Tuesday, May 18, 2010

Motivational Poster Generator

What's in Your Tool Belt?

You can create your own motivational posters/images at Auto Motivator.

via Mr. Byrne at Free Technology for Teachers

Monday, May 17, 2010

Featured Website – Speech Techie

One of my coworkers mentioned this great blog: Speech Techie

It’s totally cool. I’ve used the Bad-Luck-O-Meter with a few groups and am doing quite a bit with Visible Thinking right now. My social language group in the autism classroom loved Reading Feet.

Sean Sweeney, CCC-SLP is doing some sweet work with his Language Lens. Kudos to Mr. Sweeney!

Friday, May 14, 2010

Have you read…

Egan, G. (2002). The Skilled helper (7th ed.). Pacific Grove, CA: Brooks/Cole.

Luterman, D. (2001). Counseling persons with communication disorders and their families (4th ed.). Austin, TX: Pro-Ed.

Nicholas, M. P. (1995). The lost art of listening: How learning to listen can improve relationships. New York: Guilford Press.

Shames, G. H. (2006). Counseling the communicatively disabled and their families: A manual for clinicians. Mahwah, NJ: Erlbaum.

Shipley, K. (1997). Interviewing and counseling in communication disorders: Principles and procedures (2nd ed.). Boston: Allyn & Bacon.

I’ve started reading Luterman’s book. Once I’m finished, I’ll be tracking down Egan’s book, although probably the 2007 version.

Thursday, May 13, 2010

The risk we face as SLPs

The ultimate risk is to care too much about our life’s work and the persons who receive our services. But with these risks comes the greatest reward – the sense that working with clients with communication disorders and their families is an integrated part of our lives and part of our human growth and development, rather than simply a vocation that pays the bills.

-Prizant’s comments in the Preface of David Luterman’s (2001) text

It’s okay to feel incompetent

From Walter H. Manning’s Clinical Decision Making in Fluency Disorders, Third Edition (page 349):

Luterman (2001) stresses the importance of accepting our limitations and recognizing that particularly difficult cases will cause the icy finger of possible failure to threaten and test our confidence. Nonetheless, if the clinician is learning, if he or she is a truly responsible professional, he or she should be operating on the fringes of incompetence (Luterman, 2001). Effective counselors, clinicians, and people in general should take risks and occasionally make mistakes, or they will not grow.

Ah, it’s great to have permission to feel incompetent: it means that I’m pushing the edge of my learning and experimenting with my knowledge and therapy base. If I’m not feeling stretched, I need to reevaluate and push myself further.

Wednesday, May 5, 2010

Is it the new school year yet?

I’m already thinking about getting ready for a new set of students. Eek!

I think this may be a fun way to start the year with my groups by having my students make Wordle’s about themselves.

Fullscreen capture 552010 12518 PM.bmp

Friday, January 15, 2010

Twist and Shout

Well, at least a shout out to the TWST group that meets in North Virginia.

I took my speech students on my very first fieldtrip this week and we attended the local NSA Teens Who STutter support group. It was invaluable! My boys enjoyed meeting other teenagers who stutter, but the most exciting part for me was listening to the parents share their emotions and insights about raising children who stutter. I remember hearing/reading about how stuttering impacts families, but I had never seen it firsthand.

I’m hooked. I think I may turn into Edward Norton’s character from Fight Club and become a support group junkie, well a stuttering support group junkie. I was invited to attend the adult NSA support group on Saturday and I can barely contain my excitement. It’s true: I’m a speech geek!

I’m rereading Barry Guitar’s book Stuttering with renewed enthusiasm and vigor. My goal is 7-8 pages each week day, which means I should finish in about 10 weeks. When you see me in person, feel free to quiz me on Treatment Considerations(Chapter 6) and Assessment and Diagnosis (Chapter 7). (yes, I started with chapter 6 because it’s more interesting)

 

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