Effective Intervention for Expressive Grammar


It’s Research Tuesday! This week is all about grammar. I am up to my knees in grammar goals. Pluralization. Past tense. Present progressive. Pronouns. Possessives. It’s raining grammar in Alaska, folks…and I needed some guidance. Where better to get guidance than research. I didn’t get all that schoolin’ for nothin’ (excuse my grammar, ha!)

Article: Smith-Lock, K.M., Leitao, S., Lambert, L., & NIckels, L. (2013) Effective intervention for expressive grammar in children with specific language impairment. International Journal of Language & Communication Disorders, 48(3), 265-282. [Open Access|

grammar treatment

Useful content and strategies I can apply tomorrow:

  • Narratives without appropriate grammar decrease timing and reference points to link characters to the story line. (I can use this statement in explanation of IEP present levels/evaluation write-ups)
  • Utilize a specific grammar screener to determine potential treatment targets such as possessive “s”, past tense, present tense, and pronouns. Within the article, they pilot tested the screener on a group of typically developing same-age children for comparison.
  • Focused stimulation, recasting, and imitation are all efficacious treatment techniques for grammar interventions

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Being the Youngest Expert in the Room


One thing about entering and graduating from a Master’s program at a relatively young age means that in a room full of experts, I tend to be the youngest one. It’s not a bad thing most of the time, and I’m probably the only one who quickly sizes up and estimates colleagues and parents’ age.  Sometimes, when I’m about to share my evaluation report or discuss a recent diagnosis, I get nervous. And I start running down my list of personally-perceived short comings; my gut reaction is to think of my age.

I’m 25 and in a position that allows me the responsibility to diagnose and plan courses of treatment for individuals who have difficulties with communication. 5 years ago my biggest responsibility was waking up in time for my dreaded 8:00 AM Philosophy class.  This CF year has been a huge transition in my life, both professionally and personally. I needed to mentally catch up with my new degree, new responsibilities, and new career.  I’m still working on it…obviously.

Walking into a meeting where I am the expert on the child, the expert on his or her language, I am supposed to gauge how the next year will look on our plan of action. I need to remember my skills and my strengths when those moments arise and I think my age makes me appear weak or uninformed. I’m young, but I have education and research on my side.  The experience will come in due time.

Until then, I am thankful for colleagues who share kind words about how well I do in meetings or how organized and on-top of things I seem. Only myself and you, my readers know the quiet inadequacies I need to overcome. Carry on.

YOUNGEST expert

Acceptance and Rejection


Were you accepted to an SLP graduate school? Or Did you receive one of those disheartening rejection letters?

Acceptance letters. I remember opening the email that held the golden ticket. I jumped up, screamed, and danced around my apartment. I tried calling my parents…no answer. I just sat there and cried. I had already been rejected from 3 other schools. I was feeling as if my life choice was the wrong one. And then I read that letter. The letter of acceptance. The joy and emotions cannot be expressed. I hope some of you…my lovely readers…have felt this same sensation as of late.

acceptance

Rejection letters. If you applied to multiple schools and have already received rejection letters, I wish I could hug you. Just thinking about that letter of rejection just makes me relive those moments of sadness, overwhelming helplessness, and feelings of inadequacy. All the hard work, accolades, and confidence just melt away in an instant.

Whether you are dancing for joy or reading this amid tears of rejection, remember those letters are just the beginning. The beginning of a 2 year graduate school journey. Or the beginning of waiting another year or shifting your goals. I don’t want to get cliché  here, rambling on about opening windows or when a door closes another opens. Blah blah…rejection letters just make you want to slam every door and break a window. But really, these letters don’t define your worth. You are worthy of your aspirations in this field.

Press on or move on – it’s up to you. But don’t let an acceptance letter boost your ego too much, and don’t let a rejection letter deflate all your dreams.

If you are waiting to hear back from various SLP graduate schools, then my thoughts are with you. Keep me posted and keep your spirits high!

A poem for Clinical Fellows


Where did I leave it?

My confidence, my wit.

Confrontation seems to stifle my flame.

There’s a part of me that now feels lame.

How can I know what I know, yet need to justify my stance.

Nothing I can say will help me in this professional dance.

I’m new and I’m young, yet I have things to say.

How long is long enough to have a heyday?

Just when I gain ground,

I get stuck on the mound.

I know, ref -

I’m just a CF.

I mixed up my "ref" and "ump" - but it didn't rhyme :)

Millennials and Future SLPs


The 2009 ASHA Board of Directors and  Lemke and Dublinske prepared a document – Designing ASHA’s Future: Trends for the Association and the Professions - for the SLP profession. One of the future “trends” I was most interested in related to Generation Y, or the Millennial generation (born between 1982 and 2002).

In 2011, ASHA surveyed the professions’ impression of Generation Y with the question “What has your experience with members of generation Y led you to believe about their future involvement in Association volunteer roles compared to that of other generations?” (ASHA, 2011).  Most respondents, 68%, agreed it would be more challenging to engage this group of individuals; however, the article compared the results to a 2007 survey which showed:

“Respondents reported the generation  to believe more strongly in the importance of volunteering…[the challenge] will be in finding meaningful and substantive ways to involve these less experienced but eager young professionals” (p. 4).

**Waves** I’m an “eager young professional” ASHA – I am ready to be captivated **

So what was the consensus solution to address the issue?  ASHA’s strategic objectives to address future issues included:

  1. Develop and implement programs that engage members in ASHA activities,
  2. Increase targeted events for new members only in the profession three to five years.
  3. Public relations with members and STUDENTS
  4. Customize programs and products for the targeted audience

pln

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What are my chances of getting into SLP grad school? Part 2


In 2012, I wrote “What are my chances of getting into grad school for SLP?”. It’s my most read post I’ve ever published. I know exactly why, too. People want to know if investing in a career as a Speech-Language Pathologist is easy or difficult and worth the investment.

In 2013, a joint publication by the Council of Academic Programs in Communications Sciences and Disorders (CAPCSD) and the American Speech-Language-Hearing Association (ASHA) published survey data based on information provided by nation-wide SLP graduate programs. It’s the same survey I used to find the data in my first post. In this post, I wanted to compare the 2 documents and see what’s changed over the past few years. One thing to keep in mind as you read through these, many individuals apply to more than one university – the large number of applications does not reflect the actual number of people who applied, just the number of applications. Check out the resource and info below for yourself…

Table 1 shows GRE scores that haven’t been converted to reflect the new score reporting using the ETS Concordance Table. No data was available from the 2011-2012 report.

average verbal - quantitative scores for SLP grad school

Table 1

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A Must-Buy book for New SLPs


There hasn’t been a week during this first year as an SLP that I haven’t turned to pages in this book with an unmistakable urge to hunt down the authors and hug them forever.

Secord, W. A., Boyce, S. E., Donahue, J. S., Fox, R. A., & Shine, R. E. (2007). Eliciting sounds: Techniques and strategies for clinicians [spiral bound]. Clifton Park, NY: Thomson Delmar Learning. 

It runs about $50-$70. When I first bought this book, it didn’t feel important. It was almost like a leaflet you might pick up at a doctor’s office. Like an adult “Highlights Magazine”, except more expensive. Now days, it holds an esteemed place of honor in my top right hand drawer. Easily accessible. Always nearby. I would pay $100 for this gem.

I’m hoping this book is a standard required reading source in SLP grad school. If not, then buy it. You won’t regret it.

That is all for now. I’m cold…in Alaska…breaking news, huh? :)

In related news:

Interview with Wayne Secord on his book

Wayne Secord presentation on elicitation techniques

Eliciting /k/ and /g/ with help from Secord’s book

SLP_Echo now on Facebook


All right. So I added my Blog as a page on Facebook. It felt like I was selling out. I don’t know why. I’m way late to the game. I know. When I started my blog, I didn’t want anyone to know it was me writing. I was just starting SLP grad school in 2011;I was worried my professors would think I was ranting about them.

In 2014, I love that people can comment, email, tweet, and Google + me. Facebook just felt so….personal. But I’m ready to get personal. My readers are on Facebook as much as I am – so now my posts will be shared there as well. Along with other day-to-day happenings of my life and work in Alaska.

If you read my blog, like my posts, and have ever connected with me elsewhere, feel free to “Like” my page on Facebook. Here.

If it helps readers find my blog and they can find something I say helpful – success. I’m all about connecting – so – Let’s Connect!

facebook echo

SLP Clinical Fellowship – Honestly


4 years of an undergraduate degree followed by 2 years getting a Master’s degree, all you really think about is that first payday when you start your Clinical Fellowship. Something about being paid for the work you are doing – it rights the soul. All those sleepless nights studying, worrying, writing, reading – ugh! If I had been paid for the work I invested in my education, let’s just say you could all come stay with me on my own Alaskan homestead.

Now, some honesty…

knight echo

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Which SLP university should I pick? – At least consider the debt


I’ve had a few moments lately where I started thinking about what I was thinking, and how I came to think that way. It has little to do with the school’s name on my diploma or how much it cost me. It has everything to do with the supervisors and professors who taught me there. Obviously the university hired the professors and paid them, then I in-turn gave them all my money. So thank you University of West Georgia. But really….a degree in Speech-Language Pathology is a 2 year mentor-ship, littered with independent studying and sleepless nights. Conveniently located on a campus where everyone else is just as mentor-dependent. 

The quality of a mentor does not directly correlate with the amount of debt you have to incur in order to achieve a degree in Speech-Language Pathology.

debt slp

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