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Marisha

#154: Mindfulness for SLPs

July 4, 2023 by Marisha Leave a Comment

 

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How Mindfulness Can Help You Be a Better SLP

When you hear “mindfulness”, what do you think of? 💭

Maybe you think about yoga or meditation or breathwork — and you’d be right! But mindfulness is also so much more than that, which is why Marisha and Dr. Laura Mansfield are discussing the power of mindfulness for SLPs on this episode of The Joyful SLP.

Did you miss the first few episodes of this series? You can get caught up in a jiff! We’ve covered self-care, self-reflection, emotions, and gratitude so far.

In this episode, Marisha and Laura chat about their personal experiences and the benefits of mindfulness for SLPs. They cover different ways to practice mindfulness, like guided meditation, yoga, and mindful breathing. They also talk about the benefits of practicing mindfulness — like how it can help with stress, anxiety, focus, attention, and relationships.

Marisha and Laura emphasize the importance of taking care of yourself, make suggestions for incorporating mindfulness into your everyday life (even if you feel like you don’t have any time!) and they encourage you to try different practices to find what works for you.

If you’re feeling overwhelmed, distracted, or just want to connect with yourself a little more, this episode is perfect for you!

“Sometimes we can get into that routine of just letting our thoughts drive things without actually backing up and deciding what you’re going to think about. Sometimes we let our minds run away as opposed to giving that space to be like, ‘Is that really how I wanna think about this?’” — Dr. Laura Mansfield

Resources + Links Mentioned

🧘🏻‍♀️ Headspace
🧘🏻‍♀️ Insight Timer
🧘🏻‍♀️ Marisha’s Journal
🧘🏻‍♀️ Breathwork resources
🧘🏻‍♀️ Mastry

Episode Summary

In the episode, Marisha and Laura talk about:

What people think mindfulness is — and what it actually is. One of the things both Marisha and Laura have struggled with is this idea that mindfulness has to look a certain way, or that you’re doing it “wrong” if you aren’t able to completely empty your mind. Then, they discuss how they’ve come to understand mindfulness, and how they make it happen in their lives today.

How yoga and breathwork can support SLPs. Whether you love a sweaty hot session or prefer something more akin to intermittent napping (like Marisha!) there are so many mindfulness practices and skills that we learn from yoga. Laura shares that the practice of yoga taught her how to take deep cleansing breaths and take in her environment, allowing her to be more present with her students.

What to do if you don’t have time for mindfulness. When you’re already feeling behind on all of the things, the prospect of taking a break (even for two minutes!) can be daunting at best. Marisha and Laura talk about how you can work mindfulness into your busy day just 30 seconds at a time — and how those 30 second breaks will pay out in the long run.

“I think it’s interesting when we think about mindfulness, I think some people think of mindfulness as clearing your mind of everything, and it has to be completely empty… as opposed to just making space.” — Dr. Laura Mansfield

Excerpts from the Episode

Marisha: “I learned all of the research. I had some really great experiences in the classroom, and I really enjoyed it, but I could not get into a consistent implementation of that setting. I had a really hard time generalizing it and I was also like, ‘Oh, mindfulness isn’t for me. It’s for other people.’ It was just really interesting navigating that and now it’s like a huge part of my self-care.”

Marisha: “In the beginning, if I were to like sit down and set a timer for five minutes and like, ‘Okay, Marisha, meditate now’ I would not have had any success. I think the guided meditations are really helpful, especially as a starting point because they kind of walk you through it.”

Laura: “It’s interesting when we think about mindfulness, I think some people think of mindfulness as clearing your mind of everything, and it has to be completely empty. And that’s what mindfulness is. And they think, if I don’t do it right, why am I gonna do it? Like I know I can be that way. Like, ‘Oh, if I can’t do it right, then I’m not gonna do it at all.’”

Laura: “Capturing those thoughts and thinking about things a different way, which is something we can do. So if we aren’t being mindful, we can just let those negative thought patterns go. And also staying present and engaged in the current moment, which, when we talk about gratitude and self-reflection and things like that, it’s very hard to find moments where you’re grateful for something if you’re stuck in these negative thought patterns.”

Marisha: “I try to have just quiet time. Like if I go for a walk, I don’t put in my earbuds. Sometimes I will wanna listen to music or I wanna listen to a podcast while I walk, but usually walks are my quiet time. Instead of getting so much in my own head I’ll notice what I see and what I smell and just take in what I am seeing versus getting stuck in my head.”

Laura: “And when I’m with kids in session, and if my kids are around and I find my mind going to the next 20 things on my list or what I have to do tomorrow and the week after that, I’ll just say, ‘You know what, Laura, right here, right now is the only place you need to be.’ And just the practice of yoga allows me to take that deep cleansing breath in that moment, really take in my environment.”

Marisha: “If I’m feeling overwhelmed, it’s incredible how much just doing some box breathing or using whatever breathing technique can really help with regulating things.”

Laura: “Mindfulness can happen in all kinds of moments. I’ve tried to, I don’t know if you have an Apple watch like I do, but there’s like a hand washing timer on it and it’s 30 seconds, and I know like healthy hand washing is like 20 seconds technically, but it’s amazing how long 30 seconds can feel and even allowing myself time to smell the soap. Feel the warm water on my hands and be mindful in that moment when we’re often rushing from session to session and don’t give ourselves time to go to the bathroom.”

Marisha: “And if you are a minute or two late to picking up a student, but you are taken care of, I feel like though that minute of missed therapy, how much more present you’ll feel and you’ll be able to show up as a better SLP. And so yeah, you might have 28 minutes instead of 30 minutes with a student, but the quality of those 28 minutes could be that much better.”

Laura: “When you invest that little bit of time in yourself, your own self care, you know, really taking the time to reduce that stress and anxiety… you just show up better for yourself, for your relationships, for your students, and they’ll feel it.”

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Listen to The SLP Now Podcast on Apple ★ Spotify ★ Google  ★ Stitcher ★ Castbox or wherever you listen to podcasts.

Transcript

Transcript
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05 Mindfulness
[00:00:00] Laura: Hey, Marisha.
[00:00:01] Marisha: Hey, Laura.
[00:00:01] Laura: So when I say mindfulness, what do you think of?
[00:00:05] Marisha: I've had an interesting journey with mindfulness, and I know a lot of you listening will maybe be in the same boat that I was in. I majored in psychology as an undergrad and I had the opportunity to take a seminar on mindfulness with one of the top researchers in the field, which was really cool.
And so I learned all of the research. I had some really great experiences in the classroom, and I really enjoyed it, but I could not get into a consistent implementation of it. I feel like outside of that setting, I had a really hard time generalizing it and I was also like, "Oh, mindfulness isn't for me. It's for other people." It was just really interesting navigating that and now it's like a huge part of my self-care. It's been really interesting seeing that journey.
[00:00:55] Laura: Yeah, that is interesting. What do you think got in your way of, you [00:01:00] know, classroom versus self?
Was it just like your brain was just going or?
[00:01:04] Marisha: Yeah, my brain just moves a mile a minute. Yeah. There's always chatter going on in there.
And yeah.
[00:01:11] Laura: I think it's interesting when we think about mindfulness, I think some people think of mindfulness as clearing your mind of everything, and it has to be completely empty.
And that's what mindfulness is.
[00:01:22] Marisha: Yeah.
[00:01:22] Laura: And they think, if I don't do it right, why am I gonna do it? Like I know I can be that way. Like, "Oh, if I can't do it right, then I'm not gonna do it at all."
[00:01:32] Marisha: Mm-hmm.
[00:01:32] Laura: As opposed to just making space. Right?
[00:01:36] Marisha: Mm-hmm.
[00:01:36] Laura: Being aware of what's going on inside of you and giving it space without judgment.
[00:01:42] Marisha: Yeah.
[00:01:42] Laura: And that curiosity that we've talked about for mindfulness, just being aware of what's going on and accepting it.
[00:01:48] Marisha: Mm-hmm.
[00:01:49] Laura: Instead of being frustrated by it or upset that we reacted that way, or, you know, just wanting to push it away and not deal with it. Yeah, mindfulness, I think just gives you like that [00:02:00] space.
So you mentioned research that you learned about in your seminar, and there is a ton of research around mindfulness and how powerful it is for managing stress anxiety. It helps us improve our focus and our attention. It enhances our relationships with others. It helps us with that self-reflection and self-awareness.
It helps us reduce negative thought patterns. Cause sometimes we can get into that routine of just letting our thoughts drive things without actually backing up. And you can decide what you're going to think about. And sometimes we let our minds run away as opposed to giving that space to be like, "Is that really how I wanna think about this?"
[00:02:44] Marisha: Mm-hmm.
[00:02:45] Laura: Capturing those thoughts and thinking about things a different way, which is something we can do. So if we aren't being mindful, we can just let those negative thought patterns go. And also staying present and engaged in the current moment, which, when we talk about [00:03:00] gratitude and self-reflection and things like that, it's very hard to find moments where you're grateful for something if you're stuck in these negative thought patterns.
Or you're thinking about the next thing you have to do instead of being present in the moment. So mindfulness really helps that as well. So now that we've talked about some of the things that it can do for you in terms of your physical health and your emotional health and your focus and attention, what can we do to improve our mindfulness?
I know you said you've been on a journey. Have you found anything that's helped you improve your ability to stay mindful and have a practice of mindfulness?
[00:03:35] Marisha: I've tried different meditation apps and I've used a handful over the years and they've been helpful in different seasons.
Headspace is one.
[00:03:45] Laura: Mm-hmm.
[00:03:46] Marisha: Insight Timer is another one.
Do you have any other favorite ones?
[00:03:50] Laura: I've done Headspace. I like that a lot.
And spiritual practices are really big for me.
[00:03:56] Marisha: Mm-hmm.
[00:03:57] Laura: So I have my own spiritual practices of [00:04:00] devotionals and journals and things that I do to help me stay mindful and check in.
[00:04:03] Marisha: Mm-hmm.
[00:04:04] Laura: With how I'm doing. So I find that really helpful. And, you know, regardless of people's spiritual beliefs and backgrounds, mindfulness is embedded in so many different spiritual pursuits. So it's definitely something I think that people, depending on where they're at, can find little inroads to in their belief system.
[00:04:22] Marisha: Yeah. And I think that the apps that I mentioned have guided meditations and so that helps. Especially in the beginning, if I were to like sit down and set a timer for five minutes and like, "Okay, Marisha, meditate now" I would not have had any success. I think the guided meditations are really helpful, especially as a starting point because they kind of walk you through it.
And for me, I try to have just quiet time. Like if I go for a walk, I don't put in my earbuds. Sometimes I will wanna listen to music or I wanna listen to a podcast while I walk, but usually walks are my quiet time.
Instead of getting [00:05:00] so much in my own head I'll notice what I see and what I smell and just take in what I am seeing versus getting stuck in my head.
[00:05:10] Laura: Did you know that mindful walking is actually a research-based practice?
[00:05:13] Marisha: Yeah, I've read about that a little bit.
[00:05:15] Laura: Yeah, it's really cool and paying attention to what's going on in your body and your environment can help you be more present and focused, so that's definitely a good strategy.
How do you feel about yoga? Have you ever done yoga?
[00:05:26] Marisha: I have. I love the yoga where you're not really moving.
[00:05:31] Laura: Mm. Is it hatha yoga?
[00:05:33] Marisha: It's usually restorative yoga.
[00:05:35] Laura: Okay.
[00:05:35] Marisha: So you hold poses a little bit.
[00:05:37] Laura: Like the corpse pose for 15 minutes where you're just laying on the ground.
[00:05:41] Marisha: Yeah.
So that is my favorite part at the end of yoga classes where you just get to lay down very few minutes. But the restorative yoga is like bedtime yoga. It's usually later at night.
[00:05:54] Laura: Yeah.
[00:05:54] Marisha: I don't slow down probably as much as I as much would [00:06:00] benefit me.
I was gonna say as much as I should, but I feel like I could probably benefit from a little bit more slowing down and those classes have just helped me kinda slow down a little bit.
[00:06:10] Laura: Yeah. I love yoga. I love the intention of breathing with movement.
[00:06:15] Marisha: Mm-hmm. Mm-hmm.
[00:06:16] Laura: And I love the messages that they give you in yoga. Like I had a yoga instructor, I loved her. And she would say, "Right here, right now is the only place you need to be."
[00:06:26] Marisha: Yeah.
[00:06:26] Laura: And I will repeat that to myself at times at work.
[00:06:29] Marisha: Mm-hmm.
[00:06:29] Laura: And when I'm with kids in session, and if my kids are around and I find my mind going to the next 20 things on my list or what I have to do tomorrow and the week after that, I'll just say, "You know what, Laura, right here, right now is the only place you need to be."
[00:06:44] Marisha: Mm-hmm.
[00:06:44] Laura: And just the practice of yoga allows me to take that deep cleansing breath in that moment, really take in my environment. And I love the movement and I love to stretch and you know, all those kind of the yoga flows.
I really like that. So it's definitely a way that you can [00:07:00] practice mindfulness in yoga and then bring that into your daily life.
[00:07:05] Marisha: Yeah.
[00:07:06] Laura: How about mindful breathing? I mean, that's part of yoga.
[00:07:09] Marisha: Mm-hmm.
[00:07:09] Laura: As SLPs we kind of have an extra little benefit of, we know how the breathing system works.
We know how the diaphragm pushes out the belly and how to fill the belly. And we, you know, a lot of times we'll teach our students, if they have voice issues or other kinds of issues, how their vocal mechanisms work.
[00:07:27] Marisha: Mm-hmm.
[00:07:28] Laura: So we kind of have an inside track on the breathing.
[00:07:30] Marisha: We do.
[00:07:30] Laura: Yeah.
[00:07:31] Marisha: So the journal that I use for my morning practice, and I'll include a link in the show notes too, but they have little breathing exercise suggestions. So that's something that, in the morning, I try to do that.
But it's incredible. If I'm feeling overwhelmed, it's incredible how much just doing some box breathing or using whatever breathing technique can [00:08:00] really help.
[00:08:00] Laura: Yeah.
[00:08:01] Marisha: With regulating things.
If you're not familiar, so box breathing is where you breathe in.
[00:08:07] Laura: Breathe in for four. Hold for four. Out for four.
[00:08:09] Marisha: Yeah. And then hold for four, then breathe in. Hold, breathe out, hold. And yeah, that's really calming.
[00:08:16] Laura: It is very calming. And it's amazing the research around how little we take deep breaths, right? And how we usually use that shallow breathing. And this isn't really related to mindfulness, but I have tried breath work, which is a deeper investigation into breathing and how breathing can help connect you.
[00:08:34] Marisha: Mm-hmm.
[00:08:35] Laura: You know, to the body. So we can maybe put some resources in the show notes if people wanna explore breath work on their own. It can be a way to help you connect to breath.
[00:08:43] Marisha: Mm-hmm.
[00:08:43] Laura: In a powerful way and connect you to your body.
[00:08:45] Marisha: Yeah. I actually just did a really powerful breath work exercise. The woman who facilitated that actually made a breath work app called Mastry. So we can add that in the show notes too.
[00:08:58] Laura: That'd be great. And when we talk about [00:09:00] resources too, a lot of this mindfulness practice, you don't even need an app. You can just Google, you know, go on YouTube
[00:09:06] Marisha: Yeah.
[00:09:06] Laura: And search for a mindful minute or some breath work or yoga, and you'll find so many free resources. If it's something that you wanna try.
[00:09:14] Marisha: Okay.
[00:09:15] Laura: And you know, Mindfulness can happen in all kinds of moments. I've tried to, I don't know if you have an Apple watch like I do, but there's like a hand washing timer on it and it's 30 seconds, and I know like healthy hand washing is like 20 seconds technically, but it's amazing how long 30 seconds can feel and even allowing myself time to smell the soap. Feel the warm water on my hands and be mindful in that moment when we're often rushing from session to session and don't give ourselves time to go to the bathroom.
[00:09:48] Marisha: Mm-hmm. Mm-hmm.
[00:09:48] Laura: Can be a mindful 30 seconds for me that I'm trying to like, just remind myself when I wash my hands to take a deep breath, to be in the moment, to enjoy the feeling of the [00:10:00] warmth of the water and the soap, and take that time.
[00:10:02] Marisha: What would you say to the SLPs who are listening to this, and they're thinking, "Well, I don't have time to add 30 seconds to my bathroom break, or my days are so busy, like how do I do that?"
What would you say?
[00:10:16] Laura: Yeah, I would say a lot of the things that we talk about is an offering, you know, and if you're happy with where you're at and you're content and you don't feel stressed and overwhelmed and anxious and you don't feel like you need it, then we are just offering an opportunity for you to think maybe a little bit differently.
And 30 seconds isn't a lot of time. And so to try it next time you wash your hands, to take the time to slow down, to take a deep breath and see how you feel.
[00:10:45] Marisha: Mm-hmm.
[00:10:46] Laura: And if it's not for you, it's okay, you know? But just an offering of something to consider and you can stick with how you're doing it, if that's what you wanna do.
Yeah. That's okay too.
[00:10:56] Marisha: And if you are a minute or [00:11:00] two late to picking up a student, but you are taken care of.
[00:11:05] Laura: Mm.
[00:11:05] Marisha: I feel like though that minute of missed therapy, how much more present you'll feel and you'll be able to show up as a better
[00:11:14] Laura: yes.
[00:11:14] Marisha: SLP. And so yeah, you might have 28 minutes instead of 30 minutes with a student, but the quality of those 28 minutes could be that much better.
[00:11:24] Laura: Absolutely. It's almost like, you know how they say love multiplies?
[00:11:28] Marisha: Mm-hmm.
[00:11:28] Laura: Right? It doesn't divide, it's not subtractive. As you learn to love and then you love someone else, it multiplies. And I feel like this is the same kind of thing, you know, it's not like a subtraction kind of equation where you're taking away. You're actually investing in, and that multiplies out dividends. You know, when you invest that little bit of time in yourself, your own self care, you know, really taking the time to reduce that stress and anxiety. And you're right, you just show up better for yourself, for your relationships, for your students, and they'll feel it, [00:12:00] right?
And then you'll have hopefully a day that you can find more of those joy moments and feel more joy in your day because you did take that 30 seconds.
[00:12:07] Marisha: Yeah.
[00:12:08] Laura: Yeah.
[00:12:09] Marisha: Yeah. I love that.
[00:12:10] Laura: Yeah. So let us know how you do with your mindful practice if you have one. If there's things you're finding helpful, please share it with us and let us know how it's going.
Yeah, I'd love to hear.
​

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Filed Under: Podcast Tagged With: Mindset, Motivation, The Joyful SLP

#153: Gratitude for SLPs

June 27, 2023 by Marisha 3 Comments

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Gratitude Practice for Speech-Language Pathologists

Marisha was pretty skeptical when she was first introduced to the idea of a gratitude practice thanks to her new journal a few years ago.

Obviously, there were a lot of things in life to be grateful for, but why does it matter if you make a point to write them down — and is does it actually change your life that much to be more grateful?

There wasn’t a large body of evidence to support the benefits that a gratitude practice claimed to deliver (yet!) but Marisha figured she had nothing to lose, and started to look for moments that she was grateful for so she could write them down in her journal. To her surprise, intentionally practicing gratitude made a massive difference on her mood — and her work!

In the 4th episode of The Joyful SLP series (for the SLP Now podcast!) Marisha sits down with Dr. Laura Mansfield once again to talk about their experiences practicing gratitude.

They discuss how they began their own practice, the benefits of gratitude, and how they’ve changed their approach over the years. They also share the ways they incorporate gratitude into their every day as an SLP — whether that’s in the staff room, leading IEP meetings, or getting started with a mixed group in the classroom — and how it’s shifted the way they show up as SLPs.

“For me, I think it was most helpful to think about what’s a special moment that I’m grateful for? In the speech room, it might be as big as a kiddo saying their first word.

Those moments… when you really connect with a student. I’ve started to experience so many more of those when I started putting on that lens and looking for it.” —Marisha Mets

This conversation is a must-listen for any SLP that sometimes gets stuck on a negative loop in their head, who wants to feel more connected to others or is looking for ways to find more joy in their lives.

Episode Summary

In the episode, Marisha and Laura talk about:

Even though we know practicing gratitude is good for us, that doesn’t make it easy. Marisha shares that she has sometimes struggled to get into the gratitude mindset, and had to practice “a little begrudging gratitude”. Just because there are many things to be grateful for doesn’t make it easy to see those things if you’re head isn’t in a good space.

Specificity makes your gratitude practice more powerful. It might be tempting to jot down something quick and obvious, like “I’m grateful for my house.” But when you fall into the trap of generalizations, the things you’re grateful for can start to feel kind of blah. As Laura points out, there’s a big difference between “I’m grateful for my house,” versus, “I’m grateful for how soft and warm my blanket feels when I curl up in it and relax in front of the fireplace with a steaming hot cup of tea at the end of the long day.”

The best gratitude practices are tailored to your individual needs. For both Marisha and Laura, developing a gratitude practice felt like checking off a to-do list at first. Because they’re task-oriented individuals, they tried to do gratitude the “right” way, and ended up overwhelmed and discouraged. By letting go of the idea that their gratitude practices were supposed to look a certain way, Marisha and Laura were able to find something that worked for them — and as Laura mentioned, “The science doesn’t say it has to look a certain way.”

Incorporating gratitude into your SLP practice is a great way to shift the culture of schools in a more positive direction. When you’re starting a meeting with teachers, leading an IEP meeting with parents, or sitting down with our students and groups, we can open with asking about something that they’re grateful for — especially if anyone is on the struggle bus that day. Practicing in community is a great way to bring that sense of gratitude with us and to model it.

Gratitude helps us to uncover the learning opportunities in challenging situations instead of getting stuck. When you’re faced with a difficult situation or group or meeting that you’re maybe not looking forward to, and you’re anticipating there could be some conflict, studies show that people who practice gratitude are better able to cope with those difficult situations and bounce back from those setbacks. That doesn’t mean you won’t have any difficulties, but that you’re more likely to deal with the challenge in a healthy way.

“To step back and say, even in the difficult moments there is gratitude there — that we worked this out, or we had this opportunity to grow to know each other better, or helped me to build this skill within myself of resilience.” — Dr. Laura Mansfield

Excerpts from the Episode

[00:00:12] Marisha: “I learned about gratitude several years ago now. But I was using a journal that had a section to write down gratitude. And I found that I was a little skeptical at first, but I found that when I started doing that, I just felt so much better throughout the day.”

[00:01:26] Laura: “Gratitude improves our mood, increases positive emotions, and a lot of the recent studies that have come out, they’ve shown that individuals who practice gratitude on a regular basis experience greater happiness and life satisfaction.”

[00:02:52] Marisha: “I can totally relate to doing things that are supposed to help us, but just getting so task oriented or running through — I used to have a bunch of tasks in my morning routine. I just tried to get these done and it was not supporting me.”

[00:04:06] Marisha: “I think it was most helpful to think about what’s a special moment that I’m grateful for? So like in the speech room, and this doesn’t happen every day, but it might be as big as a kiddo saying their first word. Those moments… when you really connect with a student. And I’ve started to experience so many more of those when I started putting on that lens and looking for it. It doesn’t have to be anything super elaborate. A student made you laugh or there was a good conversation with a teacher.”

[00:04:44] Laura: “I know we have so many responsibilities in our days as SLPs with planning and data collection. And we can put a lot on ourselves to do it right and to get it all done, that we can miss out on looking for those little opportunities of connection with our students.

And when you are looking for them so that you can document them, it changes and the frame of how you’re looking at what you’re doing and the opportunities that you have within your day.”

[00:05:13] Marisha: “It almost feels like you’re romanticizing your life. In those moments, it almost feels like I’m in a movie. I don’t know if you’ve ever had that sensation, but you just fully take in the the specialness of the moment. When we’re working with students, we have so many of those, even with the students that might stretch us a little bit. Those moments are even bigger.”

[00:06:20] Laura: “Gratitude has also been found to increase resilience in the face of adversity. When you’re faced with that difficult situation or that difficult group or that meeting that you’re maybe not looking forward to, that you’re anticipating there could be some conflict.

People who practice gratitude are better able to cope with those difficult situations and bounce back from those setbacks. So not to romanticize it, it’s not like you’re not gonna have those difficulties. But can you look at the learning opportunity within that difficult opportunity or stretch yourself? If you are struggling to connect with a student, how can I do something a little bit different to connect with that student and then be grateful for whatever those moments are that I have the opportunity to learn.”

[00:07:08] Laura: “Gratitude has been shown to improve relationships. I know for me, like in my personal relationships, in my marriage and my friendships, you can definitely come across some difficult moments for sure.

But to step back and say, you know, even in the difficult moments there is gratitude there that we worked this out or we had this opportunity to grow to know each other better or helped me to build this skill within myself of resilience — and again, not making it attached to the outcome, but to the journey and enjoying the journey, I think is important.”

[00:11:47] Laura: “I think it’s something that we can bring into our small groups with our students of moments of gratitude. And I’ve even brought it into IEP meetings. So depending on your role, if you’re running your own IEP meeting.

I think a lot of parents come in with anxiety around what they’re going to hear about their student. And it’s really difficult for them to sit through all the things that are impacted by their child’s disability. So to start a meeting with, I’m so grateful for your child and the smile that he shares with me and the hard work that he’s put in and these moments that I got to share with him, I think is such a gift to our families that we work with too. And something that we can bring into the practice that we have. And it is a practice, you know, we’re not looking for perfection. It’s how can we practice this and bring it into our lives because it does help us look at things through maybe not a more focused lens on the, all the things that are going wrong.”

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Transcript

Transcript
Email Download New Tab

04 Gratitude
[00:00:00] Laura: So, Marisha, when I say gratitude, what do you think of?
[00:00:05] Marisha: Being grateful?
[00:00:07] Laura: Well, that was an obvious answer. Have you ever had a gratitude practice?
[00:00:12] Marisha: Yes, I learned about gratitude several years ago now. But I was using a journal that had a section to write down gratitude. And I found that I was a little skeptical at first, but I found that when I started doing that, I just felt so much better throughout the day.
[00:00:37] Laura: Yeah. So did you do it in the morning?
[00:00:39] Marisha: Mm-hmm.
[00:00:39] Laura: That is really neat. Yeah. I mean, it's not new. I feel like the gratitude practices have been around for decades.
[00:00:48] Marisha: Yeah.
[00:00:48] Laura: For sure. But what's really cool is that the science is actually catching up with the practice.
[00:00:53] Marisha: Mm-hmm.
[00:00:53] Laura: And there's been these really large scale studies about the impact gratitude has on our brains and actually [00:01:00] shifting our perspective.
Because what we focus on is often what we see.
[00:01:05] Marisha: Mm-hmm.
[00:01:06] Laura: And so by focusing more on gratitude, it can actually change how our brain perceives things.
[00:01:11] Marisha: Mm-hmm.
[00:01:12] Laura: Which is really kind of neat.
[00:01:13] Marisha: Yeah.
[00:01:13] Laura: Um, all of that science, there's some major areas that gratitude can help us improve. And the first one is improved mood.
And I think you kind of hinted at that.
[00:01:23] Marisha: Mm-hmm. Yeah.
[00:01:24] Laura: You talked about your own gratitude practice. Gratitude improves our mood, increases positive emotions, and a lot of the recent studies that have come out, they've shown that individuals who practice gratitude on a regular basis experience greater happiness and life satisfaction.
And I don't know about you, but I want greater happiness and life satisfaction.
[00:01:45] Marisha: Yeah, that sounds pretty good.
[00:01:46] Laura: Yeah, I'll sign up for that.
[00:01:46] Marisha: I like that.
[00:01:47] Laura: Yeah. I know when I started practicing gratitude, sometimes I got into some generalizations and it almost felt like I was writing the same things every day, especially [00:02:00] when I was having more challenging days.
Did you ever feel that way?
[00:02:03] Marisha: Sometimes it did feel hard to get into the gratitude mindset. I'm grateful for my house. I guess.
[00:02:14] Laura: Maybe.
[00:02:15] Marisha: A little begruding gratitude, which is so sad because there are so many things to be grateful for, but I've definitely been in the space where I just couldn't see it.
[00:02:27] Laura: Yeah.
[00:02:27] Marisha: Or it was hard to see it.
[00:02:29] Laura: I think when I first started practicing gratitude too, I'm very much task oriented and like wanna do things the right way.
[00:02:36] Marisha: Mm-hmm.
[00:02:36] Laura: And I think the first time I was exposed to gratitude, it was like write 10 things and I
[00:02:41] Marisha: Mm-hmm.
[00:02:41] Laura: Felt so overwhelmed in the beginning to try and come up with 10 things because I wanted to do it right and it had to be a certain way.
[00:02:48] Marisha: Mm-hmm.
[00:02:48] Laura: That it kind of took the joy and happiness out of the gratitude practice even.
[00:02:52] Marisha: I can totally relate to doing things that are supposed to help us, but just getting so [00:03:00] task oriented of running through. I used to have a bunch of tasks in my morning routine. I just tried to get these done and it was not supporting me.
So, yeah.
[00:03:10] Laura: I needed the little push to start to think about it so that
[00:03:14] Marisha: yeah
[00:03:14] Laura: I was looking for those
[00:03:16] Marisha: mm-hmm
[00:03:16] Laura: very specific moments of gratitude during my day, but taking away any kind of list or had to be, or had to look like a certain number really helped me. The science doesn't say it has to look a certain way.
[00:03:33] Marisha: Mm-hmm.
[00:03:33] Laura: Really framing, looking for things to, you know, note that you're grateful for at the end of the day or in the morning or things you're looking forward to, changes what we're looking at and what we're looking for.
[00:03:45] Marisha: Yeah.
And I think it helped me instead of making that big list of 10 things you're grateful for today.
When I knew that every morning I was going to write a little gratitude statement, [00:04:00] I started looking for those special moments in the day.
And for me, I think it was most helpful to think about what's a special moment that I'm grateful for? So like in the speech room, and this doesn't happen every day, but it might be as big as a kiddo saying their first word.
[00:04:18] Laura: Yes.
[00:04:18] Marisha: Those moments are... Or when you really connect with a student.
And I've started to experience so many more of those when I started putting on that lens and looking for it. It doesn't have to be anything super elaborate. A student made you laugh or
[00:04:37] Laura: Yes.
[00:04:37] Marisha: There was a good conversation with a teacher.
[00:04:40] Laura: Yeah. The science has shown that gratitude reduces stress.
[00:04:44] Marisha: Mm-hmm.
[00:04:44] Laura: And I know we have so many responsibilities in our days as SLPs with planning and data collection. And we can put a lot on ourselves to do it right and to get it all done, that we can miss out on looking [00:05:00] for those little opportunities of connection with our students.
And when you are looking for them so that you can document them, it changes and the frame of how you're looking at what you're doing and the opportunities that you have within your day.
[00:05:13] Marisha: It almost feels like you're romanticizing your life.
[00:05:20] Laura: Hmm.
[00:05:20] Marisha: In those moments, it almost feels like I'm in a movie.
I don't know if you've ever had that sensation, but you just fully take in the the specialness of the moment. When we're working with students, we have so many of those, even with the students that might stretch us a little bit.
[00:05:42] Laura: Yes.
[00:05:43] Marisha: Those moments are even bigger.
[00:05:44] Laura: Absolutely.
I think when you shift your attention away from kind of those negative thoughts and emotions, you know, even reframing that student that you're struggling to connect with, and we can get ourselves anxious around them. You know, it's almost 2:30 on Thursday [00:06:00] and that group is coming to me. How can we look for those moments of gratitude and reframe the little connections? You know, we might not make these huge leaps with that group, but just that small little step and to be grateful for it and to hold it.
You know, and to just say "I'm gonna be grateful for that moment" is really awesome.
[00:06:19] Marisha: Yeah.
[00:06:20] Laura: Gratitude has also been found to increase resilience in the face of adversity.
[00:06:24] Marisha: Mm-hmm.
[00:06:25] Laura: When you're faced with that difficult situation or that difficult group or that meeting that you're maybe not looking forward to, that you're anticipating there could be some conflict.
People who practice gratitude are better able to cope with those difficult situations and bounce back from those setbacks. So not to romanticize it, it's not like you're not gonna have those difficulties.
[00:06:46] Marisha: Mm-hmm.
[00:06:46] Laura: But can you look at the learning opportunity within that difficult opportunity or stretch yourself? If you are struggling to connect with a student, how can I do something a little bit different to connect with that [00:07:00] student and then be grateful for whatever those moments are that I have the opportunity to learn.
Despite what the outcome might be.
[00:07:06] Marisha: Mm-hmm. Yeah.
[00:07:08] Laura: Gratitude has been shown to improve relationships. I know for me, like in my personal relationships, in my marriage and my friendships, you can definitely come across some difficult moments for sure.
[00:07:21] Marisha: More than some.
[00:07:22] Laura: Yeah.
[00:07:23] Marisha: A lot of difficult moments.
[00:07:24] Laura: Depending on the day, right?
But to step back and say, you know, even in the difficult moments there is gratitude there that we worked this out or we had this opportunity to grow to know each other better or
[00:07:37] Marisha: mm-hmm
[00:07:38] Laura: helped me to build this skill within myself of resilience.
[00:07:41] Marisha: Mm-hmm.
[00:07:42] Laura: And again, not making it attached to the outcome, but to the journey and enjoying the journey, I think is important.
[00:07:49] Marisha: Yeah.
[00:07:50] Laura: So people who practice gratitude experience greater feelings of social support and connection, which is really cool.
[00:07:57] Marisha: Mm-hmm.
[00:07:58] Laura: They can have improved physical [00:08:00] health. Gratitude has been found to have physical health benefits, reducing inflammation in your system, improving the quality of your sleep, and boosting the immune system.
I don't know about you, but if I'm in a negative space, my brain can just start going.
[00:08:14] Marisha: Oh yeah.
[00:08:15] Laura: And it can keep me up at night.
[00:08:16] Marisha: Mm-hmm.
[00:08:17] Laura: Just thinking about those things. And so the gratitude practice for me, something I close my day with to have a look back on the day and find those little moments, if I can leave that as the last thing that I'm thinking about, it really helps me drift off to sleep a little bit easier.
[00:08:34] Marisha: Yeah.
[00:08:36] Laura: And gratitude has been linked to overall wellbeing, increased life satisfaction, greater sense of purpose, and greater sense of meaning in life.
[00:08:45] Marisha: Yeah.
[00:08:45] Laura: That's really cool.
[00:08:46] Marisha: That's very cool.
So if there's an SLP listening who hasn't really implemented gratitude practice, what are some ways that that could look like?
So I shared that's part of my [00:09:00] morning routine. I jot down some of my gratitude. And you said you do yours before bed. Do you write it down?
[00:09:07] Laura: I do, yeah. I have a reflection journal. Actually I'm a reader and journaler morning and night. I journal a lot if I'm really struggling at work or stressed out at work, I have a little journal that I keep right at my desk. So I actually really like to write down those moments with students moments of connection during the day.
[00:09:26] Marisha: Mm-hmm.
[00:09:26] Laura: So I might even just write them on my data sheet or if I take a break while I'm doing other things at work, I might write something in my journal just to help me work things out. I'll write them down.
[00:09:37] Marisha: Mm-hmm.
[00:09:38] Laura: I think it's important to know that gratitude is a scientifically researched and supportive way to help you feel more joyful in your day. And so it's a great practice to try, but it doesn't have to look one way.
[00:09:51] Marisha: Mm-hmm.
[00:09:52] Laura: And it's okay if it's one or two things one day and 10 or 20 things the next.
[00:09:58] Marisha: Mm-hmm.
[00:09:58] Laura: I think getting specific is [00:10:00] really what's important and really highlighting those specific points of gratitude.
[00:10:04] Marisha: Instead of being, I'm grateful for my job, I'm grateful for my house, I'm grateful for my spouse. I think looking for those specific moments
[00:10:12] Laura: Yes.
[00:10:12] Marisha: I think both of our experience shows that that's very impactful.
[00:10:16] Laura: Yeah.
[00:10:16] Marisha: And it feels more like genuine and I think it helps us be more joyful in the moment.
[00:10:23] Laura: And not to say we're not grateful for our spouses and houses and jobs. We are.
[00:10:26] Marisha: Absolutely.
[00:10:27] Laura: But those moments of, I am so grateful that I have this peaceful space.
[00:10:32] Marisha: Mm-hmm.
[00:10:32] Laura: You know, in front of my fireplace with my favorite blanket that's soft.
[00:10:36] Marisha: Yeah.
[00:10:36] Laura: To just decompress for a few minutes today. That was a grateful moment in that that day.
[00:10:41] Marisha: Can you imagine yourself just like soaking that in, like it makes the actual moment that much better and it has all of those other benefits that you talked about.
So we can write it in a journal. We could think about it. One thing that helped me when I was struggling, [00:11:00] whenever I walked into the door of the school, when I was walking in to go to work, I would think back to one moment that I was grateful for the previous day.
Or you could do the same thing when you're walking out the door.
If you're not a big writer, I think that could be a fun way to do that too, but I think there is something really powerful about writing it down.
[00:11:22] Laura: There is something powerful about writing for sure, and I think it's something we can bring into our practices too as SLPs.
I know as an administrator, I would start any kind of team meeting that I had with my special education staff with moments of gratitude.
[00:11:34] Marisha: Yeah.
[00:11:35] Laura: We would end gratitude. A lot of schools that I've worked at have had like staff positive things.
[00:11:41] Marisha: Mm-hmm.
[00:11:42] Laura: You know, staff high fives or thoughtful Thursdays, I think teachers do it in their classrooms a lot.
[00:11:46] Marisha: Mm-hmm.
[00:11:47] Laura: I think it's something that we can bring into our small groups with our students of moments of gratitude. And I've even brought it into IEP meetings. So depending on your role, if you're running your own IEP meeting.
I think a lot of parents come in with anxiety around what they're [00:12:00] going to hear about their student.
[00:12:01] Marisha: Mm-hmm.
[00:12:01] Laura: And it's really difficult for them to sit through all the things that are impacted by their child's disability. So to start a meeting with, I'm so grateful for your child and the smile that he shares with me and the hard work that he's put in and these moments that I got to share with him, I think is such a gift to our families that we work with too. And something that we can bring into the practice that we have. And it is a practice, you know, we're not looking for perfection. It's how can we practice this and bring it into our lives because it does help us look at things through maybe not a more focused lens on the, all the things that are going wrong.
[00:12:36] Marisha: Mm-hmm.
[00:12:36] Laura: I think our brains are tilted towards those negative stories.
[00:12:40] Marisha: It's so much easier.
[00:12:41] Laura: It's so much easier.
[00:12:43] Marisha: And it's kind of fun sometimes, but it's also very, very painful at times. So yeah, the gratitude feels a little bit better all around.
[00:12:50] Laura: Definitely feels better. I agree.
[00:12:53] Marisha: We shared a bunch of benefits of implementing gratitude, and just I'll do a quick recap of some of the [00:13:00] strategies.
Journaling in the morning, or before bed, throughout the day.
[00:13:03] Laura: When you're having that tough day, you could go back and read through it. Yeah.
[00:13:06] Marisha: Yeah. I love that. And just having it on your desk or by your therapy table so you can jot those things down as they come up.
Oh, that'd be so beautiful. I love that.
[00:13:15] Laura: Yes.
[00:13:15] Marisha: Deciding, okay, when I walk out the door to leave for work, I'm gonna think of one moment that I was grateful for throughout the day.
Or when you're starting a meeting with teachers or an IEP meeting, or even with our students and our groups, we can ask them something that they're grateful for.
I think that would be a great strategy if we feel like we're struggling on a particular day. Or our students are struggling. That can be like a great thing that we use to support each other.
[00:13:45] Laura: Yes. It's another way that we can be culture changers.
[00:13:48] Marisha: Mm-hmm.
[00:13:48] Laura: You know, wherever we are to bring that sense of gratitude with us and to model it.
[00:13:52] Marisha: Yeah.
And maybe if we see a teacher in the break room, what's something that you're grateful for today?
[00:13:58] Laura: Yeah. Just one moment [00:14:00] that you can tell me about. That could really shift things in a teacher's room.
[00:14:04] Marisha: Yeah. Yeah. I love that.
[00:14:07] Laura: Yeah.
[00:14:08] Marisha: Well that's gratitude.
[00:14:10] Laura: I'm grateful for you.
[00:14:11] Marisha: I'm grateful for you and I'm just so grateful for the podcast and getting to connect with a bunch of SLPs through this.
[00:14:20] Laura: If you decide to try it, we'd love to hear about it.
[00:14:22] Marisha: Yeah, let us know.

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Filed Under: Podcast Tagged With: Mindset, Motivation, The Joyful SLP

#152: Emotions for SLPs

June 20, 2023 by Marisha Leave a Comment

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Emotional Literacy and Speech-Language Pathologists 

There are at least a few things SLPs don’t study in school that would be helpful in practice, and emotional literacy belongs on that list.

In this episode of the SLP Now podcast, Dr. Laura Mansfield and Marisha sat down to talk about emotions, and what they have to do with our wellness as SLPs.

We’ve been doing a special series on the podcast called The Joyful SLP.

So far we’ve talked about self-care and self-reflection — this week we’re going to get in our feels and talk about emotions, because for so many of us, emotional literacy just wasn’t taught.

Whether we learned to “go away” when we had “bad” feelings and return when we felt better, or we were taught to avoid the feelings that make us uncomfortable altogether, very few were given frameworks to help them identify and process their emotions.

But it’s never too late to learn something new!

Like (almost) anything else, you can learn and practice emotional intelligence — and the payoff of learning these skills is huge, especially if you’re working with youth. We teach our students so much more than articulation and narrative structure, and we can’t model those emotional literacy skills unless we have them for ourselves!

“Emotions are a physiological response, and when I am feeling really sad, instead of like, “Oh, no, that’s a bad emotion. I need to get rid of it. We need to stuff it away”… just breathing through it and feeling it and really noticing it and allowing that sadness because it’s there for a reason and it’s teaching me something.” — Marisha Mets

This conversation is a must-listen for any SLP that has feelings… which means all of you!

Resources Mentioned

💛 The Mood app
💛 Dr. Marc Brackett’s book “Permission to Feel”
💛 The SLP Summit

Episode Summary

In the episode, Marisha and Laura talk about:

Their experiences with emotion growing up. Neither Laura nor Marisha were given a framework to help them connect with and understand their emotions when they were younger, and they learned to ignore or suppress their feelings instead.

Emotional differentiation. Laura shares about her experiences as a people-pleaser, and how she was avoiding her own feelings by being preoccupied with the feelings of others. She learned that she was giving to others not because she wanted to, but because she wanted them to like her, and that wasn’t healthy.

Labeling emotions. Marisha shared how she learned to name her emotions (without judgment!) and let them pass without needing to do or change anything — and how much she learns with that practice.

The relationship between self-reflection and your emotions. Marisha and Laura share how they connect with their feelings and the tools they use to support that process

Modeling emotion management for students. As Laura points out, we cannot teach something that we don’t know how to do for ourselves, and emotional/social skills are as important to our students’ development as their ability to articulate their consonants.

“I needed to learn a whole new vocabulary. And there are such beautiful nuanced words for emotions and what a gift as SLPs, because we understand the gradation of language.” — Dr. Laura Mansfield

Excerpts from the Episode

Laura: “I was loved and cared for, but like that part of, you know, my emotional life wasn’t really a big part of growing up that I remember. And I very much grew to be a people pleaser, because I wanted everyone around me to be okay, because I felt like if you were okay, you were okay with me and then I could be okay.

And it took me many years to realize how really self-centered and selfish that was for me. Because even though it felt very giving, like I was always caring for everyone else, it was very self-motivated because it helped me feel better if I knew you were happy with me.”

Laura: “I became really good at reading other people, seeing what they needed and what they wanted, anticipating their needs and providing it.

And then I would feel resentful because I was always giving, giving, giving. And I think because of that, that part of my life of my emotional development was pretty stunted, even as an adult.”

Marisha: “So just as an example, after the SLP Summit… It’s always a very busy week. I love, love, love getting to connect with the presenters and the SLPs, and it’s such a beautiful thing. But I’m also an introvert and so after Laura shared the app, I downloaded it and I was like, “Okay, let’s check in and see how I’m feeling.”

Towards the end of Summit, I was going through the colors and the emotion that came up was drained. I was feeling a little drained. I was kind of tired and I poured out a lot from my bucket. It was really beautiful because it prompted that reflection. Sometimes it’s like, “Oh, I’m not familiar with that emotion. What do I do with it?””

Marisha: “Sometimes we sit with it. Sometimes we don’t need to do anything. We can just let it be and it’ll dissipate, teach us what we need to know and go away. But I love that the app gives you some tactical things that you can do if you feel like you need a bucket filler. So one of the things that it recommended was to watch a funny movie, and I was like, “That is a brilliant idea.” So that’s what I did.”

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Transcript

Transcript
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03 Emotions
[00:00:00] Laura: Did you ever see the Disney movie Inside Out?
[00:00:01] Marisha: Yes.
[00:00:02] Laura: Did you like it?
[00:00:03] Marisha: I loved it.
[00:00:04] Laura: Yeah. Tell me a little bit about your upbringing with emotions. Was emotional talk a big part of your life?
[00:00:13] Marisha: I don't think so. I don't really remember talking about emotions very much. I remember when I was in fifth grade, I had a lot of emotions around friendships.
[00:00:25] Laura: Yes.
[00:00:25] Marisha: And my parents were very supportive. I remember crying about something that happened and they were there for me, but I don't think we labeled the emotions or had much kind of conversation around that specifically.
[00:00:44] Laura: Yeah. I think for me growing up, it always kind of felt like if you weren't okay, if you didn't feel okay or in a good space, you would just remove yourself.
[00:00:54] Marisha: Mm-hmm.
[00:00:54] Laura: And when you were okay, then you could come back.
[00:00:56] Marisha: Mm-hmm.
[00:00:57] Laura: But I also don't have memories of [00:01:00] having difficult emotional experiences and having conversations where I was given any framework to help me identify what those emotions might be.
[00:01:10] Marisha: Mm-hmm.
[00:01:10] Laura: And then how to work through them and be supported through them.
I was loved and cared for, but like that part of, you know, my emotional life wasn't really a big part of growing up that I remember. And I very much grew to be a people pleaser, because I wanted everyone around me to be okay, because I felt like if you were okay, you were okay with me and then I could be okay.
And it took me many years to realize how really self-centered and selfish that was for me. Because even though it felt very giving, like I was always caring for everyone else, it was very self-motivated because it helped me feel better if I knew you were happy with me.
[00:01:52] Marisha: Mm-hmm.
[00:01:53] Laura: And so I became really good at reading other people, seeing what they needed and what they wanted, anticipating their needs and providing it.[00:02:00]
And then I would feel resentful because I was always giving, giving, giving. And I think because of that, that part of my life of my emotional development was pretty stunted, even as an adult. And I came across this term. Have you ever heard of being emotionally differentiated?
[00:02:18] Marisha: I've heard you talk about it.
[00:02:20] Laura: Yeah. It came across my path maybe seven or eight years ago.
[00:02:25] Marisha: Mm-hmm.
[00:02:25] Laura: So being emotionally differentiated is when you are aware of your own emotions, you can regulate your emotions. You can empathize, and you can communicate your emotions in a healthy way.
[00:02:37] Marisha: Mm-hmm.
[00:02:38] Laura: So for me, I had become very ingrained and woven into other people's emotions.
So I was reading other people's emotions. And so when other people weren't happy with me, or even happy in general, it was like a instinct almost to try and make things okay for them without ever really reflecting on my [00:03:00] emotions.
[00:03:00] Marisha: Mm-hmm.
[00:03:00] Laura: And so I found myself really disconnected from my body, what my body was telling me and being able to label it.
I kind of got stuck in that mad, sad, glad triad.
[00:03:11] Marisha: Mm-hmm.
[00:03:11] Laura: And kind of got stuck in that and didn't have good labels for what I was feeling. And emotions were kind of scary for me.
[00:03:19] Marisha: Mm-hmm.
[00:03:19] Laura: If I wasn't feeling okay, it wasn't really a place that I wanted to go.
[00:03:23] Marisha: Mm-hmm.
[00:03:23] Laura: Because it felt like, I only should be okay.
[00:03:26] Marisha: Mm-hmm.
[00:03:27] Laura: And if I wasn't okay, I wasn't really sure like what to do with that. I don't know if you have any experience with difficult emotions or struggles with that at all.
[00:03:39] Marisha: Yeah. So I've done like a lot of counseling and coaching around emotions and some of the takeaways that I've had...
I definitely had a hard time identifying emotions.
In the previous episode on self-reflection, I talked about how I have breaks [00:04:00] structured into my day to check in and see how I'm feeling, and we'll talk about more what we do with that. But that's something that I've had to learn and I'm still learning, and I can definitely relate to wanting to avoid certain emotions. This is a good emotion. This is a bad emotion.
[00:04:21] Laura: Yes.
[00:04:21] Marisha: But one thing that I've learned, and it's so fascinating when this happens.
I feel like my more common quote unquote negative emotion is sadness.
[00:04:32] Laura: Mm-hmm.
[00:04:32] Marisha: I don't feel a lot of anger generally, but it's interesting when I'm feeling really sad, I've learned or I've been told and I feel like I've integrated this. But emotions are a physiological response and when I am feeling really sad. Instead of like, "Oh, no, that's a bad emotion. I need to get rid of it. We need to stuff it away." Like, no sadness. No, no.[00:05:00] And just breathing through it and feeling it and really noticing it and allowing that sadness because it's there for a reason and it's teaching me something.
That's giving me an indicator of how I am and how I'm responding to a situation. And then by really leaning into it and feeling it, I can learn from that.
So that's my experience.
[00:05:24] Laura: A lot of the reading that I've done, they define emotion as energy in motion.
[00:05:29] Marisha: Oh yeah.
[00:05:30] Laura: And I love what you said about labeling it. I think we do ourselves a disservice when we label emotions as good or bad.
They're just energy.
[00:05:39] Marisha: Mm-hmm.
[00:05:39] Laura: Moving through your body.
[00:05:40] Marisha: And they're teaching us something.
[00:05:41] Laura: They absolutely are. If we step back, self-reflect.
[00:05:45] Marisha: Mm-hmm.
[00:05:45] Laura: You know, consider what that emotion means. It's been a very long journey for me to give my body that space. I am someone who would try and like separate from my body.
[00:05:57] Marisha: Mm-hmm.
[00:05:57] Laura: And just ignore that emotion and shove it down. [00:06:00]
[00:06:00] Marisha: Oh yeah.
[00:06:00] Laura: And for many years I would just eat and shove it down with food.
[00:06:03] Marisha: Mm-hmm.
[00:06:04] Laura: And move on with my day. And so I needed to learn a whole new vocabulary. And there are such beautiful nuanced words for emotions and what a gift as SLPs, because we understand the gradation of language.
[00:06:20] Marisha: Mm-hmm.
[00:06:20] Laura: And how you can use different words to mean, you know, just a slight nuance of an expression. And feelings have those. Google " emotional wheels" and all those things.
So for me, learning to identify what am I feeling? Where is it coming from in my body? What is that energy telling me? How do I wanna label that?
[00:06:40] Marisha: Mm-hmm.
[00:06:41] Laura: And what do I wanna do with it? Do I wanna feel that way, or do I wanna change how I'm feeling?
[00:06:46] Marisha: Mm-hmm.
[00:06:46] Laura: And putting myself in the driver's seat of that.
[00:06:49] Marisha: Mm-hmm.
[00:06:49] Laura: Has been really helpful. I know when I did the SLP Summit, I talked about an app that has really helped me, which is the Mood app.
[00:06:57] Marisha: Mm-hmm.
[00:06:58] Laura: Dr. Brackett wrote a book called The [00:07:00] Permission to Feel, and it's a whole curriculum and framework that schools can implement. But I found it really helpful because it gave me language for emotion. And the Mood app is color coded and it has high energy, low energy, pleasant, unpleasant, and you can find the color and when you click on the color, it expands and gives you all kinds of other colors within that color, and you can play with the words to see, is that how I'm feeling? And really help yourself label it and then decide, do I wanna stay feeling that way, or do I wanna change how I'm feeling? And it will even give you suggestions of what you can do.
[00:07:34] Marisha: Yeah.
It guides you through that self-reflection process.
So just as an example, after the SLP Summit... It's always a very busy week. I love, love, love getting to connect with the presenters and the SLPs, and it's such a beautiful thing. But I'm also an introvert and so after Laura shared the app, I downloaded it and I was like, "Okay, let's check in and see how [00:08:00] I'm feeling."
Towards the end of Summit, I was going through the colors and the emotion that came up was drained.
[00:08:06] Laura: Mm-hmm.
[00:08:07] Marisha: I was feeling a little drained. I was kind of tired and I poured out a lot from my bucket.
[00:08:13] Laura: Yeah.
[00:08:13] Marisha: It was really beautiful because it prompted that reflection. Sometimes it's like, "Oh, I'm not familiar with that emotion. What do I do with it?"
[00:08:23] Laura: Yeah.
[00:08:23] Marisha: Sometimes we sit with it. Sometimes we don't need to do anything. We can just let it be and it'll dissipate, teach us what we need to know and go away. But I love that the app gives you some tactical things that you can do if you feel like you need a bucket filler. So one of the things that it recommended was to watch a funny movie, and I was like, "That is a brilliant idea." So that's what I did and it was a really supportive tool, and that was just one example of how it works. But yeah, I really like that.
[00:08:55] Laura: Yeah. And I found, I didn't realize how critical it was, not only [00:09:00] for me, like as my own personal growth.
[00:09:02] Marisha: Mm-hmm.
[00:09:02] Laura: But for me, in my relationships and at work.
[00:09:05] Marisha: Mm-hmm.
[00:09:05] Laura: There's such a huge push towards social emotional learning.
[00:09:08] Marisha: Mm-hmm.
[00:09:08] Laura: For our students. But we can't model and grow in our students things we don't own for ourselves.
[00:09:15] Marisha: Mm-hmm.
[00:09:15] Laura: And depending on how old you are and you know how old your parents are, or how you were raised, your experience with understanding your emotions. You know, self-reflecting on what your body is telling you and keying into the energy in your body, being comfortable and okay with whatever you feedback you get.
[00:09:34] Marisha: Mm-hmm.
[00:09:34] Laura: Being able to bring that emotion into relationship has been huge for me and being okay to. Say, " This is how I'm feeling right now."
[00:09:43] Marisha: Mm-hmm.
[00:09:43] Laura: And "This is what I need right now." For some of us can be, you know, really challenging and carving out that time to do the self-care based on our emotions. But then how do we model it for our students?
[00:09:54] Marisha: Mm-hmm. Mm-hmm.
[00:09:55] Laura: You know, if we see interactions in our students and they're struggling, do we have [00:10:00] the skill to self-reflect so we can model that for them?
Cause it's such a huge part. I don't think we can leave social emotional skills just to our school adjustment counselors or our school psychologists. You know, it's all of our responsibilities to be able to model that for our students. And you can't model and put out a skill that you don't own.
[00:10:17] Marisha: Mm-hmm.
[00:10:17] Laura: And have for yourself. And not that we're perfect at doing it all the time, but at least that we're growing in our ability to do that.
[00:10:23] Marisha: Yeah, absolutely.
[00:10:24] Laura: Yeah. So emotions can be challenging to recognize and label and know how to move through. But I think on the other side of that, we can feel so much more comfortable.
[00:10:35] Marisha: Mm-hmm.
[00:10:36] Laura: Wherever we're at and know that I can be okay.
[00:10:40] Marisha: Mm-hmm.
[00:10:40] Laura: Even if the other people around me are struggling. I can enter into that and now I can try and help them because I'm really worried about them.
[00:10:46] Marisha: Mm-hmm.
[00:10:47] Laura: And I want them to be okay, not because I need them to be okay for me anymore.
[00:10:52] Marisha: Yeah.
[00:10:52] Laura: And that feels really good.
[00:10:53] Marisha: That does feel good.
00:10:54] Laura: Yeah.

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Filed Under: Podcast Tagged With: Mindset, Motivation, The Joyful SLP

#151: Creating Space for Self-Reflection in Your Daily Life as an SLP

June 13, 2023 by Marisha 5 Comments

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How to use Self-Reflection to Grow as an SLPs

 “I’ll stare directly at the sun but never in a mirror.”  Taylor Swift nailed it with those lyrics — self-reflection is hard, and most of us would rather avoid it. But. Self-reflection is also necessary if you want to continue to learn and grow… and the research backs that up.

In this episode of the SLP Now Podcast, Laura and Marisha discuss the importance of self-reflection in practicing self-care and self-kindness — and how honing this skill helps you to grow as an SLP.

Self-reflection involves taking a moment to go inward and think about our thoughts, feelings, and actions. By being mindful and reflective, we can better understand our own learning processes and improve our problem-solving abilities, emotional regulation, and self-awareness.

Because Laura and Marisha are both major research nerds, they discuss some of the evidence that shows self-reflection improves emotional regulation. They talk about how self-reflection enhances our learning because when we reflect on our own experiences, we can better understand our own learning processes and what we need to do to improve. With that knowledge — plus improved problem solving abilities and increased self-awareness — we’re better equipped to develop strategies that help us to be more effective in our learning and growth journeys.

While self-reflection has many benefits, it can also be super challenging — especially if we’re tasked with facing truths we’d sometimes rather avoid, or trying to be objective about our own behavior while caring for others. Laura and Marisha share examples of how this shows up in their lives, and how they remind themselves that self-reflection is a practice, and we don’t have to be perfect.

Ultimately, self-reflection allows us to show up for ourselves and others in a more intentional and compassionate way, leading to greater job satisfaction as an SLP — and — less burnout.

In this episode, Marisha and Laura discuss:

💛 The benefits of self-reflection
💛 What self-reflection looks like in the moment
💛 The power of creating space for yourself
💛 Building pockets of reflection into your day
💛 Embracing self-reflection and growth as a lifelong journey

“We are all doing the best we can with what we know in the moment.” – Dr. Laura Mansfield

 

Excerpts from the Episode:

[00:02:26] Laura: For a long time, I just felt so broken and I would get frustrated with myself. I didn’t want to be acting a certain way or reacting a certain way. And so by not embracing that part of me, I kind of pushed it away. And it would make it really hard to be self-reflective because I just wanted to avoid it. I didn’t want to go there… it’s taken me a really long time to be kind to myself in self-reflection and just be gentle with myself as I think about where I’m at when I self-reflect.

[00:03:29] Laura: No, that can be really hard. You have to be able to face those thoughts and feelings and actions, then it can be uncomfortable. And if you haven’t created a safe place, a space within yourself, to be able to do that, it can be really painful. I don’t know about you, but I would get myself stuck in these patterns, and then I would just be like, yep, there you go again, Laura. You know, there you go again, doing that same thing that you’ve said you didn’t wanna do, but you’re doing it again.

[00:09:43] Marisha: Yeah. This is definitely an area of growth for me. Where I’m currently at, I have a journal that I really love. It has prompts that are really supportive for me in scaffolding my use of this self-reflection. It asks me what my intention is for the day, what’s coming up for me. I think those are the two questions that are most in alignment with the self-reflection side of things. It also has a deeper dive weekly self-reflection where you dive into kind of like the thing that’s coming up most over the week… Having that self-reflection in my journal helps set that tone and helps make it easier to do that self-reflection in the moment.

[00:14:19] Laura: It’s taken me a while to learn it’s not fair to hold “10 year ago Laura” accountable to the things that today Laura knows. And that’s the same for all of us. We are all doing the best we can with what we know in the moment. And so we owe it to ourselves to be kind to ourselves and acknowledge we’re doing the best we can and be okay with, if we don’t show up the way that we wanna show up.

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[00:00:00] Laura: So we talked about self-care and self-kindness, and it's hard to have self-kindness if we don't start with self-reflection.
[00:00:08] Marisha: Mm.
[00:00:08] Laura: Right. Cause we have to think about where we're at. And there's a lot of research, you know how much I love my research.
[00:00:15] Marisha: Oh yes.
[00:00:16] Laura: About self-reflection. I think we know what it is, right? It's going inward, right. And thinking about things inwardly. And we have to think about kind of our thoughts. And we have to catch those thoughts, be mindful of what we're thinking. We have to be mindful of our feelings and what's going on in our bodies. And then we have to be reflective about the things that we're doing and make some space for ourselves to consider those things and why we're reacting the way that we're reacting.
[00:00:42] Marisha: Mm-hmm.
[00:00:42] Laura: Like we've talked about before, remaining curious about those things and not being judgmental about what's going on. And I know we'll probably talk about mindfulness another time.
[00:00:52] Marisha: Yeah.
[00:00:53] Laura: But if we can reflect, have some self-reflection, there's a lot of research about how it improves our [00:01:00] emotional regulation. It enhances our learning because when we reflect on our own experiences, we can better understand our own learning processes and what we need to do to improve and develop some strategies so that we can be more effective in our learning and growth. It improves our problem solving abilities, our self-awareness.
It reduces burnout, which I know is like a key thing that we both wanna be able to achieve for SLPs. And you've done so much with SLP Now to give tools and strategies to SLPs. If we're not reflecting on where we're at with what we need to accomplish, then it's gonna be really hard to develop some strategies to deal with burnout and have that job satisfaction piece that I know we want.
There's a range of benefits, so that emotional regulation, the learning, the problem solving, increased self-awareness ,and reduced burnout. But while it's important, it can really be challenging. Have you found that it can be challenging to be [00:02:00] honest and objective and as caring for yourself as you are able to care for other people? Has that been challenging for you?
[00:02:08] Marisha: Just a little bit.
[00:02:09] Laura: A little bit.
[00:02:11] Marisha: No. It's been very challenging.
[00:02:13] Laura: Yeah.
[00:02:13] Marisha: I feel like that's a lifelong journey.
[00:02:17] Laura: Absolutely.
[00:02:18] Marisha: Honing that skill.
[00:02:19] Laura: And I don't think we ever stop learning
[00:02:21] Marisha: Yeah.
[00:02:22] Laura: About ourselves.
[00:02:23] Marisha: Yeah.
[00:02:23] Laura: And how to be better versions of ourselves. I would agree with that.
And I think for me, for a long time, I just felt so broken.
[00:02:30] Marisha: Mm.
[00:02:31] Laura: And I would get frustrated with myself.
[00:02:33] Marisha: Mm-hmm.
[00:02:34] Laura: And I didn't want to be acting a certain way or reacting a certain way. And so by not embracing that part of me, I kind of pushed it away. And it would make it really hard to be self-reflective because I just wanted to avoid it.
[00:02:47] Marisha: Oh, yeah.
[00:02:48] Laura: Didn't want to go there. Like, Nope, I don't like that, but I'm not really gonna go there. I'm just gonna say it's his fault or her fault. Or the situation's fault,, or the job's fault, or the position, or the role, or [00:03:00] whatever it is. It's taken me a really long time to be kind to myself in self-reflection and just be gentle with myself as I think about where I'm at when I self-reflect.
It can be really hard to face some unpleasant, true things. None of us are perfect, and I don't always show up the way I want to show up. And it can be really hard to face those kind of unpleasant, like "Yep, I did say that and nope, I am not proud of it."
[00:03:28] Marisha: Mm-hmm.
[00:03:29] Laura: No, that can be really hard. You have to be able to face those thoughts and feelings and actions, then it can be uncomfortable.
And if you haven't created a safe place, a space within yourself, to be able to do that, it can be really painful. I don't know about you, but I would get myself stuck in these patterns, and then I would just be like, yep, there you go again, Laura. You know, there you go again, doing that same thing that you've said you didn't wanna do, but you're doing it again.
[00:03:55] Marisha: Mm-hmm.
[00:03:56] Laura: Does that bring up anything for you?
[00:03:58] Marisha: Yeah.
And [00:04:00] I'm curious. What does self-reflection look like for you in the moment? Do you have a daily kind of practice where you set aside time for that? Or is it more in the moment? How does that play out for you?
[00:04:14] Laura: In the past, I can't say that I was very self-reflective because I was so hard on myself that I would think about things after the fact. I would get myself stuck in these patterns of reacting. Without giving my self space to reflect.
[00:04:33] Marisha: Mm-hmm.
[00:04:33] Laura: And so I think in my own personal growth journey, I've realized that I can give myself space in the interaction.
[00:04:40] Marisha: Mm-hmm.
[00:04:41] Laura: And I can, I don't have to have the answer in that moment. I don't have to respond right then. I'm allowed to say I'm not really sure and I need a minute to think about that. I think I'm the type of person who in the past. And this is something I'm still trying to grow. Like I [00:05:00] wanna put like a perfect little bow on things and have it all evened out and worked out and be okay with it.
And I'm learning and continue to learn and grow in sitting in the uncomfortable sometimes when things come up and being okay with that and being okay with wherever I am. I don't have a work example that comes to mind, but I do have a kid example that comes to mind. My son could be a very good orator and debater.
And he knows that I would say that about him. And I love my son very much and he's very forceful in the things that he can say. And I find myself as a mom sometimes, wanting to have the answer and wanting to just give the answer right then. And there was a recent time where he wanted me to write him a note so we could get out of school early.
And my immediate reaction was, "No, I'm not gonna do that." And then I felt him starting to come at me with his words of all the reasons that I should do it. And I realized in that moment I felt berated. I was tired. We were headed to a [00:06:00] dinner with the family, and I didn't wanna be in this tired, overwhelmed space, but I had just worked a really long day, had an afterschool club with my kids, and I wasn't in a space that liked the berating.
And so in that moment I checked in with myself, realized what I was feeling and that I was being reactive to him. And I just said, "you know, I'm kind of feeling berated right now and I know this is what you want. I know I said no, but I'm gonna pull back that answer and I'm gonna tell you I just need a little bit of time. I just got outta work. I'm feeling a little overwhelmed. I need a little time to breathe before we go to this dinner. Cause I wanna be able to celebrate this person's birthday and be in a better space. Can we just table this? I will give you an answer later tonight, but I need some time and space to think about it."
[00:06:47] Marisha: Mm-hmm.
[00:06:47] Laura: For me, that's like a huge growth journey for me, and it's a small example, but it's something I find myself doing more and more in my life where I'm checking in with what my [00:07:00] body's telling me. I'm not ignoring it. I'm not plowing through. I'm not just trying to provide an answer cause I feel like I need to.
[00:07:08] Marisha: Mm-hmm.
[00:07:09] Laura: And I'm saying, okay, what do I need? What am I okay with? And then trying to communicate it in a loving, caring way and just saying, "nope, this is kind of where I'm at. This is what I need. I'll get back to you."
Developing that ability to give something space has been a huge part of my self-reflection, and not ignoring the signals that my body's giving me when I'm feeling anxiety or overwhelmed and just being okay with it and checking in with myself. " What am I feeling right now? Do I need something right now? Is this the situation or is this me? Is this my perspective of what I'm bringing on it?" Sometimes I take things and it's not how the person intended it, it's how I've interpreted it.
And so am I willing to say, "oh, [00:08:00] this is how I'm taking that. Did you mean it that way?" And giving the person an opportunity to either say, "yep, that's exactly what I meant," or actually, "no, it's not what I meant at all." So how about for you?
[00:08:11] Marisha: I have another question. Is the self-reflection process triggered for you when you're starting to have an emotional response?
[00:08:19] Laura: Yeah, not always.
[00:08:20] Marisha: What would start the self-reflection process for you?
[00:08:23] Laura: Actually I think it's embedded in my life. I have daily practices of thinking about how I wanna show up for my life.
[00:08:31] Marisha: Mm-hmm.
[00:08:32] Laura: The type of person that I wanna be.
[00:08:33] Marisha: Mm-hmm.
[00:08:34] Laura: The kind of love and care that I wanna have for the people in my life. And so for me, that starts first thing in the morning.
[00:08:41] Marisha: So setting that intention at the beginning of the day.
[00:08:43] Laura: Yeah. Of like the kind of person that I wanna show up for and being really honest with myself.
[00:08:50] Marisha: Mm-hmm.
[00:08:50] Laura: Which can be really, really hard, you know, even in relationships where I know I'm loved and valued when I don't show up the way that I want to. [00:09:00] Being able to say, "I didn't show up the way I wanted to show up in that situation, and I'm sorry."
[00:09:05] Marisha: Mm-hmm.
[00:09:06] Laura: Can I try again? Can I have a do-over? Can we start that again? Because that wasn't what I meant, or that came across this way and it's taken me a really long time to get there. So I think it's both, and I think it's thinking about how I wanna show up.
[00:09:20] Marisha: Mm-hmm.
[00:09:21] Laura: The type of person that I wanna be. How I wanna love the people in my life and show up for work and my family.
[00:09:27] Marisha: Mm-hmm.
[00:09:28] Laura: And as a friend, and then in the moments being really honest about if I am being that and knowing nobody's perfect and I can't be perfect.
[00:09:39] Marisha: Mm-hmm.
[00:09:40] Laura: But it's taken me a really long time to get there. Yeah.
[00:09:43] Marisha: Yeah.
This is definitely an area of growth for me.
Where I'm currently at, I have a journal that I really love.
It has prompts that are really supportive for me in scaffolding my use of this [00:10:00] self-reflection. It asks me what my intention is for the day, what's coming up for me. I think those are the two questions that are most in alignment with the self-reflection side of things.
It also has a deeper dive weekly self-reflection where you dive into kind of like the thing that's coming up most over the week.
Like a gratitude practice is really helpful in setting the gratitude mindset for the days and the weeks and the months.
Having that self-reflection in my journal helps set that tone and helps make it easier to do that self-reflection in the moment, although, I have no clue what percentage of time I actually do the self-reflection. I put kind of a lot on my plate and I sometimes move really fast. Part of my personality too wants to [00:11:00] avoid conflict.
[00:11:01] Laura: Mm-hmm.
[00:11:01] Marisha: Sometimes, I make it to the end of the day. Whoa. All of these things happened.
[00:11:06] Laura: Yeah.
[00:11:06] Marisha: It's just at the end of the day or the end of the week, and sometimes it takes you even longer to really reflect on something that's happened.
[00:11:14] Laura: Yeah. That's a beautiful gift to give yourself too, to not feel like you have to have any answer really.
[00:11:20] Marisha: Mm-hmm.
[00:11:21] Laura: But you just give yourself as much space and time as you need. To reflect on things.
[00:11:25] Marisha: Yeah.
[00:11:26] Laura: And being willing to enter that space. I think for me too, the emotional piece of it has been a huge part of the journey because I didn't have language for emotions and I was very uncomfortable with anything but feeling okay. So if I didn't feel okay, I just shoved it.
[00:11:44] Marisha: Yeah.
[00:11:45] Laura: Down.
[00:11:45] Marisha: And we'll get to talk about emotions in the next episode.
[00:11:48] Laura: Yes.
[00:11:48] Marisha: Which is exciting.
[00:11:49] Laura: It is one of the reasons that makes self-reflection hard.
[00:11:52] Marisha: Mm-hmm.
[00:11:53] Laura: So I think it's important to like bring that up too.
[00:11:56] Marisha: Yeah, absolutely. And one other thing. I'm [00:12:00] still working on being able to reflect more consistently in the moment. I do sometimes, but more often than not it ends up catching up with me later.
There's a lot that I still need to explore there, but I've started building breaks into my day. I work full-time SLP Now with like little snippets working with students.
With both of those I have little intervals to check in with myself. I do try and do a little bit of self-reflection, build that into my schedule.
[00:12:33] Laura: That's great.
[00:12:34] Marisha: I help make sure that that happens because I know it's very important.
[00:12:37] Laura: It is.
[00:12:37] Marisha: I don't wanna unknowingly be carrying all of these things. So that's where I'm at.
[00:12:43] Laura: Yeah, it's a really good points cuz a couple of the other things that make self-reflection hard. I mean, we talked about facing those unpleasant
[00:12:50] Marisha: truths, the emotion piece. But two of them are lack of time.
Mm-hmm.
[00:12:55] Laura: And lack of practice.
[00:12:57] Marisha: Mm-hmm.
[00:12:57] Laura: And I think building in those times, as [00:13:00] small as they might be able to be or need to be, to really be intentional. I mean, we have so much technology at our fingertips, right. We can put in reminders on our phones for anything.
[00:13:11] Marisha: Mm-hmm.
[00:13:11] Laura: So building some of those things into the tools that we're already using can be helpful.
And remembering that it is a practice, like all the other things we explore on the podcast of gratitude and mindfulness and self-kindness. Those are practices and we don't have to be perfect. Being objective and having difficulty being objective about it can be another thing that can make self-reflection hard.
[00:13:36] Marisha: Mm-hmm.
[00:13:37] Laura: So making sure that we are honest with ourselves, but also objective and kind, being okay with wherever we're at. Because it's okay. Wherever you're at.
[00:13:47] Marisha: Yeah. And one kind of statement quote that's been really helpful for me is that we are exactly where we need to be. We are exactly [00:14:00] where we need to be.
[00:14:00] Laura: Yeah. And we all do the best we can do with what we have when we have it.
[00:14:04] Marisha: Mm-hmm.
[00:14:05] Laura: So I think sometimes for me, self-reflection would lead to looking back and having regret. Because I didn't show up in a way that I wanted to, you know, years ago.
[00:14:19] Marisha: Mm-hmm.
[00:14:19] Laura: And it's taken me a while to learn it's not fair to hold "10 year ago Laura" accountable to the things that today Laura knows.
[00:14:28] Marisha: Mm-hmm.
[00:14:29] Laura: And that's the same for all of us. We are all doing the best we can with what we know in the moment. And so we owe it to ourselves to be kind to ourselves and acknowledge we're doing the best we can and be okay with, if we don't show up the way that we wanna show up
[00:14:46] Marisha: Mm-hmm.
[00:14:47] Laura: Say I didn't show up the way I wanted to show up, but it's okay.
[00:14:50] Marisha: Mm-hmm.
[00:14:51] Laura: I'm still worthy of love. I'm still able to contribute. I'm still lovable and loved and cared for, and I [00:15:00] can show up differently and I can think about it and decide what I wanna keep and what I don't wanna keep. And we can change any time. It's part of the beauty of life of.
[00:15:09] Marisha: Mm-hmm.
[00:15:09] Laura: You know, being able to grow based on what we're reflecting on and what we see.
[00:15:14] Marisha: Yeah. And how boring would it be if we had it all figured out?
[00:15:18] Laura: Oh yeah.
[00:15:18] Marisha: We want some of that drama in our lives. Right.
[00:15:21] Laura: It definitely keeps things interesting.
[00:15:23] Marisha: It would be so boring if we had it all figured out and even 40 years from now, we'll all still be learning.
[00:15:32] Laura: Oh, yeah.
[00:15:33] Marisha: Yeah.
[00:15:33] Laura: Absolutely. And you know, we all get stuck sometimes, but it doesn't make you broken.
[00:15:38] Marisha: Yeah.
[00:15:39] Laura: Yeah. You're just growing like the rest of us.
[00:15:41] Marisha: Yeah.
[00:15:41] Laura: That's okay. So be kind to yourself, spend some time reflecting if you don't find yourself having a regular practice, think about what that practice might look like for you.

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Filed Under: Podcast Tagged With: Mindset, Motivation, The Joyful SLP

#150: Filling Your Self-Care Bucket as an SLP

June 6, 2023 by Marisha 1 Comment

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What does it look like to practice self-care as an SLP, and what does self-kindness have to do with it?

That’s the topic Marisha and Dr. Laura Mansfield explore on this episode of the SLP Now podcast — the first in a five part series about managing your mindset, called The Joyful SLP!

As school-based SLPs, there are a LOT of activities that we’re pouring our energy into. We’re planning therapy sessions, collecting data, doing paperwork, practising therapy, managing behavior, wrangling schedules… in the midst of all that giving, it’s super important that we take care of ourselves — otherwise we’ll find we’re on the fast track to burnout.

That’s why this conversation about SLP self-care matters so much. The only way you can show up for others is by showing up for yourself; you have to fill that bucket of energy before it’s empty, and that’s what we’re talking about today!

In this episode, Marisha and Laura discuss:

💛 Why self-kindness and self-care are individual journeys
💛 How you can pour into your self-care bucket throughout the day
💛 Ways that Marisha and Laura practice self-care
💛 Why getting curious is an important part of the self-care process
💛 Getting off the hamster wheel of ineffective self-care (that actually makes you feel worse!)

The big takeaway here: how you practice self-care as an SLP is up to you. The best way to find what works is to be curious, be kind to yourself, and do more things that your future self with thank you for. 🥰

“Some of that self-care and self-kindness was pausing to say, okay, how am I feeling right now? Is my body telling me something?” – Dr. Laura Mansfield

 

Resources Mentioned:

Fill a Bucket: A Guide to Daily Happiness for Young Children

Excerpts from the Episode:

Laura: “We see it a lot on Instagram and social media, people with their glasses of wine and drinking that and watching Netflix, and I’m not against wine or Netflix in any way, but I know for myself, I don’t function well the next day after wine, so I have to be really thoughtful about when I drink it, if I drink it. So was that really kindness? And if I do sit and binge watch something, do I feel better after I’m done or is it feeding me in a way that gives me energy and the space that I need to be my best self?”

Marisha: “A lot of the things that I end up doing are things for future Marisha, like setting up my future self for success. If I have a big day, I’ll pick out the outfit ahead of time or I will prep my food or just do something to make my life the following day a little bit easier. One of my love languages is acts of service, so I end up doing that for myself. And it’s just like when I wake up and have the awesome outfit ready to go, I’m like, thank you, past Marisha. That was great. I appreciate you.”

Laura: “So many of the SLPs that I know are just such giving people, and they just give and they give of themselves, and that can be a beautiful thing. But where are we giving from? Are we giving to earn our worth? Are we giving to prove our value?”

Marisha: “We might not all get a full lunch break, but even just stepping away and eating while we’re not working can be self-care too. It’s the little moments that we can just keep pouring into our bucket. It doesn’t have to be a full spa day or an extravagant vacation. I think the most beneficial things are just the little sprinkles that we give ourselves throughout the day.”

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Transcript

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[00:00:00] Marisha: Today we are chatting about self-care and what that actually looks like. And we could also frame it as self-kindness. What does it mean to be kind to ourselves. What do you think about when you think about self-care?

[00:00:16] Laura: It's such a great question. I recently came out of a year of really intense therapy, and I remember asking my counselor cuz it had come up and I realized that I kind of move really quickly and I push myself really hard and I didn't know what self-kindness was. And I asked her like, what does that even mean? And of course, like any good counselor, she said what does it mean to you? And she said, write that down in your journal. So I wrote down what does self kindness look like?
And went on a journey of just trying things out. We see it a lot on Instagram and social media, people with their glasses of wine and drinking that and watching Netflix, and I'm [00:01:00] not against wine or Netflix in any way, but I know for myself, I don't function well the next day after wine, so I have to be really thoughtful about when I drink it, if I drink it. So was that really kindness? And if I do sit and binge watch something, do I feel better after I'm done or is it feeding me in a way that gives me energy and the space that I need to be my best self? So I really had to try out like a bunch of different things.
What do you think of when you think of self-care and self-kindness?

[00:01:35] Marisha: A lot of the things that I end up doing are things for future Marisha, like setting up my future self for success. If I have a big day, I'll pick out the outfit ahead of time or I will prep my food or just do something to make my life the following day a little bit easier.
And one of my love languages is acts of service, so I end up doing that for [00:02:00] myself. And it's just like when I wake up and have the awesome outfit ready to go, I'm like, thank you, past Marisha. That was great. I appreciate you. So that's one thing that I really like to do if I know that I'm having a day that's stretching me or I'm just feeling challenged, that's something that' a general practice now. I do extra things when I feel like "ooh, tomorrow's a big day." So that's one thing that I like to do. And then that helps cuz I feel like we walk through life with a bucket. Let's pretend we all have a bucket and throughout the day we're pouring out that bucket.

[00:02:37] Laura: That's actually a children's book.
The bucket fillers.
[00:02:39] Marisha: Yeah, the bucket fillers. And I think that book is focused on kindness towards others.
[00:02:44] Laura: Yeah. I think it's the same kind of thing that you're talking about.
[00:02:46] Marisha: Yeah. Our bucket gets emptied throughout the day, and especially as school-based SLPs, there's a lot of things that we're pouring into. And by doing those things for my future self, it helps [00:03:00] make sure that my bucket doesn't get too empty.
And so that's a huge part of self-care, self kindness, self love for me. And that helps keep the bucket from getting far too empty.
But sometimes, I do need a little bit more. So to me that could look like reading fiction books. Oh. That is one thing that is a huge form of self-care for me.
And walking outdoors fills my bucket. Being in nature. Absolutely.
[00:03:30] Laura: We recently moved near the beach and it's a mile walk from my house and it's been such a gift.
I think something that you said made me think about as we go through our days, where we can get into these routines. And part of my routine is also taking care of tomorrow Laura. By getting my coffee ready at night, I fill my water bottle and I put it right on the bathroom sink so that yes, I can start drinking my water first thing in the morning.
And just doing those little things. But we can also get in routines where we're moving so quickly. We [00:04:00] don't get curious about why we do the things that we do. And when I was going through that with my therapist of, I was, when you're hungry, you eat right? You check in with yourself, oh, I'm hungry.
I need to fuel my body. But I wasn't checking in with myself emotionally. I was just plowing through.
[00:04:16] Marisha: Oh, yeah.
[00:04:17] Laura: So I think for me, some of that self-care and self-kindness was pausing to say, okay, like, how am I feeling right now? Is my body telling me something? That I need to step back or have a gratitude moment or just be mindful for a minute and just sit here for a minute and not try and get something done.
And just check in with myself can be a kindness to yourself too. And staying curious and not be judgemental towards ourselves. I know for a long time, like I could get really judgemental if I tried to emotionally cope with something with eating and then get on this negative track of how I felt about myself because I chose that. I was just trying to figure out how to do something for [00:05:00] myself and there's nothing wrong with that. We have to take care of ourselves so that we can take care of others and we have a bucket to pour from.
[00:05:06] Marisha: Yeah. Yeah. And I think that that reflection is key. And because sometimes the Netflix night with a couple glasses of wine, or however many you can tolerate, for me, it's probably less than one.
[00:05:19] Laura: Me too.
[00:05:20] Marisha: Sometimes that is truly something that can fill our bucket and maybe sometimes we'll go for a walk and that's not quite what I needed today.
[00:05:28] Laura: Yeah.
[00:05:28] Marisha: I don't know how often that has happened, but being curious and reflecting. There might be a season where walking just isn't as effective, or where Netflix isn't the self-care that you need or scrolling Instagram or reading. We go through seasons where we need different things.
And I think that's the key is getting curious and just because reading fiction is my current thing, that doesn't mean that Marisha three months from now will need that, or where that will be part of my regular self-care [00:06:00] routine.
[00:06:00] Laura: Yeah.
[00:06:00] Marisha: And then just because it works for me doesn't mean it'll work for you.
[00:06:03] Laura: Yeah.
[00:06:04] Marisha: And maybe it won't work for you now, but it will in the future. And so it's that constant curiosity and seeing what actually helps me feel better and what fills that bucket. And I don't think there's any one thing. Each thing that we do just fills our bucket just a little bit more.
It's not going to go from completely empty to full with one act of self care.
[00:06:28] Laura: Yeah.
[00:06:29] Marisha: So being mindful of that level and giving ourselves
[00:06:33] Laura: permission to take that time for ourselves. I know for me, like as a mom and a wife and someone, who has always worked maybe more than one job at one time,
[00:06:45] Marisha: like 50 jobs at once.
[00:06:46] Laura: Well not that many but a few. Pushing myself to exhaustion doesn't serve my family. And I missed that for a while. And felt selfish if I took [00:07:00] time for myself. And even kids can really come in and be your priority. And there's so many women in our fields and so many of the SLPs that I know are just such giving people, and they just give and they give of themselves.
And that can be a beautiful thing. But where are we giving from? Are we giving to earn our worth? Are we giving to prove our value? Are we giving just on this exhausted wheel, and then we're just falling into these patterns of scrolling or watching something and whatever it might be, and not like,
[00:07:35] Marisha: Why don't I feel better?
[00:07:36] Laura: Yeah. I did that. That's what I see people on Insta doing, but I did it and I'm still exhausted the next day. I don't feel any better
[00:07:46] Marisha: or worse.
[00:07:47] Laura: Yeah. Sometimes worse. I know. I know how I feel if I have too much to drink. And then I don't sleep well, and then I struggle to get up the next morning and then I am fighting that energy suck, and then I'm [00:08:00] trying to compensate with food and chocolate and coffee. You can just get on that kind of survival mode.
[00:08:06] Marisha: In the hamster wheel of just putting band-aids on.
[00:08:09] Laura: Yeah, exactly. So I think that, step back and putting some of those practices in where you're checking in with not just your belly's feeling of hunger, but emotionally, how are you doing. And giving yourself permission. We're a lot of busy women out there, so it doesn't have to look like an hour.
[00:08:27] Marisha: No.
[00:08:27] Laura: carved out of time. It can be a couple minutes here and there throughout your day.
[00:08:31] Marisha: Yeah. Taking a couple minutes to breathe in between sessions.
[00:08:35] Laura: Yeah.
[00:08:35] Marisha: Like just taking a breath.
[00:08:37] Laura: Yeah.
[00:08:37] Marisha: Or taking a moment of gratitude or,
[00:08:40] Laura: Yes.
[00:08:40] Marisha: Reading a chapter at some point in the day. We might not all get a full lunch break, but even just stepping away and eating while we're not working can be self-care too. It's the little moments that we can just keep pouring into our bucket.
It doesn't have to be a full spa day or,
[00:08:59] Laura: which [00:09:00] would be nice.
[00:09:00] Marisha: It would be nice. Yeah. But it doesn't have to be a full spa day or an extravagant vacation. I think the most beneficial things are just the little sprinkles that we give ourselves throughout the day.
[00:09:13] Laura: And we have to start by asking ourselves what will feed me?
[00:09:15] Marisha: Mm-hmm.
[00:09:16] Laura: In a healthy way.
[00:09:17] Marisha: Mm-hmm.
[00:09:18] Laura: That will re-energize me and help fill my bucket.
[00:09:20] Marisha: Mm-hmm.
[00:09:21] Laura: How can I do that?
[00:09:21] Marisha: Yeah.
[00:09:21] Laura: Is what I'm doing working?
[00:09:23] Marisha: Yeah.
[00:09:23] Laura: Do I feel better after I do those things? Is there a hobby that you can pick up?
[00:09:27] Marisha: Yeah.
[00:09:28] Laura: Yeah. I started playing piano again
[00:09:30] Marisha: Yeah.
[00:09:30] Laura: Last year. So that is just such beautiful time for me.
[00:09:34] Marisha: Mm-hmm.
[00:09:34] Laura: And I might not be able to practice as much as I'd like, but even just five minutes if I feel like I just wanna sit and something about music, you know?
[00:09:43] Marisha: Oh, it's so therapeutic.
[00:09:44] Laura: Yeah. Crafts. Cricuters. We have so many talented SLPs who do so many different things.
[00:09:52] Marisha: Like knitting, crocheting, dance parties.
[00:09:55] Laura: Dance parties are good.
[00:09:56] Marisha: You can even have a 30 second dance party if you're having a [00:10:00] day, and that'll make a big difference.
I
[00:10:01] Laura: bet you your students would really like it too.
[00:10:03] Marisha: Yeah. And it can have lots of extra benefits.
[00:10:08] Laura: Absolutely.
[00:10:09] Marisha: Yeah. I love that.
[00:10:11] Laura: Yeah.
[00:10:11] Marisha: That's our take on.
[00:10:13] Laura: Yeah.
[00:10:13] Marisha: Self-care.
[00:10:14] Laura: Be kind to yourself.
[00:10:15] Marisha: Yeah.
Love on yourself a little.
[00:10:18] Laura: You deserve it.
[00:10:18] Marisha: Yeah. You do.
[00:10:19] Laura: You work hard.

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Filed Under: Podcast Tagged With: Mindset, Motivation, The Joyful SLP

How to Ask Your District to Pay for SLP Now

May 22, 2023 by Marisha Leave a Comment

This post includes 5 tips to request funding from your district for your SLP Now Membership. 

5 Tips for Requesting Funding from Your District

When we ask SLPs about the biggest hurdle between them and saving time with SLP Now, the number one answer is…

🥁🥁🥁Budget! 

Bet we didn’t surprise you with that one… and we get it! Working with a limited (or non-existent!) budget is not ideal — but we might have a solution for that.

Your sanity and the success of students can both be positively impacted when you have the right tools and resources at your disposal. 

Here are a few ways to help you get your membership funded so you can save up to 5 hours per week in caseload management and therapy planning – – and have thousands of evidence-based resources at your fingertips…

Tip 1: Talk to your fellow SLPs!

There is power in numbers and if multiple SLPs request support with funding for SLP Now, it’s more likely your district will be willing to listen. 

Maybe your coworkers are struggling with the same things you are and would benefit from an SLP Now Membership, or maybe they already have a membership paid for by your district.  The only way to find out is by starting a conversation. 

For a limited time, we are offering a free pilot program (which includes 2 free months of SLP Now for SLPs in your school district)! Email [email protected] to let us know if you’re interested!

Tip 2: Put us to work! (Yes! We accept purchase orders!🎉)

Before you request funds from your lead SLP or admin, it’s important to do your homework. Gather all the information you think you’ll need beforehand.  

And – if you want to make that an easy peasy process, fill out the form at slpnow.com/po and we’ll put together a formal quote for exactly what you need. #SLPstudybuddies 

Districts often request the following information:

Billing Address: SLP Now, 221 E Indianola Ave, Phoenix, AZ 85012
Phone: (480) 808-0757
Fax: (480) 360-7726
Email: [email protected]

Tip 3: Start a conversation! 

Know who to ask but not quite sure how? We’ve got you covered.

If you’re ready to reach out to your principal, here’s a sample purchase request letter you can edit + share to get you started!

Have a contact in your district to reach, instead?: Here’s a sample purchase request letter to share with your lead SLP or coordinator to engage on the district level.

If multiple SLPs in your district are interested in joining, we also offer group discounts. Please contact us at [email protected] to learn more!

Tip 4: Showcase SLP Now!

From the filterable, evidence-backed, fully-prepped therapy plans inside SLP Now to the magic billing tool and incredibly efficient progress reporting, it’s hard to pinpoint one favorite feature amongst our members. 

So when you’re trying to describe it, we find it’s easy to have a go-to list of what’s inside:

✅ 6,000+ materials, including 400+ fully-prepped literacy-based therapy units
✅ Caseload management tools
✅ Digital data tracking
✅ Professional development courses
✅ Community

Do you have an opportunity to present to your administrators? Use this premade SLP Now presentation to showcase the membership to your administrators or email them this quick SLP Now Video Tour.

If we can help facilitate any conversations, please don’t hesitate to reach out ([email protected])!

Tip 5: Submit your PO + celebrate! 

Did you get approval? Wahoo! The next step is to submit the purchase order online using this form: slpnow.com/po

Once we receive the order, we will process the PO, activate your SLP Now account, send you an email with instructions on how to access your account, and then we will send an invoice to your administrators.

Celebrate with SLP Now! 🎉

Share your wins with us! You can post your win(s) in the SLP Now Community or tag us in an Instagram post (@slpnow) and we will do a happy dance with you!

✨The icing on the cake ✨

✉️ Who doesn’t like a thank you note?

You did the legwork — and we’re celebrating you, for sure. Now, send a handwritten note or a quick email to show your appreciation for the support you got in securing your membership from whoever helped you along the way!

We’ll see you inside!

P.S. 📚 DonorsChoose is another great option for funding. Click here for more information.

Filed Under: Outside the Speech Room Tagged With: District Funding, District Support, SLP Now Membership

[SLP Summit Q&A] 3 Strategies for Epic Speech Therapy Sessions

January 10, 2023 by Marisha Leave a Comment

I just got to present at the SLP Summit and had the. best. time!

I presented a simple framework to help SLPs streamline their therapy planning.

Assess Teach Practice

Here are some of the questions that came up during the presentation:

General

How long are your sessions?

It depends, but my average session length is 30 minutes.

What do you accomplish in a typical session?

It depends (again)! I spent 2-5 minutes checking students in and collecting the probe data. I divvy up the rest of the time for teaching and practice. In a 30-minute session, I may spend 25 minutes teaching. Or I may spend 25 minutes practicing. Or it may be an even split between the two! It really depends on the students’ needs for that session.

Session Planner

Would you use the planner to plan for multiple days?

You absolutely could! I created the planner for this presentation as more of a thought exercise. It’s a scaffold to help you wrap your head around how to organize your sessions.

If you’re curious about next steps, we have an entire course in the SLP Now membership about how to implement this across sessions + across different groups!

Can you share your filled-in planner?

Yes! You can find the examples here: slpnow.com/planner

Assess

What is the difference between baseline data and a probe?

I collect baseline data when I’m completing an evaluation and/or updating a student’s goals. I collect probe data at the beginning of each session to monitor students’ progress and determine which supports they need to be successful within that session.

How many items do you include in your probes?

It depends (again)! It varies depending on the student and the goal, but a 5-item probe typically does the trick for me.

How long does it take to do a probe with a mixed group of 4-6 students?

I would account for ~1 minute per student.

Do you actually use these probes every time at the start of a session?

I do! It only takes me a few minutes, and I use the data to maximize my session. It’s well worth the time!

Where can I find the probes in SLP Now?

If you go to the Materials page and click “Assess” in the sidebar, you’ll see all of the probes! Here’s a direct link.

Are you using the same probes each week?

Generally, yes!

I rotate through one goal each session (per student). If a student has 4 goals, I’ll probe each goal every 4 weeks.

Because I’m not providing feedback on accuracy/performance, the students typically don’t learn the stimulus items–especially since they only see the probe every 4 weeks.

There may be exceptions for certain types of goals, but I like using the same probe so that I can more confidently assess progress over time.

How do you plan your sessions if you probe at the beginning of the session?

I plan month-long thematic units. (I have a course on that in the SLP Now membership too!)

I also make sure I have all of my teaching tools ready to go.

I have a general idea of what I’d like to accomplish in any given session, but I have all of the tools I need to quickly adjust and meet my students’ needs in the moment.

Will this take up too much time at the high school level when I might have to read multiple short passages to multiple students if I’m only focusing on one student per probe?

This is where we can get creative! For those types of goals, I’ll typically read the passage as our first activity, and then collect probe data about that passage–before doing any teaching!

Teach

What is a goal card?

You can read all about goal cards here.

Where is the goal card template?

You can download the template here!

What ages are the goal cards appropriate for?

I’ve used this with all ages. That said, it may not be appropriate for every student. Use your clinical judgment and adjust as needed (e.g., using visuals for students who aren’t reading yet).

Practice

Who developed the literacy-based therapy framework?

Dr. Ukrainetz! Contextualized Language Intervention is a fabulous resource if you’re looking to learn more!

Membership

What grade levels does SLP Now cover?

PK-12. This article explains in more detail!

Is SLP Now helpful for teletherapists?

Yes! We have a blog post for that too.

How can district SLPs go about getting their district to pay for SLP Now for the whole district?

This article provides resources for district SLPs!

Where can I find the backpack?

You can find all of the backpack goodies here!

Can members purchase laminated visuals?

Yes! Email us at [email protected]!

Filed Under: Therapy Ideas

#149: Assessing Speech Sound Disorders: Making Recommendations

December 20, 2022 by Marisha Leave a Comment

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This Week’s Episode: Making Recommendations for Speech Sound Disorders

This month we have the pleasure of learning from Lindsey Hockel, the owner + creator behind Speechy Things. She’s a specialist when it comes to learning the /r/ sound, and she currently runs a small private practice where she has a caseload full of R kids.

Over the last few weeks we’ve covered case histories, language samples, oral mech exam, perception tasks, trial therapy… and more!

Today we’re going to tie all of that information together and dive into making recommendations for therapy.

Here we go!

Topics Discussed

🎯 The importance of referrals.
How to approach a referral in Clinic:
✓ When in doubt, referral! Refer back to the pediatrician or getting counseling involved if that’s needed or PT, OT, a dentist, ENT, GI, Nutrition, depending on what’s going on.

School-Based Referal Suggestions:
✓ “If it were my child, I would consider…”
✓ Suggest the parent ask the pediatrician about it at the next pediatrician appointment.
✓ If insurance and finances allow, you can always share your IEP findings with your pediatrician and see what medical options there are.

🎯 Writing goals for perception tasks

🎯 Assessment never really ends
✓ With every session, we have the chance to get to know the little human we’re working with, and the initial assessment is just a snapshot of one day in that kid’s life — there’s so much more to learn!

✨It’s okay to get into treatment and realize your assessment was off base or your treatment approach requires some tweaking. In fact, it’s a sign of excellent clinical skills. ✨

Want to learn more about Speech Sound Disorders?

🍎 Check out Lindsey’s website and blog: Speechythings
🍎 Lindsey Hockel is on insta! @speechlythings
🍎 Are you an SLP Now Member? Check out all of our materials on Speech Sound Disorders
🍎 ASHA Evidence Map: Speech Perception Skills of Children with Speech Sound Disorder 
🍎Check out our blog post: The SLP’s Guide to Speech Sound Disorders: Articulation & Phonological Development

✨ Not an SLP Now Member? Join our free 14-day trial! Your first 5 downloads are on us! ✨

Here’s what to expect this month:

November, 29: Assessing Speech Sound Disorders: Getting Started
December, 6: Assessing Speech Sound Disorders: (Part 1)
December, 13: Assessing Speech Sound Disorders: (Part 2)
December, 20: Assessing Speech Sound Disorders: Making Recommendations

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Bonus points if you leave us a review over on iTunes → Those reviews help other SLPs find the podcast, and I love reading your feedback! Just click here to review, select “Ratings and Reviews,” “Write a Review,” and let me know what your favorite part of the podcast is.

Thanks so much!

Transcript

Transcript
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Marisha : Hello there and welcome to the SLP Now podcast, where we share practical therapy tips and ideas for busy speech language pathologists. Grab your favorite beverage and sit back as we dive into this week's episode.

Welcome to the SLP Now podcast. We are continuing the series with Lindsey from Speechy Things. And today we are wrapping up this month long series and we are going to talk about making recommendations. So at this point we would've done our case history, oral mech exam, a speech sample, maybe some formal assessment. We talked about perception tasks and trial therapy, all sorts of good stuff. But Lindsay, can you help us walk through, okay, so we have all of this information, what are some of our next steps

Lindsey: In terms of making recommendations, either recommend or not recommend therapy, maybe recommend a reassessment in however many months. You'll recommend how many times a week for how many minutes. Yada, yada yada. But something I feel like is missed is referrals, outside referrals. I feel like this comes with experience and this comes the more we collaborate with other professionals and work as a part of a care team instead of it just being between us and the family and that comes with time and experience and a lot of effort. We're so busy. I can't even fathom working in a school and the caseloads they deal with and the paperwork they deal with because even in a clinic, it was hard for me to find time to do this stuff. But referring sometimes back to a pediatrician or getting counseling involved if that's needed or PT, OT, a dentist, ENT, GI, Nutrition, depending on what's going on.

I feel like for speech sound disorders, some of those aren't as applicable, but I just want to encourage people to, if in doubt, refer. And do your best throughout the assessment, I mean, starting with the case history and then all the way through and keeping your eyes open. By the way, I feel like it's easy for us to focus so much on the sound and not watch what's in front of us. Looking at posture, looking at are they fidgeting a lot? Not that that's a bad thing, but it might tell you something about sensory needs. I just feel like it's easy for us to get so focused on our piece of this puzzle that we forget the kid might benefit from help in another discipline. And it's just, it's hard. Oh man, our jobs are hard, Marisha. There's a lot.

Marisha: There is a lot.

Lindsey: There is a lot going on all the time.

Marisha: Yeah. But that's a really helpful overview of people that we could refer to. And if we're seeing something, even if we don't know what it is, be like, "Oh okay. Would any of these people be able to help?"

Lindsey: Yes.

Marisha: That should be a whole other podcast episode. Not even a podcast episode, it should be a whole day seminar essentially.

Lindsey: I know.

Marisha: Just like this podcast episode could have been.

Lindsey: Yeah.

Marisha: There's so much stuff. What would you recommend? So I'm sure some school based SLPs are like, "But I'm in the schools. What does this look like?" Do you have any thoughts around navigating that?

Lindsey: I do have thoughts and I can't claim any of them. I did a clinical placement in grad school in the schools for one semester and that was it. So this is coming from my awesome Instagram follower community because I have spoken about this before on Instagram and in a clinic I don't feel like it is so much easier for me to just refer left and right whatever I think they might need, even though that could be a sensitive conversation with a family and that's tricky. But in a school I got a whole bunch of responses from therapists on how they might approach a referral. And the common threads mostly was putting it back on the pediatrician.

One person did say... But y'all please don't go doing this in the school and then getting in trouble. Please talk to your supervisors or whoever before you even utter any of the words that are about to come out of my mouth. Do not email me telling me you've got in trouble. Okay? So do your homework. Anyway, this gives you some ideas that might work.

So one person said that they used the phrase, "If it were my child, I would consider..." I feel like that's a little bit risky. I don't know. An overwhelming amount of responses from people recommended that they suggest the parent ask the pediatrician about it. And so more specifics within that would be just the actual wording to suggest that they bring up XYZ concern at the next pediatrician appointment. One person also mentioned just stating point blank, if they decide to do anything outside of the school, it's up to them and it's at their expense. Another recommendation, the specific wording I'm going to read it because I feel like it's a very careful quote, so I don't want to do it wrong. They said, "If insurance and finances allow, you can always share your IEP findings with your pediatrician and see what medical options there are."

So I feel like the keys there would be sharing the IEP, which I think is very helpful because I don't know if parents always realize that they can... That paperwork is theirs to do whatever they want with. Whether it's the IEP, whether it's an evaluation from a clinic, that's your child's medical information and you can mail it to anyone you want, broadcast is on the internet, whatever you want to do. And it can be so helpful to share that with other professionals and I think the idea of actually bringing that to the doctor and then hopefully this pediatrician is fantastic and can kind of decipher what they're looking at and knows where they might need to go. But anyway, I thought those were really helpful suggestions.

Marisha: Yeah, I love that. I'm really glad you looked into that and put that together. Yeah, I love it. This is not a goals episode at all, but I'm just curious, and we kind of touched on this as we went, you mentioned a couple times the case history is our gold. It's very critical as we move forward and I'm trying to find the best way to navigate this. So with the perception tasks, for example, maybe it'd be best just to go through a couple cause it's hard to give suggestions and ideas if we're super, super broad. So maybe we can start with some more specifics.

Let's say a student really struggles with perception tasks and in the speech sample in the formal assessment, we find that they have, they're gliding all of their sounds. And then with trial therapy, we are trying to elicit an R, but we aren't able to elicit an R. So how would that influence the goals that you write versus if they rock their perception tasks and they were stimulable? And I know this is hard because we're not seeing an actual kid. Do you ever write goals for perception?

Lindsey: I do. And you know what? That is something that a lot, I feel like I saw several times in the summit, SLP Summit Q&A that we just did a couple months ago. I feel like it's something maybe people just aren't doing. And I know I never used to do it, so I totally get that. It's just as I'm learning more and more and more, I see how important it is. So I think it's totally fine to write goals for perception tasks because I think it's one of the beautiful things about therapy. That's what makes us so skilled and that's what makes us clinicians, not technicians. We can break things down, especially through years of experience and all this clinical knowledge that we have. We can break things down into the tiniest little baby steps to get where we need to go and we can see all of the foundational skills and scaffold the heck out of it so that we can support the student all the way to getting out of our speech room forever.

And I think perception tasks are one of those little building blocks that are a foundational skill that is worth writing a goal for if it's something that they struggle with. And whether or not you do perception tasks before working on elicitation, I'm seeing conflicting advice about that. I tend to do perception tasks first or not necessarily first, but I don't think you have to master one thing before you move to another. We're always working on multiple aspects of whatever's going on.

Marisha: Yeah, this is where our clinical judgment comes in. It's not a black and white answer and there's a lot of gray in here. I really wanted to touch on this because I think it is a helpful, as a CF, I had a handful of our kiddos talk about R because that's what you're so good at.

Lindsey: I can't get out of my head. I'm trying so hard to make it more general than that.

Marisha: Now, I love it though. Some kids, it was really easy to elicit the R and we just flew through therapy, but there were some kids where, I don't even want to admit how long we spent trying to elicit an R, and that's all I was doing. And I found ways to make it fun enough, I think. But who knows, if I had been using some of those perception tasks, it could have decreased the frustration and maybe we would've seen more progress because maybe they just needed that. And I can't explain it well either, but maybe there is something like they needed that representation in their brain to let the other things click and each student is wired differently, so that's where our clinical judgment comes into play.

For the students who were really easy to, who quickly picked up the R and it was easy to elicit, maybe it doesn't make as much sense. Or maybe it's something we need to revisit if it's impacting their reading still. We want to, like you said, keep our eyes open and consider all of these pieces. But I think that's just, you're right. It's something that not everyone thinks about in terms of perception tasks, and I'm so glad that we got to discuss that.

Lindsey: Me too. It's something that I think is a key, really, for a lot of kids. Because again, if you want them to self-monitor, we need them to be able to judge their own speech. And I think it's just such a critical piece for so many students. And what you were saying kind of brought up for me, I think it's important to note the assessment really never ends. We are constantly, every single session, you are learning more and more and more about this kid. And the initial assessment is just one snapshot of one day and you're doing the best you can to figure out what's going on and what direction you need to go and the best steps to get there.

But I think it's okay, and I think it shows excellent clinical skill to be frank, if you figure out like, "Whoops, I got that wrong." And then pivot. That is okay. We are always learning more about the student. We're always learning more about what works best for them. We're gathering information from research or from whatever our favorite way to learn more about speech language pathology is. You never know everything and the more you know the more you know you don't know. And I think it's okay to always be assessing and reassessing and adjusting and pivoting and that's... Anyway, I just wanted to throw that out there.

Marisha: I love that. That is such a good lesson and just a perspective to work on. And it also decreases some of the pressure of that evaluation. You're right, it is a snapshot in time. We are doing our best and we're trying to look at the pieces and not remembering to do a structural functional exam. We can learn from that. If we find out that there's something going on later on, then that's okay. But I think we can have a good framework and then continue to keep our eyes open.

Lindsey: I mean, we're always doing our best. And what you were saying about, you don't even want to admit how long you were working on elicitation with some kids. I've totally been there and I think we all have. And oh my gosh, there's so much that I look back even a year ago and I'm like, "Oh, I cannot believe." Well, I mean, knowing what I know now, I would've done that so differently. And that's just the way it goes. And I think we all have that, but it also shows signs of growth. And we're just always doing the best we can with what we have and that is enough because it just has to be.

Marisha: Yeah, absolutely. I love it.

Lindsey: If I could, one more thing, even this conversation has given me new ideas for this R assessment I've been working on. And the way I'm designing it, so I'm going to talk about this resource I'm designing, but this applies to anything. My vision for this is for those kids, like you mentioned, who have been in speech for however long and they just still don't have their R, I want people to be able to bust this out and be like, "Okay, we're starting from the beginning." And go back and figure out what those foundational skills might be that we're missing. Because, like we just said, we're always, as professionals, learning and growing. And if you've had a kid in your speech room for six months, a year, two years, three, whatever it is, you probably know more now than you did when you started.

And it's easy to get kind of just in a rut. And sometimes I feel like it's helpful to have another therapist come in and look at them if that's even an option. But I think it's okay to just go back to the beginning sometimes and go back and look at your paperwork. Go back and look at your assessment. Take what you know now that you didn't know six months ago and go back and see if you can't fill in some of those holes. And I just want to encourage anybody, if you feel like you are not making progress with a student, the initial assessment is not your only opportunity to assess. Go back and look at it again.

Marisha: Perfect. Yeah, like I said, if it's ready, I will link in the show notes. I'm excited to see this thing.

Lindsey: Thanks. I'm...

Marisha: Awesome.

Lindsey: Who knows when it'll be ready. I have no idea, but I hope it's awesome when it comes out.

Marisha: Yeah, it definitely will be.

Lindsey: Thanks.

Marisha: So awesome. Well, thank you so much, Lindsey. This was an absolute treat and I'm so grateful for you being so generous with your time. If people want to connect with you after listening to all of your awesome content, where can they do that?

Lindsey: I'm most active on Instagram, Speechy Things, spelled with a Y. I'm barely on Facebook. I'm curious about Twitter. I'm trying on YouTube, but Instagram's definitely the biggest place. Or you can go to speechythings.com. I have a lot. I mean, like I said, for the past year and a half, I've just totally focused on R. So that's most of what you'll find. But I have tons of free resources on my website and on Teachers Pay Teachers to help you rock the R as I like to say.

Marisha: Love it.

Lindsey: Just thank you so much, Marisha. I love talking to you.

Marisha: Likewise. We'll see you guys next month for another topic.

Thanks for listening to the SLP Now podcast. If you enjoyed this episode, please share with your SLP friends and don't forget to subscribe to the podcast to get the latest episode sent directly to you. See you next time.

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Filed Under: Podcast Tagged With: Assessment, formal assessments, Informal Assessments, Speech Sound, Speech Sound Disorders

#148: Assessing Speech Sound Disorders: Informal Assessments (Part 2)

December 13, 2022 by Marisha Leave a Comment

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This Week’s Episode: Informal Assessments for Speech Sound Disorders (Part 2)

This month we have the pleasure of learning from Lindsey Hockel, the owner + creator behind Speechy Things. She’s a specialist when it comes to learning the /r/ sound, and she currently runs a small private practice where she has a caseload full of R kids.

So far this month we have covered some things to consider when we are navigating speech sound disorders, and where to get started with informal assessments for speech sound disorders.  She is an incredible resource when it comes to speech sound disorders and I hope you are learning as much as I am from these conversations!

This week we get to dive a little deeper into speech sound disorders assessments, specifically focusing on perception tasks in practice and trial therapy.

Let’s make a splash!

Topics Discussed

🎯 What perception tasks are and how to use them
🎯 The correlation between speech sound disorders and children not doing well on speech perception tasks
🎯 The benefits of a dynamic assessment and how it’s related to trial therapy
🎯 Why trial therapy is so important for writing good goals

…and so much more!

Want to learn more about Speech Sound Disorders?

🍎 Check out Lindsey’s website and blog: Speechythings
🍎 Lindsey Hockel is on insta! @speechlythings
🍎 Are you an SLP Now Member? Check out all of our materials on Speech Sound Disorders
🍎 ASHA Evidence Map: Speech Perception Skills of Children with Speech Sound Disorder 

✨ Not an SLP Now Member? Join our free 14-day trial! Your first 5 downloads are on us! ✨

Here’s what to expect this month:

November, 29: Assessing Speech Sound Disorders: Getting Started
December, 6: Assessing Speech Sound Disorders: (Part 1)
December, 13: Assessing Speech Sound Disorders: (Part 2)
December, 20: Assessing Speech Sound Disorders: Making Recommendations

Subscribe & Review on iTunes

Are you subscribed to the podcast? If you’re not, subscribe today to get the latest episodes sent directly to you! Click here to make your listening experience auto-magic and as easy as possible.

Bonus points if you leave us a review over on iTunes → Those reviews help other SLPs find the podcast, and I love reading your feedback! Just click here to review, select “Ratings and Reviews,” “Write a Review,” and let me know what your favorite part of the podcast is.

Thanks so much!

Transcript

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Marisha: Hello there and welcome to the SLP Now podcast, where we share practical therapy tips and ideas for busy speech-language pathologists. Grab your favorite beverage and sit back as we dive into this week's episode. Welcome back to the SLP Now podcast. We're continuing this series with Lindsey from Speechy Things. If you don't follow her on Instagram already you should definitely go check her out. Just search Speechy Things. She's got lots of great content. But we are continuing our conversation about speech sound disorders assessment and specifically focusing on perception tasks and trial therapy today. So, Lindsey, should we start off with perception tasks?

Lindsey: Let's do that. I think that sounds great.

Marisha: You gave us a little bit of an overview of what perception tasks are in the first episode this month but can you give us a reminder of what a perception task is and then why do you use them and what does that look like? Spill all the beans.

Lindsey: I will spill the beans. So a perception task is basically something that helps you tease out whether a student's... I hope I'm saying this right, okay, but whether their inner voice matches what the word should sound like. Does that make sense?

Marisha: It does make sense.

Lindsey: Okay, so if you can think about a student, think about any phono kid you've ever had and they're like, "It's a tat." And you're like, "What, is this a tat?" And they're like, "No, it's a tat." Right? They're so convinced that they're saying it correctly. They would not do well on perception tasks. Their awareness is just not there.

So, I got to point out, there is an ASHA Evidence Map about this, in the Speech Sound Disorders section, called Speech Perception Skills of Children with Speech Sound Disorders, and it's really helpful. I love the ASHA Evidence Maps. I feel like I have not been utilizing them enough. I just love the summaries. Between that and The Informed SLP I'm set.

There is a correlation absolutely between speech sound disorders and children not doing well on speech perception tasks and I've been digging more into the research behind this and I've seen some varying reports on how important it is for kids to be able to discriminate errors in other people versus themselves. But, I think, no matter what in an assessment, it's valuable information for you to know. Typically, I mean, I always look at it in the assessment and I'll get more into what that actually looks like but I just want to throw out there I think it's okay to spend some time on this in early therapy. There's mixed reports on whether or not you have to get perception down before you could even work on elicitation or working up the articulation hierarchy or vice versa if they're not going to get perception until they know how to produce the sound. I just think it's so interesting. Would you like some examples of what you would do to look at this?

Marisha: Yes, let's do it.

Lindsey: I feel like this is much more in the phonology wheelhouse and can help you tease apart what's articulation, right? So what is the difficulty producing the sound and what is phonology? And that is much more about their awareness and their linguistic skills. Is that accurate? Sounds fancy. I don't know if that's actually right. But anyway, their understanding of the sound and its job in their speech.

So my examples would be judging if someone else produces a sound correctly, judging if they said a sound correctly, saying the same word twice and them telling you if it sounded the same or if it sounded different, bringing in some minimal pairs. It's a great opportunity to bring in minimal pairs and really look at phonology. So, just in case, minimal pairs would be a word that differs by one phoneme like tat and cat, those would be minimal pairs. Not a great example. I don't know how many kids know what tatting is, even though that is a real word. But if you have pictures of both words and you say one of them, can they point to the picture that you just said? Can they hear the difference between those two words? Those are some examples that I try to include in my assessments and there are things that I'm building into the R assessment that I've been working on that I was telling you about because I think it's so important.

Marisha: That is amazing because I feel like having an assessment that gives you some resources to navigate that would be so helpful. A lot of this we can just take it and run with it but sometimes having it in a little bit of a informal protocol or whatever can make a huge difference. So I'm excited to see that.

Lindsey: Thanks.

Marisha: If your assessment is ready it'll be linked in the show notes. No, that's so exciting to see that come together. Are we good to talk about trial therapy?

Lindsey: Yeah, let's do it.

Marisha: Okay. So, I think it makes sense, but tell us what trial therapy might look like, why you use it, how you approach that?

Lindsey: Okay. So in the textbooks that I peruse from time to time they talk about dynamic assessment and I'm assuming those people know what they're talking about, they're professors and stuff, smart people. To me, as a clinician, the benefit of a dynamic assessment, meaning you assess, then you teach, then you reassess, basically, so you're figuring out what cues might be helpful. You're figuring out at what level, for example, in the articulation hierarchy are they at? Because, as I mentioned in the first episode of this series, I think, formal assessments often fall short here, right? They don't give you necessarily an insight into how easy or difficult it's going to be for a student to achieve a particular speech sound or to eliminate a particular phonological process. So I think that doing trial therapy is crucial for knowing how to write your care plan. You can't just write the care plan based on the formal assessment, in my opinion. Not that I haven't done that before but I don't think it's the best way.

Marisha: Yeah, I think that makes a lot of sense. Would you mind giving us an example or two of what an activity might look like or how we might do that?

Lindsey: So basically I would just think about... So this is towards the end of the assessment, so, knowing what you know now about this kid, what would be one of the first therapy activities you did with them in your first official session? And bring that out. So if it's a phonology kid then maybe bringing out some minimal pairs and probing there, similar to the perception tasks, but can they produce whatever sound is an error or whatever phonological process that they're doing, can they fix it? And then, for articulation, maybe bringing out a couple of... a little word list or something and seeing, okay, can they imitate it? Can they make the sound at all? Or what kind of cues do they need from me in order to fix it? I mean, really you're just trying to figure out, in that assessment, "Can I get them to do what they need to do with whatever phonologic process for a speech sound?" I think it's just a little bit more of a fine tune dive into what the issue is and how easy or difficult it's going to be to get them where they need to go.

Marisha: And I've done this before where in the clinic where I'm at, I administer formal assessments in addition to all the informal stuff but [inaudible 00:08:30] SLP could also, if they give the Goldman and Fristoe, for example, you can pull the words from there, the ones that they produced in error, and then see what do they need to produce that word? Is it just another, typically, not just repetition, but do they need just a visual cue, a model, or do they need placement cues, whatever that looks like? And, I think, that's a lot of times parents will ask, "How long is this going to take?"

Lindsey: Oh my god.

Marisha: And that's like the worst question ever to answer. But if we can do some of that, if we have some of that trial therapy, that can make such a world of a difference in being like, "Well, they just needed this type of support." And just in terms of writing goals too.

Lindsey: Absolutely.

Marisha: Because if it's super-easy to cue them we can be very ambitious with our goals. A lot of times we can't get the correct production in our first session but that gives us information that we can use in considering our goals too.

Lindsey: For sure because there's just a million different ways you can write goals. I feel like the most important thing you get from your assessment is the care plan. And I feel like goals are tricky to write and I think it's easy for us to be so exhausted with writing up our report that that's almost like an afterthought and I think that's backwards. Your goals guide treatment and I think they deserve so much love and attention and you just can't write good goals without trial therapy.

Marisha: Yeah, I love it. So I think that's a really awesome note to end this episode on because the next episode is talking all about making recommendations and maybe we can tie together some cool stuff in that episode.

Thanks for listening to the SLP Now podcast. If you enjoyed this episode please share with your SLP friends and don't forget to subscribe to the podcast to get the latest episodes sent directly to you. See you next time.

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Filed Under: Podcast Tagged With: Informal Assessments, Speech Sound, Speech Sound Disorders

#147: Assessing Speech Sound Disorders: Informal Assessments (Part 1)

December 6, 2022 by Marisha Leave a Comment

Listen on Apple Podcasts Listen on Spotify

This Week’s Episode: Informal Assessments for Speech Sound Disorders (Part 1)

This month we have the pleasure of learning from Lindsey Hockel, the owner + creator behind Speechy Things.

She’s a specialist when it comes to learning the /r/ sound, and she currently runs a small private practice where she has a caseload full of R kids. We are in for a real treat this month! Lindsey brings a ton of clinical experience to the table and she is an avid research nerd like me. 🤓

Last week we talked through some of the considerations we should be thinking about when we’re navigating a speech sound disorders evaluation, and she delivered some incredible tips and strategies.

Today Lindsey shares even more tips! We discuss where to get started with informal assessments. She is an incredible resource when it comes to speech sound disorders and I hope you learn as much from this conversation as I did!

Let’s get to it, shall we?!

Topics Discussed

‣ Case history
✓ Open-ended questions (Dr. Megan Hamilton)
✓ Feelings towards their speech
✓ Medical History
✓ What the parent thinks I need to know about their child

‣ Quality language sample
✓ Make sure the student is comfortable
✓Build a rapport
✓ Chat with the kids about their favorite things, conversation cards, or draw pictures

‣ Structural-functional exam
✓ Structure: symmetry, dentition,  tonsils, palate
✓ Function: dissociation, range of motion, proprioception, adequate control over their tongue

Amy Gram 17

…and so much more!

Want to learn more about Speech Sound Disorders?

🍎 Check out Lindsey’s website and blog: Speechythings
🍎 Lindsey Hockel is on insta! @speechlythings
🍎 Are you an SLP Now Member? Check out all of our materials on Speech Sound Disorders
🍎 For additional resources check out our blog post with Amy Graham: How to Tackle Oral-Facial Exams
🍎 Amy Graham on insta! @grahamspeechtherapy

✨ Not an SLP Now Member? Join our free 14-day trial! Your first 5 downloads are on us! ✨

Here’s what to expect this month:

November, 29: Assessing Speech Sound Disorders: Getting Started
December, 6: Assessing Speech Sound Disorders: (Part 1)
December, 13: Assessing Speech Sound Disorders: (Part 2)
December, 20: Assessing Speech Sound Disorders: Making Recommendations

Subscribe & Review on iTunes

Are you subscribed to the podcast? If you’re not, subscribe today to get the latest episodes sent directly to you! Click here to make your listening experience auto-magic and as easy as possible.

Bonus points if you leave us a review over on iTunes → Those reviews help other SLPs find the podcast, and I love reading your feedback! Just click here to review, select “Ratings and Reviews,” “Write a Review,” and let me know what your favorite part of the podcast is.

Thanks so much!

Transcript

Transcript
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Marisha: Hello there and welcome to the SLP Now podcast where we share practical therapy tips and ideas for busy speech language pathologists. Grab your favorite beverage and sit back as we dive into this week's episode.

Welcome back to the SLP Now Podcast. We are continuing our series with Lindsay from Speechy Things and she is an incredible resource when it comes to speech sound disorders, especially R therapy. So I'm really excited to continue the conversation about informal assessment with Lindsay today. Are you ready to dive in?

Lindsey: Ready.

Marisha: Let's do this. So the first informal assessment tool that you mentioned is the case history. You talked a little bit about the case history last time, how you would give the parents a form to use before your evaluation and then when they come in you review that with them. So can you tell us a little bit more about the types of questions you ask? You mentioned using open-ended questions. What could that conversation look like?

Lindsey: Really quick before I miss it. We've all heard about open-ended questions and it can just lead you down pathways that you didn't even know existed. Just asking so tell me how your child is at home. You never know what will come up with an open-ended question. That way you're not guiding the conversation based on your own biases or perceptions.

But I wanted to add, I watched a CEU from Dr. Megan-Brette Hamilton on culturally responsive assessment and she emphasized this as well. I just thought it was such a good point asking open ended neutral questions. So instead of saying, "So what's the problem with your child's speech?" Say, "Tell me about your child's speech." That's the only example I can think of off the top of my head. But the point being to just keep it very neutral I think is important. So I just wanted to throw that in there 'cause it was a really good session for her.

Anyway. So questions I might ask would be how is your child doing in school? Educational impact is important even in a clinical setting. But then I would also ask about how they communicate at home. You want to know intelligibility ratings across communication partners. So not just the parent, but distant relatives, close friends, teachers. Especially for the R sound, I usually ask the parent about how their child feels about their speech, if they're getting frustrated. I usually try to ask the student that as well separately.

For medical history, we're looking for red flags. I want to know about... Some questions you can ask that'll kind of lead you toward tongue tie or airway issues could be asking about did they have any trouble feeding as an infant? Whether breast or bottle. Do they snore? Do they have allergies? Asking about any previous surgeries. You want to know about history of ear infections and how many they've had, if they ever had tubes in their ears.

Marisha: Awesome. That's a great overview of what to include in the case history. So the takeaways here are to use open-ended questions and having neutral open-ended questions. Asking about how the child's doing in school, what they're noticing about the speech, medical history to help us figure out where we're going. You had something to add?

Lindsey: Yes. Something else I really like to ask is tell me what you think I need to know about your child. Usually in there you get some kind of insight into the personality. Whether they're really shy at first, but they warm up or asking about what their favorite things are. Because then you can use that whenever you're getting a conversational sample. Who doesn't love talking about whatever their favorite video game is or whatever it is.

But asking those questions ahead of time I find so helpful because then if I have a material that relates to their favorite, I can bring that. If I know that they are shy or if I know that they are... If something indicates they might need extra movement, then I can have that in mind going into the assessment.

Marisha: Yeah, that's perfect. 'Cause I feel like when an evaluation walks in... Or I'm seeing a student for the first time during an evaluation, you never know what to expect. If you have that on your case history form where it's what are their favorite things, you can be the coolest person right off the bat. You just can factor in one of their interests. It's perfect. So that's super helpful overview of what we can do with case history. Then what about a speech sample?

Lindsey: So for a speech sample, this is where I like to incorporate those favorites usually. I usually sort of use the speech sample also as a time to build rapport because so many kids, I feel like sometimes they're just a little embarrassed. Part of this I think is my slant working with kids with R because that's really all I do now. So a lot of them are maybe a little bit older, they're very aware of this error. Maybe they've been in speech for a long time, but I just try to be sensitive to how they're feeling and make them feel as comfortable as possible while also listening to as many contacts as I can.

So sometimes I'll bring in silly pictures. I'll ask them about what they did this weekend, ask them about their favorite vacation, ask them about their family, their friends. You could have them retell something about their favorite movie or their favorite book. Anything I can think of. For a younger kid, then I might bring out one of those staple toys that SLPs usually have in their closet, like the Critter Clinic or something to do with pretend play. Again, bringing out their favorites as much as I can, or having them tell me about their favorite sport. I feel like those are all good ways to get kids talking.

Marisha: Great tips. I love it. Thank you. Then what about the structural functional exam? What does that look like for you?

Lindsey: I do them. I would love for somebody to come up with a course where they do a structural functional exam and talk you through everything they're seeing and what it means. I want to see examples of kids' mouths, all kinds of kids' mouths. I just feel like I look at it, I'm looking for structure of course. So I'm looking for symmetry. I'm looking at their dentition. Are there any teeth missing? Are they a little bit out of place? I want information on their palette. Is it narrow? Is it looking typical? Is it a high arch in their palette? Definitely looking at tonsils.

Anything that might indicate structurally something could be going on, even though I don't necessarily think any one thing is a guaranteed issue for speech sound disorders, but it's good information to have. I also, again, I feel like this comes into place so much with the R sound, and by the way, I feel like all this information is very slanted so far towards articulation. So I just got to throw that out there. That so far I've not been touching on phenology as much, but we'll get there.

In terms of function, I pay attention a lot to whether I think they have good proprioception and tongue jaw dissociation. I want to know if they have adequate control over their tongue and whether they can move it in the ways that they will need to move it depending on what speech sounds I've already noticed they have an error.

Marisha: Perfect. I did a podcast episode with Amy Graham way back when, it's episode 17. So if you're in the same boat as Lindsay and I and you feel like you could use a little bit of extra information on the SFE checkout episode 17. You can just scroll back in whichever podcast app or go to SLPNow.com/17. She's created a really cool informal assessment that helps you walk through and know what to look for. So it definitely decreased my overwhelm and increased my level of confidence.

Lindsey: Oh, for sure and she has some on Instagram. I know she posted some videos of her doing a structural functional exam.

Marisha: She did.

Lindsey: But I want more from her. I'm like I want you to tell me exactly what you're seeing and what you're going to do about it.

Marisha: What referrals we need to make. Yeah, she's the one who should make that course.

Lindsey: I think so too. I think so too.

Marisha: I love it. Okay, so I think that's a really good overview of the case history, speech samples and the structural functional exam. So that'll be a wrap on our review of informal assessments for today. Then next week we'll talk about perception tasks and trial therapy.

Thanks for listening to the SLP Now Podcast. If you enjoyed this episode, please share with your SLP friends and don't forget to subscribe to the podcast to get the latest episode sent directly to you. See you next time.

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Filed Under: Podcast Tagged With: Informal Assessments, Speech Sound, Speech Sound Disorders

#146: Assessing Speech Sound Disorders: Getting Started

November 29, 2022 by Marisha Leave a Comment

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This Week’s Episode: Assessing Speech Sound Disorders

This month we have the pleasure of learning from Lindsey Hockel, the owner + creator behind Speechy Things.

She’s a specialist when it comes to learning the /r/ sound, and she currently runs a small private practice where she has a caseload full of R kids. We are in for a real treat this month! Lindsey brings a ton of clinical experience to the table and she is an avid research nerd like me. 🤓

I asked her to walk us through some of the considerations we should be thinking about when we’re navigating a speech sound disorders evaluation, and she delivered some incredible tips and strategies.

Let’s get to it, shall we?!

Topics Discussed

✅  Perception tasks, which help us figure out whether a student hears the sound production
✅  What you can do to encourage or work with a student who isn’t stimulable yet
✅  The role that formal assessment, informal assessment, and clinical judgment play in the evaluation process
✅  The difference between evaluations in private practice vs. a school-based setting
✅  Tips for collecting a solid case history and quality language samples

…and so much more!

Want to learn more about Speech Sound Disorders?

🍎 Check out Lindsey’s website and blog: Speechythings
🍎 Lindsey Hockel is on insta! @speechlythings
🍎 Are you an SLP Now Member? Check out all of our materials on Speech Sound Disorders
🍎 For additional resources check out our blog posts: The SLP’s Guide to Speech Sound Disorders and our free download: Speech Sound Development Chart [click here to download the free speech sound development chart]

✨ Not an SLP Now Member? Join our free 14-day trial! Your first 5 downloads are on us! ✨

Here’s what to expect this month:

November, 29: Assessing Speech Sound Disorders: Getting Started
December, 6: Assessing Speech Sound Disorders: (Part 1)
December, 13: Assessing Speech Sound Disorders: (Part 2)
December, 20: Assessing Speech Sound Disorders: Making Recommendations

Subscribe & Review on iTunes

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Thanks so much!

Transcript

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Marisha: Hello there, and welcome to the SLP Now podcast, where we share practical therapy tips and ideas for busy speech language pathologists. Grab your favorite beverage and sit back as we dive into this week's episode.

Hello there, and welcome to the SLP Now podcast. This month we have Lindsey Hockel with us. She is the owner and creator behind Speechy Things, LLC, and she specializes in the R sound and currently sees a small private caseload of R kids. We are in for a massive treat. She is bringing her own clinical experience and a ridiculous amount of research, and she is so much fun to learn from. I asked her to help us walk through what we might want to think about when navigating a speech sound disorders evaluation. So all things evaluation today and she's got some really great tips planned. So, without further ado, hello Lindsey.

Lindsey: Hello. Thank you for having me.

Marisha: I am very excited. It's been really fun. We outlined the episode a little bit ahead of time and you've got so many great things for us, so I cannot wait.

Lindsey: I'm excited.

Marisha: Let's just dive right in. I know that you have some other information that you'd like to share as we walk through the evaluation process together, but let's pretend that we got a new speech sound disorders eval. Would you mind walking us through a little bit about how you would approach that and your process there?

Lindsey: Yes. So there's some basic components that you want to include in any evaluation. Gathering case history, a structural oral mech exam. You want to get a speech sample in conversation. We'll do your formal assessment. I recommend also doing some more informal assessment, like just keep on probing, and then if you want to make it a dynamic assessment, you'll do a little bit of teaching and then some trial therapy. I think that's the sweet spot for finding your goals. That's the basics.

Marisha: I think you got it all. And then we'll dive into the details of the case history and the oral mech and the speech sample and all of that in future episodes. We're also going to get to talk about perception tasks, which is super exciting. Can you give us a little sneak peek at what that is?

Lindsey: So basically perception tasks would be everybody has almost like a voice in your head of what a word should sound like, and so basically a perception task teases out whether or not a student can hear someone else's production or their own production, whether it's correct or not. I think it gives a great insight into their awareness, their phenology. I think it's definitely a missing piece for a lot of people, especially with the R sound, which is of course, everything I do now I bring it back to the R sound. But for speech sound disorders in general, I think it's important to include.

Marisha: Yeah. No, that's awesome. That gives us some information about how, in terms of progress we might be able to expect in therapy as well?

Lindsey: Yeah, I think so too. I like the option of if a student isn't stimulable yet, having things we can still work on to make them feel successful and to keep therapy productive, and spending a little bit more time on perception training I think helps with carryover in the long run too. I try to always incorporate from day one in therapy, and even in the assessment I look at it, just self awareness, self monitoring, and their ability to do that.

Marisha: Yeah, awesome. I'm excited to dive in even more on that topic. You also mentioned formal assessment, but we don't have an episode planned on formal assessment. So what are your thoughts and feedback around that?

Lindsey: I think they are helpful to know if a student qualifies, but they don't give you everything you need. Maybe I just have a limited exposure to formal assessments. I've mostly used the CAP and the Goldman Fristoe and I don't love either one of them. I know some assessments over qualify, some under qualify. I don't think they always do a good job of giving you the full picture of the student and their abilities, because there are some students who will pass with flying colors on the assessment, but then the second you get them in a conversation it all falls apart. So I think formal assessments have a place, but I think our informal assessment and our clinical judgment is much more important.

Marisha: Yeah, absolutely. I'm glad we got to touch on that. Super helpful. Can you give us an overview of, you see private clients, which is a little bit different than SLPs who are going through an evaluation in the schools-

Lindsey: Oh, for sure.

Marisha: ... or who are administering an evaluation in the schools. You listed the elements that you include, but let's say you're seeing a client for the first time, what would that workflow look like for you? You're seeing the client for the first time, what's the first thing that you do? Because I assume that we can't just jump into an oral mech exam. How long do you spend on your evaluations? What does that look like for you?

Lindsey: When I was in the clinic, an evaluation for a speech sound disorder, usually an hour face to face. Sometimes hour and a half. It just depends on the kid and what's going on. I really like sending the case history ahead of time for the parent to fill out because it gives me a chance to game plan, pull some tools that I think I'm going to want. I can figure out from the case history what formal assessment I think I'll need, and then if I see something that indicates a possible tongue thrust, then I would do a little feeding evaluation with that, because if they haven't entered in a lisp on an S, there probably is an immature swallow.

I would also just maybe highlight any red flags or a possible tongue tie or breathing airway issue, which is not my area. Please don't ask me a lot about that, I need to learn so much more. And just make note of any follow up questions, anything I wanted to dig more into with the parent, if I wasn't clear on something, because I feel it can give you such a good background. I liked having it ahead of time so I can prepare and get my head right for the assessment.

Then once they're inside, it could be different every time. But typically I would say, I would have the parent in there and if they can stay the whole time, great. If their kid's going to do better without, then we just start with going over the case history. Usually I would set the kid up with some activity that maybe I could use later. Maybe they're drawing a picture or something and we could use that as a conversational sample later. So we're being two birds, one stone. I would chat with the parent, get a sense for what their concerns are, and I feel like it's good to revisit some of these things in person because it can be such a different conversation. Who knows how they filled out that case history and what kind of rush they were in trying to get it to you? So try to ask open-ended questions and get a sense for what's going on.

Then I would probably do a conversation sample with the student so I could get a rough idea of what speech sounds I'm going to be focusing on. Hopefully during that we're building rapport because I'm not correcting, I'm just making either mental notes or jotting them down. Then I would probably go into an oral mech. Usually I would do that next. Then formal assessment. I feel like all throughout this whole thing, informal assessment is happening and I'm making notes to myself. Then we would move into a little bit of teaching and trial therapy. Then I say, "Goodbye, thank you so much." I'm kidding. Then you give recommendations, you give the run down to the parent.

Yeah, I try to give them a sense for, "All right, this is what I noticed. This is a general idea about what therapy is going to look like, either the goals that we're going to work on, I want you here once a week." We talk about therapy times. I try to always send them home with some homework.

Marisha: No, that's super helpful. I could imagine observing a session and seeing how that went. That's super helpful. Thank you, Lindsey.

Lindsey: Sure.

Marisha: Okay, so that is a wrap on our getting started tips and episodes. Stay tuned for episodes throughout the month where we'll dive more into all of the informal assessment tools, including perception tasks and dynamic assessment trial therapy. Then we'll wrap up at the end of the month with all sorts of making those recommendations and some tips to analyze what you find in your evaluation. Thank you Lindsey, and we'll be back next week.

Lindsey: Awesome, thank you.

Marisha: Thanks for listening to the SLP Now podcast. If you enjoyed this episode, please share with your SLP friends and don't forget to subscribe to the podcast to get the latest episode sent directly to you. See you next time.

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Filed Under: Podcast Tagged With: Assessment, formal assessments, Informal Assessments, Speech Sound Disorders

#145: Assessing Stuttering: Making Recommendations

November 22, 2022 by Marisha Leave a Comment

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This Week’s Episode: Making Recommendations for Stuttering

We’re officially at the end of our month’s series with stuttering expert Stephen Groner and it has been such a great conversation.

So far Stephen has shared such amazing tips in terms of gathering a case history, assessing speech fluency, the impact of stuttering, and today he is going to help us tie that all together to start making recommendations. 🎁

Let’s get the convo started!

Topics Discussed

  • Splits into two camps. Under 7 & Over 7.
  • Taking risk factors (like age or family history) into account
  • How feelings influence treatment recommendations
  • Treatment options, like Palin PCI therapy, the Lidcombe program, and syllable time speech or beat speech
  • Factors that interfere with treatment progress
  • How to give numerical evaluations that assess the overall functional impact of stuttering

…and so much more!

🎁 Stephen gives us a way to qualify + explain the data we collect during assessments so that we can tie all those threads up into a beautiful bow, package up the treatment plan, and deliver it.

Want to learn more about fluency therapy?

→ Hear more from Stephen on Instagram.

→ Print off Stephen’s one page Stuttering assessment  ✨For 20% off use code: MONEYROCKS ✨

→ Are you an SLP Now Member? Check out our Fluency Bootcamp in the SLP Now Academy.

→ Listen to this podcast: Tackling Stuttering Treatment with Special Populations

→ Check out the SLP Podcast with the Fluency Queen, Lauren LaCour Haines!

→ Discover how to make planning + prepping your fluency treatments a breeze with the SLP Now Membership.

Here’s what to expect this month:

Here’s what to expect this month:
November, 1: Assessing Stuttering: Getting Started
November, 8: Assessing Stuttering: Speech Fluency
November, 15: Assessing Stuttering: The Impact
November, 22: Assessing Stuttering: Making Recommendations

Subscribe & Review on iTunes

Are you subscribed to the podcast? If you’re not, subscribe today to get the latest episodes sent directly to you! Click here to make your listening experience auto-magic and as easy as possible.

Bonus points if you leave us a review over on iTunes → Those reviews help other SLPs find the podcast, and I love reading your feedback! Just click here to review, select “Ratings and Reviews,” “Write a Review,” and let me know what your favorite part of the podcast is.

Thanks so much!

Transcript

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Speaker 1: Hello there, and welcome to the SLP NOW podcast where we share practical therapy tips and ideas for busy speech language pathologists.

Grab your favorite beverage and sit back as we dive into this week's episode.

Welcome back to the SLP Now podcast. We are continuing this month's series on stuttering assessment with Stephen Groner, and today we're chatting about making recommendations.

So Stephen, you shared such amazing tips in terms of gathering a case history, assessing speech fluency, the impact of stuttering. How do we tie that all together to start making recommendations?

Stephen Groner: That is a great question, and if you do a great job at assessing all these threads but don't really feel like that you know how to then make some kind of a recommendation, then you might as well not work so hard to get all of those threads, because what we want to do is make right judgements based off of the data that we have.

And I am just going to say, you do not have to put as much pressure on yourself as you think you have to, because it's pretty simple if you go with the client's values. If you go with what they want, then you can never be wrong.

Now, I know, of course, in some of our settings that we work in, we have to have numbers, we have to make some kind of recommendation, and I get that we will have to use our clinical expertise to do that.

But what I'm saying is have all of your knowledge and recommendations. Be colored by what does the client or their parent want?

So let's dive into what I do.

First of all, I split this up into two camps. If the child is not seven yet, if they're two, three, four, five, or six, then all that you really have to do is look at a few things.

You have to look at do they have a lot of risk factors for stuttering? Have they been stuttering for six months or longer? Is mom or dad really concerned, and are they as the child aware of or frustrated by stuttering?

If it's been longer than six months, then you should start therapy, especially if it's been longer than 12 months, you for sure should start therapy.

If they have a lot of risk factors for persisting in stuttering or even just one or two of the top two, which if you recall, are having any family history of stuttering or being male, you should start therapy now.

And if they're aware of their stuttering and frustrated by it, then you should just start therapy.

And also take into account parents' concern as well. If mom or dad are super concerned but their child has been stuttering for three months, she's a girl and there's no family history, she's not aware of it and is not frustrated by it, you might say, "Well, let's just wait and see."

But if mom or dad are really concerned, you could do a super short course of therapy, train mom and dad up on some really helpful ways to respond to stuttering when it comes up, and you have just relieved them and done a lot of good for that child who will then get all that really good input when they stutter. That could be done in four to six weeks.

So if they're younger than seven, just look at those few things and you can essentially say, "If you should start therapy now, wait until six months, or not do therapy at all."

But if they're seven years old or older, this is where it gets muddy, and that is because after the age of seven, we know from Yury and Ambrose that there is a very low likelihood that their stuttering will fully and completely resolve on its own.

So a child who is seven years old or older who is still stuttering, will likely stutter in some form or fashion for the rest of their life.

Now while there are some good treatment, there are some adequate treatments for stuttering in the age range between seven and 12, I would say it's the weakest age span that we have.

Before age seven, we have Palin PCI therapy, we have the Lidcombe program, and we have syllable time speech or beat speech. Those work wonders for that age range.

And then we have some really good therapies for age 12 and up.

But the age seven to 12 is really tricky, and I'm sure as I say that you will think to yourself, "Gosh, yeah. That is the most difficult age range to treat," and you would be right.

But almost any and all change that you will see in a child's communication who is age seven to 12 will have to come from some conscious effortful work on their part to change thoughts, to change physical things that they're doing, to try to reframe feelings, and to walk into perhaps stressful situations.

So if they don't want to change, if they are not bothered by stuttering, if they are fine with the way that they talk and their friends are too, then you could start stuttering therapy, but you likely wouldn't see the outcomes that you want even if you have mom and dad breathing down your neck. Which makes it hard because a lot of times, you'll see a client who's eight. Mom is like, "They are stuttering all day long and I want it fixed by next week." And they're like, "I don't give a flying whoop about my stuttering."And then it's really tough because it feels like that you're caught between a rock and a hard place.

So if they're seven years old or older and they want help, of course, for stuttering, then you should start therapy.

What I like to do in this age range is at the end of my assessment, I like to see if they're stimulable for certain stuttering therapy approaches. So I might teach them how to feel when their voice is turned on and how to extend or expand how long that they voice for, and do that in a few simple sentences. And then I have them rate on a 10 point scale how much that helped.

Or we could do some kind of a tension shifting approach where instead of focusing on the fear that you might stutter, you focus the beam of your attention somewhere else, and that helps your words to just flow more automatically. And then I have them rate how much that helped them.

Or we can work on just saying the fact that they stutter and that they want help for their speech. Does that help some of the fear to dissipate when you just say, "My name is Sam and I stutter, and I'd like to find some things that help."

And then you can take their ratings of some different therapy approaches and you go with the one that got the highest rating. Then you know where to start in stuttering therapy.

So if they're not into therapy, then now might not be the best time.

But at the same time, if they get some good education about stuttering and about ways that you can help, maybe you'll get more buy-in. But if they do want help, then of course, they should start and then you can recommend a course of therapy based off of then what you trialed to see if it helped them, and they can tell you how much it helped. Then you can start to plan a course of therapy and recommend a course of therapy that takes those client values into consideration.

But what I do at the end of my one page stuttering assessment, when I try to wrap up in the assessment portion of my, evaluation is I essentially give each of the three Fs, so fluency, feelings, and familiar people ratings.

I put those, each one of those on a scale from zero to four.

So say that a child's weighted SLD severity score was in the moderate range, so maybe they have a 16, I would rate from zero to four what their fluency is, and it would be moderate, which would be three out of four. Zero is none, one is minimal, two is mild, three is moderate, and four is severe.

So if they got a moderate score when I took into account all of their fluency data, I would give them a moderate or a three for their fluency scale score.

Say that when it comes to their feelings about stuttering and all of the data that I took, whether it be a standardized test or a 10 point scale, say that they had severe negative feelings or impact from their stuttering, I would give them a four out of four on their feelings scale score.

And then I take into account the ratings that I got from parents and, or teachers of what they see in the client who stutters when it comes to how frustrated that they get, how much they clam up and don't participate in speaking situations, how severe they would rate the client's stuttering. And I put it on that zero to four point scale.

And then all I do is I take the average of those three scores, fluency, feelings, and familiar people, and I get an average score.

So you can do three for fluency, four for feelings, so that's seven. We could do three moderate when it came to familiar people, which would give you 10.

So then all you would do is do 10 divided by three, which, of course is 3.33. So they have a moderate overall functional impact of stuttering on their life. And that's the number and verbiage that I use to tie up the bow on my assessment portion before I then go into what I recommend for stuttering treatment.

So, that's the way that I do it. I try to take all the threads and tie them into a beautiful bow and then get a really good course of treatment plan, taking into account the values of the client sitting in front of me, and then we're off to the races.

Speaker 1: What an epic overview on assessment. You're such an incredible teacher, and we're so lucky to have all of this content for free on the podcast. It's so big.

Stephen Groner: Thank you.

Speaker 1: I can also attest to the fact that Stephen does a really great job of breaking down treatment as well. He created a video course for SLP Now and some like materials to go with it, but he also has the Epic Fluency School Stuttering Toolbox that walks you through all of the things.

Stephen Groner: All of the things.

Speaker 1: Yeah. We'll put a link to that toolbox in the show notes as well, if you want to check it out.

Stephen Groner: I'll slide a 20% discount code in there as well.

Speaker 1: Awesome. Good, good, good.

But that's a wrap. Thank you so much, Stephen. This was incredibly helpful.

Stephen Groner: You're so welcome. It was my pleasure, and I hope to be back again very soon.

Speaker 1: Less than three years this time.

Stephen Groner: Yes. Less than three years this time.

Speaker 1: Thanks for listening to the SLP Now podcast. If you enjoyed this episode, please share with your SLP friends, and don't forget to subscribe to the podcast to get the latest episode sent directly to you.

See you next time.

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Filed Under: Podcast Tagged With: Assessment, Fluency, Speech Fluency, Stuttering

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