Okay. So it’s been a while since I posted. I’ve been horribly negligent, and for that I am truly sorry. However, I can say in all honesty I will do my level best not to let it happen again (and I have a really good reason).
You heard me…Don’t bother reading the research!
Are you wondering why I would possibly say something like that? I mean, speech-language pathology IS a science based career, right? Anyone who has read me here or on Facebook/Twitter, knows that evidence based practice and research is something that I drone on (and on and on) about…so why on earth would I possibly say don’t bother?
I am always on the lookout for something new to use with students. I was recently sent a copy of The Filter Approach: Social Communication Skills for Students with Autism Spectrum Disorders by Stephanie Sanders to review. (Disclosure: I receive a copy of the book at no charge, and I have not as of yet implemented this method with a student.) That said, the approach seems to have some merit. There is a website that discusses more about the book as well (The Filter Approach) and also discussed the author background, and provides a link to purchase the book. Continue reading
Recently, I was asked if I would review an app of a different type. This app is not designed for solely for speech-language therapy, and frankly, I’m feeling a bit out of my comfort zone with it. Although literacy is in our scope of practice, I am definitely not a reading specialist.
A while ago a FB discussion began discussing caseloads (yes, again). One SLP mentioned how she had managed to advocate for both the students she serves AND the SLPs in her district, so of course I asked her to guest blog how she did it. We know caseloads and advocacy are major problems with many SLPs afraid they’ll lose their jobs if they speak up.
Here is one SLP’s suggestions for solving that problem! I hope we can all learn from her!
Once again, Plural Publishing provided me with the opportunity to review one of their publications.
As we all know, the incidence of Autism is increasing. When I first started in special education, I believe, it was thought that 1: 250 or so students would be diagnosed with an autism spectrum disorder. Then it dropped to 1:110. Now, according to the Center for Disease Control and Prevention, it’s 1:68 (with a rate of 1:42 in boys, and 1:189 in girls). It’s fairly safe to say that if you don’t have someone on your caseload with autism yet, you most likely will within the next year. The new text from Plural deals with the idea of coaching individuals with autism. Continue reading
“You are either part of the problem – or part of the solution…If you’re not an active part of the solution you are, by default, a part of the problem.” M.E.Huston. Yep. I’m quoting myself, how narcissistic is that? (Guess what, I didn’t really quote myself. Apparently I misquoted Eldridge Cleaver.) However, in this case, it absolutely applies. Let me explain.
A few weeks ago, I published a post about pseudoscience and the unfortunate (but true) trend we seem to be experiencing within speech-language pathology of sliding down pseudoscience’s slippery slope.