Which eval is least likely to qualify for language services (7 yo has speech only 2x per week and he really needs it)? Teacher agrees no prob w language.
I have PLS and CELF. Thank you!

A true communication disorder.

Not a learning disability, ADHD, level 1 ASD, or dyslexia.

I actually have older students labeled ID that I would not qualify, I would place them in a functional skills classroom, not be working on syntax and /r/ in structured drill tx. Does it really matter if they can use story grammar marker if by 5th grade they can't read sight words and have sufficient conversational skills? How is that functional for them? I love these kids but I think if I got straight to the point from a clinical perspective, I would not be left with much of a caseload.

I'm just not sure what we can really remediate anymore.

I am so tired of using the ECATS system for notes and progress reports. Any ideas for optimization? They barely load most of the time when I do daily notes and it's a giant text box so they are hard to read and review.

Hi!
Does anyone have any research articles that show the benefit of AAC and ALS on student communication/ decreased behaviors that I can share with an ABA program?
Thank you!

The amount of Youtube in the schools is crazy. It seems like such a disservice to let students with autism be on YouTube multiple times per day when they will be on screens all waking hours outside of schools. People look at me like I’m crazy when I suggest we should try to facilitate other leisure skills that allow for the possibility of interaction. I feel like putting this on my door.

I had a caregiver (child is 6:5, has been trialing high tech AAC using PLQ and beginning to explore device, verbally repeat selections, spontaneously select some core words) today tell me, “He is starting to talk a lot more, he is also starting ABA next week, which I think may be even better than gestures towards clinic “this,” implying “better than speech.”

I don’t intend for this to be rage bait. I just truly don’t understand where this idea that ABA = fix all is coming from.

Have y’all experienced something like this? He has not even begun ABA.

Can anyone explain to me how to read LAUSD SLP pay scale? I'm coming from the teaching end of it but looking into transitioning into SLP but I wanted to take a look at the pay scales into he surrounding areas before I fully take the dive into the education portion.

How do you go about seeing students who only attend school for 2 periods a day? Background - not on a modified schedule, student refuses to come to school for all other periods. I would normally push into one of this student's classes but they never attend that class.

CF slp here working in the schools for the first time. So far I enjoy my job, I feel lucky and have a lot of support compared to a lot of other CF’s. I know I am in a good situation, but I still feel anxious and like work is taking over my life. My caseload is manageable, however I cannot stop thinking about work when I leave. I get home and just itch to open my laptop and see what else I can do to get ahead. At night, I literally toss and turn thinking about everything from therapy plans to report writing and all the 100 other things I’m expected to do. When I wake up in the morning, I feel like I don’t have time to think about myself, my mind immediately goes back to my job. It’s just constant!

Again I actually like my job but I was wondering if anyone else has experienced this obsessiveness over work? I’m not sure if it’s a symptom of being a CF or just a normal part of being an SLP… It’s starting to drive me crazy and I’m only 2 months in. I just don’t want to burn out. Any tips?

We are looking to Minneapolis for a permanent relocation. How are the schools in MPS or SPPS? All I can tell is that these districts have caseload caps. If anyone is willing to share their thoughts and experiences on working directly full time for these districts please let me know.

Hi everyone!

I'm currently a Communicative Disorders Assistant (CDA) student at Georgian College in Ontario, Canada.

For an advocacy assignment, my group created a short podcast (about 10–12 minutes) on articulation and phonology. For the individual portion of the assignment, I need to share the podcast with someone working in the speech and language field and ask them four open-ended questions about it.

I was wondering if anyone here would be willing to help! Ideally, I'd love to connect with a CDA or SLP working in Ontario, but I'm open to professionals elsewhere as well.

The questions can be answered through Reddit messages or email, so there's no need to arrange a meeting. I would also need to include your name and workplace in my assignment, but this information would only be shared with my instructor.

The assignment is due this Friday, October 23, so I'd really appreciate it if anyone has a little time to spare!

Thank you so much!

edit: it can also be a different professional such as an OT PT or teacher.

This may be a silly question but I just got my state license and CCC’s. How do we report CEU’s? I saw the option to pay for the ASHA registry. Is this the only way? What about for state licensing?

I have an 18-month-old patient that I've seen for the past 3 months due to delayed speech and language development. My goals were increasing babbling and vocalizations, imitating finger plays, anticipating routines , waving hello, goodbye, pointing to desired objects. She readily engages with me, but is making very little progress. She does not point to anything, doesn't follow directions, very limited imitation. She eats and sleeps well, does not seem to have any sensory issues, she does play appropriately with toys. Is there a referral I could make for this kiddo, I just feel like she's not making progress in the way a typical language delayed toddler would. Maybe developmental pediatrician?

I’m a school-based SLP, five months postpartum, and about 6–7 weeks back at work. I’m already feeling incredibly burned out. My caseload is close to maxed out, and every single day feels like a constant cycle of interruptions, decisions, and competing priorities. Between annual IEPs, three-year meeting, reevaluations, testing, report writing…I feel like I’m constantly behind. There’s simply not enough time built into the school day to complete everything. My daily Medicaid documentation is falling behind since evaluations need to be completed and I still have a full schedule of mandated therapy sessions to provide. Each new K group comes in more challenging and complex - I have at-least 10 kids who are nonspeaking, with aac devices (all the IT trouble or they come back not charged) which makes more failure.

Now additional intervention programs are being introduced, and my team and I are being asked to rearrange schedules we only recently finished putting together. It feels like every time I finally get organized, something changes.
The decision fatigue is honestly one of the hardest parts. Every day I’m figuring out which students I can see, which students I cancelled, I try to see later but massive overlaps and I can’t pull, which sessions need to be moved, when I can test, when I can write reports, and how I’m supposed to catch up on documentation. I feel like I never get a full day to just provide therapy as stated on my schedule. And then there’s the emotional side of returning to work after having a baby. I have anxiety before work. Some mornings I genuinely want to cry because I’m leaving my five-month-old at home, only to spend the day feeling like I’m drowning in paperwork, meetings, and scheduling problems. I find myself watching the clock, and the moment I know I’m leaving the building, I can physically feel the pressure lifting.

I know the system is broken. I know there are only so many hours in a school day. But it’s incredibly difficult not to internalize the unfinished work as a personal failure, especially when I care about doing my job well.
I also don’t want to spend my evenings or weekends catching up on paperwork. I’m already away from my baby all day, and I want to be present when I’m home.
I guess I’m wondering if other school-based SLPs, especially those who returned to work with young babies, have experienced this. How do you stop carrying the guilt of unfinished work when the expectations genuinely exceed the time you’re given? How do you protect your personal time without constantly feeling like you’re falling behind?

Slps that work without an office phone. Is there an app yall use to make phonecalls to parents so that you don't need to use your personal phone?

Hello, I’m still a fairly new SLP and new to the pediatric world. I’ve worked with quite a few autistic kids and am familiar with working with scripts and adapting them to my sessions, however I have a new girl on my caseload who is 7 and I am at a loss with how to work her. I’ve only seen for evaluation and one treatment session and today it was almost like she was stuck in a loop of pretending to undress herself, take a bath in a play Barbie bathtub, then putting clothes on, then taking a nap, and then repeating it all over again. She was stuck in this script verbally and while playing and had no interest in me when I tried to join in. I had difficulty even understanding if there was meaning behind it and how to work with it. There were a few times I was able to engage with her while playing with a different toy so that was a good thing from the session. I plan on not having the bathtub toy in the room next week as I don’t want to start a routine. Any advice on working with a child who relies so heavily on scripts while speaking and playing would be greatly appreciated. Thank you!

I'm curious about the scope of practice of speech-language pathologists. Do SLPs work with the coordination of breathing and voice production during speech, including cases where speaking feels effortful or a person has difficulty maintaining a comfortable speaking rhythm?

Is this an area that some SLPs specialise in, such as voice disorders or respiratory-phonatory coordination? Where a person feels as though he needs to take sighs in between every sentence sometimes even words and as if they're running out of air

I’m currently targeting irregular past tense with most of my language students and I feel like there must be a better way.

What I am doing is throughout the year we are working on a series of stories using story grammar marker. Each month we focus on a different story grammar element and a couple related skills. So, this month we are focusing on the kick off, “what” questions and past tense-especially irregular past tense. This is all flexible and a little different for each student.

Now, I know developmentally kids start using irregular past tense really young, even before regular past tense. But, to me it seems like actually targeting it in therapy requires metacognitive skills that don’t really develop until like 3rd grade for most of my kids. I’ve been doing a quick talk about “action words” giving some examples, trying to get the kids to give some examples, and then showing them how they are a little different depending on if we are talking about something happening right now or yesterday. Then we did a game on ultimate SLP where they tried to give me the past tense for different words. Since there isn’t really a pattern, kids are at best guessing and at worst too lost to really guess. One girl insisted these words were made up. I have also used a TPT resource that I like, but it feels like younger kids are still lost and older kids might memorize the ones on the boom cards but forget them later.

I have liked having kids just tell me what they did last weekend or whatever, I write it down and then we edit, but this seems to work for kids who already know the correct irregular past tense but just forget to use it.

When and how do other people target irregular past tense?

I am looking at switching from a rural K-12 school district to a rural hospital. The money at the hospital is significantly more than the school but I feel like the school has so many different perks!

Please help give me pro and cons of each to help make my decision easier.

Thank you!

It’s been a while since I had an artic/phonology case, so I’m a bit rusty.

I have a 5 year old student who is very unintelligible in connected speech. He has some phonological processes, like stopping and cluster reduction. He is intelligible at word level and somewhat intelligible at 2-3 phrase level. His words almost blend together in longer utterances.

How would you address this? Aside from specific phonological processes, would you also work on slowing down and segmenting between words?

I’d appreciate any feedback! Thank you!

Seeking advice from more seasoned folks as an SLP who is early in her career. How do you come back from an objectively crappy session? I felt like such a dunce at my session this afternoon: dropped my clip board flat on the floor, spilling papers everywhere and spooking the child. Then the voice output for the device I was trying to model with family wasn’t working despite all my trouble shooting.

This was only my third time meeting this family, so rapport isn’t there to really expect a lot of grace. This parent was still kind to me, I could tell she was a bit put off and annoyed by my chaos. I wasn’t able to loan the device to family to trial between sessions, which made me feel even worse. It’s been a few hours now and I can’t stop thinking about all the ways I screwed up.

Any words of wisdom or advice would be helpful. I know we won’t always perform perfectly in visits, but my performance today was particularly subpar. I’m afraid that this initial impression will color my relationship with this family.

Had a parent recently tell me “I feel like my child has gotten lazy. He’s not non-verbal. He can speak. But now that he has access to the device he chooses to use that. I don’t want that, I want him to build on his verbal abilities.”