Blogjam SLPs and audiologists are blogging about their experiences and discoveries. Check out some of their posts. Blogjam
Blogjam  |   March 01, 2016
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Blogjam   |   March 01, 2016
The ASHA Leader, March 2016, Vol. 21, 14-15. doi:10.1044/leader.BGJ.21032016.14
The ASHA Leader, March 2016, Vol. 21, 14-15. doi:10.1044/leader.BGJ.21032016.14
Sum It Up
Summarizing can be tough to teach students. “So how can we introduce this skill that, at first glance, appears as daunting as climbing Everest?” writes Maureen Wilson on her Speech Bubble SLP blog.
Wilson suggests showing your students that summarizing is a skill they most likely already have. Having her students think about telling someone about a movie they’ve seen “puts things into perspective,” she writes. Then, she asks them to talk about what happened the last time they took part in a favorite hobby (such as a sport or a video game).
“When they are done, explain how that was summarizing,” she writes. “This helps to build their confidence, and … it [simply] may need to be adjusted for school.”
Along with additional tips for older students, Wilson also suggests certain YouTube clips that can help students practice by writing or verbalizing what they see in the videos.
Stay Smooth
If you’re dealing with dry, cracked hands from washing them repeatedly throughout the workday, Jeff Stepen understands the struggle.
“No matter what population you work with, you should be washing your hands a lot!” writes the school-based SLP in a blog post on his Conversations in Speech Pathology website. “But washing takes its toll on the hands, especially dry ones like mine.”
Stepen recounts his search over the years for balms, lotions and salves that work but also don’t turn your hands into oily smudge factories. He offers a few suggestions, including a recent discovery of a product that is “thick, absorbs easily and does not leave as much … residue on your hands.”
Other dry-handed SLPs and audiologists: What’s your favorite solution? Stepen invites you to share in the comments section.
Where Are You, Man?
It’s no secret there are many more female SLPs than male SLPs. Russell Cross of The Speech Dudes blog tackles the topic in a thoughtful post about how the professions might seek more gender balance.
If it’s true that all types of diversity—including gender—would better the profession, he writes, then how can this be accomplished?
First, he recommends “a written plan of action with measurable results.” It’s time, he writes, to move beyond “raising awareness” of the situation and to start setting goals and taking proactive steps.
Next he calls for more resources: time, money and people, including a spokesperson—a male SLP to champion and put all his energy into the cause.
“It’s a challenge to the profession as a whole to find a rebel with a cause as opposed to our current cause without a rebel,” writes Cross.
Now I Know My ABCs
Learning the alphabet is an important step in literacy development for young children, and Australia-based SLP Jane Farrall wants to help kids reach that goal.
“Letter knowledge is often one of the earliest skills that students use in recognizing and writing unfamiliar words,” Farrall writes in a post on her website. “They need to understand the different sounds that individual letters and groups of letters can make—and use this alphabetic principle to begin to spell words and to decode words.”
One of the ways students learn the alphabet is through “opportunities to play with letter shapes and sounds,” she writes. But how to make sure students are accomplishing this without repeating the same activities over and over again? Farrall has some ideas, which she describes in detail in her post.
Just some of her tips: Baking pastries using letter-shaped cookie cutters; creating bracelets with lettered beads; making letters out of clay, Play-Doh, kinetic sand, mud or other materials; singing along to different types of alphabet songs; using magnetic letters on the chalkboard—and the list goes on.
“Remember that you [the SLP] are an important component of nearly all of the activities I have mentioned,” reminds Farrall. “You can talk about the letters and sounds during the activities, make print-to-meaning links for students and help them to focus, learn and consolidate.”
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March 2016
Volume 21, Issue 3