This post is intended for those who were accepted into an SLP graduate program and are anxiously and excitedly awaiting to start. Those were the days. When you wake up without a constant twinge of nervousness, contemplating if you will get in anywhere. TallyHo! Now you can breathe a little easier knowing you have a place to call home for the next 2-3 years. A place that will shape you, mold you, make you into a real-life Speech-Language Pathologist. Yippee!!

Now, you have a few months before you start. Don’t sit like a bump on a log for the next 2-3 months, but at the same time, take time to enjoy graduation, freedom, and summer time. Graduate school isn’t all unicorns, rainbows, and meadow frolicking. In preparation for the  deluge of information that will soon ensnare your mind, consider the following Summer Reading List as you lay on a beach or veg-out on the couch. As you consider and use the list below, keep in mind to review the big areas in SLP:

• Articulation
• Phonology
• Dysphagia
• Voice
• Fluency
• Language Development and Disorders
• AAC

Free Summer Reading List

1. Undergraduate Notes - The jumbled mess that is your undergraduate notes, look them over. Remember what was tough to remember. Recall the topics which you first skimmed, and look more closely this time around.
2. Undergraduate Textbooks – Especially the ever-lovely Anatomy text for a review of the facial, swallowing, and laryngeal musculature necessary for speech and swallowing.
3. SLP Scope of Practice - Now I’m sure at some point a professor pointed you in this documents direction, and you glanced over it with an eye of disillusionment. I said to myself, “How in the world will I ever know all of this?!” Now, break it out, look over the sections, and take note of things you don’t know or have never heard of. Google it. Research it. Don’t let your newness get the best of you.
4. ASHA’s Compendium of EBP Guidelines and Systematic Reviews - Mind. Blown. I was introduced to this resource way too late in my SLP graduate school journey. Bookmark it. Tattoo it to your arm (obvious exaggeration). Look through the topics that interest you. Aphasia, dysphagia, dementia, feeding, and more. The guidelines documents are great for overview when working with the disorder – a starting place – and the evidence for the topics are equally helpful for preparing for future clients.
5. ASHA’s Practice Portal – This is a new venture for ASHA, but promises to be my future go-to spot when a difficult client comes my way (still in Beta trials). Currently, there are only 4 topics available, but there is more coming in 2013…stay tuned!
6. Previous years’ ASHA Convention Handouts - If you have a specific area of interest or can’t find information in a given area, search handouts and see what you can find. People work hard when presenting, so use the resource.

I am planning a Part 2 to this reading list which highlights paid options for those wanting more resources than are available online. For now, this will get you started.

Happy reading fellow SLP graduate students!!

by Smarty Ears

Purpose

An app for speech sound disorders to be utilized by Speech-Language pathologists. The app allows for targeting articulation or phonological processes at the word, phrase, and sentence level while collecting data. The app was recently updated to version 3.2.1 in April 2013, so there are new features to the app to check out.

Price: $38.99 

For comparison, there are similar professional apps targeting similar areas, such as ArtikPix $30, Articulation Station $50, Weber Photo Artic Castle $30, Pocket Artic $10

Uses

• Articulation:
  • Whether you are using a Van Riper (1978) approach to target a specific phoneme or are targeting multiple phonemes, the app is set up to select activities based on one or several phonemes at the word, phrase, or sentence level. For instance, you could just select the phoneme /p/, then select initial, medial, or final position to target. Before starting the activity, the word list appears to turn on/off specific words. It does have a the option to target /r/ in initial, medial and final positions, but it does not distinguish the various /r/ types.
• Phonological:
  • The app has 8 phonological process word lists to use as targets, including fronting, backing, stopping, gliding, final consonant deletion and others. For instance, if targeting backing, a word list with phonemes produced in the front appear, such as “ball” and “soap”.
• Syllable Structure:
  • For those students omitting or reducing syllables, the option to target 1, 2, 3, or 4 syllable words is present. This is also useful for clients with low inteligibility on multisyllabic words or those who reduce or delete syllables. Again, the option to target at the word, phrase, and sentence level is availble.

What I Like

• Data collection allows for correct or incorrect options. The “report cards” for students keep track of percentages for each level, activities practiced, and an overall accuracy to-date. You can then share via e-mail or keep within Smarty Ear’s Therapy Report Center
• The pictures are realistic, not drawings or illustrations. Over 1,000 images. Some of them might be more abstract in meaning, but still I enjoy the realism.
• The phonological processes activities are included and can provide a basic word list and flashcard activity which makes this more than an articulation app.
• Recording utterances at the word, phrase, and sentence level is a great option within all activities. Recordings are saved for each individual word and are displayed in the client’s report card. Again, all shareable via email. Hearing their own productions and receiving feedback has been an excellent motivator. I love that you can save and go back to listen!
• Once you edit a word list or settings for each player, the app remembers all the settings from previous sessions.

Suggestions and Dislikes

• Organization – I wish the four activity options – phonemes, phonological processes, manner, and # of syllables –  were combined in a different way or weren’t different activities at all. 
  • For instance, I want to click on phonemes and they be organized by manner of articulation or voicing (which they aren’t currently). 
• Word lists – The word list for all activities are ordered alphabetical and time consuming to select/deselect. I prefer/need organization by syllables. If the organization were different, I believe this wouldn’t be as much of an issue.
• Age-Appropriate Words and Pictures - The words for sounds such as /p/ in initial position include  ”pork”, “path”, and “perfume”. I want more word choices like “pet”, “pit”, “pat”, “pad” that don’t have later developing sounds.
  • All the word lists and include appropriate targets, then overly complex words that yes, include the targets selected, but miss the mark for beginning stages. It is easy to find word lists on the internet like the ones offered in the app. When this app is marketed to “SLPs and educators”, I expect that level of detail, such as word lists which factor in age of acquisition and complexity of phrases and sentences.
  • At the sentence level, it only compounds on complexity. Such as the target for final /b/ –> “The baby loves bathing in the bathtub”…talk about a mouthful! True, I’m not taking data on the other words, but if the client can’t get past the “th” sounds, the final /b/ might not be successful either.
• Vocabulary - The design of the app appeals to a younger audience, yet some of the words and pictures don’t directly illicit the target word. For instance, on the word “hot”, the accompanied picture shows a woman who looks like she’s sweating (hot flash, maybe?), rather than a picture, such as a hot stove, which a child may be more familiar with.
• Phonological Processes: The phonological process such as final consonant deletion includes a word list of almost all the words in the entire app. What if I just wanted to target words ending in /p/ and /b/ for young kiddos? Not only do you have to work through the list looking for the orthographic endings, some words like “cape” don’t end in /p/ and might be overlooked.
  • I should probably use the phoneme activity for /p,b/ in the final position, but why have phonological activities if you can’t customize for age-appropriateness?

Overall

Given the multiple options in iTunes and the higher cost of these apps, it can be difficult to determine which to purchase. Based on how many suggestions I had and the extent to which I had to alter my interaction with and use of the app, I do not currently recommend purchasing Articulate It. In all fairness, I want an app I can manipulate with ease and other apps I have used provide this level of use.   Perhaps in future updates these suggestions will be addressed and I can revisit my review. Other SLPs really enjoyed the app and discussed their findings in the reviews listed below. While there were many features I did enjoy, my standards for an articulation app were not met with Articulate It.  You be the judge if you have purchased or plan to purchase. I’m open to second opinions as always.

Resources:

• Other reviews of Articulate It by SLPs: Cooking Up Good Speech, Speech Time Fun, The Speech Bubble
• Smarty Ears’ video demonstrating the app in use

Universities across the U.S. offer a set of courses which prepare students to begin a graduate program in Speech-Language Pathology (SLP). There are a few different reasons a person might choose to complete these prerequisite courses (aka post-baccalaureate courses) in SLP or Communication Sciences and Disorders (CSD):

1. You have your Bachelor’s degree in an unrelated field (psychology, exercise science, biology, underwater basket weaving).
2. If you have a degree in a non  SLP/CSD field, you were rejected from or SLP graduate schools so are deciding to take the classes while you reapply.
3. You are considering making a career change and want the inside scoop before applying to SLP graduate schools.

What is a “Post-Bacc” program for Speech-Language Pathology and Why Take Them? 

Universities like La Salle in Philadelphia offer a set of 10 or so prerequisite courses which will take about a year to complete. The curriculum for these post-bacc programs generally includes introduction courses to anatomy and physiology, communication disorders, phonetics, audiology, assessment, and clinical considerations. ASHA requires students to have a degree with at least 75 credit hours addressing Speech-Language Pathology Knowledge and Skills. The post-bacc courses cover the basic content necessary to begin the graduate coursework.

I’ve created a list of post-baccalaureate programs for SLP across the U.S.. It may not be comprehensive, but it’s a start for those of you interested in both online and on-campus courses.

Impact of 2014 SLP Certification Standards 

If you haven’t or won’t graduate from a Speech-Language Pathology graduate program by 2014, the new ASHA SLP certification standards will now apply to you. The biggest impact to the Post-Bacc option is the new 2014 SLP Certification standards require a statistics course and science courses in biological sciences, physical sciences, and/or social/behavioral sciences. So, if your previous degree didn’t include these types of classes, add that to the post-bacc course list which may or may not be discussed when you start taking the advised program track.

!Advisory!

While I did not enroll in a Post-Bacc program, I have heard from enough people and read enough descriptions to give an advisory or sorts; well, more of a “keep-in-mind” statement. No matter what program you select from around the country or how long it takes, completing the courses will NOT guarantee you admittance into that universities graduate program, or any program for that matter. You will get to know the professors who may also serve in the graduate program, however, don’t be surprised or taken off-guard if you apply to the same university and aren’t accepted.

You take the Post-Bacc Courses - Then what??

These courses will give those without an SLP or CSD background insight into what SLP graduate school will be like. Kind-of. Add a ton of stress, clients, avalanche of knowledge, and a sprinkle of fun and that’s grad school. As long as the degree program is accredited, you can now apply to any SLP graduate program of your choice. In my opinion, having a bachelor’s degree in something else, such as early childhood education, biology, exercise science, etc AND the post-bacc courses doesn’t make you less than those with just a bachelor’s in SLP or CSD. Knowing you have a varied background and an interest in speech might make you stand out. But, I’m sure there are those who might see it as indecisive or changing your mind … they shouldn’t be in charge of admissions decisions (hehe)

The Plunge 

Well, if you decide to enroll in one of these post-bacc classes prepare for a plunge of emotions. There is no guarantee you will be admitted into a program. You are going to invest a year or more into a career path that may or may not work out. There is a certain amount of blindness, anxiety, and anticipation when taking the classes. No matter how stellar the university, the professors, or reputation, the commitment isn’t guaranteed to pay off. Thus, the plunge. BUT, it just might pay off! You could be accepted as soon as you complete the courses. You could feel the effervescent high of acceptances and grad school giddiness. Again, a plunge. Into hope. Into faith. Into a career. A career worth the plunge, in my opinion.

Best of luck to those about to take the plunge!!

Related Information:

• Google Search of possible Post-bacc programs in the U.S.
• On the Hunt for SLP Graduate Schools by @CSchultRose who took Utah State Universities’  post-bacc courses
• Alternate terms for these type of programs: “Leveling programs”, “pre-requisite courses”, “non-degree seeking”

Series 1: Actions

By TalkTime

Purpose: 

Autism Language Learning (A.L. L.) includes real-life videos of children and teenagers modeling a variety of common actions (eating, drinking, throwing) with the option to record user productions for each prompt. There is an in-app purchase upgrade ($1.99) which allows users to upload their own videos.

Price: $26.99, check out the A.L.L.: Actions Lite version for $Free

Uses

• Pronouns -Rice, Warren, and Betz (2005) reviewed a variety of disorders which are often co-morbid with language disorders (i.e. Fragile X, Autism, etc). They found auxiliary verbs, articles, and pronouns are especially difficult for children struggling to acquire these early language skills. The videos within A.L.L. are organized by pronouns: Singular, plural, and mixed (he/she/they). Subjective pronouns are targeted, however in the same video of a boy eating a cracker, you could turn it into a possessive pronoun activity by phrasing “The cracker belongs to ____.”
• Sentence Construction - Connell (1982) introduced a procedure to introduce beginning sentence construction using present progressive “-ing” verbs (i.e. eating, jumping). A.L.L. includes 35 videos demonstrating these verb forms which an SLP can use to model correct sentence formation (subject + verb + object), then record the student’s production in the app. To modify the app for more naturalistic context based on Fey’s (1986) continuum of naturalness, you can record the client in the videos performing every-day actions in a less-structured environment.
• Video Modeling - Charlop-Christy, Le, and Freeman (2000) found children who watched peers interaction in social situations or view scenes demonstrating appropriate behavior increased social functioning. While the videos in A.L.L. serve to increase vocabulary by demonstrating actions, the capability to upload your own video creates opportunities to record appropriate actions/behaviors in the classroom, community, or social situations.

What I Like

• With the $1.99 Upgrade package, you can upload your own video and use within therapy. 
• Great for both expressive and receptive tasks for early language learners
• The videos are all silent, which I do not mind. The noises might distract from the content of the video, especially when focusing on the behavior, not the communication or expressions.
• The videos are short and to-the-point. No ads or distracting noises.
• Excellent for more naturalistic and realistic depiction of actions with videos, rather than photos
• The actors/actresses  in the video are children or teenagers demonstrating the actions. Very relatable for younger audiences.
• I like the organization of the app when targeting pronouns.
• The A.L.L. Action series only takes up 188 MB, relatively small considering there are several videos (to compare, Angry Birds takes up 356 MB).
• Overall, this app is unique and unlike any app I have come across. The videos are short

Suggestions for Updates

• Upgrade: With the higher price-tag of $26.99, I would like the “Upgrade” personal video upload to be included. Not sure why it is not because it is a great addition to the app. Also, there are only 35 vidoes which seems low for the price paid. 
• Variations in Organization: While the app makes it easy to illustrate actions based off pronoun use (he vs they), If I wanted to target specific action videos, it is not easy to find ones like “eating” or “drinking” unless you go through each section. Alternately, including a Settings page to turn videos on/off for the same reason.
• Text: The option to show/hide text for each action, either just the action (i.e. “Eating) or the complete sentence (“She is eating”).
• *In the next update for A.L.L.: Actions, the developer plans to include data collection. (yay!) This will make a great addition so stay tuned!

Resources

• Autism Language Learning: Actions LITE version for Free
• See the App in action in this YouTube tutorial by the developer
• Alternate Reviews by Constantly Speaking, AppAbled, Autism Plugged In
• Article of Interest [full text]: Fey, M. E., Cleave, P. L., & Long, S. H. (1997). Two models of grammar facilitation in children with language impairments: Phase 2. Journal of Speech, Language, and Hearing Research, 40, 5-19.

I did receive a complimentary copy of Autism Language Learning: Actions for review, however the evidence referenced, suggestions, and critiques are all my own ideas. 

Get your copy of A.L.L.: Actions today!

By The Mobile Education Store

Purpose:

The app is designed to help children learn how to create syntactically correct basic and complex sentences using color-coded visual prompts. Users engage and learn that sentences are comprised of essential word groupings which are ordered to help provide information regarding who, what, where, and how information.

Price: $7.99

Uses

• Syntax: Shapiro (1997) discussed how ”syntactic knowledge allows us to make  judgments about reference…sameness of meaning… and recognize structural ambiguities.” The  Rainbow Sentences app gives a colorful picture to reference in a sentence, offers opportunities to select appropriate semantics related to the prompt, and allows for identifying ambiguities when they incorrectly create a sentence.
• Semantics: Snider (1989) found typically developing children learn new vocabulary through reading rather than conversation. While other research suggests expression/narratives work hand-in-hand with reading, Rainbow sentences offers opportunities to learn vocabulary given a context (picture), text, and repetition. As the child touches the sentence components, a voice reads it; once finished, they can hit ‘play’ and hear the sentence again. 3rd times a charm!
• Semantic Relationships: Brackenbury & Pye (2005) discussed evidence suggesting children with language impairments do not struggle with using syntactic clues to extract meaning. Therefore, by using their relative strength in syntax to build up semantic difficulties can be helpful. Rainbow Sentences uses consistent syntactic forms (subject + verb + object) which offers a ‘map’ children can follow when introduced to new vocabulary in various contexts. 
• Complex Sentences: The app encourages production of complex sentences, which is hard to do in children who are satisfied with productions like “I like lamp” or “I need to pee.”. Children with language disorders tend to use simple noun phrases (the cat) which lack adjectives, prepositions, spatial terms (behind the cat), and simple modifiers (that cat) (McCormick & Loeb, 2003). 
• Application of Skills: A receptive task where students must identify the who, what (doing), where, and why parts of the sentence with and without color cues. An expressive task using the picture prompts and covering the text to allow the student to create sentences, guess/ID which color code components should be, and then compare to the model.

What I Like

• 165 colorful  images for creating sentences
• Easy to navigate and quick start
• Creating users to track individual progress and pick up where each client previously left off.
• Modifying prompts, settings, and complexity as a child’s needs change.
• Recording and emailing audio of the child expressing the sentence. Great for analyzing structure in following sessions and progress monitoring.
• Each picture offers a quick, audio-visual recording on how to construct the sentence.
• Multiple settings to change the level of prompting. Turn on/off instructions, line color, word color, and whether or not the words are grouped or not (see below for example of word grouping).
• Because the pictures are illustrations, I would limit the apps use to clients under the age of 10-12, depending on development and level of functioning (see references below for similar teen-friendly app).

Overall, Rainbow Sentences is an excellent tool for SLPs to use with children developing langauge skills such as creating simple and complex sentences, including semantic relationship vocabulary (temporal, causal, spatial), and increasing overall vocabulary.

Grouping of words turned off and on (respectively)

Suggestions for Updates

• Verb Tenses: Currently the only verb tense I’ve noticed on all levels is present progressive (playing, swimming). I would like the option to include past tense regular and irregular verbs, future tense, etc. Research has shown -ing endings are a relative strength for children developing language (Redmond & Rice, 2001; Rice, Warren, & Betz, 2005), while auxillary verbs, articles, and pronouns are more difficult for students with language disorders (Bates, 2003; Eisenberg, 2005; Rice, Warren, & Betz, 2005).
• Recording and Saving Audio: After each sentence task, the option to record, save, and email an audio file is available. After recording, the app prompts you to name the file continuing. I would like the app option to auto-name files based on the picture prompt to save time. Or the option to not prompt to record at all would be nice.

References:

• Mobile Education Store Video Tutorial for Rainbow Sentences
• Other Reviews via Cindy Meester, SLP, iHeartThisApp
• Shapiro, L. P. (1997). Tutorial: An introduction to syntax. Journal Of Speech, Language & Hearing Research, 40(2), 254-272.
• For more teen/adult-friendly illustrations to facilitate sentence construction, check out Sentence Builder Teen (only $5.99) by the same developer, Mobile Education Store.

I did receive a free copy of Rainbow Sentences, however, the opinions, evidence referenced, and suggestions are my own. 

Get your copy today!

by Smarty Ears, LLC

Purpose:

Apraxia Ville is designed for use by Speech-Language Pathologists working with children diagnosed with Apraxia of Speech. The app targets consonants and vowels in isolation, at the word level (CV & CVC), and in word sets (CV + CV or CVC + CVC).

Price: $21.99 (just released March 20, 2013)

Childhood Apraxia of Speech (CAS)

ASHA’s Position on the diagnosis of Childhood Apraxia of Speech says it “exists as a distinct diagnostic type of childhood speech sound disorders that warrants research and clinical services.” Furthermore, ASHA highlights three distinctive features SLPs should look for in addition to a comprehensive speech and language evaluation: (1) inconsistent errors on consonants and vowels in repeated productions of syllables/words, (2) irregular co-articulatory transitions between productions, and (3) excess, equal, and/or reduced prosody (intonation). These three features are not always present in every case of CAS occurrence, but help distinguish CAS from other speech sound disorders. Apraxia Ville targets the three main features ASHA mentions exceptionally well. Allow me to explain…

Uses

• There are three distinct activities – Sounds, words, and word sets (both consonants and vowels)
• Proprioceptive feedback – Select target sounds, watch illustration/avatar make the sound, and/or select camera to have client practice and see their oral-motor and lingual movements
• Word level motor planning – Select word families (i.e. /p, b, m/) to target in addition to at least 1 of 10 vowels at either CV or CVC level.
• Co-articulation – The Word Farm activity offers either 2 or 3 words to practice any CV or CVC combination as mastery at word level is successful. Creating a motor plan from word to word using target sounds is easy in this activity.
  • Ex. pan + pass, pan + path, pan + paw <– CAS makes these word combinations tricky
• Prosody – In the Word Farm (word sets), a client can practice varying intonation once articulation of the consonants and vowels become more consistent.
  • For example, place increased stress on the second CVC word such as pan + PASS, with the pitch and loudness increasing on pass.
• Progress Monitoring and Homework – Homework sheets can be created based on the therapy session targets, results, and performance during the activities. Graphs showing percentages for consonants and vowels are available for reference once a child’s profile is created.

What I Like

• Tailor-made for a Speech-Language Pathologist. Whether a child is working on basic, voluntary lip closure to a child at the word level struggling with prosody, Apraxia Ville offers an evidence-based approach to target the speech difficulties children with CAS face.
• Graphics and Design. The farm-theme is not too cutesy or distracting from the tasks at hand. In fact, it seemed motivating for students to “work on the farm” while in speech class.
• The Sound Window. Either the stand-alone activity or the window on the side of the barn, the option to put the child into the app is nothing short of amazing. When you touch the camera, the child’s face is on the side of the barn. They start begging for something to do! (data taking dream!!).
• Quick Play. While I added student profiles for those I will use the app consistently with, the option to quickly open an activity and begin is priceless.

My favorite part! Can you tell I’m making the /b/ sound?

Suggestions

• Note taking – As long as my clients are in Smarty Ear’s Therapy Report Center (free) app, I can add a progress note regarding type of physical prompts used to illicit a specific motor movement. However, I would like this feature within the Apraxia Ville app itself.
• Vowel settings – I find myself wanting to use the app because of the word sets or word families for children with severe phonological difficulties. However, they do not need to work on vowels. I want to still be able to select types of vowels, but just not have them appear in the targets.
• Continue to be amazing. Please and thank you!

References

• I have such an interest in Childhood Apraxia of Speech, I got a little carried away finding and reading on the topic. So, Evidence for Use with Apraxia Ville as a Tool when Treating Childhood Apraxia of Speech
• The app should be used as a tool in combination with a comprehensive assessment and intervention approach.

Smarty Ears did provide a free copy of Apraxia Ville, however the opinions, suggested uses, impressions, and evidence are all my own findings.

Get your copy Today!!

I’ve posed this question to myself since many friends and blog readers have commented and emailed me regarding grad school rejection. So when would you stop saying “I’m determined to get into SLP graduate school” and start saying “I’m desperate to get into SLP graduate school.” Where is the line between determination and desperation? After the first year of rejection letters? The second year? The third year? At some point, determination turns into desperation, and the anxiety eats away at the passion and excitement.

I’m not sure if I’m in the right person to post on this topic, but I also feel led to write it. If I had not been admitted into an SLP grad school by now, I wanted to pursue a respiratory therapist degree, or get my teaching certificate with an ESOL certification. I had back-up plans (or a Plan B as I called it in my previous post), but I was desperate to start a program as soon as I graduated. The odds aren’t in our favor that first time applying. The pain of rejection letters and wait-lists were like a knife to the heart. (Insert melodramatic, soap-opera tears). SLP is a passion and for a panel of university faculty to tell you “NO” or “You are our second choice, if everyone else says no” — that hurts, no matter how many reasons you find to say it doesn’t.

When to Say When

When a server says, “Just say When” once you’ve had enough of whatever they are dishing out, it’s at your discretion. No matter who you ask for advice (adviser, SLP, your cat), only you can say enough is enough. Your GPA is as good as it’s going to get. Retaking the GRE for the fourth time will only get you so far. Sometimes, it’s time to say When! But I can’t tell you when that is, you need to give yourself some boundaries and limits. How many times will you apply? How much money are you willing to invest in applications, testing, test-prep, and pre-requisite background classes? Pick a number or pick a year. Decide on a list of 3 or 4 schools that you will wait on. Then, stick to your deadlines and list. If you don’t draw the line, your cup might runneth over with desperation after all is said and done. Don’t loose your passion over years of rejection or waiting lists!

When Change is Not Giving Up

Once you reach your limit, you have to pick something else. Changing your mindset to take a year for an SLP assistant position, moving to a state where you can work without a Master’s degree in Speech, or pursuing an entirely different career (Astronaut, Karate teacher, Hobo) doesn’t mean you are giving up on becoming a Speech-Language Pathologist. For some reason outside of your control, SLP graduate school isn’t in your immediate future. At some point, a “new path” must be considered. Stop wearing yourself out over failure to be admitted and start considering what else lies ahead!

“If you want to succeed you should strike out new paths rather than travel worn paths of accepted business.”- John D. Rockefeller

When Passion Gives Way to New Direction

Don’t let rejection stifle your passion. I’ve encountered times where my failure to succeed at a certain intervention technique confounded my confidence. Before you know it, the passion that once inspired you now weakens and distresses you. What a startling realization once you reflect! The passion is not gone; rather, it requires a new direction in order to be brought to the surface again. I implore you to consider what your passions are to fill the void rejection letters, wait-lists, and anxiety of applications have offered over the past year(s).

There comes a time when our personal calling is so deeply buried in our soul as to be invisible. But know that it’s still there. – Paulo Coelho

I intended this post to be inspirational rather than disheartening. I hope you finish this feeling inspired, renewed, and determined. Speech Language Pathology graduate school is not the only outlet for those passionate about the profession. Sometimes, a new perspective, renewed vision, and new experiences provide the best insight for alternatives. Are you at the point of desperation or are you still as determined as ever? Wherever you are on your journey, take these words with you:

My mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humor, and some style.” ― Maya Angelou

By Barbara Fernandes at Smarty Ears

Purpose

An app which provides a screening tool and full-evaluation for both articulation and phonological skills for use with children and adults of all ages. With quick administration times (5-20 minutes), the app serves as a useful tool for any Speech-Language Pathologist and SLP graduate student to use in combination with other tools for assessment, continued progress monitoring, and for writing goals and objectives.

Price: $59.99 (Smarty Ears offers discounts on their apps several times a year, so follow them on Twitter or Facebook for updates)

Uses

• Screening: There is a quick ‘screening’ tool included in the SAPT in addition to the full SAPT battery. 
• Tracking Progress: Criterion referenced evaluation tool to track progress of both articulation and phonological skills for school-age children and adults. Update IEP goals using the full evaluation test SAPT to assess which skills require continued targeting in specific contexts or have been mastered. 
• Articulation Tracking: While standardized tests provide a comparison to norms and age-equivalents, the SAPT uses varied contexts to provide an automated report for quick percentage breakdowns on articulation skills. An example of the write-up for initial, medial, and final positions of consonants in words appears below.
• Phonological Processes: There are several standardized tools used for assessing and measuring the use of phonological processes, such as the Clinical Assessment of Articulation and Phonology (CAAP). Even though the SAPT is not standardized, it provides automatically calculated results for the most common processes. Again, helpful for tracking progress and updating goals and objectives.
• SLP Graduate Students: Smarty Ears made this assessment app as easy as possible for SLPs. And as a newbie SLP, it was really really easy to administer and the auto-report helped me pinpoint weaknesses and strengths based on the results. I’m still trying to like the GFTA-2 and realize I have to use it because of the standardization; however, to my fellow SLP graduate students, this app is worth saving $$ for! 

Comparison of the SAPT to the Goldman Fristoe Test of Articulation – 2 (GFTA-2)

Before I realized GeekSLP had published such a well-written, well researched post (2011) comparing the GFTA and SAPT, I had already started taking notes and comparing the two on my own. I’m sometimes wary when an app developer writes a post on their own app because it’s their baby, their prized possession - hard to rag on something you create. However, her post eloquently echoes my own feelings towards the app and the GFTA-2 after having used both. Both tests highlight articulation abilities at the word level in all positions; the SAPT goes a step further with including phonological processing skills and creating a report for the SLP automatically. Here is a chart I created of the GFTA compared to SAPT.  The price tag for the SAPT makes me hesitant to throw around “must buy app” or “an app for every SLP”, but the more I compare, the more I agree. There is just nothing else on the iPad or in a digital format that compares to the quality of Smarty Ear’s Sunny Articulation and Phonology Test (SAPT).

What I Like 

• Quick administration and helpful manual
• Percentages and raw scores are calculated for you. No need to calculate anything, the SAPT does it for you!
• Clear, real pictures with a white background instead of clip art or drawings.
• Very quick administration time for both the screener and full-evaluation.
• Ability to record and then email the recordings to myself for comparison or further evaluation.  You can also email the report as a PDF via email once finalized.
• Automatically generated full report using easy-to-read language, the child’s name, and age.
• Percentages and raw scores for each sound (i.e. plosives, glides, etc), position (initial, medial, final), voicing errors, and phonological process (i.e. fronting, backing, final consonant deletion).

Other Reviews, uses, and How-To’s for SAPT:

• Crazy Speech World,  Smart Speech Therapy, Jenny-SLP, Speech Time Fun, Carrie’s Speech Corner, Carrie’s Speech Corner, The Speech Bubble
• Smarty Ear’s YouTube Tutorial 

Critique and Suggestions

• Evaluation Summary: The report includes a chart with an age of acquisition chart for comparison of the results. There is a reference in the manual to Caroline Bowen (1998) and her article Typical Speech Development: A gradual acquisition of the speech sound system regarding the chart’s validity based on Australian children; however, I would like the option to not include this in the final print-out as my district or work-place may use a different chart. As of now, you can simply delete it before printing.
  
• Stimulus Items: There are some pages where the stimulus picture is not for the word elicited, yet there are no instructions either. For instance, a page with 2 dogs appears and the target is “This”. Similar to the Goldman Fristoe, the SLP must prompt “Which one is bigger/taller?” Not clear to newbie users like myself and not mentioned in the manual either.
• Documenting Errors: The client must look at the same screen as mark their errors. The children I administered this with did not seem to mind me marking their errors in front of them. However, on an adult who can read and is more self-aware, I can see how this might be distracting and discouraging.  I would consider not even showing them the screen, only asking them to repeat.

Evidence

• Grunwell, P. (1997). Natural phonology. In M. Ball & R. Kent (Eds.), The new phonologies: Developments in clinical linguistics. San Deigo, CA: Singular Publishing Group, Inc.
• Kilminster, M.G.E., & Laird, E.M. (1978) Articulation development in children aged three to nine years. Australian Journal of Human Communication Disorders, 6, 1, 23-30.
• Sander, E. (1972). When are speech sounds learned? Journal of Speech and Hearing Disorders, 37, 55-63.

I did receive a free copy of this app from Smarty Ears, however the suggestions, evidence referenced, and critiques are all my own. 

Have you applied before? Have you applied more than once? Twice? Three times? Nothing breaks my heart more than the countless emails I have received over the past year and a half from fellow SLP graduate student hopefuls asking similar questions: “Why can’t I get into SLP graduate school?”…”Is it hopeless?” …”What’s the trick?”

Limited Display

You can’t showcase some of the best qualities in an SLP graduate student in one page resumes, letters of intent, GPA, and GRE scores. When you consider the funnel above, the circles inside the funnel are the only semi-objective ways schools tend to make decisions. The bubbles show the additional qualities and essential traits an SLP graduate student needs; but it’s hard to put these concepts on display when you want to highlight other qualities and experience. Some measures do not showcase level of commitment, number of observations, or how raising five children and being a loving wife or husband contribute to leadership abilities. If I knew a better way to objectively allow applicants to display their talents, I would share.

Applicant Pool

I used to play softball when I was younger, and my favorite part of the season was try-outs for the All Stars team. The best-of-the-best displayed their talents and waited to be chosen. Applying to SLP graduate school for any university is a similar situation, only with more education and more at risk. Consider how many potential applicants go through the same process for each university. It’s hard to estimate how many people have the right “package” the university is looking for from year-to-year, but sometimes you just happen to be #21 on a list where they only take #1-20. Higher GPA’s, higher GRE scores, or those with more experience happened to apply the same year. You tried your best, and continue to pursue your dream; each year is different.

GPA and GRE Scores

As much as relevant experience and undergraduate course work can work in your favor when applying, sometimes a lower GPA or GRE score can knock you down once schools begin making final selections. I’m not involved in this process, but how else can schools decide between two, highly qualified, experienced adults who both gave beautifully written letters of intent and stellar interviews. If one had a 3.5 GPA and the other had a 3.8, it might just come down to the details, despite your best efforts.

Limited Openings

SLP graduate schools admit anywhere from 10-30 people per year, and some per semester/quarter. Given 100+ applications, 30 or so may be interviewed and narrowed down even further. Waiting for an acceptance letter, only to meet a polite yet short rejection email. Again with the list that was narrowed down from 100 to 20, and your slot happened to be #21.

Inspiration

I don’t have all the answers, and many of my responses may not apply to all universities. I do not want to end on a negative note, though. I wrote this post to reach out to those with lingering questions, those who’ve lost hope, and those who do not yet know the difficulties in applying to SLP graduate school. It’s hard, stressful, and a test of patience. Yet, there is a sadness with every rejection letter and hope in the ones that start with “Congratulations”. Whatever road you happen to travel, I hope you find your way and share your knowledge of applying with others going through the same struggles and excitements.

By: Tactus Therapy

Purpose:

A newly released app that allows users to target individual sounds in various positions (i.e. CV, VC, CVC, CCVC, CVCC, etc). Uses range from articulation therapy to phonological awareness, motor speech disorders, and more. Speech FlipBook relies on the letters and corresponding sounds, rather than images, to target thousands of word combinations.

Price: $4.99

The Workings:

Tactus Therapy has put much effort into designing easy-to-read worksheets and step-by-step videos on how to use Speech FlipBook efficiently (see resources below for more info). I really couldn’t do a more thorough job than their site. The app is user-friendly once you are familiar with the set-up and tabs. The tabs are organized into initial and final isolated consonants, consonant clusters, and vowels; select only the sounds/words you prefer to target. The letters that appear on the flip chart correspond to the sound, rather than the spelling of the word; spelling of the word can appear at the bottom, if desired. There

Things I Like: 

• Clean design: No in app purchases, no flashy pictures or crazy “buy me now” ads. 
• So. Many. Uses:  If I could find evidence to apply in every aspect of speech and language therapy for both children and adults, you better believe I would add it here.
• Phonetic and Motor planning focus: While there are many great articulation apps on the market, all of them include pictures. While I’m a fan of using pictures to increase vocabulary while also targeting articulation, sometimes a focus on just the sounds is necessary. THIS is the app for that.
• Recording: A client can listen to the sounds, touch the word, then record their own production for self-monitoring. As the SLP, I can facilitate the use of the app while my client can take control of their own speech

Wish List for Update:

• The ability to track data in a specific mode, in addition to the current ‘quick access’ that can be used for strictly practice.
• The ability to use both uppercase and lowercase letters on initial/medial positions at the same time. My kiddos with final consonant deletion could use an additional visual reminder to add final sounds or “the red page” sounds.
• A way to remember certain settings with assigned clients/profiles within the app.

Suggested Use #1: Phonological Awareness

The new Common Core Standards for English Language Arts begin in Kindergarten with the integration of phonological awareness skills. Children are expected to understand and express spoken words, syllables, and sounds; specifically, segment, blend, isolate, add, and substitute sounds, syllables, and words in a CVC context. Gillon (2005) compared and tracked the phonological awareness skills of children with speech impairments, ages 3:0 to 3:11, to typically developing, same-age children until they were 5 years of age. Results showed accelerated growth of the children with speech impairments compared to the control group; thus,  training phoneme/sound awareness and letter knowledge was an effective intervention approach.

So how can Speech FlipBook help target these early phonological awareness skills? Children can touch the letters on the FlipBook pages which correspond to the appropriate sound. Learning how speech sounds relate to letters on a page has been shown to facilitate more accurate speech productions and self-monitoring (Gillon, 2005). While  flashcards or a paper-based FlipBook have been all you think you might need, consider for a moment how much the child relies on an SLP or parent for feedback.  Giving the child the opportunity to touch each letter, hear each sound at their own pace, and record their own utterance for comparison gives them much more independence and ownership during a therapy session (at least it has for my kiddos!).

Suggested Use #2: Speech Sound Disorders

I’ve become a fan of linguistically based approaches to speech sound disorders. Minimal Pair contrast therapy has become a particular favorite of mine (Weiner, 1981; Elbert & Gierut, 1986; Gierut, 1989,1990; Williams, 1991). Research has shown children with multiple sound production errors and phonological contrasts benefited from both minimal opposition contrasts (i.e. targets that differ by a single feature, such as place or manner) and maximal opposition contrasts (i.e.  targets that differ by several features). Feel free to check out the Metaphon Therapy approach by Howell and Dean (1986) which has been found to help children who do not respond as well to a sound contrast approach.

With Speech FlipBook, creating a word list no longer requires searching Google or workbooks for a list of minimal or maximally contrasted words. Now, all you need to do is follow Tactus Therapy’s handy worksheet with step-by-step instructions on how to create minimal pairs. The option to “Flip by Sounds” or “Flip by Words” allows you to target different contexts, and all with just a few taps on each tab (see what I did there with the tap-tab?! ha). Where was this app back in my first year of graduate school (all 1 year ago) when I needed these kind of word lists in less than 5 minutes?! FINALLY.

Suggested Use #3: Graduate Student Phonetic Transcription Practice

When learning phonetics in undergrad, I used multiple resources, such as Dictionary.com’s IPA button for word practice and an IPA phonetic keyboard to transcribe. With Speech FlipBook, you can turn on the IPA setting for the pages; practice recognizing the actual words as you flip! The app’s tabs are organized by place and manner, which corresponds to the chart I know and trust. Are you struggling with learning phonetics as an SLP or CSD major? Check out this interesting article (2001) regarding phonological awareness skills and SLP graduate students (check out the appendix, specifically!).

Speech FlipBook is well worth the current $4.99 price-tag and can be used in so many different ways!! Check out the resources below and get your copy today!

Additional Resources

• Tactus Therapy – How to YouTube Videos
• Tactus Therapy Worksheet – The Basics
• Alternate Phonological Therapy Approach – Metaphon 
  • Dean & Howell, 1986; Dean, Howell, Hill & Waters, 1990; Dean, Howell, Waters & Reid, 1995
• Phonological Awareness Skills of University Students: Implications for Teaching Phonetics – via CICSD
• Other app reviews by AppAble,Project SLP, Speech Time Fun, 2 Gals Talk…About Speech Therapy