Hello! I recently started a teletherapy position, and will soon need to contact teachers/parents, but I don't want to use my personal cell number. Does anyone know of or have experience with an app (I'm on iphone) that creates a "fake" phone number for you so you can make those calls without revealing your personal number? Additionally, if there is another feature such as "silent during these hours" within the app, that would be fantastic, and please let me know.

Thank you in advance!!

Hi there! I was just offered a position at a pediatric private practice and need some advice.

I did my CF at a critical access hospital working mostly with adults in outpatient. For the past four years I have been the SLP at a middle school, grades 5-8th. In my interview for the private practice job, I was asked if I had any feeding therapy experience, to which I said no but that I was willing to take CEUs and whatever trainings are out there. It sounds like they have a lot of referrals for feeding/swallowing right now. I am going back in today to sign paperwork to make things official, but want to talk to the owner again- I'm nervous I'm going to be expected to jump in, or after 1-2 courses I should be ready to go.

The clinic has been PT/OT only and is just starting a speech program, so I would be the only SLP and have to train myself on peds feeding/swallowing. I've seen recommendations on here for SOS, AEIOU, and some ASHA courses that look interesting, but I guess I'm wondering, how long did it take you to start seeing pediatric feeding/swallowing kiddos? I know everyone's learning curve is different, but I'm just so new to this area I'm trying to figure out a reasonable timeline before officially signing onto this position. My grad school didn't have any courses on the subject, I think we had an afternoon lecture from someone in the community, so I'm a little lost!

I had my interview with a school district, and a few hours later, I received an email from HR to provide 3 references. After that, over a week passed by and I finally got an email from the district informing me that I did not get the job. I thought reference checks were the final step before you are offered a job. Do you think the district requested references from their 2-3 top candidates, or do you think that I was the candidate but they rejected me because I had a bad reference?

Does anyone have opinions on the Spanish SPELT-3 or experience giving the assessment? It was published 12 years ago but I'm a little surprised I haven't heard of it, given how few assessments are available for our bilingual kiddos. Thanks in advance for your input!

or am I the worst person in the world for not having the patience or desire to deal with behaviors for most of my work?

When I went to school for cdis, I did it for just that- not to become what I feel like is a nanny…

Is that too harsh?

I’d appreciate insight.

Gave a student the CASL-2 pragmatic subtest, TOPS:NE, and SLDT:NE. Had average scores on the CASL and TOPS.

On the SLDT had below average scores on the subtest that required reading non-verbal body language. Other SLP said I shouldn’t pick him up but to maybe write accommodations instead to help support him in the classroom since he has some strong language foundational skills.

For a student who has a difficult time reading others body language/non-verbal cues what sorts of accommodations would you write to help support the student in the classroom?

Hi!! I have been working as a licensed SLP in Philippines for 4 years now and im currently eyeing to relocate in US. I know that our licensed is not accredited there but I still want to know if there is a possibility that I can work as an SLP there or even as a Speech Aid? Or do I need to get a master’s degree in a university accredited by ASHA?

I hope someone will notice this post and answer my questions. It would really mean a lot. Thank you!

Good morning!

I have a schoolaged student with a palatal expander. We're working on /k/. I'm not sure if they were stimulable before the expander went in. They have a tendency to carry the tongue forward with the jaw (there's a bit of an underbite and some anterior jaw excursion). We've approximated success with a tongue depressor, and have tried shaping from /h/, cough.

I'm no stranger to /k/ but this is my first time working on it with a palatal expander. I'm wondering to what extent the physical barrier inhibits velar contact; the sliding production error is factor. Does anyone have experience, tips, tricks, insights, into /k/ shaping in this context?

I do some Early Intervention. A couple of weeks ago, the service coordinator told me they are replacing me on the case because I mentioned I wanted to leave the case once (timing wasn't working out- however didnt give a formal notice, just verbal) and apparently family wanted a female therapist. I did not want to leave the case anymore since we worked out the timing, sessions were consistent now amd thought family wanted the same. I didnt know about the family wanting a female therapist- it was a cultural thing - which is fine, I respect it. I'm actually from the same culture as them.

I want to confirm with the father if that's what they want. I told him sessions are going well, child's been improving. However, I got a call from the service coordinator saying you would like a different female therapist. I told him this is fine with me if you do, I get it. He says "no, I like you, everything's good. Its nice to have someone from the same culture as an SLP. I want you to continue seeing my child." I go back to SC and let her know and she's like wtf I just spoke with father too and he reiterated that he wants a female therapist. I meet father in person on Tuesday he tells me to my face that he wants to continue speech services with me. We have a nice conversation about random things for like 30 minutes drank tea too. I tell him to tell SC (which he never does). I follow up with SC yesterday (Thursday) and she tells me again parents want a female therapist and I won't be on the case as of next week since the IFSP ends tomorrow. I then call the father and let him know and he says AGAIN that he wants me on the case. So I said I'm going to send you a text can you reply yes/no if you want me to be on the case. He's like okay but let's talk when you come for the session tonight. I send message. He doesn't respond. He texts me about confirming the session time.

I go do the session, call him afterwards. And he completely ghosts me!! Doesn't pick up phone calls or answer text messages. I called him like 7 different times. I feel so disrespected, duped, angry. He really played me. I'm so confused going back and forth frantically trying stay on the case cuz I know it'll be over soon. But turns out he didn't want me on it. Which is fine. All he had to do was communicate that with me. I wouldn't have been hurt, would've made it easier tbh. One less EI to worry about. The fact that he lied to my face and kept it going, ghosted me, and treated me like a "friend" really got me.

Has anyone been in a similar situation? What should I do? I really don't care anymore. Don't want this case at all. Should I write a strongly worded text message saying I felt disrespected? Or just let it go? I feel like writing the text lol

TLDR: parent lied to my face about continuing speech services and told service coordinator the opposite. Ghosted me when I tried to communicate.

What’s your experience at state conventions vs the national ASHA convention in terms of content? Are the state conventions less research heavy and have more introductory courses? Is there a wide range of topics at state conventions like there are at ASHA?

Hey! New clinician here, in an outpatient stroke clinic. Just wondering how you guys fill an hour of therapy session for mild dysarthria? LOL

There doesn't seem to be much out there in terms of treatment rather than clear speech strategies, some breathing exercises (which feel a tad out of my scope of practice), environmental modifications etc.

Several of my patients have pretty mild dysarthria to the point that they are close to 100% intelligible to unfamiliar listeners. But obviously they still want therapy because they don't sound like themselves in terms of rate, pitch, etc. What can you do for an hour rather than conversation/trying to implement the strategies? An hour is LONG for this!

bonus question: any suggestion to work on pitch if someone's range is reduced post-stroke?

TIA!

I’m currently in my CF in a middle school. Some gen ed teachers have turned to me for advice for students with different disabilities in their classrooms and how to more effectively assist them in following directions, class work, transitions, etc. My mentor is suggesting that I create hand outs with strategies specifically for gen ed teachers to help in managing these behaviors in their classrooms. Does anyone have any ideas or tips on how I should go about doing this and any “must include” tips?

Hello, I’m earning my SLP post-bacc at the moment.

Wondering about SLPs who work with Down’s syndrome adults and/or children and what your work experience was like ?

Hi hi, I recently evaluated a man (younger 60s) who said he’s presenting mainly with word-finding difficulties, difficulty forming sentences at times, and some forgetfulness (i.e. forgot how to check in for a reservation which he supposedly does frequently). Normal MRIs. The neurologist brought up PPA and referred him to me.

During the assessment, he had most difficulty with divergent naming, story retell, and repeating longer sentences. Otherwise, you’d just about never know there was an issue.

Has anyone seen this before? Does this align with PPA in your professional opinion? I’ve been out of the adult cog game for a while and just wanted thoughts!

I have an upcoming evaluation with a geriatric patient who had an injury to their lips more specifically I believe their bottom lip is gone d/t a traumatic event. The order doesn’t specifically say what the eval is for (I.e. if it’s for dysarthria or dysphagia)

If it’s one of those, can someone give me some advice or tips on how to go about this evaluation?

I never had a patient come in with such a diagnosis and I still have fairly new to the field! Anything would help!!! Thank you!!!!

Someone explain it to me please because to me it just seems like a way for districts to over work us without having it evidenced in caseload numbers. My supervisor wants me to do 6 weeks of teacher strategies. I don’t even know what to do with that. They want me to give strategies for the teachers to use and have the teachers track them for 6 weeks. I can’t know specifically what area of language a child is struggling with unless I evaluate so I don’t get it when it’s not a very straightforward case. If those 6 weeks don’t work then they want 6 weeks of pull out RTI which just seems like providing specialized intervention without an iep. This is all supposed to be done without screening the child. I don’t understand. There’s no defined process and this is just more work than if I just evaluated and had the child on my caseload.

I’m going to soon be applying to CFs and really want to do EI. I don’t drive and I live in NYC and I don’t think home-based EI is ideal for me, especially just starting out.

I did a placement at a center-based EI program in the spring and loved it. My supervisor said she would keep in touch with me about potential openings however, she mentioned that there were changes going to be made to how centers were ran.

She didn’t give me much detail but apparently there will be more of whole group/classroom focus instead of individual sessions? Can anyone confirm?

If a child scores within the average range for artic assessment (GFTA-3), but you noted processes like backing at age 4 1/2 is it still okay to recommend services? I’m a CF and this is one of my first few evals that I’ve done on my own! I want to do right by the parents and the child and make the right decision.

Hey everyone,

First year SLP here. I’m writing progress reports right now, and I’ve come across several new students with the same issue: their previous SLP has written that they have met a goal, but when I progress monitored them at the beginning of the year and last week, they are scoring much lower on my progress monitoring tools (I use SLPtoolkit). Do I add a new progress update saying that they actually did not meet their goal yet and sharing where I believe they are currently at? I feel weird having an IEP say “this child is at 80% accuracy, goal met!” and then a few months later “actually they are now at 50% accuracy”. Any advice would be very helpful, thank you!!

I work in RI so technically I don’t have a caseload cap. As of right now I have about 50 students in a 2-5 school. I only see 5 second graders for artic only. Last week, two 2nd grade teachers pulled me and told me that they have NINE(?!?!!!?) students they think need to be screened. I asked what their major concerns are and was told all 9 students are struggling with /th/ when they’re reading. This is crazy to me as a CF. Spiritually, I want to help every student, but how can I explain nicely that I can’t pick up every student that has an error only when reading? The second grade teachers in my building are notorious for blaming any problems on speech. Just last week they asked me why there was no carryover of a student’s /r/ sound… I explained that he just began working on this two months ago and is still working on the word level with just me. Sometimes it just feels like no education is getting through to these older teachers and I’m supposed to be their fall guy. :(

Pediatric/school SLPs! Inputting errors made on the GFTA in the evaluation report is the bane of my excistence. Does anyone have a chart (similar to the one on the CAAP-2) that helps summarize errors made?? Willing to pay if there is a link to one on TPT!!! Someone helpppp!

Hey everyone! I work in the schools and I have no had 2 kids actually invite me to their birthday parties. Obviously I can't go, but how to I explain it to them in a way they'll understand. They are second graders. Thanks for the insight!

Hi, I am living in America and have my CCCs from ASHA in good standing. I currently work as a W-2 employee for a company that hires me out to school districts: I work remotely. I am just beginning to explore doing this from outside the US pending relocation. I’m not asking you to do my basic search for me, I’m just wondering from people if the process of getting the accreditation from another country was worth it for you? How long in actuality did it take and what kind of a pain in the ass was it? Thanks for any info, tips, or tricks.

Do you gift your client’s anything on their bdays typically? Even if it’s something small?

I am looking to make a switch from the school to pediatric at a hospital. What does productivity typically look like and how f it's high is the pay worth it? I was hoping to make $55-$60 an hour in Ohio. Is that too high of an expectation? I would think that a more fast paced environment would pay more than the schools. I have 6 years of experience.

I started at a SNF/ALF right after my CFY in a school and have a love/hate with cognition. Some patients really love it, others don’t enjoy it or don’t get the point. I’ve gotten a lot of the patients in the ALF that were my coworkers previously and already have been on for over six months and I’m just kind of at a loss of when is appropriate to discharge them and they’ve hit their baseline. I get conflicting information because my supervisor tell us that we can do maintenance for months and we should still keep seeing them, but also say our treatment has to be skilled and can’t be completed by no one else. This gets frustrating because can helping a pt make a call only be done by me? No, but the staffing don’t help much with those things and patients are so happy when someone listens and helps. I know that can be counted as problem solving but you get the gyst. Moral of this, in the ALF/LTC setting how long do you typically see patients for just cognition? Especially patients with severe dementia with just “attending for 10 minutes” goals? Do you do maintenance goals with these type of patients for memory and problem solving strategies? Any experience/ advice would be great thank you!

So I wanted to have supplemental income with telepractice while waiting to transition to a new job next year. I'm about to start working with the company Tinyeye. The school sent me a schedule that has 10 mins and 20 mins sessions back-to-back no break except for lunch. I have never worked in a school setting before. Is this normal for telepractice?

I am moving to Canada with my Canadian spouse and kids. Remote work will be the best option for me especially while I get Canadian certification. I already verified that I can work in Ontario with CASLPO as long as I don’t work with anyone there. I have a credential and license in California. I have only done remote work during COVID and that was difficult due to poor audio/visual and attendance.

Can someone explain how virtual services deals with scheduling groups, group therapy, behavioral issues, and ways to keep the student motivated?

Also, what is the best way to go about finding a stable income? Healthcare isn’t needed and a 1099 may be the best fit. High income and retirement are the most important things for my family.