Advice to new SLPs: ATTITUDE

This blog post is dedicated to the many young SLPs and Assistant SLPs out there just starting up their careers.

You have your basic education (whether it be at the Bachelor's level or Master's level), now comes the time for the "real" education. Don't get me wrong, your academic education is vital. But, as we all know, the real learning comes in the application of the knowledge and transforming the knowledge into a real skill.

Here are some very basic suggestions that I give to new SLPs who work for me.  These suggestions are from the perspective of an SLP working with children but most are applicable across settings and clients.

Attitude with child/client & parents - attitude is important; try to be...

• Cheerful – Always look happy to see the kids and parents: People want to feel you are personally interested and invested in them.  If you looked bored, uninterested, or distracted, they will not develop much confidence in you as their therapist.

• Animated – With kids you need to use animated expressions to hold their interests and have Fun! Even if you feel horrible, you have to act happy.  This may not always be possible, but you should do your best to breathe life into your therapy sessions.  On the flip side, don't go over the top and appear fake or contrived.  Also, animated does not mean "loud".  Some children respond better to a calm therapist (especially hypersensitive kids).  You can be animated and calm at the same time by using facial expressions that show excitement about what the child is doing.

• Positive and encouraging – This suggestion can be applied in several ways: 

1. Condition/Diagnosis: Even if you suspect something is really wrong, choose your words carefully.  Bad news is best broken sensitively and giving parents time to process the information.  If I suspect a child has Autism, I will mention "red flags for a developmental disorder" and recommend the parent goes to see a specialist who can diagnosis what is going on with the child.  This gives them time to digest the information, often coming up with the suspected diagnosis on their own. The only thing worse than "dropping a bomb" on a parent ("I think your child is Autistic.") is giving them the wrong information.  Developmental delays in young children can be something other than what we initially think they are. 
2. Corrections: When a child makes errors, do not be overly critical. If they miss something, you say “Great try. Let’s do it again.” Do not say, “No, that was wrong. Do it again.”  Don't focus solely on taking data and marking errors.  Remember that the goal is to make them successful and it is your job to get them there.
3. Behavior: Often you will see kids who have behavioral problems or who act out for a variety of reasons. (see blog post: Behavior) When you visit with the parents, don't stand there and report every negative behavior their child committed.  When that child is with you, it is your job to figure out how to achieve cooperation; that is a big part of our job.  If you must enlist the help of the parent, do it in a constructive way, not a destructive way.  Parents of difficult children already know their child is a "handful".  They will be highly appreciative of a therapist who can see their child's positive qualities (every child has some, you just may have to look extra hard to find them).  Be sure to point out the good things the child does.  When you speak of the behavioral problems, address them in terms of "how we can help the child" versus just complaining about the child.  (Think in terms of "informing vs. tattling").

• Confidence – always act like you know what you are doing and present an air of confidence, especially with parents. Know why you are doing what you are doing in case they ask. If you do not know an answer to their questions you can say, “I will need to look into that and get back with you on it.  If you don't understand or trust what you are doing, the parent won't trust you either. In order to be confident you will need to spend time preparing for each session and learning or reviewing information.

Emails: Permission to Share

I have two email accounts. My gmail account is rarely used since it got hacked awhile back and spammed a lot of people.  Apparently it is the account linked to this blog...

I checked it the other day for the first time in a very long time and found several email requests to share materials from this blog site.  So, I have posted a message to the right giving permission to do so.  I am happy for anything here to be used as long as given proper credit.  This can be done in several ways.  Here are two ways I generally use:   add the source's name and blog site or post as a link back to the original site (this also serves to drive traffic to that site). 

Behavior Management 101: Topic 5

Topic 5: Behavior Management: Give the Child Some Decision-Making Power

We all know that anytime we are "invested" in something, we work harder at it.  I use this principle in my private practice.  If I have a family who cannot afford services/copayments, I rarely waive them completely.  I realize that if the family is having to pay $5-10 dollars per visit, they have an investment in the process and will work harder to follow through on practice and recommendations.  If I invest my time, energy, or money in a project, I will take a greater interest in it.  And so on...

Well, the same is true of our clients/students.  If we give them ownership in the process, they will be more engaged in it.  If they are engaged in it, they will work for success; although their definition of success may not match ours.  We want achievement of goals, they may also want this but they will most likely have shorter goals such as earning a reward or play activity.

There are many ways you can increase their investment into the process. Here are a few ideas (pick one to use, not all; that would be too much "power"):

• Allow them to pick their reward; this is best done before the session begins so they know what they are working toward (the carrot and stick approach).  I don't use a "reward" system often, only as needed.  For my clients, if a game or toy is not used during therapy, I will generally let them play briefly at the end. 
• Allow them to decide on the rules for earning the reward (within reason and based on already established rules; i.e. do this only after they understand "how things work" in therapy).
• Allow them to choose their desired activity or game to be used throughout the therapy session.  I usually give them a closed set of choices 2-4. Otherwise you may spend the whole session "shopping" the room.
• Allow them to judge your performance: They play "speech teacher" and you play a client.  You produce their targets and throw in a few mistakes so they can judge your performance. (This also helps them practice Auditory Discrimination/Processing).  They love correcting you for a change.
• Allow them to judge their own performance on targets (remember: the behavioral issues can also be important targets). This is especially helpful for older clients and those working on carryover skills.  You can even let them record data, with your supervision.
• Allow them to decide on what homework they need to do.

Giving them some decision making power can go a long way towards making them be engaged in the therapy process. If they are engaged, they tend to behave appropriately.