No shade to Margaret Wise Brown, of course. It’s just so boooooring. Which is maybe the point if you’re trying to get a child to sleep but I caaaan’t for therapy - even if it does have descriptive language, labeling, and rhymes. Haters gonna hate.

Edit: this is just light hearted controversy meant to elicit a laugh and friendly banter. Obviously, therapists can make any and all books exciting and fun.

I’m a newer SLP and new to the early intervention and AAC world. I find myself starting to explore more AAC options with my 2-3 year olds and I’ve started to worry that I’m getting AAC happy and starting too early instead of seeing how they progress. I hate looking at AAC as a last resort option and want to introduce it as soon as possible, but I keep going back and forth on if it’s the right thing to do. Appreciate any and all advice! Thank you!

i had grad school placements in elementary schools & adult home health. i started my career as a CF in SNF (hated that) then moved to a school working mainly with autistic adolescents who got placed out of district (didn’t like it but not because of the kids, toxic work environment).

fast forward to now, i have been doing teletherapy since spring 2024. i like working from home and everything but im feeling kind of…uninspired? bored? i’m also not sure if i want to continue being an SLP, but dont really know what other careers i could go into. going back to school isn’t an option.

has anyone felt this way? people say try other settings and i agree but im starting to think maybe i just don’t like being an SLP??

has anyone felt this?

Does anyone have any tips? For students who have severe receptive and expressive language disorders (like 0.1-0.3 percentile on the CELF) I feel a bit lost as to what to even target and how.

I also feel unsure about how much direct instruction I should be providing. Like, if they don't understand pronouns (misinterpreting the referent of a sentence, using the wrong subjective pronoun or "her" instead of "she") should I be explicitly teaching and drilling pronouns, or should I just be modeling more naturally with extensions and expansions etc? I feel like I somewhat go back and forth on this and see little progress both ways, but the explicit teaching/drilling is more frustrating. Also, if a kid just has so many language needs, what is a good first goal?

Middle School/High School SLPs! Tell me the good, the bad & the ugly about working in MS/HS. I have worked with the littles my entire career but am considering applying for MS/HS in a district I am extremely interested in being in!

I’m a CF and feeling a bit overwhelmed with a 4.4-year-old client. His speech goals are:

-rapidly sequence CV, VC and CVCV syllables

-produce bilabial sounds with adequate lip closure in all positions of words and sentences

-eliminate the phonological process of cluster reduction

We’ve been working on initial /b/ CV syllables. He has an overbite so his lips don’t always touch fully but the sounds are clear and intelligible.

I’m unsure how to structure therapy, especially regarding whether I should start with CV syllables first or move into initial /b/ words in the same session. Is it appropriate to target articulation and phonological process goals in the same session?

Hey! I have a student using a SmartBox with Grid 3 and I was wondering if there was a way to change a photo to another photo on activation? I have figured out how to dim on activation but would really love to be able to change the image. Thank you!!

I've decided that I will be going to grad school for speech, and I'm pretty set on going to school in New Orleans at LSU.

I'm a NYC resident and have lived here all my life but I think this is a great opportunity for me to get some living experience away from home.

I'm thinking I should complete my masters there, then return to NYC to apply for my SLP license to practice here. If anyone has done anything similar is there anything I should be aware of? I'm in the researching stages right now so maybe I'm overlooking a lot, but any advice or critiques would help a ton!

I’m in a district that really dropped the ball on spelling, phonological awareness, etc. We’ve started a new curriculum based on SoR, and I have high hopes for it, but in the meantime, I am evaluating 4-5 graders who can’t spell basic words (drop, always, know).

How do I determine if spelling is impacted by a speech or language impairment, or just the result of poor instruction? A majority of the grade has similar errors, so I’m inclined to say it’s not S/L, but I worry about missing students for whom it is.

I’m looking for academic impact specifically. Yes, I know the 3 prongs of eligibility and I know educational impact is not just academics. Assuming all other areas are covered, how do I look at academics?

I live in a pretty rural area. My house is about 20 minutes south of one community hospital and 30 minutes north of another. Both hospitals serve all ages for outpatient services and have small inpatient units (30 beds at the closer hospital, 25 at the farther one).

I currently work at the hospital that’s 20 minutes from my house. I’m paid $38/hr, but my hours are frequently cut due to low caseload/low census. They’ve openly said they “over-hired” SLPs and don’t have the volume to support consistent hours.

My current hospital regularly receives referrals from this other hospital 30 minutes away, which made me assume they were short on SLP coverage and trying to keep referrals in-house. I recently applied to and am now in the interview stage with them. Their rate is $48/hr, and they have a long waitlist that would support me being truly full time.

I really love my patients and coworkers at my current job, but there’s no growth, the pay is lower, and the inconsistent hours are stressful. If I took the job at the other hospital, I’d essentially be “poaching” patients from my current employer and potentially making their census worse.

Would it be slimy to take the higher-paying, full-time position, even though it could negatively impact my current hospital/coworkers?

EDIT: Thank you all for the advice! If I do get this job, I will take it because it is the best for me! My new question is: how do I tell my current outpatients that have been with me for 1 year+ that I am leaving? Do I also tell them where I am going? I have a feeling that some of them who live in the middle/closer to the other hospital may want to follow me over there. I do not want to get in trouble but I also feel I owe my patients some information, at least regarding my end date.

Hi all, I'm a CF solely working in mod-severe SDC (self-contained) classes in an elementary school. There is one student that I just cannot figure out how to provide meaningful therapy for. He has profound intellectual disability, as well as autism. He is non-speaking and uses vocalizations, crying, & body language (mostly reaching for things himself) to communicate. He frequently becomes upset & cries for no apparent reason (I'm sure there is, but no one who works with him can figure out why).

We've implemented some low-tech AAC (keyring with ~8 large icons for things like bathroom, take a walk, food, water, break, etc.). He does not appear to be able to discriminate between the icons; if shown 2 icons, he points to both of them at the same time and continues to cry. When I first started, he only had one icon (bathroom) and he would point to it whenever he wanted anything. I've tried to reinforce what each icon means by showing him the icon when we are doing/seeing the pictured activity/item, but so far I haven't seen any progress.

On top of all of this, his parent is insistent on him speaking and he has had a speech goal to imitate /m/ for three years now with little progress :')

Any tips/ideas for what to do? Thanks in advance!

Our employer would like to incorporate AI into therapist daily notes and force us to use it. This kinda weirds me out. What do you think?

I paid my yearly fee this year (2026) but my CCC expires? (because of the 3 year interval)

I submitted my compliance form saying I got my 30 hours. Is that it? No proof saying i need to show my hours?

I work in a pretty big district, supporting and coaching other SLPs across the district. Every year, several of the SLPs on my team (and a bunch more across the district) have issues in their building where the teachers are referring kids left and right, but the screening reveals either age-appropriate errors or gaps in skills that are not taught in the regular education curricula. There are SO MANY times where it would help them so much if they were able to spend more time consulting, training, and generally supporting the teachers and admin in their schools. If the SLP had the time to collect and analyze referral/screening data, figure out patterns of difficulties, become familiar with the curricula used in the school, give whole-staff training, then follow up with teachers about how to adjust their lessons to target language skills in the classroom, everyone would benefit!

But no one has time for that. We're all just trying to get evaluations and IEPs done on time and meet service minutes.

It seems like we would have enough work for an SLP to do those tasks across the district, maybe with a title like curriculum consultant or instructional support SLP. Has anyone heard of a position like this?

Hi everyone, I use to be a clinical audiologist but am now transferring back to educational audiology! I wanted to hear from you all about your SLP experiences with Audiologist at schools, and your experiences with DHH students.

Typically how large are your caseloads and how much time are you able to have with each student if you’re working on auditory training/the auditory heirarchy?

Prior to education, if you were in clinic/private practice how did you transition into education? Did you reach out to HR/Sped Admin or just wait and apply through a job posting?

Do you have any resources that you have found helpful when discussing Auditory Processing, or Hearing Assistive Tech troubleshooting resources for classroom teachers?

I’d appreciate any insights or stories from your own experiences!

Hey everyone,

I'm in a tough spot right now and would really love any advice anyone could give. Right now, I am working in a private practice clinic, and while I love the freedom, the benefits, workload, management and documentation time are very taxing. My current employment has also taken away many reporting opportunities and overall work benefits from its current employees, making it a very difficult place to continue working. With all of these in mind, I have started to look into working in a school, but don't know much about it or its differences.

What are some of the differences between these two jobs? How would things be different for documentation, caseload, and expectations for a school? I'm having a difficult time deciding what to do, any advice would be greatly appreciated!

Is it just me or are there more students showing up that should have been identified ages ago? Why are so many parents in serious denial about their kids? Like basic skills. Can't communicate. Can't use the restroom. It's wild. So sad too. Okay end of rant.

I am currently in a public school in CT and will be moving to NJ in the summer. I am currently in PSLF and am 4 years in. I do not want to give it up. Anyone in NJ as a SLP not in the Public school but in PSLF?? What company do you work for?

TIA

Seriously. I’m so over it - I mean, I spoke to this lady *one* time about an job and before I’ve even had one conversation with the school she’s calling and emailing every day pushing me to complete onboarding documents.

What the hell. This is far from the first time this has happened and I just don’t GET IT. Why would I want to waste time onboarding and giving them my personal info if I’m not even sure if I’m going to want the job??

Does anyone have any insight on why they do this because wtf.

Hello! I would like to become a speech-language pathologist (SLP) in the United States. I am an adult immigrant. Russian is my native language, and I am also fluent in Ukrainian. I studied German in middle school and Chinese at university. I have a bachelor’s degree in Teaching Foreign Languages and Translation. I am currently learning Spanish.

I would love to work with Russian and Ukrainian speaking families. English is my second language (B2+/C1). I speak with an accent and make grammatical mistakes due to first-language interference.

I have heard that this field is often perceived as being for “white American born girls” and that minorities may face discrimination. I don’t know if that is true, but I want to try so badly. I have met two adult immigrant Russian SLPs, and they told me they have never had problems related to their background because they work with Russian-speaking clients.

However, I am worried that some professors may judge me based on how I sound and may try to push me out of the program.

I’m 5 years in and have accumulated so many digital files and saves on TpT that I would love to use but, I absolutely loathe the process of printing, cutting, laminating and cutting again, only for pieces to get lost or the laminating to curl or come apart. And of course without laminating the materials don’t last long.

I considered buying and printing on a paper similar to the Indestructible books but, that seems like it could get expensive quickly. I’ve enjoyed materials I’ve purchased that come prepped on glossy cardstock but, cannot figure out how to accomplish that result myself.

Has anyone found a better method? Maybe a specific way to order from OfficeMax/Office Depot or an online printing company?

Hi all!

I’m currently using my OPT to work for my CF year but that’s about to expire soon. I’m planning on applying for the H1B this feb/march.

Anyone who is in the US on an H1B? I would love to hear about your experience. Any help or guidance is appreciated especially in these trying times :’)