy in the afternoon!<br />
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What was/is on your to-do list for the rest of the month and October? Share it in the comments section!<br />
<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com5tag:blogger.com,1999:blog-4249725483359438503.post-56931540891580665872017-07-27T20:42:00.000-04:002017-07-27T20:58:32.663-04:00Strategies from a SLP/BCBA about how to Help Nonverbal Students Find their Voice<div class="MsoNormal">
<span style="font-family: "arial"; font-size: 14pt;">Today we have a special guest blogger, Rosemarie Griffin, a Speech-Language Pathologist and BCBA, sharing with us steps to help nonverbal students find their voices! </span></div>
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<span style="font-family: "arial"; font-size: 14pt;">Have you encountered students who are non verbal or limited verbally and
are in the initial stages of acquiring a way to communicate with the world?
Working with students at this stage of communication can be overwhelming and
exhilarating all at the same time. By following the strategies that I will outline
below, you will be able to help your clients increase their overall spontaneous
language.</span></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">The first thing that you want to do when you work with an early learner,
is to pair the environment and yourself with the delivery of reinforcing items
and activities. You want to have many fun items and activities ready to present
the student. At this point, we do not demand anything from the client, we are
merely having fun, building rapport and learning about what they like. <span style="mso-spacerun: yes;"> </span>The process of pairing yourself and the
environment may take just one session or it may take more sessions, depending
on the learner. <o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">After we have an idea of what the learner enjoys, we want to start work
on teaching the student to request specific items and activities. This can be
referred to as requesting or manding. The term manding was described in the book
Verbal Behavior written by B.F. Skinner </span><span style="font-family: "arial"; font-size: 14pt;">(1957).</span></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">Manding is how we all start
communicating: for babies, crying functions as a way to gain access to desired
items, like a diaper change or food or cuddles. As a child grows and develops,
crying is replaced with other ways to communicate (i.e. sign, gestures, word approximations).<span style="mso-spacerun: yes;"> </span>Mands are first in the language
repertoire learned by all children, and are very important for the early
development of language and for day-to-day verbal interactions of children and
adults (Cooper, Heron, & Heward, 2007). It is important to focus on manding
first; in its absence, it is unlikely that you will be able to teach other
verbal behavior repertoires.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">Following these strategies outlined below will help your student
increase their ability to spontaneously communicate: <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "arial"; font-size: 14.0pt;">Strategy 1: Prompt mands initially to teach the child that it’s easy to
get things with verbal behavior, so as to not turn the child off to
communicating. <o:p></o:p></span></b></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">For most students starting work on manding,
this may be the first time they are learning how to use a functional response
form, whether it is sign, pictures, augmentative communication, verbalizations
or a combination of these. We will use a variety of prompts based on their
level of need and the way in which they are communicating. We need to make
certain that they realize that communication is powerful and fun! </span><span style="font-family: "arial"; font-size: 14.0pt;"><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "arial"; font-size: 14.0pt;">Strategy 2: Always start work with the student requesting their most
powerful reinforcers. <o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "arial"; font-size: 14.0pt;">Strategy 3: Always teach specific mands.<o:p></o:p></span></b></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">We should always start with manding for
specific and powerful reinforcers, targeting 3-5 initial mands if possible. If
you have a student with a limited amount of reinforcers, remember to use a
preference assessment. </span><span style="font-family: "arial"; font-size: 14.0pt;"><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "arial"; font-size: 14.0pt;">Strategy 4: Be a giver not a taker. <o:p></o:p></span></b></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">This is such a key strategy! Please do not
take things from students who are nonverbal. Sometimes the only way they know
how to communicate is with their behavior, which may be falling on the floor or
having a tantrum. If a student wants a pretzel, give them a couple and not the
whole bag. Once they eat the pretzels you gave them, they will be motivated to
ask for more pretzels on their own. If a student requests a movie, show a short
clip on your computer and control the buttons yourself. If you let the student
watch a ten minute movie clip or give them their iPad to watch the movie, it
may be very difficult to transfer to working on manding for other items or
activities. </span><span style="font-family: "arial"; font-size: 14.0pt;"><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "arial"; font-size: 14.0pt;">Strategy 5: Use a rotating array of reinforcement. <o:p></o:p></span></b></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">This strategy goes with Strategy 4. Instead
of taking away an item, present another item or activity that is also
motivating. If the student wants to engage with the item or activity they will
request it. It is important to have this array of reinforcement in your
possession, so that students need to request to gain access to the item or
activity. This will help to increase the amount of practice they get with
manding. </span><span style="font-family: "arial"; font-size: 14.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">Following the above guidelines will help you build rapport and a cooperative
therapeutic relationship with your student. It will also allow them to communicate
more effectively with the world! <o:p></o:p></span></div>
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<div style="background: white; margin-bottom: 19.5pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<b><i><span style="color: black; font-family: "arial"; font-size: 14.0pt;">Rosemarie Griffin, MA, CCC-SLP,
BCBA,</span></i></b><span class="apple-converted-space"><i><span style="color: black; font-family: "arial"; font-size: 14.0pt;"> </span></i></span><i><span style="color: black; font-family: "arial"; font-size: 14.0pt;">serves students in
public and private school settings. She created the website </span></i><a href="http://www.abaspeech.org/"><span style="font-family: "arial"; font-size: 14.0pt;">www.abaspeech.org</span></a><span class="apple-converted-space"><i><span style="color: black; font-family: "arial"; font-size: 14.0pt;"> </span></i></span><i><span style="color: black; font-family: "arial"; font-size: 14.0pt;">and gives presentations on professional collaboration and on using
evidence-based practices.</span></i><span class="apple-converted-space"><i><span style="color: black; font-family: "arial"; font-size: 14.0pt;"> </span></i></span><a href="mailto:abaspeech@yahoo.com"><i><span style="color: #6ca741; font-family: "arial"; font-size: 14.0pt;">abaspeech@yahoo.com</span></i></a><i><span style="color: black; font-family: "arial"; font-size: 14.0pt;">. She is also
the creator of the action builder cards and can be reached on facebook at
@abaspeech. </span></i><span style="color: black; font-family: "arial"; font-size: 14.0pt;"><o:p></o:p></span></div>
<div style="background: white; margin-bottom: 19.5pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="color: black; font-family: "arial"; font-size: 14.0pt;"> References: <o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">Skinner, B.F. ( 1957). Verbal Behavior. New York:
Appleton-Century-Crofts. <o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 14.0pt;">Sundberg, M.L. (2014) The verbal behavior milestones assessment and
placement program: The VB-MAPP guide ( 2<sup>nd</sup> ed.) Concord, CA:AVB
Press. <o:p></o:p></span></div>
SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com3tag:blogger.com,1999:blog-4249725483359438503.post-48035902743638990102017-07-11T17:43:00.001-04:002017-07-13T20:26:16.059-04:00How to Turn Making S'mores Into a Speech and Language Lesson!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6ZKfyP05jImjribJmjYXT3hfVeOEqOhw8GsM3UTb7QFrJDLrCR0C4_kyxNw_wuaxeY2mtTSrp6Vr_sVGO9-Yvq8Ai-L-p6XO54CMwTf6LYC23Bfhqtk56AfyYNbAvXhfuJ94dHbKCP3e_/s1600/IMG_0450.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6ZKfyP05jImjribJmjYXT3hfVeOEqOhw8GsM3UTb7QFrJDLrCR0C4_kyxNw_wuaxeY2mtTSrp6Vr_sVGO9-Yvq8Ai-L-p6XO54CMwTf6LYC23Bfhqtk56AfyYNbAvXhfuJ94dHbKCP3e_/s200/IMG_0450.JPG" width="200" /></a></div>
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It's officially summer, SLP friends! If you are like me and working summer school, you might be looking for some super fun activities for your students. I wanted to blog today about making s'mores, since I have found that this can be adapted and differentiated for your special education students as young as kindergarten or as old as high school. <br />
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First, I like to include an interactive vocabulary book in my lesson prior to actually making the s'mores. This allows your students to be exposed to the necessary vocabulary, includes a literacy piece to the lesson, and prepares them for the later part of the lesson where they will actually be making the s'mores! I love this <i>freebie</i> from Speech Bonanza:<span style="color: magenta;"><b> <span style="color: magenta;"><a href="https://www.teacherspayteachers.com/Product/FREEBIE-Lets-Make-Smores-Adapted-Book-Sequencing-Following-Directions-2647803" target="_blank">Free Making S'mores Interactive Book</a>.</span> </b></span> Here's a picture of my book, laminated and bound together to increase the chances of it not being destroyed from week to week. (There's no guarantee, people!)<br />
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Are you working with a 6:1:1 class and are going to be doing a group lesson? Here are the jobs/ directions I suggest using. Of course, remember that you know your students best, so differentiate however is necessary for your kids to be successful. If some of the directions seem too challenging for your students, remember there is nothing wrong with starting with hand over hand prompting and then slowly fading your prompt level. <br />
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1. Place six graham crackers on tray/plate<br />
2. Place one or two pieces of chocolate on each graham cracker<br />
3. Place a marshmallow on top of each piece of chocolate<br />
4. Cook the tray/plate in the microwave for 30 seconds<br />
5. Place a graham cracker on top of the marshmallow and push down<br />
6. Pass S'mores out to your friends<br />
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<span style="font-size: x-small;">My coworker used Boardmaker Plus to create these visual sentence strips for students, and graciously shared them with me!</span></div>
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This year I don't have any, but if you're working with a 12:1:1 class, I would suggest using these jobs/directions:<br />
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1. Take out all of the ingredients and place on table (graham crackers, marshmallows, chocolate)<br />
2. Place three graham crackers on tray/plate<br />
3. Place three graham crackers on tray/plate<br />
4. Place one piece of chocolate on six graham crackers<br />
5. Place one piece of chocolate on six graham crackers<br />
6. Place a marshmallow on top of the chocolate on six of the crackers<br />
7. Place a marshmallow on top of the chocolate on six of the crackers<br />
8. Cook the tray/plate in the microwave for 30 seconds<br />
9. Place a graham cracker on top of the marshmallow and push down<br />
10. Get out six napkins and lay them out on the table<br />
11. Place one s'more on each napkin<br />
12. Pass s'mores out to your friends<br />
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We always want to make sure that we aren't just working on requesting with our students. They should be able to comment also! This visual sentence strip allows students to comment on what ingredients they see. I leave all of the options on a laminated piece of computer paper that has a long strip of velcro on it. My student can then select the correct one and place it on the commenting sentence strip (I see + noun). This is also a great way to target/assess your students' matching skills.<br />
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<span style="font-size: x-small;">Again, props to my colleague for creating the sentence strip with Boardmaker Plus!</span></div>
<b>Tips: </b><br />
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-Do this activity repetitively with your students. I see my 6:1:1 classes for a collaborative lesson one time a week, for an hour, and I typically will do the same activity for at least four weeks in a row. This allows students to learn the routine and learn what is expected of them, before you change it up on them with a new activity. <br />
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-Don't assign jobs all willy-nilly! Think ahead and plan which of your students would be best for each step. We always want to challenge our students, but we do not want to frustrate them. If you have a student who does not have great fine motor skills, don't assign them the job of placing a tiny piece of chocolate on each graham cracker. If you have a student who has sensory challenges, they probably won't want to be the one to place the marshmallow on the chocolate, BUT they may be great at pushing down on the marshmallow using the graham cracker. Do you have a student who has an IEP goal of learning their peers' names? They may be perfect for handing out the finished s'mores to their friends!<br />
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-I also recommend writing down which "job" each of your students has on week one, and assigning them the exact same job for the next four weeks. They will be able to start completing their job with independence, allowing for them also to feel pride in being able to complete their step.<br />
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-Don't be discouraged at how much preparation this lesson takes. It is worthwhile because your students will be motivated by the chance to make a s'more and then eat it, and this lesson can target SO many of your IEP goals. Plus, you can save this and use it every single summer that you are working, regardless of the population you work with. Every lesson plan you make should ideally be flexible enough for you to differentiate it for any potential caseload population.<br />
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-Don't rush this activity. Create your schedule so that you have back-to-back speech sessions in the same classroom. I usually spend a full hour in the classroom for this lesson. The first half hour is for the interactive vocabulary book and the second half hour is for the making/eating of the s'mores.<br />
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-CHECK FOR FOOD ALLERGIES! Triple check the IEP, check with the teacher, and check with the nurse, before bringing any kind of food item into the classrooms. Also, be sure to check with the teacher in advance to see if they have any new kids in their room that day so you can find out about their potential allergies as well!<br />
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Hope you all find this lesson plan helpful!! I'd love to hear your feedback on how it goes with your students! SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com6tag:blogger.com,1999:blog-4249725483359438503.post-46584762643309697492017-06-17T14:32:00.004-04:002017-06-17T14:32:42.738-04:00App Review - Social Detective Intermediate <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia0IhqOPwe1xR1kkGKZt-VcgsTsW1lFbRb0Vsv4yobB9d_3t5jHWNi7qiSJ9EGmt_fe85iMrqHw4wkAB_hF9zVcmNrqQOC7RFhSlSw-I6IvqnKioXHSd08FoLf6GufGmcA62K7cutnkvR8/s1600/Social+Detective.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="150" data-original-width="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia0IhqOPwe1xR1kkGKZt-VcgsTsW1lFbRb0Vsv4yobB9d_3t5jHWNi7qiSJ9EGmt_fe85iMrqHw4wkAB_hF9zVcmNrqQOC7RFhSlSw-I6IvqnKioXHSd08FoLf6GufGmcA62K7cutnkvR8/s1600/Social+Detective.jpg" /></a></div>
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I'm <b>so excited</b> to be writing my first review for an app! The app that I had the opportunity to try out is called Social Detective Intermediate by Social Skill Builder, INC. Before we jump into my opinion of it, here are a couple of quick facts about the app.<br />
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-Meant for students ages 7-12<br />
-Is the next addition to their popular Social Detective Beginner app<br />
-Costs $24.99<br />
-Requires IOS 9.0 and is comparable with your iPad<br />
-First premise is that students act as detectives to identify the thoughts or emotions that a character is feeling, based on a social scenario by making a smart guess.<br />
-Second premise is that students identify the clues that allow these smart guesses (raises awareness of what is seen and heard aka what social cues should they be recognizing in real life).<br />
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Okay let's get into it!<br />
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<b>What did I love?</b><br />
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I loved the super catchy song that plays after selecting the app - it talks about how using social skills takes your eyes, ears, AND heart. You could have a whole week's speech lesson right there, discussing how those three things are necessary for social etiquette. <br />
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There are audio directions for our students to listen to, which allows them to be a little more independent while using the app and perfect for our students who struggle with literacy and reading/following written directions.<br />
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This app has enormous diversity in the types of social scenarios that you experience and clear and vivid pictures related to the social scenario. It had way more social situations than I would have ever been able to think of myself, and saved me the time of looking for a visual cue to go with them all. It's just a time saver in general. <br />
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A lot of my speech groups are groups of three, so this app worked well for them. Each scenario comes with three questions related to the scene, so each student was able to answer one question. It was great because they all felt compelled to listen carefully, since they knew that everyone would have a turn answering a question about what they heard. <br />
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Data collection is an area that you hear SLPs talking about all the time and questioning how they can make it easier. One plus of this app is that it is built right into the games. Data is taken and shown via a bar graph that you can access any time. A perk is that you can email the bar graph data to yourself, or to another person, to print out and send home, or keep in their speech folder to document progress over time. Students can see their own progress as well, since bar graphs are easy to understand.<br />
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I loved that this app provides for a way to work on social skills even when you see students who are mandated for individual sessions. It can be really difficult to work on picking up on social cues and identifying other peoples' perspectives and feelings when you don't have other people in the room to act out scenes with. Using this app, you can target these same goals without needing additional people!<br />
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<b>What improvements do I think would be beneficial?</b><br />
<br />
-Although there was the option to turn on or turn off positive and negative reinforcer sounds, I felt that the negative sound was a little harsh. The students that I am using this app with are already self-conscious about their social pragmatic deficits, and the strong negative buzzing sound when they answered incorrectly was not encouraging. I feel that this noise could be replaced with something a little less dramatic, such as a funny voice saying, "Oops!" <br />
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-The app does have some diversity in the area of avatar selection, however it was still somewhat narrow with there being one choice for an asian girl, one choice for an african american girl, one choice for an african american boy, two choices for caucasian girls, and two choices for caucasian boys. My caseload is mostly made up of students from the middle east, and they were unable to select avatars that reflected their own appearance.<br />
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-As I mentioned above, I was happy that directions were both audio & written on some of the pages however, the audio wasn't offered during the actual videos. You really need to listen to the voice because the picture alone will not give your student enough information to infer what is happening. This meant that my deaf/hard of hearing students needed me to repeat what was said for them, since listening to a recorded voice was too hard for them to understand. <br />
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-Every scenario had three questions associated with it. For some reason, the third question frequently was difficult to answer in terms of dragging the correct social thought into the thought cloud on the picture (which is how you answer the questions). The answer was difficult to drag and release, allowing to have your answer accepted. I found that I had to try multiple times before my answer "stuck" which could be frustrating to students.<br />
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Curious and want to try a demo? Click <a href="https://www.youtube.com/watch?v=on9wxkvYDsI&feature=youtu.be" target="_blank">Here!</a><br />
<br />
Like what you saw and want to purchase the app? Click <a href="https://itunes.apple.com/us/app/social-detective-intermediate/id1079442478?mt=8" target="_blank">Here!</a> If you do purchase it and also write a review on your own blog, be sure to email the link to <i>info@socialskillbuilder.com</i> and they will send you a free promo code for their Social Skill Builder Lite app!<br />
<br />
<span style="font-size: x-small;">Disclaimer: I did receive a free copy of this app in exchange for a review, however the review is entirely my own opinions and I received no additional compensation for this review.</span>SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com2tag:blogger.com,1999:blog-4249725483359438503.post-24974109895048140702017-06-01T21:38:00.001-04:002017-06-01T22:15:05.559-04:00How a Moment in my CFY Almost Broke Me, and what I Learned from it<div class="separator" style="clear: both; text-align: center;">
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I'd be lying if I said there were times during my CFY that I didn't want to quit, throw in the towel, run home crying, and open a yarn store pretending to know nothing at all about speech or language. Don't get me wrong, I had some great moments during that year. I met two of my best friends, joined a tight-knit speech department, started the process of becoming PROMPT certified, gained a mentor, learned how to use an otoscope, solidified my bilingualism, gained confidence in who I was, and gained a vision of who I could become. Despite all of the incredible moments, there was one low point that stands out to me when I think back upon that year. Five years later, I'm ready to share this with CFYs who may be about to start the journey, are mid-way through, or who are nearing the finish line.<br />
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I started my clinical fellowship in July of 2012 after landing a job at my dream location. I was in SLP heaven. Come November, however, I received a somewhat needed wake up call. I was called into a meeting to find out that one of my favorite student's families had made a request to the school that their child be removed from my caseload. They believed I was just too young and too inexperienced to work with their child. I was crushed and couldn't help thinking: but what about that stellar communication notebook I had put my heart and soul into, sent home every single day with notes from the day, activities to be completed at home, and pictures of their child engaged in an activity? What about the rapport I had built with my student who initially refused to transition through the hall with me but now bounded towards me when I opened their classroom door? But what about the relationship I thought I had built with her mother, her father, her aunts, and her grandmother? And what about the frequent phone calls, emails, and invitations to come and participate in a session? None of it seemed to matter anymore, and I felt like a failure in every sense of the word.<br />
<br />
So, what did I do?<br />
<br />
Well, after texting my mom and boyfriend (now husband) about how terrible of a therapist I must be, I went to speak with my supervisor in private. This saint of a woman reassured me that she had spoken with my student's family and told them that I was qualified, motivated, and a wonderful match for their child. She told them that she had observed me with their student and that my compassion and understanding for her individual needs was above all expectations. Lastly, she told them that she would like to leave their child on my caseload for the remainder of the year, with the possibility of discussing any lingering concerns again in the summer in anticipation for the following school year. <br />
Thankfully, the family agreed. <br />
<br />
That August, and for the next three Augusts, the family requested me as their child's speech-language pathologist.<br />
<br />
So, what did I learn?<br />
<br />
Build a <b>strong relationship</b> with your speech supervisor and accept any observations or feedback that she offers to you. Why? If you do so, and she is as incredible and awesome as mine was, she'll have your back in times of need.<br />
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Be in <b>frequent contact</b> with your students' families. Invite them in, let them know progress and concerns. Send home activities to promote carryover skills. Why? If you wind up in the same situation that I did, you will be able to honestly and confidently tell your supervisor that you did all you could to try and build rapport and collaborate with the family. They won't be able to say that they did not have communication with you.<br />
<br />
Don't take everything so <b>personally</b>. This family did not ask to have their child removed because of poor therapy or lack of progress. Understand and respect that they were advocating for their child in the best way they knew how and that they were acting out of fear. Fear of their child's future and fear of not knowing exactly what they <i>should</i> be requesting in terms of a therapist. To them, most experienced meant best. If this happens to you, remember that it is not a personal attack on you as a therapist. <br />
<br />
...And when in doubt, hit up your good friends Ben and Jerry for some emotional support.<br />
<br />
<span style="color: magenta; font-size: x-small;"><b>*Special thanks to Lisa Bloechle for always having my back <3</b></span><br />
<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com4tag:blogger.com,1999:blog-4249725483359438503.post-14725094880347690232017-04-09T16:29:00.001-04:002017-07-23T00:46:42.682-04:00Call Me What You Wish<div class="separator" style="clear: both; text-align: center;">
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I am a Speech-Language Pathologist to my speech department and to my former grad school professors and to New York state. <br />
<br />
I am a Speech Therapist to the families of my students.<br />
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I am a Speech Teacher to my administrators and to the teachers who I work with.<br />
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I am Speech to my students who are verbal. <br />
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I am an eye gaze and a smile to my students who are not. <br />
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I am the person who treats your child as their own, who wipes their nose, wipes their eyes, wipes their mouth.<br />
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I am the person who spends hours upon hours working with your child to help them learn how to play, how to listen, how to speak or sign or use communication devices.<br />
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Call me what you wish, because it will not change who I am or what I do or how I do it.<br />
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<i><span style="font-family: "verdana" , sans-serif; font-size: x-small;">**Agree? Be sure to check out these <a href="https://www.teacherspayteachers.com/Product/Speech-Language-Pathologist-Poster-3277195" target="_blank"><span style="color: magenta;">Posters</span></a> that I created from this blog post, that are in my TpT store!</span></i></div>
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<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com14tag:blogger.com,1999:blog-4249725483359438503.post-72751203663183057572017-03-23T20:04:00.000-04:002017-03-25T22:29:37.098-04:0015 Red Flags that your Student may have an Undiagnosed Hearing Loss<div class="separator" style="clear: both; text-align: center;">
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So often I hear people describing their students, and their students' challenges, and I become concerned that their student may have a possible hearing loss. For SLPs who do not specialize in children with hearing loss, or who do not see this population on a regular basis, it is so easy to confuse the signs of an undiagnosed hearing loss with that of a language disorder. Students who have special needs (autism, down syndrome, cerebral palsy, etc) may be at a higher risk for going long periods of time without having their hearing loss identified because a delay in language development can easily be blamed on the diagnosis that they already have. Hearing loss is time sensitive, and if your student does have a hearing loss, it is imperative that we help identify it as quickly as
possible so that the gap between them and their peers in terms of articulation or
language does not continue to grow.</div>
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<o:p>Here are 15 <span style="color: red;">red flags</span> that your student MIGHT have an undiagnosed hearing loss.</o:p></div>
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1. Child is not responding to their name </div>
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2. Child does not turn or react to loud noises</div>
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3. Child is omitting the /s/</div>
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4. Child is omitting /f/ </div>
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5. Child is omitting morphological markers. What do I mean? Plural -s, possessive -s,
past –ed</div>
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6. Child omits function words (remember these are the little words like: and, in, on, the)</div>
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7. Sounds robotic- poor intonation/rhythm in their voices</div>
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8. Confusing /n/ and /m/ in speech</div>
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9. Poor volume modulation</div>
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10. Looks like they have poor attention</div>
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11. Don’t socialize well in noisy environments</div>
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12. Difficulty following directions – be careful, these are the students who may appear good at following routines and will assume the directions you give are part of that routine </div>
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13. Frequent ear infections – Are they frequently rubbing their ears, are their ears red inside (use your
iPhone flashlight to look), is their discharge from their ears?</div>
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14. Family history? Do you have their sister in speech and she has hearing aids?</div>
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15. Do they understand you less when your back is to them?<br />
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<b>Bonus</b> <span style="color: #cc0000;">red flag</span> to look out for -> Does your student omit the final sound of words? Often people assume this is the phonological process of final consonant deletion. Please note, that the final sound of words is often omitted by students with hearing loss because these sounds are less acoustically salient, and thus perceived less often. </div>
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<o:p><span style="color: magenta;"> "Oh no, Lauren! My student meets like ten of these </span><span style="color: red;">red flags</span><span style="color: magenta;">! What do I do now?"</span></o:p></div>
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<o:p><br /></o:p></div>
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<o:p>Don't panic! Here's what to do:</o:p></div>
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<o:p><br /></o:p></div>
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1. Contact the family – see if the child has had a hearing test
lately and see if the family has any of the same concerns</div>
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2. Speak with their teacher and see if they share any of your concerns. </div>
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3. Speak with the school nurse - some nurses can give hearing screenings right in their
office</div>
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4. Lastly, document all of these events. Keep track of the speech characteristics that you’re
noticing so that you can see if they fluctuate or are consistent.</div>
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<!--EndFragment-->SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com18tag:blogger.com,1999:blog-4249725483359438503.post-46307781233067204572017-02-24T16:58:00.002-05:002017-02-24T17:01:01.487-05:00How to Declutter, SLP Style<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQeUcBsVA7rszCh9KrL6rA2ceT6OyGshK5cC_HQHoAFODSLf-LFq94aNNQaT_pbU6-qo-xbaZ0GLo8AMnMJE3CkZc_I3X-ysiIqmPwGneE_Rz5svTQ0FO30_KFgGzcyXNbrZqnQQ4tiloe/s1600/declutter+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQeUcBsVA7rszCh9KrL6rA2ceT6OyGshK5cC_HQHoAFODSLf-LFq94aNNQaT_pbU6-qo-xbaZ0GLo8AMnMJE3CkZc_I3X-ysiIqmPwGneE_Rz5svTQ0FO30_KFgGzcyXNbrZqnQQ4tiloe/s320/declutter+2.jpg" width="320" /></a></div>
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Do you have boxes and boxes of speech materials piled up in the back of a closet in your house? Or maybe shelves piled so high that you worry for your safety when sitting under them? Perhaps its the junk drawer(s) that you have to open two inches, then slide your hand in to push the stuff inside down, so that you can continue opening the drawer? It's not your fault! You're an SLP, and SLPs are naturally innovative and thrifty - constantly finding new uses for old objects. I'm guilty of keeping things way too long. I'm sure my coworkers or husband have heard me say things like, "I know this puzzle doesn't have all the pieces, but I can totally turn that into a language lesson on the word "missing!" or "Well, I might eventually need a half of a piece of blue construction paper that already has a circle cut out of it." But, if you're like me and are feeling overwhelmed with items in your office or personal space here are a few tips on decluttering.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj12aoHaPtWyCfG1E6UFQsAoZOcH8rvafX4YH3TiDCAxXxNs06e7In2ia3qZYG-hpoPyUrR0JCPLRbd5sZ1zyjsR521g7mOXQoh6P2yEsv4GhLu3vk5C57VJJP8EOgiVVu9w5SE5pCnam16/s1600/declutter+1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj12aoHaPtWyCfG1E6UFQsAoZOcH8rvafX4YH3TiDCAxXxNs06e7In2ia3qZYG-hpoPyUrR0JCPLRbd5sZ1zyjsR521g7mOXQoh6P2yEsv4GhLu3vk5C57VJJP8EOgiVVu9w5SE5pCnam16/s320/declutter+1.jpg" width="240" /></a></div>
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-If you haven't used it in the past year, donate it or chuck it!</div>
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-If it's broken and you won't be able to fix it in the next 48 hours, toss it!</div>
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-If it's not appropriate for the population you are working with, sell it!</div>
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-If it's a test that is outdated, get rid of it and replace it!</div>
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-If it's a piece to a game or toy that you can't locate, out it goes!</div>
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-If it's got a coat of dust on it, you don't need it!</div>
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-If it has a questionable stain, bye!</div>
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-Cassettes or VHS videos when you don't actually have a tape player or VHS machine, Good Will it!</div>
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-If you still have grad school text books for topics you do not work with (i.e. you work in a special needs autism preschool, and you have shelves stocked up with text books on geriatric dysphagia), donate it to a local college or library!</div>
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-Would it fall into the category of scrap paper aka it's less than half the size of a sheet of paper? Out it goes!</div>
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-Is it a kind of electronic or a device that requires a special battery or cord to charge, and you've lost that battery/cord? Get rid of it! Don't kid yourself with thinking you'll take the time to search the depths of the internet for a replacement. </div>
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*There are a few exceptions that should be noted when deciding whether or not to get rid of something, such as was it given to you by a special person or if you have a sneaking suspicion that it doesn't actually belong to you and maybe you forgot to return it to a coworker three years ago during that snow storm. </div>
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Good luck decluttering!!</div>
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SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com1tag:blogger.com,1999:blog-4249725483359438503.post-25818849676959321682017-02-09T18:06:00.000-05:002017-02-09T18:30:56.868-05:005 of My Favorite FREE Valentine's Day SLP Resources!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiIikqBKmppoIdTo-Em8wteAFFmo0sR0QD0TP1sdzD6VndHovtnN4XkVoFEaP2OVIL4Y1svAyqXgmzIxuF4flDDOknt1sp3igh1XItrPhFCu6oyD6Ww0DAdMo5dk8NJTjiea_dF8Hcpznz/s1600/valentines.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiIikqBKmppoIdTo-Em8wteAFFmo0sR0QD0TP1sdzD6VndHovtnN4XkVoFEaP2OVIL4Y1svAyqXgmzIxuF4flDDOknt1sp3igh1XItrPhFCu6oyD6Ww0DAdMo5dk8NJTjiea_dF8Hcpznz/s320/valentines.jpg" width="320" /></a></div>
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<br />
Today was a blizzard in New York, and somehow, someway, the NYC Department of Education closed for a snow day!! After the initial shock wore off, I started thinking about how I wanted to spend my day. After a few hours of the West Wing and pancake eating, it hit me that Valentine's Day was next week already! This year has been going by so fast, and I don't feel like I have been taking advantage of holiday themed activities in my speech room as much as in past years. So, today I took some time to find 5 awesome free Valentine's Day activities that I (and you) can put to use tomorrow, Monday, and Tuesday! I also plan on saving them in a labeled folder so that I can pull them out easily for next year.<br />
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Here we go and in no particular order...<br />
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1. <a href="https://www.teacherspayteachers.com/Product/Following-Directions-Valentines-Day-1675094" style="background-color: white;"><span style="color: magenta;">Following Directions Valentine's Day by The Pedi Speechie</span></a><br />
I like this resource for a few reasons, but primarily because the directions are placed in adorable rhymes that will be fun for your students to each read aloud, or listen to. <br />
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2. <a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Mini-Book-FREEBIE-1664598"><span style="color: magenta;">Valentine's Day Mini Book Freebie</span></a><br />
I've recently been a big fan of mini book resources because they can be started and completed all in one session. My students love being able to feel like they accomplished something that they can then bring home and show to their families. I've also been trying to collaborate more with the OTs in my building, who would be happy to see all of the cutting activities being utilized.<br />
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3. <a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Interactive-Book-for-DescribingListening-FREEBIE-2975570"><span style="color: magenta;">Valentine's Day Interactive Book for Describing/Listening Freebie by Fun in Speech</span></a><br />
So this is definitely something that you want to put in a safe place to use year after year, because interactive vocabulary books take a little bit of extra time to make. This one is totally worth it though. It has cute pictures and a lot of repetition (think Brown Bear, Brown Bear), which is great for our beginner readers to read aloud. Really nice for targeting attending to stories and auditory comprehension. <br />
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4. <a href="https://www.teacherspayteachers.com/Product/Valentines-Day-ABCs-Alphabet-Cards-1656562"><span style="color: magenta;">Valentine's Day ABCs Alphabet Cards! by Lauren DiBiase</span></a><br />
Okay so I'm a little biased here, but I really love using this alphabet cards with my kindergarteners who are working on phonological awareness, all the way up to my 13 year olds who somehow slipped through the cracks and still don't have the alphabet committed to memory. We use them by putting them all in order, by naming the sounds they make, and by thinking of words that have those letters in the beginning, ends, or middle of words.<br />
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5. <a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Craftivity-Freebie-2984318"><span style="color: magenta;">Valentine's Day Craftivity Freebie! by Speech Paths</span></a><br />
Holidays are absolutely an excuse to have some extra fun in speech, and extra fun means crafts to me! This is an open ended resource so you can use it for anything- following directions, WH questions, describing, really anything. I'm planning on using it with my higher functioning students who have emotional disturbances, to think of characteristics that they love in people!<br />
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Do you have any favorite Valentine's Day resources that I missed? If so, please share!!<br />
<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0tag:blogger.com,1999:blog-4249725483359438503.post-65668551873081482552017-01-02T12:32:00.001-05:002017-01-02T12:32:32.044-05:00What an SLP is thankful for this year<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-KYCgkP-hwGBdxv_1IzHCj75y4run2xjbI4l4bRgUNpj3QALLzk2GfWkTppdX15-ZO44rwkYWVmoCDaDueyjrYY2jA27dm2aJBh0wLlJ6nXF5dqNa1KI6Q9vBUQ87yXoo7KqdOlXePx0/s1600/mac+n+cheese.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-KYCgkP-hwGBdxv_1IzHCj75y4run2xjbI4l4bRgUNpj3QALLzk2GfWkTppdX15-ZO44rwkYWVmoCDaDueyjrYY2jA27dm2aJBh0wLlJ6nXF5dqNa1KI6Q9vBUQ87yXoo7KqdOlXePx0/s200/mac+n+cheese.jpg" width="200" /></a></div>
<br />
This year has been jam packed with unexpected changes, growth, and life-lessons. An SLP has to be a jack of all trades, especially when juggling house-work, a family, a job, a second job, sometimes a THIRD job (high-fives to all my hustlers out there), and normal day-to-day responsibilities like banking, grocery shopping, and appointments. Sometimes you feel like you're not going to survive the week and other times you feel like you might not survive the next hour. During these moments, it helps to have a reminder of things you are thankful for. This blog post will serve as my reminder and maybe yours as well :)<br />
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I am thankful for:<br />
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-My most challenging students who constantly serve as a reminder that I need to be the best I can be, for myself and for them<br />
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-Three flights of stairs to my office, because sometimes it's the only exercise I get in a day<br />
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-Friendly coworkers to ease the difficulty of Monday mornings<br />
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-Mac n Cheese, because, mac n cheese<br />
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-Fast fingers and computers to type those reports and log-notes (imagine if it was still by hand!)<br />
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-Fast reflexes to dodge tiny pinches or bites<br />
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-Amazon Prime for two day shipping<br />
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-My family's patience and willingness to respond to the crankiest of text messages on bad days<br />
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-Breyers Ice Cream - we go way back<br />
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-Starbucks drive thru on Monday and Friday mornings<br />
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-That paycheck that comes in the middle of the month rather than on the day rent is due<br />
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-My decision to become an SLP, rather than a zamboni driver like my career readiness test in high school suggested (nothing against zamboni drivers, the cold just isn't for me)<br />
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-This blog that has helped me connect to SLPs world-wide, meaning I'm thankful for <i><u>YOU</u></i><br />
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Happy New Year everyone!!<br />
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<br />SLP Lauren DiBiasehttp://www.blogger.com/profile/06056133299240096711noreply@blogger.com0