Category: Professional Issues
As a school-based bilingual speech and language pathologist, May is typically the time of year when I am buried under evaluations and IEP meetings. However, I try not to let this month pass me by without doing an activity at school for the American Speech and Hearing Association’s “Better Hearing and Speech Month”. It is a wonderful way to share what I love to do. Being a bilingual speech and language pathologist can be very challenging, but I continue to love what I do every day. Read More »
Ready to start interviewing for your Clinical Fellowship?
As the Recruitment Director for Bilingual Therapies, part of my role is help prepare Clinical Fellows for some pretty tough interviewing and to ensure that my CFs have the competitive edge. Here are my top seven recommendations:1. Please Enjoy the Music Do get rid of ring back tones. Potential employers do want to speak with you, but don’t want to “enjoy” the music while your phone rings. Update your voicemail message. It should clearly state your first name and not contain any music. And don’t go MIA. As a graduate student, we know you are extremely busy, but all telephone calls should be returned within 24 hours. It is much better to call back a potential employer and set-up a time to speak in a day or two rather than to call back in two weeks and lose out on what might have been an awesome opportunity. 2. No Polyester Please Do invest in a good quality, tailored suit. No polyester. Make sure that it fits perfectly. Ladies, invest in both slacks and an A-line skirt to match the blazer. You will need the skirt for a first interview. Wear a coordinating button-down shirt or blouse, nothing sleeveless. Men, a serious tie is a must. Do slick back very trendy hair styles. Visible body piercing should be taken out and cover tattoos. 3. Grand Entrance If you are getting a ride, ask that person to drop you off and to wait for you somewhere else. Do not invite the driver to wait in the lobby during your interview. Be punctual, but don’t arrive too early. Five minutes before your interview is fine. 4. Round and Round Do not talk in circles. Practice clearly and directly answering potential interview questions. Be specific and provide examples. Tape record yourself. You should be able to provide a clear answer in sixty seconds or less. Try to eliminate “um,” “like,” and “you know” . Ask your current externship mentor to ask you a few interview questions and provide you with specific feedback. 5. Relax Do relax—a little. I spend the first five minutes of an interview making small talk. Your response during casual conversation is an excellent gage if you will be a fit with the organization’s culture. Do be honest but know that the chatting is still part of the interview. 6. Bottom Line Do thoroughly research the company beforehand and ask thoughtful questions. Can you see yourself learning, growing and contributing with this organization? Will you have excellent supervision and a plan for becoming an independent clinician? No monetary package can make-up for building into your future as a therapist. Move on to find the right fit if these pieces are not present. 7. It’s a Small World After All Don’t write the organization off if during the interview you feel that the position isn’t a good fit for you. Write a hand-written thank you note to everyone that interviewed you. Never burn bridges. You never know where your future will lead you or to where it will take you back. Read More »
Bilingual Therapies 2013 Symposium in San Jose, Costa Rica We at Bilingual Therapies hope that 2013 is filled much happiness and success. We are excited to let everyone know about our 2013 symposium which will be held at the beautiful Costa Rica Marriot Hotel in San Jose. We are very proud to announce our speakers and topics. Keynote Presentation: How to effectively address ethical concerns in the workplace Catherine J. Crowley, F-CCC-SLP, J.D., Ph.D. Bilingual SLPs find themselves at the forefront of a sea change in how to provide appropriate services. Traditional approaches to assessment and long-held beliefs on what is “best” for a person with communication disorders may no longer serve as communities become more diverse. Bilingual SLPs may be the first to raise ethical concerns in settings that continue to use traditional approaches to disability evaluations and to intervention approaches. This session takes an interactive, case study approach to identifying and finding effective and appropriate ways to address ethical challenges in the workplace. Workshop: SLP tools and strategies for Spanish-speakers with cleft lip and palate Catherine J. Crowley, F-CCC-SLP, J.D., Ph.D. In this session Dr. Cate Crowley shares her work in addressing the needs of Spanish speaking populations with cleft lip and palate. The session is geared to SLPs who may not be on hospital cleft palate teams, but who may have cleft lip and palate patients on their caseloads. Participants receive materials they can immediately apply including cleft palate phoneme-specific sentences for assessment and treatment of Spanish-speaking clients. They also learn strategies to identify whether post-palate surgery speech errors are due to insufficient velopharyngeal closure or the result of mislearned sound production patterns that can be appropriately addressed in speech therapy. In addition, participants acquire feeding techniques for babies with cleft lip and palate who are awaiting surgery. Outlining a Decision-Making Process in Planning Intervention for Bilingual Clients Henriette W. Langdon, Ed.D., F-CCC-SLP Planning intervention for Culturally- and Linguistically-Diverse clients requires assembling and analyzing data gathered from various sources. These sources include: The client’s experience and background, their performance on various tasks, the resources that are available to the client. In the case of bilinguals, the dual language component needs to be factored into decision-making. The process of selecting intervention practices that are evidence-based will be illustrated with case studies of bilingual clients of various ages and degrees of L1 and L2 performance. Clinical management of cognitive-communication impairments for bilinguals following Traumatic Brain Injury (TBI) Maria L. Muñoz, Ph.D., CCC-SLP The purpose of this session is to examine the relation between bilingualism and cognition to draw implications for the assessment and treatment of cognitive-linguistic impairments associated with traumatic brain injury. Cognitive processes, such as attention, memory, and executive functions, will be considered for bilinguals with and without brain injury with particular emphasis on Spanish/English speakers. Topics will include: the incidence of TBI in diverse populations, executive control associated with bilingualism, and cultural and linguistic factors impacting assessment and treatment of cognition and communication. Language development in English language learners: Comparisons to monolingual peers, sources of individual differences, and implications for clinical practice Johanne Paradis, Ph.D. The following topics will be covered in this session: (1) How long does it take for English language learners to become native speakers and what are their unique developmental profiles along the way? Particular reference will be made to English language learners’ performance on standardized tests. (2) How do individual difference factors impact children’s developmental trajectories in English? Individual difference factors include age of onset of English learning, first language background, language learning aptitude, length of exposure to English, home language use, and richness of the English environment. (3) Translating knowledge of English second language development into strategies for assessment and intervention, including discussion of the use of parent questionnaires in clinical practice. Spanish-speaking English language learners: The intersection of bilingual language growth and programs of language instruction Raúl Rojas, Ph.D., CCC-SLP This session will introduce the phenomenon of how the languages of Spanish-speaking English language learners (ELLs) grow over time in general, and specifically, the impact that distinct programs of language instruction have on bilingual language growth. Parameters of language growth will be discussed, including the relation between ELLs’ language skills at school entry and how these can predict future bilingual language growth. The background, mechanics, and geographical distribution of different programs of language instruction will be defined. This session will also demonstrate how language growth can be considered from a clinical perspective, and strategies for how speech-language pathologists can best function and advocate for their clients and families within the context of different programs of language instruction will be discussed. Registration Information can be found at www.bilingualtherapies.com. Hope to see there! Read More »
I Have a Dream - School Therapy Session Ideas The New Year means working toward goals and focusing attention on these items. It can also be the perfect time to call on a person and his dreams to inspire young children. January 21 is Martin Luther King Jr. Day. For many second language students and families, living in the United States is a dream, and having rights for all citizens one that has come true for them. It is also a time to remind kids about respecting diversity and working together to make the world a better place Read More »
Tim Starling, Division Director, Bilingual TherapiesTim Starling is currently the Division Director of Bilingual Therapies. Tim received his introduction to healthcare in 2000 as a recruiter who placed neurological, orthopedic, and general surgeons in some of the country’s leading hospital systems. He later joined Soliant Health where he pioneered the schools division that places speech, physical, and occupational therapist in school districts across the country. In August of 2006, Tim had the opportunity to join Bilingual Therapies where he continues to assist the team in being the profession’s leading source for bilingual speech-language pathology services in the country. Did I get your attention yet? For the past two or three years, the US economy has really been on a roller coaster that has seen more shrills than thrills. The job market has been bleak, schools are cutting jobs and mandating furlough days, and our leaders in Washington can’t get on the same page. So what does it mean for us? Here comes the answer that you have been waiting for: WE JUST DON’T KNOW! That is the honest truth when it comes to our job of providing much needed services to our clients in schools, hospitals, clinics, and other medical facilities across the country. Our clients, which are both the healthcare providers and the facilities they work in, are all operating in very unique markets right now. Let’s look at our nation’s school districts and see what is truly happening. Read More »
Marlene B. Salas-Provance, Ph.D., F-CCC-SLP, Director of the Program in Communication Disorders, New Mexico State University, Las Cruces, New MexicoDr. Salas-Provance currently serves as Director of the Program in Communication Disorders at New Mexico State University. She earned her bachelor's and master's degrees from New Mexico State University, her doctorate in speech-language pathology from the University of Illinois and a second master’s in Healthcare Administration from the University of Missouri-Columbia. Dr. Salas-Provance joined the faculty at New Mexico State University in 2009 having served as a faculty member at the U. of Montevallo, U. of the Pacific, Southern Illinois University, St. Louis University and Fontbonne College. She is an ASHA Fellow and 2009 recipient of ASHA’s Certificate of Recognition for Special Contributions to Multicultural Affairs. Her clinical and research interests are in the areas cleft lip and palate, bilingual medical interpreter training, multicultural issues and speech production of young children with cleft palate and of deaf children following cochlear implantation. The ASHA Board of Directors and Special Interest Division Board of Division Coordinators announced the creation of a new division to focus on international topics of interest to ASHA members. Division 17, Global Issues in Communication Sciences and Related Disorders will be the primary resource for advancing the exchange of clinical, research, and educational information about communication and related disorders in the international and global market arena. The Division's mission is to provide international leadership related to audiology and speech-language pathology services by promoting research, networking, collaboration, education, and mentoring for its affiliates and NSSLHA students in the global marketplace. Read More »