SLP, SAY WHAT!? CARRIE EICHLER CALVIN COLLEGE PORTFOLIO + BLOG

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SLP, SAY WHAT!? CARRIE EICHLER CALVIN COLLEGE PORTFOLIO + BLOG

03.18.15 by carrieeichler

SPEECH PATHOLOGY PRAXIS 5331 TIPS + STUDYGUIDE

Hello there!

Good news I PASSED THE PRAXIS! For you soon-to-be speechies out there, you get the capitalization required for that statement! I feel so unbelievably relieved and overjoyed by my copious amounts of free time! WellIm still finishing a grad programso its not that much. BUT HEY! I want to give you some helpful hints for studying and taking the speech pathology praxis exam! AlsoCHECK OUT MY PRAXIS STUDY GUIDE! It outlines how I studied for the test, and hopefully can serve as a good resource for you while you study.

STUDYING:

Set boundaries for yourself. You are probably reading this because youre crazy type A and have a super strong work ethic. WAY TO GO! But listen dont let the praxis control your life!!!! Did you see that? I said DONT! Its easy to think that every ounce of free time needs to be devoted to studying but it doesnt. Youre going to be a much better test-taker if youre calm, cool, and collected. Set minimum and maximum study times for yourself. For instance, the weekend before I took the test, I knew I wanted to continue studying, (BECAUSE WHAT IF I JUST NEED TO KNOW 1 MORE THING!?!?!?) but I also didnt want to exhaust myself with facts. SoI told myself that I would study for a minimum of 5 hours total for the entire weekend (Friday afternoon-Sunday night) but a maximum of 10. Do this, or youll drown in your notes.Have an accountability partner/study buddy. My friend Kendra and I decided in December that we wanted to take the test early because were both getting married this summer and have showers and wedding details to do this Spring. There were so many times when I absolutely didnt want to study BUT, I had committed to meet Kendra to go over a certain topic and so I needed to keep my word. We tried to prepare and study on our own during the week, then meet to quiz each other and talk over complicated things. It was also so helpful to know that someone was pretty much just as prepared as I was going into the test. Not that if you fail, then youll both fail, but it just gives you a sense of confidence that youre not alone.Pace yourself but dont be crazy. I started studying at the beginning of January and took the test the second week of March 10 weeks total. Yes, its super overwhelming at the beginning, especially because you dont know where to start. I broke my studying up into 10 sessions/weeks and committed to spending somewhere between 3 and 8 hours on that topic. Some topics were more difficult to spend time with than others (cough coughaudiology), but I wanted to make sure I had a good amount of familiarity with everything.Make what you know WIDE, instead of DEEP. So you know how when you study for an exam for a class like hmmm motor speech disorders, you feel like you know like absolutely every detail about a subject? Yeahdont waste your time doing that for the praxis. The wider your knowledge is, the better off youll be. Do you need to know everything about a certain type of dysarthria or part of the brain? NO. Do you need to be familiar with several types of dysarthria and their various names and several parts of the brain? YES. I hope this makes sense. So heres another example the genetic syndromes were super overwhelming to me. Some of the practice questions asked the most obscure details that I had no idea how to answer. SoI told myself that I would know one thing about each disorder/disease. For instance, I knew that with Angelman syndrome, children often have a happy demeanor. I associated Angelman with happy and thats it. Be as familiar with as many terms as you can, because not every program uses every term out there. It wouldnt hurt to even google some terms to find their synonyms. Of course, there are going to be some questions on the test that just make your jaw drop because you have absolutely no idea what the heck theyre talking about, but maybe just maybe, youve heard that word before and itll help you at least reason through a good guess.Take as many practice tests/quizzes as you can get your hands on. I purchased the $17 test from ETS and took the full test twice. I ended up doing better on the real thing, but the practice test was really helpful to give me confidence going into it. Its weird on the practice test, it gives you the option to pick more than one multiple choice (pretty much like make up your own a+d only) and I got almost all those questions wrong because I didnt pick all the right ones. HAVE NO FEAR the real test is straight-up multiple choice. Dont worry.Study in a variety of ways. For me, I like to say my notes out loud to myself and record them. Creepy, right!? But when Im feeling like I dont want to read anymore, I just hit play and study while Im actually probably daydreaming. I also used Quizlets app on my iPhone. I made a few decks of cards, but there are a ton already out there. These were good when I just felt like browsing my phone and didnt want to get in full study-mode.

-TEST DAY:

SLEEEEEEEEEEP the night beforehand. I was dumb and didnt take into account that the day I took the test was the Monday after daylight savings time so I could not fall asleep for the life of me. Do whatever you can to relax and put your best foot forward for the morning-of.Treat yo-self. (Anyone else love Parks and Rec?) Maybe for you, it means getting a manicure the day before or swinging by your favorite coffee shop the morning-of. Im not kidding. Look good feel good test gooduhhh you get the point.Its not like you expect. Well, maybe after reading this youll know more of what to expect so my point isnt so valid. The site where I took my test was NOTHING like I pictured. It was a general testing site where random people from all professions/studies/walks of life were taking all sorts of tests. Im pretty sure the guy next to me was taking a truck driving test. The employees at the testing center really didnt know anything about my test in particular I asked where/when I would see my scores and they had no idea. Theyre responsible for making sure youre not hiding answers in your sleeve (they made me take off my scarf) and that youre not causing a ruckus for other test-takers. I took my test in a cubicle at a computer screen. There were HUGE headphones, (like the ones lawncare people use) but I didnt wear them because they hurt my head. Once you sit down, you have to walk through a little introductory thing that pretty much tells you how to click a mouse (and the test anxiety starts really kicking in here cue sweaty palms). I had 2.5 hours to answer 132 questions. Im pretty sure I finished going through all the questions in an hour, then got up to go to the bathroom (which you can only do once), and came back to my seat to review my answers. You can click mark for questions you definitely want to come back to, but I ended up just reviewing all of them to make sure I didnt make any stupid mistakes. In total, I think it took me an hour and a half.CHECK YOUR STATE REQUIREMENTS FOR THE SCORE YOU NEED OR ELSE YOULL FREAK OUT! In Michigan (and most other states), you need a 162. I only knew this because we talked about it in class the week before. Once you submit the test, it takes like 2 seconds and then spits out a standard score on your screen. All my screen said was 188. THATS RIGHT it doesnt say the word pass or fail anywhere! Make sure you know what the minimum score is, so that youll be confident when you pass!

I really hope this helps answer any questions you have and relieve some anxiety! Feel free to comment or message me with any other details! Best of luck to you!

Carrie

02.23.15 by carrieeichler

School SLP RandomTips!

I recently started my school-based practicum assignment for the semester and Im loving it! Kids are so fun! As Im reflecting on the past two weeks (AND ORGANIZING MY LIFE!), Im thumbing through little notes and tidbits from my supervisor I wrote down.

My supervisors structure is AMAZING. On the first day of the week she sees students, she calls it folder day. This means that once a student enters the speech room, they select their folder out of a filing cabinet. My supervisor stuffs folders every marking period with relevant worksheets or target words for their goals. GUYS THIS MEANS NO PLANNING. When students are making progress toward their goals, folder sheets are updated to be more goal-oriented. Once a student finds their folder, they receive a sticker to add to it, and out comes a perfectly planned worksheet for us to do! My supervisor writes the students name at the top of the worksheet and gives easy parent instructions for how to elicit the correct response or how to reinforce goals at home! The worksheet gets completed during the session, data is logged (9/10 /sl/ blend words @ word level, 7/10 @ sentence level), and the now-familiar worksheet travels home to parents! If a student frequently struggles with practicing at home, my supervisor often rewards them with some sort of a prize if they bring back their homework with a parent signature. On non-folder days, therapy looks a little more traditional, with card games, apps, Super-Duper board games, book reading, and so on.

When working with school-age kiddos, here are some helpful hints:

Always make the expectations known, even when theyre as little as keeping your feet on the floor when sitting on an exercise ball!Provide visual feedback whenever possible.Give kids the opportunity to tell you their answer (auditory comprehension) when they know, not just when youre done reading. Give them a chance to respond and be successful immediately.MODEL, MODEL, MODEL. My supervisor does a fantastic job of always taking the first turn when playing games or doing just about everything. For instance, when a student enters her room, she tells them, My news is that _____. Whats your news? This gives kids an opportunity to feel valued for whats going on outside of the speech room, and also gives you an opportunity to hear their carryover in both speech and language.Dont just let stimuli words be stimuli words ask questions, describe meanings, and so on.Support teachers (especially angel Kindergarten teachers who I now respect to the nth degree) by giving students another opportunity to practice sight-word books. This will also allow you to see carryover with sounds and language. Also practice rhyming words.Practice basic identifying information for students struggling with intelligibility. Because this information is so relevant for their safety, youll be able to reinforce target sounds by practicing family names, addresses, phone numbers and so on.Remember a hierarchy when giving kids success. For instance make sure theyre able to distinguish it in YOUR production before you expect them to distinguish correct and incorrect productions in their own speech.Hypotheticals are your best friend. You can see so much language formation when you ask those what if questions.Practicing locatives is a kids favorite game of Simon Says. Who knew putting a highlighter on top of your head could be so much fun?If a kid is interested in his/her performance, give them feedback immediately and have them rate their performance.HEADBANDZ IS AWESOME. I also love Look Whos Listening (I think its Super Duper).Dont wait the whole session, but youd be surprised with what kids will come up with if you give them extra processing time instead of just feeding them the answer right away.Maybe this is dumb, but if youre a grad student and havent gotten your hands on your state guidelines yet, DO IT!

This is probably word vomit but I hope this helps!

12.15.14 by carrieeichler

Acute Rehab TreatmentIdeas!

I spent my first semester of off-campus internships on an acute rehabilitation unit with some fantastic people! I learned so much from a phenomenal supervisor and this post is more or less my way to remember it.

Some basics to keep in mind:

Make the beginning and end of every session successful for the patient  no matter what.Educate patients, and be able to justify why youre doing the activity, but dont over-educate.Be willing to change the pace/level/challenge of the activity at any time! Have ideas ready for the next step whether the patient succeeds or fails.

General therapy go-to tasks:

Problem-solving cards (describing functional problem, such as a child holding a sharp knife, then explaining what to do to solve the problem)Playing cards!A girls best friend (memory)Rule-sort (ex: cards with t in one pile, no t in another)Crazy 8sNertzBlink (card game)WALC-Cognition book of worksheetsMedicine management task (written directions on pill bottles with beads inside, required to fill daily pill box)Cognitive-lingustic therapy book (name opposites, divergent naming)iPad apps!FlowClockwork BrainWord Jewels 12.03.13 by carrieeichler

Voice, Say What!?

Sensory symptoms of voice disorders may include:

Frequent throat clearingFrequent coughingVocal fatigue that progresses with use of the voiceIrritation or pain in the voice box or throatStrain, bulging, or tenderness of neck musclesSwelling of veins of the neckFeeling of a foreign substance or lump in throadEar irritation, tickling, ear acheFrequent sore throatsA tickling, soreness, or burning sensation in the throatScratchy or dry throatTension and/or tightness in the throatA feeling that talking is an effortPain or difficulty swallowingPain or burning sensation at the base of the tongue

Although the term voice is imprecise itself, voice disorders are those in which the laryngeal mechanism is effected. Specifically, voice disorders refers to abnormal pitch, loudness, or vocal quality according to sex, age, status, temporary physiological state, purpose of the speaker, and elements of the speaking circumstances. (pg. 269) In order to conceptualize voice and voice disturbances, we must consider the auditory characteristics of pitch, loudness, and quality. Disorders in voice relate to the physical systems in place, particularly the respiratory, phonatory, and resonatory-articulatory systems. The respiratory system must be able to:

Provide an adequate amount of air so that the speaker can sustain speech with ease to allow for natural phrasing and prosodic factorsProvide adequate control of the flow of air so that the mechanism can, when necessary, either initiate or arrest the speech signalProvide an airstream that is not so indebted to active muscle contraction that it encourages unnecessary muscle tension in the respiratory and phonatory mechanismsAphonia total lack of voice

Haynes, W. O., Pindzola, R. H. (2012). Diagnostics and evaluation in speech pathology (8th ed., pp 267-306). Pearson.

12.03.13 by carrieeichler

Voice Assessment

The areas to assess for voice disorders includes:

Case history (including referral input, client interview, clients own impact ratings)Perceptual vocal assessmentAcoustic analyses (low and/or high tech)Aerodynamic analysis (when available)Visual assessmentTrial therapy probes

Sample interview questions to ask in the case history intake include:

What are your voice concerns?When did these voice issues begin?Did this begin suddenly or develop slowly?What conditions surrounded the onset of these vocal concerns?When is your voice better? When is it worse?Describe the daily use of your voice.Are there specific situations when voice trauma occurs?Describe your general health.What medications do you take?What has your doctor told you about your voice?

Formal tests for voice disorders include:

The Boone Voice Program for Adults (3rd ed.)The Boone Voice Program for Children (2nd ed.)Systematic Assessment of VoiceVoice Assessment Protocol for Children and Adults

Initial treatment for voice disorders might include:

Reposturing and resonant facilitating techniques, such as: Gutzmann lateral compression of thyroid lamina, head turning or tilting, soft glottal attacks, singing/humming, relaxation of musculature/reduction of tension, and/or easy, resonant counting

Initial goals might include:

The client will self-recognize vocal fry or fatigue 75% of the time without clinician cuing.The client will produce sustained voice for 10 seconds 80% of the time with mild clinician cuing.

Haynes, W. O., Pindzola, R. H. (2012). Diagnostics and evaluation in speech pathology (8th ed., pp 215-237). Pearson.

12.03.13 by carrieeichler

Voice Education

http://www.Dysphonia.org/ This site is home to the National Spasmodic Dysphonia Assiciation. It provides general information about dysphonia for the public and also aims to advocate for and connect members.

http://www.asha.org/uploadedFiles/public/speech/disorders/VoiceTherapyFAQs.pdf This page is from the American Speech, Language, and Hearing Association and aims to educate the public about voice therapy. It answers frequently asked questions and gives the basics of the anatomical structure and production of voice.

http://www.maryfreebed.com/VoiceTherapy Mary Free Bed is a rehabilitation center in Grand Rapids, Michigan. This page gives you everything you might need to know about their voice therapy programs and allows you to find answers for receiving services.

12.03.13 by carrieeichler

Voice Resources forProfessionals

http://www.asha.org/slp/clinical/voice-disorders/ This ASHA page gives descriptions of all that SLPs might encounter with voice disorders. It includes an extensive list of policies and reports for anything related to voice.

http://www.asha.org/uploadedFiles/slp/healthcare/AATVoiceEvaluation.pdf This is a document from the American Speech, Language, and Hearing Association that may be used by SLPs across the country. Its a specific voice evaluation form that may be used when seeing someone with a potential voice disorder for the first time.

http://www.asha.org/assessments.aspx This is a great resource for SLPs completing assessments. If you choose to search voice, it provides a list of possible vocal assessments that may be used for a variety of clients.

12.03.13 by carrieeichler

School Age Language, SayWhat!?

School age language disorders may include children who are speaking at the sentence level but may have difficulty with syntactic rules and who may have deficiencies in:

Semantics (word finding/retrieval deficits, circumlocutions, overuse of limited vocabulary, small vocabulary, inappropriate use of words, etc)Pragmatics (use of redundant expressions and information the listener has already heard, use of nonspecific vocabulary, less conversational control in terms of introducing, maintaining, and changing topics, difficulty grasping the main idea in a story or lecture, etc)MetalinguisticsMorphology/Syntax (use of grammatically incorrect sentence structures, simple sentences, less comprehension of complex grammatical structures, semantically empty placeholders, etc)ReadingWritingCognitive abilitiesGeneral language processing

Haynes, W. O., Pindzola, R. H. (2012). Diagnostics and evaluation in speech pathology (8th ed., pp 115-150). Pearson.

12.03.13 by carrieeichler

School Age LanguageAssessment

Assessment for school age language may include:

The review of high-risk groups (history of language impairment as a preschooler, students with learning and reading disabilities, students who are academically at risk)The use of standardized tests (Structured Photographic Expressive Language Test Preschool, Second Edition, Clinical Test of Articulation and Phonology, Clinical Evaluation of Language Fundamentals, Expressive/Receptive One Word Picture Vocabulary Test, etc)The use of nonstandardized tests (identification, acting out, judgement, conversation, immediate imitation, story retelling, narratives, free play)Language sampling

Interview questions might include:

What are your concerns for your childs language?Does he/she have friends in class?Is their language interfering with more than just classwork?Does their teacher notice a problem with their language?How long have you been concerned?

Initial treatment goals might include:

The client will produce 3 syntactically different sentences in a 5 minute conversation 75% of the time.The client will increase their vocabulary by 10 words each week for the next 10 weeks.

Haynes, W. O., Pindzola, R. H. (2012). Diagnostics and evaluation in speech pathology (8th ed., pp 115-150). Pearson.

12.03.13 by carrieeichler

School Age LanguageEducation

Speech therapy for babies (n.d.). In Speech and Language Kids. Retrieved December 1, 2013.  This website serves as a great resource for tips on how to speak to infants. It is excellent for new parents or even SLPs guiding parents of language delayed children in simple tasks and strategies to use with their children.

 

Activities to encourage speech and language development (n.d.). In American Speech-Language-Hearing Association. Retrieved December 1, 2013.  This site in general is a great one for SLPs worldwide. This specific article is a great resource for anyone working with a child with developing language. It provides simple tips for fostering language.

 

Speech and language delay and disorder (n.d.). In University of Michigan Health System. Retrieved December 1, 2013.  This site is helpful for any medical questions in general, but this page specifically aids in the understanding of developmental norms for speech development. This is a great resource for concerned parents and leads them directly to find answers and connect with professionals.

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