u/Existing_Judgment814

Just checking-How do you know if there's any promise at all a student will ever get the /r/?

I'm talking end of 2nd grade...constant max cues to get /r/ in isolation. We get it once or twice a session and then the next week it's like back to baseline as if therapy never happened. I've done the mirror, the mouth puppet, auditory discrim tasks, offering to teach both methods of elicitation: retroflex and bunched... bright kid but just can't get this and there's no progress. She complains it hurts to curl her tongue but doesn't want to do the bunched method. Would it be possible for her to acquire this sound as she gets older with more tx?

I feel bad but I can't see her having individual tx on a school caseload where the heavy ASD cases are the only individual sessions and parents will never go for private practice.

Nobody seems to understand that cognitive/academic skills don't equal perfect articulation. Teacher says "but she's so smart". Yeah I know, it's not a matter of intelligence, she just isn't getting this sound.

Someone a while back had posted about the dark triad phenomenon of very unwell personality disordered people overwhelming the SLP field (e.g. narcissistic, sociopathic, etc.) I looked up the term and did see that it references many of the people I've come across which would explain the mean and nasty experiences I have had with some of them.

I'm not sure if anyone else has had a similar experience but I am curently working with another SLP that was hired before me and does not invite me to the same table with all of our colleagues at staff meetings, eats lunch with them next to my room daily and does not include me, and said she was looking forward to my replacement coming back as I'm covering another SLP's leave. We text and chatted many times at first but I eat lunch alone and told her that I don't have much of a support system and worry about finding work after this "gig" is over but she still approached me excited as hell to let me know the permanent SLP is coming back soon.

She seemed so nice and sweet at first but when I ran this by someone else they said she's not naive, she knows exactly what she's doing.

How is everyone handling toxic co-workers, and specifically ones that are also on your SLP Team? How do you know when to drawback and stay away?

My SLP colleagues have been screening kids without parent permission. I was always trained to not do this because it's a violation of their LRE.

What is your state doing?

And what expressive/receptive screeners are you using because I haven't found a single one that doesn't over identify the student who later becomes a DNQ on the TOLD or CASL.