u/Interesting-Chip-824

Hi SLPs, I’m currently working on a project and I’m trying to gather some real-world data.

In your typical setting, do you actually have time during the workday to edit/program AAC devices for students (e.g., customizing vocab, page sets, layouts, etc.)?

If yes, where does that time usually come from (planning periods, direct therapy time, designated AAC time, etc.)? If not, what tends to be the biggest barrier?

Also, do you ever run into issues with taking a child’s device off them (even briefly) in order to make updates or edits? If so, what does that process look like in your setting?

Appreciate any insight from school, clinic, or private practice settings.

Where’s the best place to play some Bingo? I’ve seen a few options online, but I’m curious if anyone has been to any local spots they actually enjoyed or would recommend.

SLPA here working in the schools and I’m running into a situation with two students who are both in that “almost there but not quite” stage, and I’m struggling to pinpoint exactly what’s off.

One student is working on reducing lateralization of /s/, and the other is working on /r/. In both cases, their productions are SO close to correct that I feel like I should be able to fix it with the right cueing or tweak, but I can’t quite figure out what’s missing.

With the /s/ student, the airflow and placement seem mostly right, but there’s still a subtle “slushiness” that comes and goes. And with the /r/ student, they can get a pretty solid /r/ at times, but it’s inconsistent and not super “crisp” (the only word I can think of to describe it right now).

It feels like they both have the general motor pattern, but I’m missing whatever small detail is needed to make it stable and consistent. Has anyone else run into this “stuck at the edge of mastery” phase, and what ended up being the missing piece for you?

Haven’t had a chance to call them yet, but I’m curious if this happened to anybody else. My JEA bill was due yesterday (5/12) for $105.04, which is what it has said since the bill was posted (I actively track and write out my bills on a big calendar).

I got online to pay yesterday, and somehow immediately after submitting the payment my bill total went up to $210.08, also due on 5/12? Again, this is AFTER submitting the $105.04 payment that was due on 5/12. When I tried to view my bill details, it says a $122.55 charge was posted on 4/20, so still not the same as the $105.04 that was due 5/12? 😩

I thought it might be a glitch, but when I got on to check again today the $210.08 bill was still there. I am genuinely so confused why I’m seeing so many different numbers and why my bill somehow doubled after making an on time payment. Has this happened to anybody else?

SLPA here - what do you all use as your “reward” or motivator at the end of sessions? When I first got my caseload, I started using lollipops because that’s what the SLP I trained under used, but I’m realizing it’s not working well for a lot of my kids. If they even catch a glimpse of a wrapper, all focus on therapy completely disappears and they become fixated on getting the lollipop. Then if they don’t earn it because of behaviors or refusal to participate, it turns into an even bigger meltdown.

I’ve started transitioning to stickers, which has worked great for some kids, but not everyone is motivated by stickers either. I’d love ideas for non-food rewards/motivators that work well without becoming the entire focus of the session.

Curious how everyone is targeting 3-step goals, especially specific to temporal or spatial concepts? I don’t even think I could follow a 3-step direction if I’m being honest, and sometimes I’ll get tripped up just trying to repeat them back a second time. I also have a hard time taking data during these activities because often times it’ll be something like the 1st and 3rd step are correct, or they chose the wrong color but followed all other directions.

I run into this issue sometimes where a client will want a specific toy, and they get very very upset if they don’t receive that toy immediately or if I misunderstand and offer the wrong toy (I’m talking completely deregulated). As soon as they get whatever it is that they want, they instantly calm down like nothing ever happened. I’m worried by doing this I am inadvertently encouraging the behavior of “if I don’t get what I want immediately, I can get really upset until I get it.” Is it wrong to withhold a desired object until the child is a bit more regulated? My thinking was I could model different self regulating skills (ie. Deep breaths, verbally expressing feelings, offering space/a break, etc), but I’m worried that it might actually be kind of cruel in a way and be even more upsetting for the child? Interested to hear anybody’s thoughts on this.