In our speech room we use it to work on:
- Parts of speech
- Multiple meanings
- Expanding vocabulary
Happy Monday Morning! I know many of you have started summer by now, but here in San Diego school is still going strong. As the regular year starts to wind down I really start to look at ways to maintain skills over the summer, and giving families ideas about great apps that are fun and still educational is a favorite tip of mine. I think when you can bring a family together by playing a game and maintain skills- its a homer for everyone One of my favorite ways to work on parts of speech, semantic relationships, and multiple meanings is Mad Libs. This free app is a fun new way to use Mad Libs with students- and a MAJOR bonus you can do them more than once, sometimes we compare our first run to second using screen shots or email.
After you choose a story the app prompts you with the parts of speech. You enter them one by one and create a quintessential, crazy MadLibs story.
Once you have completed the story you can share it or just enjoy as a group!
In our speech room we use it to work on:
Interprofessional Collaboration - Why And How
Speech-language pathologists (SLPs) work alongside a plethora of allied professionals across medical, private practice, research, home care, and school settings. Due in part to existing systemic structures and impacted curricular programs, service providers have historically worked parallel to rather than in tandem with each other. Recently, there has been a cross-disciplinary initiative (initiated by the WHO) to provide better health services through collaboration. We at Inspired*In*Speech believe that this is a critical movement that will ultimately benefit patients as well as providers across the board.
Why is this so important?
In the traditional health care model, practitioners are trained to adopt the social and educational perspectives of their chosen discipline. Each disciplinary perspective incorporates a unique set of theoretical and practical principles that shape clinical practice (D’Amour, Ferrada-Videla, Rodriguez, & Beaulieu, 2005). Highly trained and skilled professionals may be aware of but not truly knowledgeable about other disciplines that serve a shared population of people. Moreover, many work environments are not conducive to wide-scale coordination. The unfortunate result is a segmented system that has been proven difficult to reform (D’Amour et al., 2005). On a more concrete level, this lack of synergy has resulted in may problems that directly impact the people who we are all trying to help:
If this is such a big problem, why haven't we already fixed it?
There are significant challenges that practitioners face when it comes to implementing true collaborative practice.
One substantial barrier is the current model of reimbursement. The fee-for-service reimbursement model has worked sufficiently for parallel service delivery, however time spent co-treating and meeting with professional collaborators is not always compensated (Rodgers & Nunez, 2013). This reduces incentive to prioritize collaboration, and even sparks competition to earn what compensation is available (Rodgers & Nunez, 2013). In my experience with private clinics, most insurance companies will not reimburse for collaborative sessions because the professional to client ratio would be 2:1. This is unfortunate, because many children could maximize their response to treatment if dually treated (such as occupational and speech therapy).
There are also a number of less structural but equally robust barriers to allied treatment. Functionally, it is difficult to coordinate schedules, especially when coming from different locations of service. There are also social caveats that obstruct progress. For example, the lack of intimate knowledge and/or respect of different professional contributions can lead to perceived hierarchical standings. For example, a doctor, nurse, and SLP in the hospital all have different but critical roles in their patient's recovery. The doctor’s extensive medical knowledge, the SLP’s expertise in swallowing, and the nurse’s intimate knowledge of the client must all be valued equally and incorporated into the treatment plan. If any of those team members feels devalued, the triad of care is compromised.
What can we do to support progress?
This is clearly an issue that requires global coordination towards systemic change. Fortunately, there are a number of things that professionals can do right now to promote better collaborative practice.
Constantinidou F., Wertheimer J.C., Tsanadis J., Evans C., & Paul D.R. (2012). Assessment of executive functioning in brain injury: Collaboration between speech-language pathology and neuropsychology for an integrative neuropsychological perspective. Brain injury, 26(13-14), 1549-1563.
D’Amour, D., Ferrada-Videla, M., Rodriguez, L.S.M., & Beaulieu, M.D. (2005). The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of interprofessional care, 19(1), 116-31.
Ewashen, C., McInnis-Perry, G., & Murphy, N. (2013). Interprofessional collaboration-in-practice: The contested place of ethics. Nursing Ethics, 20(3), 325-335. doi:10.1177/0969733012462048
Johnston, J., & Truluck, C.A. (2011). Writing & research. Interprofessional Collaboration. Radiologic Technology, 83(1), 97-99.
Lee, A., Pettigrew, C., O’Sullivan, C., Henn, P., & O’Flynn, S. (2008). Strategies for Interprofessional Education in Health and Social Care. Powerpoint presented at the Speech-Language Hearing Association
Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal Of Interprofessional Care, 1921-38. doi:10.1080/13561820500083550
Prelock, P. (2013, June 01). From the President: The Magic of Interprofessional Teamwork. The ASHA Leader. Retrieved from http://www.asha.org/Publications/leader/2013/130601/From-the-President--The-Magic-of-Interprofessional-Teamwork.htm
Prelock, A., Beatson, J., Bitner, B., & Broder, C., (2003). Interdisciplinary Assessment of Young Children With Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools 34, 194-202. doi:10.1044/0161-1461(2003/016)
Rodgers, M., & Nunez, L. (2013). From My Perspective: How Do We Make Interprofessional Collaboration Happen? The ASHA Leader. Retrieved from http://www.asha.org/Publications/leader/2013/130601/From-My-Perspective--How-Do-We-Make-Interprofessional-Collaboration-Happen.htm
Molly and Larissa are speech-language pathologists in San Diego, CA, who are looking to share inventive, inclusive, fun ideas for developing communication. This is also their platform for highlighting the many amazing people and resources in the community.