Blogjam SLPs blog about stop signs, balloons and flipped classrooms. Blogjam
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Blogjam  |   December 01, 2016
Blogjam
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Blogjam
Blogjam   |   December 01, 2016
Blogjam
The ASHA Leader, December 2016, Vol. 21, 20-21. doi:10.1044/leader.BGJ.21122016.20
The ASHA Leader, December 2016, Vol. 21, 20-21. doi:10.1044/leader.BGJ.21122016.20
Mending Mentorship
In a guest post on fellow SLP Shannon Lislowe’s Speechy Musings blog, Melissa Jones gets real about the mentorship gap and what SLPs can do to close it. Jones manages the new graduate and clinical fellowship programs at Advanced Travel Therapy, where she says young professionals frequently tell her how excited they are to have a mentor.
“You might be surprised to know that my mentor team’s biggest complaint is that many new grads never call them back,” she writes. However, gaps in mentorship can originate from both sides, Jones writes, because of student discouragement and overloaded schedules of established SLPs.
Jones offers some ways to get back on track, including:
  • Get a mentor. Yes, you. “Everyone needs mentorship. Whether you’re starting your first day of work or your 60th year … There is not an expiration date on when you need mentorship.”

  • Self-advocate. “If your supervisor isn’t giving you the feedback you need, ask for it. The mentorship relationship shouldn’t be a tandem bike where only one person is pedaling. Don’t be afraid to ask the other person to pick it up a little.”

  • Innovate. If scheduling an hour session (plus drive time and other considerations) a week is too much, try virtual methods like secure video chats. Supervisors are able to provide immediate feedback and be more available when the clinical fellows need them.” Check out your state’s requirements on remote supervision.

Stop Sign
A simple stop sign posted in your classroom can help enforce students’ carryover skills and behavior management, shares Practically Speeching blogger Alexis Lazarus.
The speech-language pathologist offers her design—a hexagon that reads “Sticker Stop” along with three questions, each with a corresponding stoplight color (red, yellow and green)—as a free download that SLPs can print and laminate for their speech room.
At the end of every session, Lazarus has students answer red (“Why do I come to speech?”), yellow (“What did I learn today?”) and green (“How can I use it outside of speech?”) questions.
“Expected answers may vary based upon the age group you work with and what you were targeting that day,” writes Lazarus. “I always start with a modeled answer, as this is something that isn’t always apparent. You are trying to avoid the dreaded ‘We played games!’ Students who reach the ‘green’ question successfully earn a sticker or reward of your choosing.”
The Flip Side
The “flipped classroom” model has the general education world buzzing—but is it viable for speech-language sessions?
The model involves “taking the ‘instruction at school/homework at home’ idea and flipping it,” writes SLP Sarah Wu on her Speech Is Beautiful blog. “Instruction happens at home via video and then when the student comes to class, they work on the homework.”
Wu thinks a flipped speech room is doable if you have video-making skills. “Consider putting together a video for each speech sound you normally work on. It doesn’t have to be a very long video,” Wu suggests. You can even personalize a video each week, discussing it during the in-person session. Alternatively, you can try using pre-existing videos by other SLPs, but Wu warns they may not be as precise.
Pump It Up!
Don’t just relegate pumping up balloons to summertime. Blow up balloons with clients all year round, suggests Jenna Rayburn in a tutorial video on her Speech Room News blog.
The SLP details everything from finding and purchasing the balloon pumps to using them in a variety of ways during intervention, including drill activities for topics such as “wh” questions, articulation and is/are verbs. After every X number of words the student answers correctly (say, five or 10) when you’re quizzing them with flash cards, they get to pump the balloon that many times. Repeat this until multiple balloons are filled.
After the activity, the student—with supervision—could pop the balloons by stomping, sitting or poking them with a pencil, she suggests. Or you could pass the balloon back and forth, not letting it touch the ground.
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FROM THIS ISSUE
December 2016
Volume 21, Issue 12