Blogjam Audiologists and SLPs are blogging about their experiences and discoveries. Check out some of their posts. Blogjam
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Blogjam  |   October 01, 2016
Blogjam
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Blogjam
Blogjam   |   October 01, 2016
Blogjam
The ASHA Leader, October 2016, Vol. 21, 20-21. doi:10.1044/leader.BGJ.21102016.20
The ASHA Leader, October 2016, Vol. 21, 20-21. doi:10.1044/leader.BGJ.21102016.20
Master Your Schedule
If the thought of a canceled client sends you into a state of panic, Activity Tailor blogger Kim Lewis offers ideas to keep your schedule full and functioning—even with those last-minute cancellations.
“Now that I work for myself, an open hour is an unpaid hour, and while you can always use the time for paperwork or organization, I have a system that allows me to consolidate my schedule easily during weeks with more cancellations (because those little ones get sick all at once) with minimal calling or rescheduling,” she writes in a recent post.
Lewis works in a school, but her method could also work in a clinic, she says. First, she makes a master visual list of all students she needs to see and their frequency and length of sessions. Then she reaches out to teachers requesting four possible times that work with their classroom schedules.
“Once the forms are back, it’s time for speech sudoku. I pull out the master daily lists and fill out all the possibilities I’ve been given. If the stars align, I’ll have a good percentage that fall easily into place,” Lewis writes. “As I find time(s) that work, I make a second hash mark in the time/frequency box, making an ‘X’ so I have a quick visual as to who I still need to work in somewhere.”
After some additional organizing and scheduling (which she shares in detail with visuals in the full post), the results allow her to quickly see if another student is available when the original student doesn’t show up.
Move It!
Research has shown that movement could help facilitate spontaneous language in children with developmental delays—so why aren’t SLPs using more of it? That’s the subject of a post by Home Sweet Speech Room’s Carissa Speelman.
Speelman offers ideas for incorporating movement before and during treatment sessions, like using a game of freeze dance. “When the music pauses, they have to say their target words, answer a question, follow a direction, etc.,” she suggests. “Simon Says” can also target following directions using large movements.
“If you’re lucky enough to have a swing, have the child sit on a swing during the session,” offers Speelman as another suggestion. You can also try having kids do jumping jacks before a session—or simply take the session outside to the playground.
“Take a baseline, try this with your students, and then do a post-test,” writes Speelman, who also recommends consulting an occupational therapist for more movement ideas.
You’re En-titled
Speech-language pathologists may hesitate to correct someone who has called them a “speech teacher” or “speech therapist”—but if you know how to be polite in your clarification, it’s no big deal, writes SLP Autumn Bryant on the Expand Your Scope blog.
“There’s nothing wrong with clarification. As communication experts, I know we see the value in accuracy and clarity and how to do something tactfully using nice pragmatic skills,” she writes.
If you’re introduced as a “speech teacher,” it opens up a chance for you to say, “I’m actually a speech-language pathologist,” just as if you were correcting someone who called you the wrong name, Bryant writes. It also creates an opportunity for a discussion about the difference—“a teachable moment.”
“A fellow SLP pointed out to me recently that in her state, a ‘speech teacher’ is a debate coach and a ‘speech therapist’ is a bachelor’s-level clinician who was grandfathered in,” she adds. “I wouldn’t want to misrepresent myself by calling myself, or allowing others to mistakenly call me, by one of those titles.” And ASHA requires that anyone holding a master’s degree or higher and a Certificate of Clinical Competence use the title of “speech-language pathologist.”
“As SLPs, we are communication experts,” Bryant writes. “We can politely let others know our real title, what it means, and why it’s important.”
Drumming Up Imitation
The drum is SLP Ayelet Marinovich’s one must-have toy for infants and toddlers. “Ours has been one of the most evergreen, longest-lasting and socially interesting open-ended play materials that my kids have enjoyed—from their newborn days well into toddlerhood and beyond,” she writes on her blog, Strength in Words.
In a recent post, Marinovich explains how other SLPs can use a real drum or a DIY version (a box or an upside-down bowl or pot) to encourage “experimentation with movement and support an infant or toddler’s development—not only in the realm of motor skills, but also communication, social/emotional development and social cognition.”
Specifically, Marinovich uses drumming activities that encourage imitation with three different age groups. She details each activity in the full blog post.
“We know that infants are naturally imitative—we see their desire to imitate our facial movements even in their first days and weeks,” she writes. “As we layer rich experiences and interactions over time, infants and toddlers develop the sense that what we do can inform what they can do with their bodies, and meaning is made through relationships.”
2 Comments
October 26, 2016
Carey Payne
How are blog excerpts seleccted?
How does the Editor select blogs that may be excerpted in the LEADER?
October 27, 2016
Haley Blum
Re: How are blog excerpts seleccted?
Hi, Carey. Blogjam posts are selected by the Leader's editors. We keep tabs on a wide range of blogs by speech-language pathologists and audiologists, and each month we choose four recent posts we think would interest our readers. Hope this answers your question! Thanks. -- Haley, writer/editor for The ASHA Leader
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October 2016
Volume 21, Issue 10