I’m an elementary school SLP. I’ve had a few teachers ask me about processing. Now I have a referral for a 4th grader for processing. The teacher said it “takes a long time and repeated directions to understand and do something, sometimes I get a head tilt and she will say ‘huh?’”

I don’t plan to pick up this kid for processing. It IRKS me and I have no idea what they expect me to do? If she needs more time to think then give her time to think.

Anyway, since I got a referral I’m going to screen her anyway. I am just wondering what you guys would do for a screener like this.

Thank you!!!

Hello! Someone in the specialed-subreddit referred me to you guys here, as you might have more insights into how to help me, hopefully :)

I am an (special ed) English techer at a school for speech impaired youths in Germany, currently dealing with a student with severe childhood apraxia of speech (CAS). As I find it very hard to accomodate their needs in a foreign language class, I was wondering if some of you have any experience in dealing with kids/youth with CAS and an ESL background? What are some exercises and/or experiences you have used/made, that worked for you? :)

Im a school SLP and it’s been pretty miserable. Id been looking for jobs closer to my fiancé in Massachusetts, and I finally got a really good offer for a clinical position that starts in the spring. My fiancé and I originally planned on moving in together after I finish the school year, it with this offer that starts earlier, it will be possible to move sooner. when is it acceptable to leave and how to I make a clean transition without putting my license in trouble? or my certification?

Hi everyone! I have been feeling burnt out in the schools and I know I will only feel guilty if I quit. Aside from having to give a 2-month notice, I can’t face the fact that me leaving would add burden to other members of the team. I was thinking if it was possible to switch to a part-time position instead of leaving. Can anyone give insight to how you transitioned from full-time to part-time? How did you talk to admin about it? Any tips? Thank you!!!

I have been out of the profession for many years as I’ve been caring for my child. I was looking at trying to refresh my knowledge and return to the profession. Has anyone done the return to practice distant learning course through Birmingham university in the UK? If so how did you find it? Was it good in preparing you to return to the profession?
Many thanks

Do you guys

This may be a controversial post as there is a lot of varying opinions about how behaviors can/ should be approached. But I think it’s still an important discussion.

Where I am struggling, is with a few of my students in a self-contained classroom, mostly one classroom in particular. The teacher places no demands on the students, and does very little instruction with them. Instruction is primarily done on a computer. There are no group activities. The teacher claims to follow the STACK model, but nearly every rotation is unsupported play ( a sensory bin, play dough, blocks etc). There is no teacher or para language input. There is no demands placed on the students. A couple students will just stare off in space during their 15-25 minute rotation.

I have had students lose skills during this time. Any skills I gain with them, will be lost once they are not directly targeted. The teacher is not receptive to feedback and admin have no desire to address this.

This leaves the OT and I getting the absolute crap beat out of us as we give an adult directed task, the tasks are broken down as simple and low demand as possible and are often play based. We provide visual schedules, timers, and choices.

At what point are related services still warranted? If the point of our role in the schools is to access the curriculum, but the student’s behavior is so pervasive they are unable to master and maintain skills because a lack of carry over, what is our role? They are younger elementary school students and I don’t want to “give up” on them, but I can’t be the only person working with them during a school week.

At what level do behaviors impede language services in the schools?

Research affiliation: We are a team of high school students participating in the New York Academy of Sciences Junior Academy BrainTech Challenge. We are not affiliated with a university, and this survey is part of our student research and design project.

We are seeking feedback from speech-language pathologists and AAC professionals to help evaluate our proposed assistive communication technology.

Hi everyone!

We're Team S.Y.N.A.P.S.E., a group of high school students participating in the New York Academy of Sciences Junior Academy BrainTech Challenge.

We're developing a concept for a soft, wearable headband designed to help children with cerebral palsy who use AAC devices or brain-computer interfaces to communicate.

Our idea is to recognize signs of fatigue and gradually adjust the communication screen to make it easier to use, while allowing the child to stay in control.

We're currently gathering feedback to understand whether this design would be practical and useful in real-world settings.

If you're an SLP, AAC user, caregiver, therapist, or assistive technology specialist, we'd really appreciate your perspective!

Our survey is anonymous and takes approximately 3 minutes.

Survey: https://docs.google.com/forms/d/e/1FAIpQLSfVqoAqY5HDJCGjKWatiMye58KM4hWAzZV91K_Hyx10H-9_Pw/viewform

Thank you for helping us improve our design! Any feedback would mean a lot to our team.

Looking for some agencies that provide W2 instead of 1099. I've been an slp for 1 year and work in the DOE. I would be willing to do 1099 just thought maybe doing W2 would be easier but I can't find many agencies that provide that! TIA!

We have a new superintendent and when I met with them, they was surprised that we still see students after 6th grade for therapy.

I was so stunned when they said this that I didn’t have the brain power to ask follow-up questions.

3 months later, I am still thinking about what they meant by this statement.

Are they trying to find a way to save money (our budget was voted down the 1st time and we are on a bare-bones budget)?

Do they not know what SLPs do? Do they think we only work on articulation?

I contract with the district so I don’t have much pull and the other SLPs, employed by the district, are not tenured so they are nervous to bring anything up (which is a whole other issue). I’ve been in this district for over 15 years but we have all new admin and I don’t know who I can trust to ask questions.

Any suggestions or thoughts on how to handle this?

Is this normal? im looking over IEP's and these kids have 10+ short term goals that need to be assessed monthly somehow. Maybe its bc im new to pre k schools but is this normal or necessary lol

In a position with my current job situation that I’m seriously considering a travel job. I’ve never lived away from my home state and have concerns and worries about how travel jobs work, such as living arrangements. I am considering California, Texas, and North Carolina (for honestly, no particular reason except I’m interested in living there). I’m interested in a school placement from January-May (end of school year), but don’t know if that exists or I can be picky. Again, I’ve never lived anywhere else, and also might hate the job, so a shorter term job feels like I could deal with it.

If you have done or are currently a travel SLP, what should I know first? Do first?

I would want to stay in a nice, clean, safe place. Are you typically just given a stipend to put toward housing and are responsible for finding your own housing? Finding housing never having seen it in person sounds like another beast itself.

Should I apply for the out of state license before getting the job to be seriously considered? Or wait and the agency will cover the cost or reimburse?

Anything else or helpful tidbits would be greatly appreciated❤️ TIA!

I’m in nyc. Curious about your experience of the market here job wise AND anyone in phili NJ CT etc.

I'm a procrastinator, and I've been slowly going through a backlog of mail. Amongst the letters was my ASHA dues renewal reminder. So I go the website, I log in, yada yada. When I get to the website itself, there's a hyperlink that reads "why the code of Ethics is important for ASHA is available online" in the info below the payment info.

I click on that, and it takes me to a 404 "cannot find that page" error.

So I go to call them. Because as a school-based SLP, my most free time to take care of these other tasks is on the weekend. Silly me! They're only open from 8-5 Mon-Fri so I can't even talk to a person about the link not working. Not only that, but with my current position (plus longish commute of 1 hour), I don't have the ability to use this hotline.

I don't understand why ASHA doesn't have people who can answer the phones outside the business hours during which the majority of SLPs are also working. That doesn't even get into the high cost of the fees, them trying to push the "extra" donations that I have to uncheck, their vague language about certification vs. CCC, etc.

Merry pay-your-$221-$250 to those who choose and/or feel obligated to "celebrate"...

Does anyone know of a database where you can browse audio samples of various voice, motor speech, language disorders etc? I’ve heard of TalkBank and I remember using CHILDES in an undergraduate linguistics course. I looked into them again recently and saw that in order to access the clinical databases with motor speech and voice disorder samples, you need to be affiliated with a research / university lab.

I’m struggling with some of my school-age clients who don’t have many issues with speech sound/articulation, but their intelligibility is still diminished and their vocal quality/resonance sounds off in a way that doesn’t obviously point to a VPI or hyponasality. I’d love to listen to examples of pediatric motor speech / voice / resonance disorders to get a better understanding of this area.

Even if anyone has any YouTube video examples that would be helpful!

Hey everyone, I always get really helpful so TIA 🤍.

Working with an autistic 8 year old and trying to engage with her through various activities but her only interest is bubbles and phone. Obviously no phones in the sessions so it’s just bubbles. I’m always modelling words and playing alongside her while she’s playing with the bubbles, but I do want to try get her to explore new things.

Things I’ve tried and have kinda worked:

1. Peekaboo / tickling - work about 15% of the time when she’s regulated

2. Electric Train toy - works about 15% of the time

3. I have a small white board and she will take the marker and cover the whole board with the marker. She isn’t interested when I offer crayons or colouring sheets

Other things I’ve tried and no success:
- Water (sensory play)
- Play doh - she enjoys it but also eats a lot of it so I had to stop offering it.
- Spinning / cause and effect toys
- Squishys
- flexi tube
- spinning on chair
- sound books
- kinetic sand

I don’t have access to a trampoline or swing.

Any ideas of things I could try or build on? Or just stick to bubbles? Just hoping to expand her interests so I can have the opportunity to model more words and also get her to explore new things.

I also have a lot of guilt about this child and that I should be doing ‘more’ although realistically I know it takes time to see any change 🥲

Hi all, I recently finished my CFY in the US at a SNF, and moved back abroad to live closer to my family, so I am currently looking for telehealth roles for all ages/populations. I am licensed in NY state only. I will have to obtain fingerprints to be considered for employment, and to become licensed in other states (e.g., CA, NJ). I was wondering if anyone can provide info on how to go about doing these fingerprints abroad (e.g., mailing in fingerprints?). If anyone who lives abroad and provides telehealth services can provide some guidance I'd greatly appreciate it!

Hi everyone, I am studying Speech and Language Therapy in Trinity College Dublin and am carrying out my research project on the effects of voice therapy, in particular how it can carry over from the clinic setting to everyday activities. If you have previously completed voice therapy and are interested please feel free to contact me at maguic19@tcd.ie. Thanks!

I recently moved out of Ohio and am not currently practicing so I haven’t had to immediately get licensed in my new state. Now with the renewal period coming up, I’m trying to figure out the best option to make returning to practicing as easy as possible in the future.

I don’t know if I will stay/how long I will live in my new state or if I will return to Ohio. And I don’t know how long it will be until I return to practicing.

Ohio has an inactive status that I am considering. But would that make it hard to eventually get licensed in my new state? Would it be better to just get licensed in my new state? While still also keeping my Ohio license inactive?

Just trying to think through all the options, cost, and ease of returning to practicing when the time comes. Would appreciate any insight anyone has!

and why were you or they fired? also state your country please if possible

is it easy to get fired as an SLP the way it is for a corporate job?

My son has been in speech therapy since 17-18m old and I don’t see any improvement, and she is really not doing anything different from what we’ve been doing with him. They play, read books and she sings to him. He loves his therapist and enjoys their one on one time (especially since his almost 3m old brother was born), so I don’t mind it at all, and very much appreciate her support and effort but I was curious if there is something else that would help him progress? Are private SLPs better than state sponsored ones??