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Blogjam  |   June 01, 2015
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Blogjam
Blogjam   |   June 01, 2015
Blogjam
The ASHA Leader, June 2015, Vol. 20, 18-19. doi:10.1044/leader.BGJ.20062015.18
The ASHA Leader, June 2015, Vol. 20, 18-19. doi:10.1044/leader.BGJ.20062015.18
Ethics and Your iPad
Apps and other mobile technology can be helpful additions to your treatment, but have you considered whether you’re using them ethically? In a guest post on Rachel Wynn’s Gray Matter Therapy blog, fellow SLP Megan Sutton shares five principles to keep in mind, based on ASHA’s Code of Ethics.
“As with any therapy tool, it’s important to fit the app to the goal, not the goal to the app,” she writes, asking professionals to notice if they’re using an app for any other reason than to work toward a client’s goals (for example, if you really like the app and are desperate to try it out). But, she notes, apps should definitely be used when they are appropriate. “Don’t assume your client is too old to want to use technology, or couldn’t possibly afford their own device. If you think an app or a device could help, it’s always best to try.”
Once you’ve considered the big picture (is this the best method for your client’s lifestyle and goals?), make sure you know if any user data is collected through the app—and confirm, through the privacy policy or by contacting the developers themselves, that it’s not in violation of privacy laws.
And remember: An app is not a therapist, writes Sutton, and still requires effort on your part. “If you find yourself just watching your client engage with an app, it may be time to reconsider your approach.”
What It’s Like to Go Bagless
Danielle Reed, who runs the Sublime Speech blog, broke down the good, the bad and the unexpected parts of leaving her arsenal of toys, games and other materials at home.
She had already found that she was seeing more progress from children in homes that provided their own toys, and when she left the bag at home, she saw more parent involvement. Reed’s planning time also decreased, and she noticed more carryover in activities with parents, now that they had continuous access to tools used in treatment. And, bonus! More car trunk space.
However, Reed concedes occasionally feeling “inept” knowing her bag may have saved a difficult session. But, “I’ve learned more about my families, clients and how to adjust future sessions,” she writes.
Build Me Up, Buttercup
SLP Felice Clark had a recent moment of reflection as she listened to the song “Never Gonna Let You Down” by singer/songwriter Colbie Caillat.
“I began asking myself, ‘Do I build my students up? Do they have confidence in me that I will stay by them through ups and downs?’” she writes on her blog, the Dabbling Speechie. “I always want to be the best for my speechies, but I have my days of doubt and frustration.”
Clark details five ways to let your students know you’ll never let them down.
  • Be patient with and learn to love the “unlovable”—working with difficult students may end up being the most rewarding part of your year.

  • Make genuine connections with your students; use materials that relate to their interests and know what could trigger negative behavior.

  • Give students a sense of purpose—like being the line leader, helping to pass out materials and setting up games.

  • Validate your students’ feelings—it’s understandable that middle school students may not necessarily enjoy coming to speech class.

  • Praise your students in front of their parents and teachers. It gives them a self-esteem boost.

The Employed and the Restless
When you’re facing boredom and dissatisfaction at work, looking for another job may seem like the only answer. But sometimes a refocused perspective and proactive approach is all you need to pull yourself out of the day-to-day grind.
On her blog, The Speech Bubble SLP, Maureen Wilson offers tips she uses in her elementary school.
If your daily routines are getting, well, too routine, try “creating sessions that you are excited about,” Wilson suggests, like hands-on activities and “little experiments.” Also try boosting the energy in “bland, beige” speech classrooms (or wherever your office space is) by adding some decorations or redoing your bulletin board.
“Try pushing into a classroom instead of pulling out your kids,” she adds. “Would your teachers be up for you doing a whole class lesson to help target the students’ goals?”
If you still feel stagnant, maybe the job isn’t the right fit after all—which is OK. “The wonderful thing about our profession is that we can be flexible with settings,” Wilson writes, so keep searching for what works for you.
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FROM THIS ISSUE
June 2015
Volume 20, Issue 6