Wednesday, February 16, 2011

Autism Walk April 23rd!

Hello again!!!

A lot of you have been asking how to join our team for the Autism Walk on April 23rd. Here are the details on how to join:

1. Go to: http://www.walknowforautismspeaks.org/faf/home/default.asp?ievent=442586
2. Find "Join or Support a Team) and type in: "CSULA" and press Submit
3. Click: CSULA National Student Speech Language Hearing Association
4. Click Join Our Team and you're in!!

Hope to see a lot of you with us at the walk!

Tuesday, February 15, 2011

February 15th Meeting Notes

Hello you guys!!

Our meeting was a success! Thanks so much to all of you that made it and especially to our guest speaker Gwendolyn Meier.

As always, here are our notes from the meeting:

February 15, 2011 NSSLHA Meeting

Guest Speaker:
Gwendolyn Meier, MA, CCC-SLP, MT-BC
Speech Therapist & Music Therapist
gmeier@villaesperanzaservices.org

Gwendolyn:
  • Works for Villa Esperanza Services School
    • the clinic is open for the public
    • opened primarily to students who attend this school
    • several services are provided here including speech language therapy
    • can LIKE Villa Esperanza on Facebook
  • COMMUNICATION IN AUTISM
    • Villa Esperanza primarily serves children with moderately to severely disabled children; several have Autism and are non-verbal.
  • Autism
  • is a neurological disorder that affects 1 in 150 or less births; 4:1 boys: girls
  • no single cause- multiple, unknown factors combined
        • -perhaps there are genetic and environmental factors
  • defined by behavior- no medical test for autism
  • no cure
  • severity falls on a spectrum
        • -there’s high functioning (like Aspergers)
  • various treatments options
  • the earlier you can get good intervention, the better
  • Difficulties in:
  • Social interaction (difficulty with eye contact, sharing enjoyment, reciprocity
  • Communication (language delay, lack of make-believe play challenge in back-and-forth conversation
  • Behavior (repetitive, insistence on sameness)
  • it’s not Schizophrenia
  • Symptoms and Characteristics
    • Social interaction
      • differences in: sharing/showing (don’t share and show,) connecting with others (do not connect with others), relationships/emotional reciprocity
      • differences in social-imitative play
      • back-and-forth play: children with autism tend to play around other kids and not with others
      • differences in using language like others do
        • to share interests
        • to give and seek information (tend to not ask, “What’s that?”)
    • Communication
      • differences in understanding expectations
        • waiting your turn, keeping hands to yourself, etc.
        • reasoning of why things are done is usually lost
      • differences in understanding and using nonverbal communication (point, shrug, hand signal, facial expressions, tone of voice)
      • differences in learning and using language like others do
        • i.e., children with autism tend to get into their own dialogues over the past
        • for example like the movie in Temple Grandin
          • Temple had autism who got her Phd in Agriculture and Cattling
          • She learned through pictures
      • differences in make-believe (using one object for another,) social-imitative play , and conversation
      • abstract concepts
        • dates, time
        • why? how?
          • can’t answer why and how questions
        • emotions
        • What will happen if? What can you do to help?
          • hypotheticals and inferences are difficult
    • Social interaction
      • differences in seeing others’ point of view, making and keeping friends (i.e., sharing, doing what others want to do)
    • Behavior
      • differences in preoccupation with parts of objects
        • i.e., instead of driving a toy car, the child may just spin the wheels only
      • differences in motor mannerisms (flapping hands, stimming, etc.) and sensory sensitivities (do not like getting dirty, sensitive to light and sound)
      • differences in
        • intensity of focus
          • i.e., focus on bubbles themselves except for asking for bubbles to be blown
        • inflexible routines
        • self-control/impulsivity
  • Helping people with Autism
    • More than Words Hanen program
      • designed for children with autism
      • TIPS: say less, and stress and go slow and show
        • Say less:
          • keep it simple but grammatical (i.e., “Turn page,” to “Turn the page.” This provides an intact model.)
          • be direct and tell what TO do (don’t use negative words and direct them to what they should do)
        • Stress:
          • highlight the most important words (sometimes say the target word at the end)
          • repetition
          • carrier phrases, “The __ is ___.”
        • Go slow:
          • add pauses (allow for auditory processing time)
          • be natural (use natural prosodic speech pattern)
        • and Show
          • provide a model
          • provide pictures (like a choice board)
          • provide a video
            • can use an iPod application Model Me Kid (free)
            • most children with autism are visual learners
    • Choice boards
      • these are pictures options
        • which do you want? (break, book, toys, etc)
    • Cue Cards- receptive and expressive
      • Remind them what to DO and/or to SAY in a given setting or activity
    • Social Stories online
    • Increasing expression
      • can use Augmentative and Alternative Communication (AAC)
        • may supplement existing speech or replace speech that is not functional (ASHA)
    • Visually-based communication
      • picture exchange communication (PECs)
        • exchange pictures for communication
        • a low tech AAC system (without batteries)
      • voice output devices
      • GoTalk 4+
      • Tech Talk 32
      • touch screens
        • Prentke-Romich (PRC) Vantage Life
        • Dynavox V
        • Apple iPod touch and iPad
          • ProLoQuo2Go
          • TouchChat HD by Silver Kite
    • Resources Online:
    • Villa Esperanza Services
      • event on Saturday February 26, 2011
      • will be at Autism Walk on April 23rd at the Rose Bowl
        • can get free bags
        • look for jobs
        • games and prizes for kids
  • Autism Certificate
    • requires 4 classes
    • see Special Education Department at CSULA on the first floor of King Hall

Wednesday, February 02, 2011

February 15th Meeting

Happy February!

I have a few announcements to give you lovely COMD people!

1) Our second meeting of 2011 is coming up!

When: February 15, 6pm
Where: KH B4016
Who: Gwendolyn Meier
What: Gwendolyn Meier will discuss about working with children with severe communication disorders, specifically autism.

Again, food and drinks are provided, only to members who have paid their dues, and a raffle for a gift card for Starbucks OR a text book: 50 cents a ticket!

2) The Autism Walk is coming up (April 23rd) and we'd love to have all of you join us! Our goal is ultimately $2000, and any thing you or your friends/family can contribute truly helps.

How to join our team for Autism Walk
1. Go to: http://www.walknowforautismspeaks.org/faf/home/default.asp?ievent=442586
2. Find "Join or Support a Team) and type in: "CSULA" and press Submit
3. Click:
CSULA National Student Speech Language Hearing Association
4. Click Join Our Team and you're in!!


3) Join our new Facebook PAGE: http://www.facebook.com/home.php#!/pages/Nsslha-at-Csula/188094447878024
**See posted pictures of NSSLHA last year at the Autism walk!!!

Tuesday, January 18, 2011

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
  • 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.