I have had a lot of response to my article The SLP and Grad School Admission.  Does anyone know what SLP graduate schools are looking for in candidates.  I’ve had several perspective grad school candidates ask what they can do to make their applications/resumes stand out.  I would love to hear from anyone with this experience, knowledge or suggestions.  You can either comment here or email The School Speech Therapist at theschoolspeechtherapist@gmail.com

Thanks

Teresa

*****Sorry it has been so long since my last submission.  What can I say it’s been one assessment after another.  Thought I saw the light at the end of the tunnel but the tunnel got several assessments longer last week.  Take a look at my article, is this something you’ve heard about?

A friend’s daughter is an undergraduate student in speech language pathology, finishing her junior year.  Yesterday she mentioned that none of the seniors in her daughters program got into grad school.  I was rather surprised at that statistic.  Of coursed she probed be about working as a speech language pathology assistant while waiting to get into grad school.  I explained to her how assistants worked and how they were paid around here.

I think this situation should be a little concerning to all of us.  First, I am a little disappointed for my friend’s child who wants to go on to grad school to become an SLP but will probably have to delay that dream a year or so.  Second, if there are a lot of people holding undergraduate degrees in Speech Language Pathology the assistant jobs might be flooded.  We all know that speech language pathology assistants can not and should not be working without direct supervision from a speech language pathologist.  Schools are also slowly learning that assistants are not always the best bang for the buck.  Reason for this is they have to split the kid services, not to mention assistants do not to testing or paperwork and the therapist still does most of the planning.  Speech therapy assistants will probably make less than a first year teacher.  Not nearly enough to tackle those school loans.  Many of these students may end up waiting tables while waiting to get into grad school.  Third, many school systems are starting to see the light in regards to caseload and workload but they can’t find the therapists to fill there needs.  If there are not enough people graduating from grad programs (a stat I do not have) caseload numbers will remain high.

This may sound absurd but there is also the slight chance that at some point bachelors level training will be accepted.  Especially if they can’t find masters levels Speech Pathologists to fill the void.  Given what is going on in education with lowering the overall standards it’s not as far fetched as you might think.  I doubt ASHA would even get a say in a decision like that.  I attended one of the first combined undergraduate/graduate programs in the country, many many years ago.  Prior to that most SLP’s held bachelor degrees.  Those bachelor level therapists were grandfathered in.

I found this blog article written during the last ASHA Convention What Are My Chances of Getting Into Grad School For SLP?  The statistics were more staggering than I thought (but make sure you read the update at the bottom of the article, many apply to more than one program so the data is skewed making the situation not as bleak).  Based on the data in this article it appears that colleges are being a little reckless, almost promising something they can’t deliver.  I also have to wonder if there is a hidden agenda here.  Why would colleges be preparing so many at the bachelor level when a graduate degree is necessary but unavailable to many?  I know for a fact that my friend was never told the statistics around getting in to grad school for speech language pathology.  If she had I am almost sure her daughter would have considered other avenues or a least a minor degree with some potential.

Despite these statistics, Speech Language Pathology is still considered one of the best professions and is often written up in the media.  Are the statistics really as bad as proclaimed in the article mentioned above?  Perhaps the mainstream media didn’t get the memo.  If you’ve had experience with this please comment below.

What was good about this presentation is that he started out by sharing resources. What usually bothers me about conferences in general is that they always start out sharing theory (usually their own since slp’s, especially those who are PhD candidates, love to share their opinions). They share their theory for 4 hours and only spend one on remediation/ therapy suggestions that don’t amount to much. Sean first shared some hard copy resources then got more into books, apps and sites.

Sean has created a method for choosing appropriate apps for speech and language therapy. Since I am a new I pad user I found this extremely helpful. I am finding that not all apps are created equal….in fact some are really poor even the ones designed specifically for therapy. At this point I do not trust many app reviews. Anyway he uses a rubric type system he calls FIVES when evaluating apps to use in therapy.

F- fairly priced

I- interactive

V- visual

E- educationally relevant

S-speechie

Sean explains his FIVES criteria more in-depth on his website,  FIVES Criteria.  I have tried to look at apps in a similar way before purchasing them but it is nice to have an organized method to follow.

With limited time he did go over some of his favorite apps, pointing out how you can combine the two different types of materials. If you find a book you like, look for an app that is on a similar topic might be a good pairing. Pairing materials isn’t anything new to a seasoned therapist but given the added tech piece, it wasn’t something on my radar.

One key suggestion he gave…when searching for apps to use in therapy, use the word interactive in your search. I also liked the fact that throughout the webinar he kept reinforcing that apps are a tool and should not replace traditional therapy methods. I thought that was extremely smart and responsible because I frequently see technology overused in the classroom setting or programs not being educationally relevant. Just because content is presented on the computer doesn’t mean it’s good content. You really have to be careful what you buy. Is it relevant or a time filler.

I enjoyed this short webinar and will use many of Sean’s suggestions when choosing apps. I think Sean has plenty to offer and would like to hear more of what he has to say about using apps in therapy. I’ll be keeping a closer eye on his blog.  Visit his site at http://www.speechtechie.com

This blog is a professional/personal website written, edited, produced, maintained, and funded by a licensed speech-language pathologist. The opinions expressed on this website are that of the authors’ and not of the authors’ employer. For questions about this blog, please contact the author via

Individualized Treatment

Information and materials published on this website are not meant to replace speech and language therapy. They are meant to share professional information and opinion in the area of speech-language pathology with parents, teachers, and professionals. In addition, the information presented on this website is general and should not be interpreted or used as advice for a specific person with a communication disorder. The School Speech Therapist and its author or guest authors do not guarantee that a person’s speech and language skills will improve by implementing or using some or all of the ideas/materials on this website. If you or someone you know feels that they may be experiencing a communication disorder or learning disability, discuss this with a physician, school psychologist, school speech-language pathologist, school administrator, classroom teacher or medical professional for a person-specific diagnosis and treatment plan.

Accuracy of Posts/Materials

The editor and authors of The School Speech Therapist do their best to ensure that the information presented on this website is accurate, up to date, and professional. The authors of The School Speech Therapists do not promise or make representations as to the accuracy, completeness, currentness, suitability, or validity of any information on this website. In addition, The School Speech Therapist and its authors will not be liable for any errors, omissions, or delays in this information or any losses, injuries, or damages arising from its display or use. The statements expressed in posts on this website do not reflect the views of the employer of the authors of the website.

Privacy

The creator/author/editor of this website is licensed through the American Speech-Language Hearing Association (ASHA) and adheres to the Code of Ethics for speech-language pathologists. The author of this website adheres to HIPAA guidelines and will not post any photos of clients whom have a communication disorder or a clients’ protected health information. If a photo or video of a person (client or not) appears on the website, there will be written consent on file from that person or legal guardian for a person under the age of 18 to appear on this website.

Use and Distribution of Materials on This Site

Please feel free to use the ideas and materials on this site in your therapy sessions or at home at your own risk, for which The School Speech Therapist and its authors shall not be liable. It is your own responsibility to decide whether the materials, products, services, or information provided by this website meet your specific requirements and therapy needs. The materials and content on this website, unless otherwise specified, is the intellectual property of The School Speech Therapist and its authors. Materials and content include but are not limited to blog entries, graphics, photographs, charts, worksheets, visual aids, product reviews, etc. You may print and use The School Speech Therapist’s creations (worksheets, graphics and visuals other than photographs) for personal and professional use, however, you may not re-sell them or commercially exploit the content, publish them without expressed written permission, distribute them, or produce mass quantities of them. You may also not transmit or store the content from this site on any other website or other form of electronic retrieval system. Please do not steal my ideas and credit them as your own -  when in doubt, credit the author. If you link to them on your website, Pinterest, Facebook, or other social media account, credit The School Speech Therapist as the creator.

Copyright

This website and its content are the copyright of The School Speech Therapist and its editor/author Teresa Sadowski MA/SLP-ccc.

Compensation Disclosure

This blog does not currently receive forms of cash for sponsorship, writing product reviews, or any other forms of compensation but may in the future. The School Speech Therapist is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com. If and when the writer of this blog does receive compensation in another form, the reader will be notified in written form on the entry or the disclosure policy will be changed. If you pay for and download any item published on this site, you are not permitted to share the paid download with others.

Graphics Used on This Site/Fair Use Rights

The photos and graphics used on this site are the either original works or purchased by the creator/authors of this web site for their own use.  Purchased graphics may not be resold by the creator of this site or taken from the worksheets for your personal use. Some original works are are available by contacting The School Speech Therapist.   Graphics in which are used for free worksheets as well as that are embedded on this website are legal due fair use rights. Graphics in which are used for worksheets available for purchase will be created by owner of this site or purchased and licensed for selling use.

External Links/Product Reviews

The School Speech Therapist and its social media network sites (i.e. Pinterest, Facebook, Twitter, etc.) include links to other websites. These links are provided for your convenience to provide further information. The links do not signify that The School Speech Therapist and its author endorse the website(s). The School Speech Therapist and its creator/authors have no responsibility for the content of the linked website(s). Each website that is linked to is owned and run by a different person/company of whom owns the rights to its products and information. That website has the right to change its information or the link may not be available after a period of time. In the case of Pinterest, images are often posted that link to websites that are not related to the field of speech-language pathology. Be aware that when you click a linked website that you are visiting that page at your own risk. The creator/editor/authors of The School Speech Therapist do not ensure or make representations as to the accuracy, completeness, currentness, suitability, or validity of any information on linked websites. In addition, The School Speech Therapist and its authors will not be liable for any errors, omissions, or delays in this information or any losses, injuries, or damages arising from the display or use of an external, linked website. In regards to product reviews, The School Speech Therapist and its authors will do their best to provide accurate information about the product being reviewed based on their knowledge of the product. The School Speech Therapist is not associated with and does not endorse any specific product companies. Therefore, the author of The School Speech Therapist does not ensure or make representations as to the accuracy, completeness, currentness, suitability, or validity of any information in relation to products reviewed. The School Speech Therapist and its authors will not be liable for any errors, omissions, or delays in this information or any losses, injuries, or damages arising from the display or use of a product reviewed on this blog. The School Speech Therapist has only been compensated in application code/product form when stated on the individual post.

Data Disclosure

The School Speech Therapist uses Google Analytics to collect anonymous statistics for the purpose for improving this site (such as the number of visitors per day).

These policies are subject to change/updates as determined by the website owner. Unauthorized use of this website or its content may give to a claim for damages and/or be a criminal offense.

(Some of the text/ideas which helped the author in writing this policies page were from Consonantly Speaking)

I recently found this opinion article through the Race to Nowhere Facebook page.  “Schools need a timeout on standardized tests”

This is an opinion piece by Joshua P. Starr, superintendent of Montgomery County Public Schools in Maryland.  Sometimes others say the exact things you are thinking.  There are three sections in his article that really struck a cord with me.

“Most U.S. public school systems are attempting to implement at least three things at once right now: revamped accountability measures, reforms as part of the federal Race to the Top program and the Common Core State Standards. This is simply too much at one time.” 

I’ve worked in a few different school systems the past 7 or so years and all the changes are just too much at once.  When, not if (in my opinion) the new reforms fail there will be no way to figure out which parts work and which parts don’t.  This has been the history of failing education reforms.  Schools tend to change things dramatically rather than work the problem.

“But these same state-level departments have been hurt by the recent fiscal crisis. Moreover, they are beholden to legislators and executives whose assumptions about public education make them more likely to endorse a continued over-reliance on standardized tests to evaluate schools and educators.”

Schools have not been given the funding, time or training to make many of these changes possible.  The people making the decisions on curriculum, funding and judging success probably have little background in child development and education.  In my opinion, child development is hugely overlooked and that’s one of the reasons our special education numbers are so big.

“This includes teacher evaluation systems that rely too heavily on individual student performance on the current state standardized tests — a practice I vehemently oppose.”

Classrooms and kids are more than just numbers and data.  If one teacher has more special education students, more kids in crisis or more kids without home support,  their scores on any classroom assessment are going to be lower no matter how gifted the teacher is.  There has to be a better way.

I’m not happy with the changes I’m seeing in education and I know it is affecting our students in a negative way.  In general, I see a lack of memory skills, lack of automaticity with facts and general information, poor phonological skills, decreased processing speeds, poor critical thinking skills and a general lack of background knowledge with typical students.  Schools are so worried about taking data (because they have to) that key teaching opportunities are missed or there is no time in the day to take them.  Changes are needed, but across the board and all at once isn’t the answer.  Students and schools in different areas of the country have different needs and different problems.  Some school systems are actually dumbing down their curriculum to meet Common Core Standards, others are trying to figure out how they can do this all at once and a few schools are just saying we can’t do this and handing themselves over to the state.

Schools need good curriculums to turn out good productive citizens.  Losing time to practice test taking and learning a curriculum based upon a test is not going to improve or prove anything.

College can give you a good foundation but the real learning comes once you start working.  And if you’re smart you’ll learn from everyone you work with, colleagues and clients.

When I started working in early intervention 20 some years ago, I knew little about child development, family issues or caseload management.  So I faked it for awhile until I was able to watch, listen and learn.  Luckily it was a job where we talked and consulted a lot.  We did arena assessments where one person facilitated and the rest of us observed.  I was able to watch, listen and read the final reports of all professionals involved.  Now that I look back I was lucky to find a first job where people really respected what you had to say and at least considered your recommendations.

During those years I watched and listened not only the other speech therapists on staff but the physical therapists, occupational therapists, nurses and social workers.  The information I gathered in those two years has served me well throughout my years of working in the public schools.  The biggest lesson I learned in Early Intervention was to always listen to what other people have to offer, consider their view point and if the information makes sense use it or at least remember it.

These days it pains me when I sit in team meetings and see no one taking a note as the school psychologist gives her report and recommendations, I want to stand up and yell “Write this down, this is good stuff, it will help you understand the students learning style!”  In team meetings it isn’t just classroom teachers that need to take notes.  If principals and vice principals were smart they would be taking notes too, so when an issue arises they can refer to the notes when dealing with special needs children and parents.  When you sit in a team meeting as a passive member you are missing out on a learning opportunity. Not to mention when you also look passive or even uncaring to the parents.

Within the public schools, services can often seem so fragmented.  The team meeting is one of the few scheduled opportunities to listen to and collaborate with your colleagues.  Beyond that there is often little time to consult with others working with a student.  However, another thing I noticed is that everyone is often on their own agenda, “only do what I have to do with the student to achieve my goal.”  When you walk into a classroom and see none of the recommendations that specialists have suggested in place, you have to wonder if the teacher was listening or even considering making changes.

More than likely four things may have happened that keep the teacher from implementing accommodations, either the teacher was not present when you made recommendations in student meetings, the teachers did not even take note of your recommendations, the teachers are so overwhelmed with what they have to do it’s impossible to carryout or remember even the simplest accommodations or they have little understanding of the child’s disability or needs.

I have worked in schools where they made the teachers an important part of the meetings (hiring a sub so they could attend) and in schools where teachers buzzed in said their piece and buzzed out.  When the school allows or even requires the teachers to stay in team meetings they have a much better understanding of the specialists roles and recommendations.  How can you expect teachers to understand a child’s disability or unique learning style when they weren’t even there to learn from the specialists.  If I was the parent I would either question or at least wonder why my child’s teacher is not present to hear this valuable information.

Like I mentioned above.  I’ve sat in many meetings where not one person (other than myself) is taking notes on what any the specialists have to say, nor did they take a copies of the reports.  What does that say.  It says they are not taking the opportunity to learn from another professional.  When learning from other professionals isn’t encouraged, it not only disrespects everyone involved but in the end the child loses out.

Now it’s my job to interview my second blogger.  This interviewee is Jessica Chase of Consonantly Speaking,

Please take the time to check our Jessica’s site, she has some great information to share.

 

1. Jessica Chase, M.A. CCC-SLP, Consonantly Speaking -  http://consonantlyspeaking.com, consonantlyspeaking@gmail.com

 

2. When and why did you start blogging?

I started blogging in March of 2012 because I had a lot of great ideas of therapy activities that I wanted to share. I had previously written a movie review blog and wanted to try my hand at something in my profession. My main goals were to share information and collaborate with other speech-language pathologists.

 

3. What is your favorite population to work with?

I love working with the school-age population and in particular fluency disorders (cluttering especially).

 

4. How much time per week do you spend blogging and/or creating materials?

I think that the amount of time I spend blogging per week varies due to the fact that I try to have a social life in the evenings/on the weekends, plus I have a full time job/wedding to plan. If it is a slow week for me, then more posts are going to pop-up. If it is a busy week, you may not see me on the blog as much but moreso on Pinterest and Facebook. In addition, many of my blog posts are in-depth, lengthy, and involve lists that I take months to complete. I really like to take my time and make sure I have all of the information.

 

5. What’s your favorite topic to create materials for?

I have only created one material so far, other than my app/book lists. I think once I get into the material-world I will focus a lot on fluency, vocabulary, and auditory processing since that is where I have the most clients (other than articulation).

 

6. What’s the best thing about blogging?

I would have to say that the best thing about blogging is collaboration. I get to hear other SLPs thoughts on my posts and materials. I also get to learn a lot from them that I can take back and use with my students.

 

7. Do you have any blogging tips?

My biggest blogging tips involve content, audience, and self-promotion. Post a lot of content (not necessarily materials or reviews all the time) and it will keep people coming back for more. They will notice that you are an expert in your field of study and come to you with questions, collaborative ideas, and more. Also, think about your blogging audience. If you work with a 0-5 population and post about your experiences with early language development, you are going to get followers who are looking for information on that population or who have children in that population. If you deviate from your audience, they most likely will not return. Finally, do not focus so much on self-promotion. It will annoy your readers and they may not stay in the long-term.

 

8. How did you know that you wanted to be a speech-language pathologist?

ATTN:  Now please understand I don’t mean to ruffle anyones feathers with this article.  I know there are a lot of therapists who don’t agree with my position.  If you have a co-teaching model or push-in therapy model that really works for your student, not for you, your schedule, your high numbers or your administration, please share it in the comments section.  Please share not only your model but how the model evolved and your caseload.  I base my perspective on my experiences and those who have shared their experiences with me.  

The past 10 years or so there has been a big push for therapists to use a co-teaching or push-in model.  I have no clue where this idea came from and I don’t feel like doing the research.  I honestly think one morning someone (who does not work directly with kids) woke up and said wouldn’t it be great if the speech therapists saw their students in the classroom.

On the surface that sounds like a great idea.  You have a speech language pathologist come into the classroom, imagine what they could offer.  An actually if it was a true co-teaching model where the speech language pathologist worked in tandem with a classroom teacher, they planned together, delivered lessons together and evaluated the students together, that could be great.  What has happened, is that therapists are being asked to provide in-class services, either planning a class activity for that time or just going in and hoping they can somehow integrate themselves into the class for that one half hour a week.  On paper that too is called co-teaching (apparently co-teaching on paper looks good to the powers that be).  Oh did I forget to mention that in some situations therapists are expected to do this in every single classroom.

The problem I have always had with therapists as co teachers is that we are usually told “just do it” without any regard for the student’s needs, a lack of understanding of our level of expertise, a lack of respect for what we can realistically offer, a lack of co-planning time, scheduling constraints, teachers that aren’t willing to coordinate, no planned way to measure effectiveness and no training.  I have never felt that I have been able to offer my language disabled students the level “therapy” they need in the classroom setting.  Never have I worked in a organized co-teaching model.

There have been times when the teachers not only ignored me in the classroom but ignored the fact that I am there to work with or at the very least observe particular students.  With that said there have also been some wonderful teachers who will switch thing up a little when they see me come in to accommodate my limited time.  Even with accommodating teachers, without sufficient planning and evaluation time, a therapist going into a classroom is usually no more than a glorified aid.  Being a glorified aid makes my job very easy.  There have been times when I have only had one or two direct or indirect interactions with my student during my 30-45 minutes in the classroom.  That hardly gives me time to address or observe my goals and objectives.

I don’t really think the disconnect is so much between the teachers and the therapists, most  of us are willing to learn new methods, if they’re effective.  I believe the problem lies between the administration/school board and their lack of understanding about how schools work, special education and how children learn.  It somehow sounds better if a school says they use a co-teaching model.  Most people don’t understand how loosely that term is used.

Here is a link to 6 different types of co-teaching models.  http://faculty.felician.edu/caseyb/Types%20of%20Co-Teaching%20notesheet.doc. Take a look at it and see where the services at your school fall.  I can’t site the author because there isn’t one.  Another site claims 5 co-teaching models http://trailblazers.wikispaces.com/file/view/co_Teaching_Models-W.pdf.  I guess my point is even people who feel strongly about co-teaching haven’t decided the best way to go.  Again no author sited.

I was a huge fan of co-teaching when it was first introduced 20 some years ago.  However, most schools have never been able to put in the time, energy or resources necessary to make it work.  So my observations conclude that kids often miss out on valuable “therapy” time, when services are delivered within the classroom setting.  That’s not to say that when they are ready to integrate newly learned skills that they can’t benefit from some services provided within the classroom setting.  (then we get into scheduling issues so lets not go there).

Speech language pathologists really need to look at their overall effectiveness within the classroom setting.  Are the student’s need being met?  That’s the key question.   If your answer to this is “no” then congratulations, you’ve become a glorified aid.

I have always said that I can turn or modify any game into an educational experience.  Me at my advanced years was thinking only about board games.  Over the years I’ve been able to teach almost every single language skill through conventional games.  Unfortunately, those days are numbered because it’s hard to collect data when your having fun.

I was extremely pleased when I came across this article on Geekslp.com  Angry Birds Educational Tool.  This article truly validates what I already know.  I am so glad the younger generation of SLP’s are able to see the value of games in learning.  I love angry birds but never even thought to bring it into my therapy as a tool but I have used it as a reward.  Why I never thought of this I don’t know.  This article presents an excellent perspective and shows just how creative speech language pathologists can be.

Reality is kids just don’t know how to play anymore.  Our students are usually at an even bigger disadvantage for knowing how to initiate play with others, feel successful and how to accept wins/losses gracefully.  Anytime we play a game with our students we are providing a learning experience that they will not get from their peers or even their parents.

I actually have a whole section on my blog called Modify that Game, which I will admit is dated with it’s information.  Still the point is there, games can have educational value.

My last article on gaming was back in June. 

Gaming In Education

I was following up on an article a friend sent me.  Basically I said that video games are good but you would still need a skilled teacher to fill in the gaps.   I’m not a video gamer so I reserved making any harsh judgements.

However, I was writing about the importance of play long before that.  The Importance of Play

I am still amazed at the number of children I encounter that truly don’t know how to play and I’m not just talking about our language disabled kids.  Kids are so managed these days that they are loosing their negotiation skills, critical thinking skills, imaginations, flexibility with interpersonal skills and play skills.

Recently an SLP contacted me to tell me that she was not allowed to use games in therapy any more.  I thought how sad that we’ve gotten to the point where fun had to be squashed in order to make sure kids pass a test or that enough data gets collected.  I figured that was the reason or that their administration was nuts.

Enjoy the articles highlighted above, put a little bit of fun into your therapy setting, worry about data collection around progress report time.  Modified games can play a huge role in therapy not to mention increase motivation.  Funny that it’s more accepted if the games are presented on the computer or iPad that out of a dusty old box.  However, games are much easier to modify out of the dusty old box.  Personally I can see the value in both conventional games and some computer games/apps.  Just like conventional games and therapy games, there are a lot of junky computer games and apps that are not worth even trying out.

Now it’s my job to interview 2 other bloggers.  Today I traded e-mail’s with Jocelyn Kupperman, who writes informative blog called “Ms. Jocelyn’s Speech”.  Ms. Jocelyn also uses her expertise and talent to create materials for Teachers pay Teachers.  Please check out her site and materials.

 

1. Your name, email, blog address, link to TpT store if you have one

Jocelyn Kupperman

jocelyn@msjocelynspeech.com

www.msjocelynspeech.com

http://www.teacherspayteachers.com/Store/Msjocelyn

2. When and why did you start blogging?

I started officially blogging in October of 2012. I love to collaborate with colleagues and other education professionals to stay up to date with the best teaching and therapy methods. I have found a lot of inspiration from blogs and websites in the past and wanted to pay it forward by sharing lessons and tips I find successful in my practice.

3. What is your favorite population to work with?

I adore working with school age children. Most of my experience is with children in grades K-5 so I find myself naturally drawn to them. I love helping to make a difference in their academic and personal growth and development.

4. How much time per week do you spend blogging and/or creating materials?

It takes a lot more work than I originally anticipated. I create materials that I am inspired to use in my therapy sessions so I take a lot of care in making them “just right.” It’s hard to answer this questions but on average it probably takes me a week to complete a project. Some projects take longer because I test them in therapy and then make revisions. There is a lot of planning that needs to occur to make a resource as opposed to a worksheet. You need to think of possible objectives, design layout, clipart, therapy extensions, etc.

With respect to blogging, I find that my most useful blogs need at minimum 2 days to prep for an afternoon or evening write up. Although I make materials to sell on TpT and my blog helps me get that out to educators, my true reason for blogging its to give my readers a inspiration and complete idea of possible activities to use in their sessions. I want my readers to walk away saying, “I could do that tomorrow!” That’s what I look for when I read other educator’s blogs and websites.

 

5. What’s your favorite topic to create materials for?

I’m really on this syntax and phonological awareness kick! I like creating visuals that can be used in a variety of therapy sessions and for home use. I do this because it makes lesson planning and prepping much simpler and also provides students with multiple exposures to specific vocabulary and images.

Besides games and visuals, I enjoy creating professional resources. I want to make data collection easier for therapists and teachers.  I really enjoy creating resources such as my Pragmatics Profile that help therapists collect important information in the simplest and most direct way. My next big project is focused around Response to Intervention (RTI) but that is going to take me much longer than a week to produce. I’m working on collecting feedback from the trenches. Keep and eye out

 

6. What’s the best thing about blogging?

The best part about blogging is knowing that you are helping someone develop their therapy and instruction. I have learned so much from blogs because they are first hand accounts. You relate to these people more than you relate to textbooks. I like that I can help inspire teachers, families, and therapists. I also like how it makes me think about my instruction and practices. I am a better therapist because of this.

 

7. Do you have any blogging tips?

Well, I’m a rookie but this is what I am trying to do now. Create a schedule. Time management is key to rolling out meaningful blogs. Create a list of things you want to review and discuss. Don’t make it too overwhelming. You don’t have to get it all out at once.

 

8. Add a question and answer of your choice (can be speech related or not).

What is your favorite ice cream flavor?

You can’t go wrong with cookies ‘n’ cream.

Keep checking back, I’ll be interviewing another blogger soon.  If you are interested in being interviewed for this project shoot me an e-mail and I can send your name along.

Teresa