As we see so many posts about New Year’s resolutions and “New Year-New Me” plans, we find ourselves comparing our current actions to our friends/family/colleagues.

❌ Stop.

I want you to know that I struggle with this too -and yes, I know everyone thinks I’m an overachiever- but I also have ADHD and too many spinning plates sometimes put me in a frozen state of overwhelm. Then I look around and it seems like everyone else has their life together and I’m scrambling to catch up.

This of course is not healthy -and you can easily see that for me … so why can’t you see this for yourself? 🤔

So I’m putting this out there for you, for me, for us.

We are doing a great job at whatever we are focused on right now.

🪫 Maybe it’s to refill our batteries
😷 focus on our health
💕 a little more time with family
📚 or to just finish that book we’re reading.

👆those are all true for me!

And when you are ready … you will be back to being ON FIRE! 🔥 🔥🔥

And we’ll be here to cheer you on!

🥰 ❤️ Post some love in the comments below for those of us who are waiting a little longer to plug into 2024!!

It's time for another Praxis Prep Question!

Define "least restrictive environment" as outlined in IDEA.
a) Providing minimal support for students with disabilities
b) Placing students in a segregated special education environment
c) Ensuring students with disabilities have access to general education settings
d) Restricting access to educational resources for students with disabilities

I am overwhelmed and I've been getting a lot of fluency evaluations. Can anyone offer time management tips when scoring the Stuttering Severity Instrument, 4th Edition? Specifically the speech samples... thank you!

Hello! I am going to start applying for my CFY and I know a lot of my peers are doing the same. I was wondering if you had any advice for us about the application processes for different settings. I'm considering looking for school placements but I know a lot of my peers have more medical interests. I would love to share your advice with my peers and audience!

Thank you :)

As we know, planning group therapy can be difficult at first, especially for graduate students. I am currently in my student teaching semester so I am still learning how to manage a full day of groups. My audience wants to know if you have any tips to tricks for lesson planning when the students in these groups have different goals.

Any advice?

Okay I LOVE wordless videos. But I find some of them are too child-like for adolescents. Which wordless videos would you recommend for middle schoolers?

I'll be sharing my story and the story of many others at ASHA 2023 this year with the topic, "Child Sexual Assault in Black and Latinx Communities: Implications for Speech-Language Pathologists." Here are some things to expect from this presentation:
* SLPs ethical responsibility in sexual assault intervention
* Unique challenges of Black and Latinx children regarding sexual assault
* Prevalence of sexual assault in these communities
* Strategies for interdisciplinary practice
* Ways we can create safe spaces in the clinical setting

This is a heavy topic. I know! But I know this is important to unveil..

What are some evidence based strategies, or even from your experience, for working with heterogenous groups? I'll need to pull students with different needs this year and place them in the same timeslot. I'm overwhelmed!

I'm back to doing teletherapy! But my biggest issue is finding out how I can allow the client to play speech therapy games that we can play together. I don't even mind if they play on their own, but it's becoming less engaging when I'm modeling rather than the student manipulate the digital products on their own. What do you do for teletherapy to make students more engaged?

One thing I am trying to work on during this Student Teaching semester, is my documentation skills.

With such a large caseload, it can get overwhelming trying to complete all the SOAP notes. So, to help make my documentation quicker and more effective, I must ensure I am taking sufficient data with notes on how my student is responding to different cues and prompts as well as any important behaviors or concerns that may be present (e.g. if my DHH student does not have a charged RM system; a student not having their proper devices or supports like glasses; etc.).

Each week, I take on more groups, so I am excited to see how my documentation improves by the time this Fall semester ends!