What’s inside Tasha’s Toolbox!

I’ve been so busy lately with all the new children on my caseload on and of course the launch of our Parent Hub Membership Club; that it got me thinking back to many years ago to when I was a student at Smalltalk. I remember Libby telling me on the very first day that as a Speech Therapist there will never be enough hours in the day and that I always had to be prepared for anything the job may decide to throw at me. And of course, she was right! On that day she assigned me one simple task! – to create an ‘Initial Assessment Kit’ that, when working with any child on the caseload, I would be able to use to carry out a complete assessment screen of their communication development. After a small moment of panic (that of course I didn’t admit to at the time) it occurred to me that, no matter what child comes through the door, regardless of the difficulty or diagnosis there are still underlying factors we need to target.

And so, my Mini Assessment Toolbox was created and nearly 8 years later I am still using the same kit, if not with a little wear and tear and a few new additions. Though one thing hasn’t changed; there are still not enough hours in the day and I still need to be prepared for anything. If like me, you are continually dashing between appointments, have little time to remember all the resources you need beforehand or get thrown into a new assessment at the last minute, it may be a good idea to have your own handy Toolbox that you can keep with you containing all the essentials!

Today I thought I’d write a helpful post showing you what’s inside my Assessment Toolbox.

 1.      ‘Now and Next’ Visual Timetable whiteboard
2.      Session Activity pictures
3.      Short story book (with accompanying Blank Level Question)
4.      Bubbles
5.      Balloons
6.      Balloon Airplane and (a fun and engaging turn-taking toy)
                                                              i.      Wind-up - Toy “Dancing Robot”
7.      Information Carrying Word (ICW) pictures
8.      Matching Rhyming Cards
9.      Everyday objects: (for Auditory Memory and Vocab)

                                                              i.      Cup

                                                             ii.      Ball

                                                           iii.      Spoon

                                                           iv.      Car

                                                             v.      Bear

                                                           vi.      Pencil

                                                         vii.      Glasses

10.  ….and of course, Stickers

So next time you are rushing between appointments, just remember to keep you Toolbox close by, and you’ll be surprised by how many areas of speech and language you can work on with just a few everyday objects!

The challenges of a speech and language therapy student

by Gemma Biles

Recently Libby contacted me and asked me if I would like a chance to write a guest blog for the Smart Talkers blog and without a second thought I jumped at the opportunity. Then I realised I had no idea what to blog about. When discussing this with friends they said “Gemma, isn’t your blog about the challenges you have as a SLT student? Why don’t you write about your experiences in a way that reassures other SLT Students that they aren’t alone in this”. So my experiences as a SLT student didn’t start the day I begin this degree, it all started with the day I wanted to become a SLT. 

Back in 2004 when I was 15, I went to a careers day intending to listen to a woman talk about her experiences as a teacher. The thought of working with 30 children everyday made me nervous and doubt this was the career for me. It was at this point of doubt that a lovely lady took to the stage and stated "I am a speech and language pathologist, I work 1:1 with children" - anything more she had to say was interesting yet irrelevant, she already had me at her opening line. So over the years doing my GCSEs and A Levels I worked with many children within the disability sector and shadowed many SLTs attempting to gain experience in order to apply for my place on a SLT degree programme. 2 years ago I had the opportunity to sit for an interview for a place on a degree programme, and I can safely say that was the last time I felt confident that I knew what it was to be a SLT. I was asked questions that I had no answer to and posed scenarios that I was unaware were SLT related. When I found out I had a place on the course I was gobsmacked. Now 15 months in to my course I realise that not having an answer to something does not mean you are any less of an SLT. The same feeling of lack of confidence and uncertainty in my answers has occurred over and over, both in lessons and on placement. These moments have however been more of a learning curve than the moments when I did feel confident and did know the answer, and these are what have defined me as a SLT student. 

I recently read a quote by Bruce et al. (2005) who stated that students should be "thrown in the deep end" in order to develop SLT skills and I can safely say that a degree in SLT does just this. On a recent placement I admitted that I had a lot of observation experience and little hands on experience, I was then given a “caseload” and asked to go away and informally assess, formally assess, write therapy programmes and discuss all this with other professionals. Well at the time I can safely say I was drowning - but now in hindsight, that was the best opportunity I have had throughout my 15 months as a SLT student. I was pushed and challenged beyond belief. But more importantly I realised I COULD be a SLT and that I was more likely to be able to survive when I wasn’t being “hand-held”. At the end of this placement I discussed how I had felt with a wonderful SLT that had supported me over the 5 weeks and asked her how it was she managed to be so competent in so many areas, having recently graduated herself. 

She gave me some knowledge that has been beyond reassuring and continuously useful – “always know your evidence base, always be critical in your decision making and more than anything, always be the swan – graceful on top, paddling like mad underneath, never let anyone see how fast your feet are paddling”. It is at this point that I am about to begin my first placement of my 2nd year – where I have no doubt that I will begin my first day saying “I would like a chance to get hands on” and I would encourage any SLT/SLP2B to tell their placement educators this, no matter how scary it may seem! I’m sure I shall be endlessly tweeting and blogging my swan like paddling throughout this placement in January 2013 – so follow me @GemSLT or view my blog at http://speechandlanguagethera-peers.blogspot.co.uk/ 

Reference Bruce, C. Parker, A. and Herbert, R. (2005) ‘The Development of a Self-Directed and Peer-based Clinical Training Programme’ International Journal of Language & Communication Disorders, 36(Suppl) 401-405.

Speech Therapists/Pathologists: Have you got something to share?

S & L World:the global bulletin for our profession is a forum for sharing news, good practise, reviews, success stories, 'I wouldn't do that again in a million years' tales or anything else you think would be of interest to fellow professionals.


We are such a small profession we need to come together. We are a dynamic, fantastic group of professionals but it's often easy to forget that.


If you have anything you'd like to share please get in touch either editor@slworldbulletin.com or info@smalltalk-ltd.co.uk.


The dead line for the next issue is 15th July (I do have some room for manoeuvre if you need it) so please let me know. 

www.slworldbulletin.com

What does a speech and language therapist do?

I've just read a post on Netmums asking for advice about a 2 year old. He has been referred to speech therapy but she doesn't think it's a good move because he doesn't talk. There were similar stories on there with many replies from well meaning mums trying to make her feel better but with a  recurrent theme of total misconception of the role of a speech and language therapist. Unfortunately, when I tried to post to explain the moderator removed my post as 'advertising'.

The consensus of opinion was that Speech and language (SLTs to help my typing rate!) DID speech work in a session, a bit like a physio session where they work your muscles maybe. They didn't seem to think they had any role apart from taking the child along. So..... let's see what we can briefly do to explain.

We work with children and adults who have problems communicating. That may be a speech difficulty so that just the person's sounds are the problem, a language issue so that the person's understanding or ability to say words, phrases or sentences is affected or it may be an interaction difficulty. We do not just work with speech sound problems.

When your young child has a problem the SLT will always want to see what the foundation skills are like. The diagram below shows what I mean:

The SLT will look at all these things before deciding on a course of action.

Whatever the problem, the parent is the key in helping the child so that helping the parent fully understand the issues involved and then showing them HOW they can work on the issues in everyday, real situations is the crux of any therapy.

We have designed a 10 week programme with Chuckle Productions to demonstrate what they can do at home to help their children's communication. Parents often say they are too busy but we aim to show them how they can turn every activity into a communication activity. How many times a day do we change a nappy? 5,6 more? So that's 6 potential communication opportunities! We have been commissioned by the adult education dept and will pilot it and write it up.

Functional communication will always be the aim for children who are not talking. This is to help the child understand situations and to be able to tell us what they want etc. This may be to encourage pointing, using pictures/symbols or signing. Usually, if you give a child an alternative way to communicate it relieves the pressure and they often make progress with spoken language.

So if your SLT seems to be asking a lot of questions and then just 'playing' with your child in the first session, don't worry she is using all her training, expertise and professional judgement to work out what best for your little one.

If you are worried about your child, have a look at this progress checker http://www.talkingpoint.org.uk/Parent/Directory/Progress-Checker.aspx
and if you are still worried seek advice from your local SLT. For NHS services use google, for private www.helpwithtalking.com

www.private-speech-therapy.co.uk

S & L World: up-date

We've been working hard on the first edition of the on-line, global Bulletin. I've had the easier task of co-ordinating the articles, while Ray has had all the technical stuff to do for the layout and for the web-site. 


It will be quarterly with subscription payable via PayPal. It won't matter when you start the subscription as the programme always counts a year from the start date. To contribute to the magazine will require subscription after the first edition.


So far, its been a tremendously enjoyable job. I've been liaising with so many intelligent, passionate, proactive professionals in my own field. It's renewed my enthusiasm and reminded me what a fantastic job we have.


The great news is, we have all the contributions now apart from one, which is on its way. There is a high paediatric bias in the first issue but we'll make sure that this is addressed for the second one. We've got some great articles, news features, an interview with a therapist from UAE and a couple of letters already for the launch.


There are a couple of advertising spaces free so if you know a company who would like to take advantage of the extra special offers please ask them to get in touch.


We're giving away the first issue as advertising so watch this space!

A sign of things to come?

Speech & Language Therapy has always been the 'Cinderella' of the services within the NHS, historically, whenever there have been cut-backs to be made, the NHS bosses have known that it's an easy option. This is in, part due to the fact that the departments are mostly staffed by very nice ladies who wouldn't complain (or of they did, it would be 'ever so politely' and not very loudly). They know there would be little chance of strike action or industrial dispute. And who else would moan? Our clients have problems communicating their everyday needs, thoughts and wants, never mind be able to make a statement in support of the shortage of therapists. 

Yet, any communication difficulty, however small, can be devastating to the individual and have a major impact on the whole of that person's life. As I've put at the top of the blog, and can't say any better,‘The ability to communicate is central to all that we do, to who we are, how we learn and how we relate to others’ (Ross, Leeds Metropolitan University, 2007). Communication problems of any kind, however mild, will certainly lead to isolation, frustration and an inability to fully integrate into society. Children will have a harder time making friends and fitting into nursery or school while adults will have inummerable social, emotional and day to day difficulties.


Whether it's an adult who has suffered a stroke or a young child who is not developing language as they should, it is vital that they receive the help they need from suitably qualified, experienced professionals...I.E. SPEECH & LANGUAGE THERAPISTS. The Royal College of Speech & Language Therapists' Giving Voice Campaign is an excellent attempt to bring home the issues from the clients point of view. Unfortunately, this might have little impact in today's climate of cut-backs see http://www.northernireland.gov.uk/news/news-dhssps/news-dhssps-20102010-lack-of-funding.htm for what's happening in one area.


Am I falling into 'nimby-ism' (i.e. not in my back yard')? No, as I'm an independent therapist, who is likely to benefit from any NHS cutbacks. I am, however, a sad observer of what is happening to an essential service. I know speech, language and communication problems are not life threatening but they are thoroughly life impacting.

Tweet

S & L World: a global bulletin for SLT/SLPs published by Small Talk SLT Ltd

I've been truly fascinated by following Speech & Language Therapists (they're called Speech & Language Pathologists in many parts of the world) on Twitter and Facebook. As I blogged before, I've actually had conversations with some of the people I've read about. I've been inspired and had my ways of thinking both challenged and confirmed.


I was discussing with my partner Ray, who suggested that it would be a great idea to have a magazine full of articles from around the world all about speech and language therapy/pathology. He had the means and skill to do the website and the technical know- how to make it happen........that was last week and anyone who knows me (or him), knows we NEVER hang about on a  good idea so 'S & L World' first edition will be out to co-incide with the UK Year of Speech, language and communication.

I've already got people I admire writing articles for it. 


Once the first edition is out we can do a marketing campaign, using the magazine to really get people interested. I'll invite all the UK PCTs, ASTIP members and the British Universities to take part plus our counterparts in Canada, Australia, New zealand, UAE, Cambodia.... everywhere that you'd have our profession. There are 11,500 in the UK alone. It's a great CPD opportunity (especially for me as I'll be able to read all the submissions!).


It will be a chance to share examples of good practise, discuss what works, look at specific issues and general trends.


Anyone who wants to contribute after the first issue, will have to be a subscriber, with discounts for students and retired therapists. I'm really excited!!


Please e-mail info@smalltalk-ltd.co.uk if you have anything you would like to have considered for inclusion. The deadline for the first edition is the end of November.

Tweet  like us on facebook http://www.facebook.com/pages/S-L-World-A-global-bulletin-for-SLPSLTs/112157878847806

Speech and Language Therapist? What's that then??

We had a local group meeting for the association of speech and language therapists in independent (ASLTIP) practise last night. We had decided to have 3 presentations about 3 different aspects of our work. Christine Charles discussed a case of severe stammering, Franky Shepperson reported on ASD from a parent's and professional perspective and Sumathi Sinnapan shared her quest to have vitalstim therapy recognised in the UK.

What occurred to me most was that all three women were completely passionate about what they did. They are skilled, knowledgeable and expert in their field. It also reminded me of how fantastic  it is to be a speech and language therapist. Human communication is one of the most wonderful achievements and to be able to study it and use the knowledge gained to assist people is really a privilege.

Unfortunately in a busy, over stretched NHS, we easily forget this! It also means we tend to keep quiet about what we can do. I thought a reminder was needed, this is taken from the Royal College of Speech and Language Therapists website:

Speech and language therapy is concerned with the management of disorders of speech, language, communication and swallowing in children and adults. Speech and language therapists (SLTs) are allied health professionals. They work closely with parents, carers and other professionals, such as teachers, nurses, occupational therapists and doctors. There are around 11,500 practising SLTs in the UK.  

They work in:

·         Community clinics

·         Hospital wards

·         outpatient departments

·         mainstream and special schools

·         children's centres

·         day centres

·         clients' homes

·         courtrooms

·         prisons

·         young offenders' institutions

·         independently/in private practice

Speech and language therapists work with:

Babies with:

·         feeding and swallowing difficulties

Children with:

·         mild, moderate or severe learning difficulties

·         physical disabilities

·         language delay

·         specific language impairment

·         specific difficulties in producing sounds

·         hearing impairment

·         cleft palate

·         stammering

·         autism/social interaction difficulties

·         dyslexia

·         voice disorders

·         selective mutism

Adults with

·         communication or eating and swallowing problems following neurological impairments and degenerative conditions, including stroke, head injury, Parkinson's disease and dementia

·         head, neck or throat cancer

·         voice problems

·         mental health issues

·         learning difficulties

·         physical disabilities

·         stammering

·         hearing impairment

How can I become a Speech & Language Therapist?

All speech and language therapists must complete a recognised three- or four-year degree course and register with the Health Professions Council before being able to practise. The courses combine academic study and practice/clinical placements.

Most courses require three A-level passes or five Scottish highers as minimum entry qualifications. Some courses require specific GCSE and A-levels, such as English and biology, so check the entry requirements with each university.
The practical components of the courses are very important. These may take place in schools, NHS hospitals and community health clinics and are designed to develop skills in assessing and treating people with communication disorders.

For more information contact the Royal College of SLTs  on www.rcslt.org or http://www.nhscareers.nhs.uk/details/Default.aspx?Id=288  For more about Small Talk Speech & Language Therapy www.private-speech-therapy.co.uk