Jan 18th Mtg Notes

Hello!

Thank you to all of you who were able to attend our first NSSLHA meeting of 2011. We had a bigger turn out than expected and we appreciate all of you for bearing with our small room.

If you didn't get to make it to the meeting or missed a few things, here are some notes for the meeting!

January 18, 2011 NSSLHA Meeting Notes

Guest Speaker Susan Simon

• Working with LAUSD
• LAUSD covers 700 square miles (2nd largest after NY)
• excludes Beverly. Hills, Culver City, and Santa Monica
• currently 418 SLPs-biggest employer in the states
• 800 schools (3yrs-22yrs)
• allow the therapists to grow
• can work in various areas (special ed center, young children, older children)
• can do assignment survey and request where you want to work since LAUSD is so large
• case load variety
• second largest school district
• different from working from hospitals and private practice because LAUSD helps children access their education program
• new therapist support: when you go out on your interviews ask about “New Therapist Support”
• New Therapist Support:
• have 2 weeks of intensive training and trainers tell you what to do when sent out to designated schools
• teach you how to treat
• meet trainers once a month
• allows you to network and build a cohort
• If you’re a person that wants to work in the schools, you should find a district where you can grow with the administration
• there are several SLPs that work in administration (i.e., principals, etc.)

• Benefits
• CFY/RPE supervision
• District Sponsored Continuing Education
• Prevention and Intervention Services
• Leadership Opportunities
• Web based IEPs documentation (get laptop from LAUSD)
• Salary Options for SLPs
• With Masters Degree and CA license
• Starting at $61,433 (180 days of work)
• within 5 years: $70,756
• done at 4pm
• have summer and winter break and holidays off

• With Credential
• Starting at $45,637 to $52,552

• Employment Requirements (not an exhaustive list)
• online application
• master’s degree in SLP or COMD
• Health & TB clearance
• fingerprint clearance
• transcripts 2 sets
• employment eligibility components
• letter of recommendation
• CBEST
• Benefits of employment with LAUSD
• paid holidays
• competitive salaries
• illness leave with 10 days a year with roll over (you can take sick days with you from district to district)
• district pays for your full medical, dental, vision and some life insurance
• if you have a domestic spouse and 12 children, the district will pay that for you without touching your pay check.
• state teacher retirement- put five years in the system, after that you are guaranteed a monthly income for retirement
• loan forgiveness: if you work for a title 1 school, you get $17,500 waived if you have federal loans.
• mortgage assistance/credit union
• Additional incentives for LAUSD speech therapists
• new therapist orientation and support
• professional growth, advancement and special assignments
• collaboration with School professionals
• provides materials without a budget
• LAUSD Administrative Offices Recruitment and Selection
• 18th floor 333 South Beaudry ave, Los Angeles, CA 90017
• Susan Simon (213) 241-6200
• email: susan.simon@lausd.net

• William Hatrick (213) 241-5300, ext 29293

• email: william.hatrick@lausd.net

• if you graduate august 2012, you are eligible for interview with the district, LAUSD will write you a check for $5000 (scholarship stipend-tax free)
• must commit 2 years (one for fellowship)
• do student teaching with LAUSD
• Application website

Guest CSULA Graduate Speaker working for LAUSD

• worked for LAUSD because of incentives (support from many people, stable job)
• worked with preschoolers to a young man in prison
• good professional development

Q&A

• How much control do we have with where we will be placed?
• When you get signed on with LAUSD, you don’t know what your assignment is. Assignments are made in spring for fall. You sign up for the entire district. LAUSD will put you within 25 miles from your home. They take into consideration what you want. Coming mid year your assignment may change.
• What are the chances of a SLP getting laid off?
• Slim. Most likely other people will get cut before a SLP does.
• Anything may happen to health benefits in the future?
• LAUSD still offers lifetime health benefits. This may change.
• When you hire into a district, you are on a 1-2 year probation. At your 3rd year you have an evaluation and it’s determined if you have permanent status. If you have permanent status and want to work part time, your benefits are still covered; this may change however.
• What’s the desire for bilingual for monolingual therapists?
• 70% of district is designated for ELL. Of that 70%, 90% are Spanish speaking.
• If a child is bilingual, assessment must be done in English and Spanish
• If language of instruction is English, treatment is in English.
• Being monolingual doesn’t hinder you from getting hired.
• If you work in Special Ed, do you get special training?
• No.

Jan 18th Mtg in Room King Hall B3009

Happy Tuesday!!

Sorry for the inconvenience but we just confirmed the meeting for tonight!

When: Tuesday January 18th from 6-7pm
Where: King Hall B3009
Topic: Susan Simon, a Los Angeles Unified School District (LAUSD) SLP will be discussing the benefits for working as an SLP for LAUSD.

Please bring membership dues if you have not paid yet ($20 for the whole year or $15 for the remainder of the year.)

Also, we will be having a raffle for a textbook!

Drinks and food will be provided!

Also check out and join our new Facebook Group page: http://www.facebook.com/home.php?sk=group_184811684882162

January 18th NSSHLA Meeting

Hello and Welcome Back to school!

It's that time of the year again for our next NSSHLA meeting!

When: Tuesday January 18th from 6-7pm
Where: TBD (will be updated when the room is confirmed & keep a look out for fliers/posters around the COMD dept)
Topic: Susan Simon, a Los Angeles Unified School District (LAUSD) SLP will be discussing the benefits for working as an SLP for LAUSD.

Please bring membership dues if you have not paid yet ($20 for the whole year or $15 for the remainder of the year.)

Also, we will be having a raffle for a textbook!

Drinks and food will be provided!

Also check out and join our new Facebook Group page: http://www.facebook.com/home.php?sk=group_184811684882162

Hope to see you all there!

Fall 2010 Newsletter

Hello everyone!

Finals week has arrived and it's time to buckle down and get focused. All of you may be busy studying, but for a short study break you can read our Fall 2010 Newsletter. It includes information about the Speech-Language Pathology Assistant (SLPA) program. So take a look!

Good luck with finals!

NSSHLA Council 2011-2012

Congratulations to our new NSSHLA Council for 2011-2012!

President- Sharon Rich
Vice President- Alissa Godwin
Treasurer- Louisa Lim
Secretary- Marthie Delacruz
Newsletter Editor- Tiffany Chin & Victoria Martinez
Undergrad Rep - Michael Repajic

NSSLHA Meeting Tuesday, November 9th

Make sure you make it to our meeting!

When: Tuesday, November 9th 6:00-7:00pm
Where: King Hall, B111
Topic: Parkinson’s Disease

Todd Bischoff, MS, CCLS is an International Speaker who shares advice and wisdom from his life experiences to motivate others to overcome their personal challenges. Currently battling Young-Onset Parkinson’s Disease, Todd continues to share his message of hope and determination wherever he can. Check him out at http://www.toddbischoff.com/
☺ Food and drinks provided ☺

We will also have elections for 2011 NSSLHA Council, and we're voting on a t-shirt design!
-Members only get to vote-
Don't forget your member dues- $20 for the entire year!

See you there!

NSSLHA meeting Tuesday, October 5th

Mark your calendars! The next NSSLHA meeting will take place on Tuesday, October 5th from 6-7pm in KHB111. Rest assured, you should have no classes during this time!

Topic: Traumatic Brain Injury

Peggy Harris, MPH, renovated a home to meet the needs of adult post brain trauma victims (Banner Home). She will provide information about Traumatic Brain Injury and our role as Speech Therapists with this population.

For more information, check out her website at http://www.braininjuryhomes.com/
Have your questions ready!

Also, if you'd like to become a member, be sure to bring your dues for the new year!
Annual member dues: $20 or $5 per quarter.

Why become a member? We provide yummy dinner for you during each meeting, and you get to vote in the upcoming election in November!

Got any ideas for speakers? Email one of the officers on the right hand side. We'd love your input!

See on October 5th!

Minutes May NSSLHA Meeting

Behavioral Learning Center, Inc.
Unlocking Autism One Piece at a Time

Speaker: Jody Steigemeyer, M.S., SLP CCC, BCBA
Clinical Director

Behavioral Learning Center, Inc. (BLC)
(From the Brochure)

Mission Statement:

Behavioral Learning Center, Inc. (BLC) is an agency serving children within Southern California. BLC is currently authorized to provide intensive behvaioral services (Discrete Trial Training/Applied Behavior Analysis) and Functional living skills(Adaptive Skills Intervention Program) to consumers who possess the diagnosis of Autism or other developmental disabilities (according to DSM-IV-TR) and who range in age from 2-14 years of age.

Philosophy:
BLC believes that every child deserves the opportunity to learn and excel. The philosophy of on-going collaboration between parent/caregiver and provider is of "utmost" importance and is necessary for the effectiveness of the intervention.

BLC Strives to provide the highest quality of service in a caring environment. Each program is custom tailored to meet each child's unique needs and individual characteristics.

Behavioral Learning Center, Inc.
Discrete Trial Training * Adaptive Skills Training
28514 Constellation Road
Valencia, CA 91355
(661) 254-7086
info@behaviorallearningcenter.com

www.BehavioralLearningCenter.com

Minutes April NSSLHA Meeting

Mi Sueno Speech Therapy

Working as an SLP in a private practice setting.


The benefits of working in a private practice
-Both medical and educational case load
-Flexible schedule
-Highly independent

Mi Sueno Speech Therapy clients
-Early intervention
-Pediatrics
-School Districts
-Insurance

Mi Sueno Therapy Setting
-Diverse
-Highly trained: Floor time, PECS, PROMPT
-Individualized Meetings
-Varied Caseloud

Mi Sueno Speech Therapy
114 N. Second Ave.
Covina, California 91723
www.misuenospeech.com
(626) 732 - 1111

April 5th Meeting - Private Clinic Setting

April 5th NSSLHA Meeting

Topic: Private Clinic

When: April 5th, 2010 at 6:15 PM

Where: KH D1047

Please join us Monday April 5th for our NSSLHA meeting about working as an SLP in a private clinic.

Norma Lopez MS, CCC-SLP will be speaking about her experience as the President of a private clinic specializing in Bilingual English/Spanish services.

We hope to see you there!

NSSLHA MARCH MEETING - WORKING IN THE VA MEDICAL SETTING

Anne Preddy graduated with her MA in Communication Disorders from CSULA in 2008. She now works as an SLP at the Long Beach VA Medical Center and came back to tell us about what she does every day at the VA.

SLPs at the VA do a little bit of everything and treat a variety of communicative disorders including speech, language, voice, dysphagia, cognitive disorders, and swallowing.

Anne’s job which was at first overwhelming has turned out to be a rewarding opportunity to pursue a career she’s extremely passionate about. She referred to SLPs at the VA as “jacks of all trades ” because in this setting every day presents new challenges and opportunities to use the latest technology in assessment and intervention.

Patients at the VA are veterans ages 19 to 99 that have served our country over the decades. Working in this setting has enabled Anne to provide services to this population and assist them in their return to their lives at home.
Since Anne started working at the VA about 2 years ago she has gained experience with a number of assessment and intervention strategies in a range of areas. Anne mentioned a number of different assessment tools that she has had the opportunity to utilize and gain valuable experience with on a daily basis. Working at the VA in her opinion is “heaven for a gadget geek” because there are so many opportunities to work with cutting edge technology. The VA setting provides valuable experience with the most current assessment and intervention devices and technology like fiber optic endoscopes, electrolarynx devices, TEP, AAC, oral motor exercises, Barium swallow tests, standardized tests, cognitive prosthetic devices and cognitive group therapy.

She has worked with a number of patients who have sustained injuries like TBIs from blasts, IEDs, and grenades. SLPs working at the VA use a multidisciplinary approach to treatment and provide a host of functional cognitive group therapy programs like College Connection and Brain Boot Camp that teach patients compensatory strategies and provide opportunities to learn to problem solve in a number of activities of daily living.

Working at the VA hospital provides SLPs with the opportunity to provide these brave veterans with the treatment and compensatory strategies they need to resume a life that in some ways resembles the one they had before going to war.
Anne’s Pros and Cons of working at the VA

Pros:
The positive impact you have on the lives of veterans
The opportunity to work with adults
Collaboration with other SLPs and medical professionals
The potential to participate in research projects
Access to cutting edge technology

Cons:
Longer work hours
Less vacation time
The “Yuck Factor”

February 1 Minutes

Minutes of February 1, 2010 Meeting

Guest Speaker

Amber Hogan M.A., CCC-SLP with the Los Angeles Union School District (LAUSD)

Amber is an SLP working in LAUSD, the second largest public school district in the U.S. She is a consultant for Alternative and Augmentative Communication Devices and currently works with 71 clients ranging from ages 3-22.
Amber has over 70 students in her caseload and conducts consultations for AAC devices throughout the week. She works with a range of students in individual AAC consultations, individual and group sessions and classroom integration. Each day presents a new challenge that promises to be new, different and interesting. Visit her Blog and read about what life is really like as a school based SLP in LAUSD.

For more information on Alternative and Augmentative Devices (AAC) and other helpful resources please visit Amber’s Blog Corner at abc4slp.info.

Minutes of January 11, 2010 Meeting
Guest Speaker: Susan Simon, M.A., CCC-SLP with the Los Angeles Union School District (LAUSD)
Ms. Simon worked as an SLP for LAUSD for many years, and is now an administrator. She currently supervises 70 SLPs. LAUSD employs 400 SLPs, and is probably the largest employer of SLPs in the state. LAUSD covers 700 miles and includes 8 local school districts.
• LAUSD is the 2nd largest school district in U.S., with 640K students, 82,000 in Special Ed, and 28,000 receive speech-language services
• Urban & suburban experience, and everything in-between; caseload variety, curriculum based intervention
• LAUSD offers employees the opportunity to change to different position – not just SLP – e.g., opportunities to become administrator, or vice-principal, in smaller districts, this would not be possible not the
• For SLPs, the following is offered by LAUSD:
o CFY/RPW supervision, District Sponsored continuing education, Prevention & Intervention Services: focus on RTI, have to prove to a team that you have helped the child (help teachers), Leadership opportunities, Web based IEPs & daily documentation, District provide lap-top, Students with variety of disabilities ages 3-22
• Salary Options for SLP: with MA and CA License $61,433/$70,756 (Special Services pay scale – applies to SLP grads who have never worked as a teacher; however, $70,000 is probably not available for a CFY year), with a credential SLP salaries are $45,637 - $72,592 (based on teacher pay scale, not applicable to new SLP graduates)
o Work 180 work days with 10 weeks off at summer, 3 weeks off in winter, and 1 week off in spring
o By 5th year, SLPs can expect to earn up to $76,000 annually at LAUSD
• LAUSD SLP Employment requirements:
o Online applications
o MA in SLP or ComD
o Eligibility for CA SLP or SLP credential
o CBEST (take it now, your score will last forever)
o Successful interview
• Other requirements: Health & TB clearance, Fingerprint, Transcripts, Employment eligibility documents, Letters of Recommendation
• Other Benefits: 20 paid holiday, 10 illness/sick days yearly (accumulate if not used) can take them to other district in CA, District-paid medical, dental, vision, which includes spouse or domestic partner & dependents; District paid life insurance; STRS membership; Loan forgiveness; LA teachers mortgage assistance; Credit union
• Myth about LAUSD: get lost in such a big district – given your assignment
o Truth: are part of central office, assignments are made from there, and when first start, have intensive training for 2 weeks, when go to school site where you are helped w/scheduling your students
o And once per month, meet with all new trainer, and this goes on for 12 months – have meetings with your trainers, e.g., how to use an interpreter
o Every year, are given an assignment survey – and can ask to go elsewhere
For more information: Susan Simon 213-241-6200; email susan.simon@lausd.net; see also website: teachinla.com/speech
Currently offering $5,000 stipend for 2nd year grad students – if you know you want to work as a public school SLP, interview with LAUSD and, if offered a position (which would begin after graduation), agree to a 2 year work commitment, and you get a check for $5,000.

NSSHLA meeting January 11, 2010

Guest Speaker: Susan Simon of LAUSD will discuss the benefits of working at LAUSD
Time: 3:15 p.m.
Place: KHB 111

NSSLHA Meeting November 3rd, 2009

NSSLHA MEETING 11/3/2009: AAC
Speaker: Adam Weiss from Zygo Industries
- his company produces voice output systems, alternative access, environmental control system
- AAC = augmentative alternative communication
- Why do you need voice output?
- Must prove that it is medically necessary to provide a voice output device
- SLP is the one who has to recommend a product for their client, need to document the need for it and choose which device or devices are necessary
- Provided handout about various devices and contact information
- Communication device can provide voice output through digital or synthezed speech.
- Macaw: digital recording device, vocabulary is recorded speech and use overlay to represent vocabulary that is stored on the machines. Symbols can be pictures, letters, graphics, words. Press on a cell and get recorded message that speaks out. Most of the overlays are pictures with text prompts. Can start off with overlay being just message, then increase the number of symbols until client can use many symbols on one overlay. All of the overlays don’t have to be the same layout (i.e. the same number of symbols). Macaw can sequence/combine two symbols to create additional messages. Can sequence up to 80 characters in a row.
- Windows XP tablet computer: dynamic display device. Make choices by touching the screen. Has a 22 GB hard-drive. Can fit more voice recordings and pictures on this device than the Macaw. Don’t have to physically change the overlay. It is cognitively more difficult than the Macaw and may not be appropriate for people who have cognitive impairments. Can plug in a tracking mouse or eye-gaze system if client can’t physically touch icons on the screen.
- PECS: can take pecs symbol and place it on the macaw overlay symbol that it matches and it makes the Macaw do voice output.
- can record various languages on the Macaw. Can use a single overlay but record two different languages for each symbol.
- Pollyanna (text to speech): person is cognitively intact but cannot be understood. Uses deck talk to transfer typed text into voice output. Had word prediction for word you are typing and for the proceeding word. ‘
- Medicare will pay for a dedicated communication device- means that all it is used for is the communication that the SLP recommends.

NSSLHA Meeting October 6th, 2009

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Announcements:

- tote bags for sale $10 --> contact Bailey Duemmel to purchase.

- pay for dues for the quarter ($5) or the entire year ($20) ---> Pay dues to May Wu.

- First year graduate students apply for NSSLHA positions. Email Claire at CWbrownie84@yahoo.com

Speaker: Laurie Campbell

- speech language pathologist in hospital setting

- born in Panama, had an active childhood

- currently has Parkinson’s Disease

- her early symptoms were similar to the flu, felt achy

- had bad headaches, neck strain

- she started fainting

- first diagnosed with migraines, put on migraine medication and had a stroke from it

- she had a lot of difficulty getting doctors to take her seriously and properly diagnose her.

- Parkinson’s is a brain disorder that affects the substantia negra

- Caused by a lack of dopamine in the body

- Dopamine doesn’t cross the blood/brain barrier and the body can’t absorb dopamine

- Signs and symptoms: rigidity, slowness of movements, visible shaking/tremors, difficulty with balance, cramping, stiff facial expressions, muffled or slurred speech, depression, dystonia is a symptom for young onset of PD.

- Seeing more of young-onset cases because there is more awareness and research being done.

- PD usually affects people over 65 y/o, 10% of people with PD start having symptoms before 40 y/o.

- There is no test to diagnose PD, it’s a process of elimination

- Those with parkinsonism or the symptoms and signs of PD without the disease itself can be due to medications, drugs, or other disorders or injuries.

- 3 types of PD: young-onset, idiopathic parkinson’s, and secondary parkinson’s

- people with PD become depressed because serotonin levels are also lacking

- because the disorder is progressive, constantly need to change medication as the symptoms change and progress

- as an SLP, should ask at every session if patient with PD has had any falls, if they are taking their medication, what they are taking

- There are no cure for PD, can treat with medications and surgery.

- Exercise slows progression of the disease ---> shown by recent studies, a new phenomenon.

- Treatments don’t slow the progression of the disease, but improve motor function and quality of life.

- However, the benefits gained by these treatments decline as the disease progresses.

- Levadopa helps produce dopamine in the brain and it reduces slowness, tremors, and stiffness.

- Sinemet is an older medication

- Selegiline inhibits the enzyme MAO-B, which breaks down dopamine. Carries some anti-depressant effect.

- There are two types of surgery: Pallidotomy and deep brain procedures. Patients who receive the most benefit from surgery are people with good general health, normal intellectual/memory function for their age, and continue to have benefit from levadopa.

- Pallidotomy destroys a section of the brain and helps with tremors, rigidity, bradykinesia, and levadtop-induced dyskinesia.

- Lee Silverman voice treatment is used for people with PD ---> patient does treatment (talking really loudly) five days a week for an hour plus an hour of homework, 2 hours of homework on the weekends.

- Need to always be aware of what the goals are of the patient

NSSLHA Meeting Minutes May 4th, 2009

NSSLHA Meeting 5/4/2009
Speaker: Debbie Schram
- Announcement: Work for Hallmark Rehabiliation for one year after you graduate, and they will pay for your tuition or student loan. You can visit their website for more information at http://www.hallmarkrehabinc.com/

- She has been in recovery since July of 2007
- She progressed into state where she couldn’t communicate with anyone. She didn’t know what was going on.
- She struggled to find the words to use to say “I had a stroke.”
- Has left hemisphere brain tumor
- Gave her 4 months to live.
- She was given signs on paper so she could point to yes, no, right left.
- She had speech therapist that came to her house. She had worksheets for filling out phrases, prepositional phrases, sequencing steps.
- The speech therapy was helpful.
- Her and the speech therapist would have conversations.
- At 18th month, there was a period of spontaneous recovery- she was able to communicate much better.
- She would use content words and leave out all of the function words. At 18 months, she could use more function words so people could understand what she meant.
- Her comprehension is good.
- She participated in a cancer retreat. She was overwhelmed. She was aware of everything that was going on, but she couldn’t understand what was wrong with her and why she couldn’t communicate.
- She could write, but she couldn’t speak.
- She thinks others perceived her to be retarded, incompetent.
- Using gestures, the computer, facial expressions, yes or no questions work well for her.
- She has trouble finding specific words.
- Pictures work well, flashcards that have a picture on one side and word on the other are also helpful.
- DMV, police don’t understand what aphasia is. Using a card that explains her situation helps.
- One thing SLPs can do to help people with aphasia is help the families understand what the impairments are and what they aren’t, what the patient’s strengths and weaknesses are.
- Debbie is in a rehabiliation program at Coastline College for people with brain injuries. Debbie is in the language class. All of her classmates have good comprehension, but poor speaking abilities.
- Her sister, Marilyn, uses various strategies to communicate with Debbie – she can point to an option of 2 things, waiting for a response, not talking too much, not guessing/anticipating what Debbie is going to say, and to not push Debbie to talk.
- Writing is easier for her than speaking. Sometimes the same mistake comes out in the writing as it does in speaking.
- She is good at reading out loud. It is a little hard to pronounce some words.

NSSLHA Meeting Minutes April 13th, 2009

NSSLHA Meeting 4/13/2009
Announcement:
WALK FOR AUTISM April 25th
Register at walknowforautism.org, click on register, create a team or join our team WHEELS ON THE BUS
For more information, email baileyslea@yahoo.com

Topic: AUTISM Speaker: Gwendolyn Meier
- Autism is a spectrum disorder (classic autism -→ high functioning autism -→ Asperger Syndrome)
- A behaviorally defined condition
- Neurological disorder
- Severe impairments in: socialization, communication, behavior and interests
- Need 6 symptoms from 3 categories in the Diagnostic Criteria (DSM-IV): Social interaction (2 symptoms), Communication (1), Restricted, Repetitive, & Stereotyped Behavior & Interests (1)
- Diagnosis usually happens at Regional Centers
- Kids with autism don’t play with toys in the way typical children do: they focus on a specific part of a toy, employ self-stimulatory behaviors
- Idiosyncratic use of language
- Need very structured, concrete activities
- If something unexpected happens in their schedule, they may have a tantrum
- Many will self-stimulate: touch, visual
- Core deficits in Autism: what areas you think are core deficits will determine what you treat in therapy
1.) Joint Attention – poor response to name, lack of showing and sharing; if child doesn’t follow where his/her parent is pointing to, child won’t learn what the referent is.
2.) Symbolic Skills- coming up with the concept for the language referent; symbolic skills are apparent in language and play
- Estimates of incidence of Autism has changed a lot in recent years → could be due to population growth, data collection, investigators, change of diagnostic criteria, migration to CA, change in categorization
- Estimates of incidence of Autism are: 1 in 150 (Autism Speaks, 2009)
4-5/10,000 (prior to 1985)
- Etiology and Suspect Factors: genetic link, comorbid medical issues (GI concerns, sleep problems, allergies/infections), NOT caused by parenting, multifactorial cause
- Possible Triggers: Exposure (in utero, after birth, toxins), immunologic, metabolic, MMR vaccine debate (jury is still out)
- Evolution of Treatment: 40’s and 50’s: removal from home, 60’s and 70’s: behavioral teaching/operant conditioning, controlled settings (food deprivation, aversives, poor generalization), 80’s 90’s and 00’s: “naturalistic” behavioral approaches, natural reinforcers, daily settings, motivation, self-initiation, connection between communication and problem behavior, amount and type of stimulation (debate)
- No definitive evidence for any one treatment approach over another
- SLP Assessment: standardized measures look at language FORM and elicited responses, primary deficits lie in pragmatic USE of language/FUNCTIONS, initiation, and rate of communication, few resources aid us in evaluating pre-intentional, pre-verbal, and nonverbal communication
- Visual schedules: organizes the child’s day, establish routines, predictability, expectations
- Aided language stimulation/visually cued instruction: make language input visual and intransient, provides language model
- PECS: provides means to make requests
- For more information, visit autismspeaks.org

NSSLHA Meeting Minutes March 3rd, 2009

NSSLHA Meeting 3/2/09
Anne Preddy
- Works at the VA Hospital in Long Beach → doing CFY
- Sees in-patients and out-patients
- Cognitive evaluation and treatment – see many veterans with mild TBI. Does cognitive therapy and compensatory strategies training
- Swallowing evaluation and treatment – bed side swallowing evaluation, modified barium swallowing test, and FEES (flourscopic endoscopic evaluation of swallowing)
- Speech evaluation and treatment – do standardized and informal assessment, compensatory strategy training, recommends oral prosthesis, electro-larynx
- Voice evaluation and treatment – functional and organic voice disorders, standardized testing and informal assessment, compensatory speech strategies
- Language evaluation and treatment – aphasia from stroke, brain tumors
- AAC and cognitive prosthetic devices- help with speech, memory, organization
- A perk of working at the VA is that there aren’t the funding issues that you normally have to deal with at other hospitals → can get expensive devices easily
- Train families and collaborate with them
- Why work in a hospital?
- great variety
- can work with children and adults, depending on the setting
- colloboration → team of SLPs, interdisciplinary tea, VA hospital system
team
- have flexibility of patients you would like to work with
- learning opportunities and continuing education
- challenging, never boring
- rewarding
- Why not work in the hospital? Long hours, not as much vacation, “yuck” factor
- Email: Anne.Preddy@va.gov → for questions and/or if you want to shadow
her
- What is the paperwork like? Taking her a while now because she is new at it. Everything is computerized. It’s a lot of paperwork.
How much individual vs. group therapy do you do? 80% individual, 20% group. Have stroke group, teaching how to use palm pilots for patients with cognitive deficits.

Blanca Hatim
- works at a highschool in Alhambra
- she likes working at a highschool because the kids can stay still, can have a conversation with them
- can work in public or private school
- district or agency paid
- not hard to find a job → when you do your externship, you will be offered a job
- find jobs at edjoin.org → helpful to start looking now so you get the hang of it
- sign up for Advance magazine → have job postings
Why School?
- kids, competitive salary, 10- month contract, extra pay for summer work, decent work schedule (7 or 8 hour day)
- all student holidays off, full health and medical benefits, retirement benefits, union support, peer support
Downsides?
- school budget cuts → conference and supplies, caseloads (state avg. 55), paperwork, reports (about the same as CSULA clinic)
- paperwork isn’t that bad for her since her caseload is 37 students
- variety of needs → MR, down syndrome, autism, Aspergers, specific learning disability, etc..
Variety of Needs
- work on semantics (vocabulary building), syntax (grammar, sentence structure), morphology (internal structure of words), pragmatics (social skills), voice, articulation, fluency (stuttering)
1st Year Requirement
- called CFY or RPE year
- requires supervision by licensed SLP

February 2nd, 2009 NSSLHA Meeting Minutes

Speaker: Rebekah Taylor (SLP at a private practice)
- announcement about paying dues, signing up for email, registration
- announcement about free magazine called “Advanced for Speech Therapist” – sign up online or on phone
- Walk for Autism on April 25th →sign up on walknowforautism.org
- look on ASHA website for skills you need to obtain during CFY, gives focus on what you want from the experience
- pay attention to change in supervisor rules →supervisors need to take a class to become a supervisor
- must do everything in BLUE ink for forms for California State Board
- she did CFY in private practice
- environment completely different than what she expected
- works with 2 year old kids
- she felt like she suffered through it
- impossible to get all the information you need in a 2 year program → don’t go into your first year feeling like you have to know everything
- observe as many people as possible to get ideas for therapy
- don’t forget your sense of self, have confidence in yourself
- professionalism isn’t knowing all the answers, but knowing how to find them
Questions:
1.) What should we look for in a CFY? Figure out what you want first, where you want to work, which age group. Ask classmates about the hospitals or schools they work in. Garner relationships with SLPs, network.
2.) How much supervision did you receive? She didn’t get that much. Definitely talk about it with your supervisor beforehand. She had weekly meetings with supervisor, but didn’t have much actual observation. Don’t be afraid to ask for help.
Private Practice
- works at Briggsan Associates.
- Assessment, recommendation, treatment
- Parents are in the room during therapy
- Teach parents how to do therapy/strategies at home
- Work with the family, community in a team
- Initial assessments done as a team →2 people (one person records and interviews and one examines)
- Don’t give formal assessments, very play-based
- Best way to figure out a child is to figure out how they interact
- Giving a test doesn’t really give you an idea of what is going on with a child
- Sometimes give formal tests if school district requires it
- see kids birth-5 years old
Questions
1.) Can you choose the population you want to work with? Can’t get so specific with a specific disorder you want to work with; can choose age range you want to work with. Once you get into a CFY, you can request to your supervisor that you want clients with a specific disorder.
2.) What are the differences in load of paperwork, hours between private practice and school? She works 33 hours. She has 1 on 1 50 minute sessions with the parents. Out of the 33 hours, she has 27 booked with clients. Need to write notes at end of every session. Progress report every 6 months. All private pay; work with regional center, so don’t have to deal with insurance companies.
3.) How much vacation do you get? Vacation is based on hours worked. Get about 2 weeks off. Medical benefits not as great as working in a school.
4.) What is reverse swallowing? Babies stick out tongue to swallow. Can be a problem when you do this after infancy. In same category as tongue thrust.
5.) What problems do 18 months old have? Looking at where they are developmentally. Can work on getting their mouth moving, saying any sounds. Think about what they can do and start from there.
6.) What kind of diagnoses do the kids have? Developmental delay, dyspraxia
7.) What are the symptoms of developmentally delayed kids? Delayed in milestones for speech and language. Ask if they are receptively and/or expressively delayed?