What Does a Fulbright Specialist Do?

global

The Fulbright Specialist Program links U.S. academics and professionals and their counterparts at host institutions overseas. Qualified academics receive grants to engage in collaborative two- to six-week projects at host institutions in over 100 countries. International travel costs and a stipend are funded by the U.S. Department of State Bureau of Educational and Cultural Affairs. Participating host institutions cover grantee in-country expenses or provide in-kind services.

Communication sciences and disorders professionals are among those who participate in the program. In this post, I (Robert Goldfarb) and my colleague Florence Ling Myers recount our experiences in it.

Florence was a specialist in education and worked at the University of Hong Kong in 2011 for two weeks. She received approval for the five-year placement on the specialist roster. I was a specialist in applied linguistics/TEFL at Universidad Pedigogica Nacional in Bogotá, Colombia for six weeks, with the latter half of the commitment completed online after returning to the United States.

Our experiences were different enough to provide a sense of what a prospective Fulbrighter can expect.

Florence’s experience: Fluency disorders and returning to my roots

My mission in going to HKU was to reinforce the importance of fluency disorders in the family of speech-language pathologies. I gave workshops to students and professionals on cluttering, cluttering/stuttering, and stuttering. I met with academic and clinical faculty and reviewed curricula. Of particular interest was learning the problem-based learning paradigm used by faculty. The pedagogical philosophy is that students need to acquire critical thinking and problem-solving skills, to pose clinical hypotheses based on independent library research and come up with evidence-based therapy approaches for various case studies.

I had the pleasure of co-mentoring a senior thesis in stuttering. The student was bright, responsive and competent. HKU is definitely a high-power university, with great expectations for faculty and graduate students to publish in premier journals.

I also had a personal mission: to return to my roots and give back to my motherland. I escaped to Hong Kong as a refugee from mainland China in 1949 with literally nothing but the reassuring hands of my mother. I took not so much a “slow boat from China,” but a creaky leaky junk under the blackened nocturnal skies from Canton. I now wonder if I had been an illegal child alien. My dad was already in the United States to earn his doctorate in physics from the University of Missouri. Much has changed in Hong Kong since the 1940s, yet there is still this undefinable yet undeniable human spirit—to survive and thrive—among the people there.

Having been in the United States for nearly 60 years, I, too, have changed, though there is still very much a Chinese core in me. Whether or not one is from the East or West, the common bond that motivated me to return to my homeland as a Fulbright Specialist was a passion for cluttering and stuttering, and to instill this passion in the next generation of speech-language pathologists in China.

Robert’s experience: Helping with research methods/professional writing

I committed to teach two intensive graduate courses in research methods and in academic writing to advanced students working on thesis projects. In preparation for the visit, I arranged for my publisher to send some relevant books I had authored, and added others I thought might be useful. In addition, I prepared course packs in English and Spanish (with the help of a graduate student from South America) regarding local idioms. I learned, for example, that people in Colombia expressed something very positive as “the last Coca-Cola in the desert.”

Students also received feedback on their research projects in various stages, from proposals to data collection. Another commitment was a keynote address, called the Foro Fulbright, to local universities and other Fulbright scholars in the country. The students and young faculty were all bright, hard-working and dedicated, but their exposure to research design and international perspectives was provincial. Most students and faculty were open and eager to learn what the global academic community had to offer.

Not all experiences were positive. I was given Thursdays off, because it was known as “riot day,” when vigilantes stormed local universities. Sure enough, on the first Thursday of my visit and the Wednesday of the second week, I was ordered out of the office I shared with colleagues as vigilantes bombed the institution for hours. These events were followed by riot police storming the university. The tear gas they discharged lingered in the air for days.

Finally, on the Sunday before I left for home, I was robbed by a policeman while walking to the supermarket. The executive director of Fulbright Colombia called it a perfect storm of crime and civil unrest, and approved my decision to teach the remainder of my courses online.

Ongoing ties

Our students continue to keep in touch. I have helped several students write master’s theses of which they could be justifiably proud, and the thesis that Florence co-mentored was published the following year in the International Journal of Speech-Language Pathology.

Working as Fulbright Specialists allowed us to interact with colleagues and students abroad, while serving our country as ambassadors of scholarship. While there were some unwelcome experiences for me, we have many positive memories. We encourage you to apply to be on the roster, but note that you will need a bodyguard in some countries.

 
Robert Goldfarb, PhD, CCC-SLP, is professor of communication sciences and disorders at Adelphi University. He is an affiliate of ASHA Special Interest Groups 2, Neurophysiology and Neurogenic Speech and Language Disorders, and 4, Fluency and Fluency Disorders.

Florence Ling Myers, PhD, CCC-SLP, is professor of communication sciences and disorders at Adelphi University. She is an affiliate of ASHA SIG 4.

Get Some Book Drive Know-How

July 25 (2)

 

In low-income neighborhoods, one book for every 300 children? In middle-socioeconomic status neighborhoods, 13 or more books for every child? I read this jarring statistic and had an epiphany. As a university professor, mother of a school-aged child, and part-time itinerant public school speech-language pathologist, I wondered if there was a way I could help effect change for the low-SES children in my own area?

SLPs all over the United States battle with the problem of students who present with cognitive, linguistic, and executive functioning deficits related to being from low-SES backgrounds. Sometimes these students have genuine, underlying language impairments and qualify for language interventions, but many times they are typically-developing language learners whose language deficits stem from their low-SES status and its accompanying disadvantages. As experienced SLPs, we all know that low literacy skills can have lasting and serious consequences. A shocking statistic indicates that in states such as California and West Virginia, prison cells are built based in part upon the number of third grade students who are reading below grade level. What could I do to help?

I decided to attack the problem of a lack of books for children in low-income homes. I started collecting new and gently-used children’s books in fall of 2008 for a graduate student’s thesis. We collected several hundred books, which she used, and then she graduated from our program. In April of 2009, my beloved mother, Beverly Roseberry, died of a heart attack. Mom had been a general education and Sunday school teacher. In the Philippines, where I grew up (my parents were missionaries), my mom always had books for my sisters and me despite the fact that we were quite poor. On one island we lived on, my mom even started a library for the Filipino children. She loved books, and made sure that my sisters and I did, too! I decided to keep the children’s book collection going in my mom’s memory. Today we have collected and donated more than 43,000 books to local children in under-resourced areas. There are 21 area agencies and organizations receiving our books as well as three elementary schools.

 

July 25

Third grade students at Whitney Elementary School receive books to keep and read during the summer.

It can be discouraging for SLPs who work with at-risk, low-SES children to address the seemingly insurmountable obstacles that these children face. One of these obstacles is the lack of access to age-appropriate reading materials. How can the average SLP gather children’s books to distribute to low-SES children to keep as their own? Here are some tips for being successful:

  1. Have a large, attractive, marked box in a central location that is easy for people to get to
  2. Make the collection time-limited (e.g., 1-2 months)
  3. Have a short flier explaining why books are being collected and who they will be shared with. On the flier, have a contact person with contact information (like an email).
  4. If possible, donate the books locally to groups of children that your audience of donors cares about. For example, the books collected by the Orangevale Rotary go to the Orangevale Food Bank. Books collected by moms in Davis go to Head Starts in Davis. People are most enthusiastic if books stay local and connected to them somehow.
  5. Be sure to pick up the books on a regular basis. Don’t let that box overflow and make a mess!
  6. Challenge your group to collect a certain number (e.g., 100-500 books). People love a numerical goal.
  7. Keep reminding people—announcing the book drive one time will not be sufficient.
  8. At the end of the book drive, celebrate with a treat! Share information about where the books went. If possible, share pictures of children who have received the books.

I have had several undergraduate students in our program gather between 300-800 books just by asking their friends. Members of service organizations such as the Rotary often like to take on a project such as a book drive. Churches are another great source. My own church, Bayside, has donated more than 5,000 beautiful books!

Most of all, remember: people love to donate books for a good cause. I have found that many, many people have children’s books sitting around in their homes gathering dust; however, the people are so sentimentally attached to the books that they cannot just give them to a faceless organization. Having a person specifically attached to the book drive—a face to identify with—helps people become more willing to part with books that hold precious memories. If you are the “face” of your book drive, most people will be very generous in their donations.

A book drive has several major advantages: 1) low-income children benefit greatly from having their own books, and their literacy skills improve; 2) your friends get to clean out those closets, and 3) you get the joy of seeing children own their own books—for many, these are the very first books they have ever owned. Collecting and donating children’s books is something I will do for the rest of my life, and I have been privileged to have tremendous support from my students, church, family, and friends. Good luck!

Celeste Roseberry-McKibbin, Ph.D., CCC-SLP, is a professor in Sacramento State University’s Department of Speech Pathology and Audiology and also works directly with students ages 3-18  as a speech-language pathologist in the San Juan Unified School District and has writes a blog about her book drive. She can be reached at sacbookdrive@gmail.com.

Collaboration Corner: Being Included

July 18

 

This is a story of why inclusion works. This story is about the sincerity of a fifth grade class, who like most 11-year olds moving to middle school, are full of excitement and angst. They had been together since kindergarten. When they were in fourth grade, a new student arrived. Abby (not her real name) entered their classroom as sweet student full of spunk and delight. A child with Downs Syndrome and autism, Abby is non-verbal. While in school, she learned how to use PECS, some signs, and her Dynavox. Most of all, she developed a fierce attachment to her peers, teachers and school community.  The feeling was mutual. When she was absent, her friends would ask how she was doing. Her peers pulled her into their games and conversations, whether by using sign, or learning to use her communication systems. An outside observer would never  have guessed that Abby was relatively new to the class or her school.

Which is why, two days before fifth grade graduation, when Abby didn’t come to school, her classmates became worried. They discovered that just a few days earlier, Abby had fallen and broken her leg, and would miss her graduation.

And that’s when the good stuff happened. The class decided to make Abby a get well video, and sang Twinkle, Twinkle, Little Star, a personal favorite that she often asked for when in class. Her elated parents called the school. According to her parents, Abby sat in her leg cast, watched the video, and beamed.  She smiled and waved at the video while her friends wished her get well and sang.

Then the school organized a graduation ceremony. Given her injury and sensitivity to sound and large crowds, the school arranged a smaller graduation, just with her fifth grade class. We all hoped that Abby would be well enough to make it that following Monday.

Monday arrived. With fans blowing, and classrooms sweltering 90 degrees, Abby came into school by wheelchair. Even though the class had graduated a week earlier, they wanted Abby to experience the same excitement they did at their own graduation. The staff cued up Pomp and Circumstance, and the class filled in the bleachers with Abby in line. My friend and colleague gave a graduation speech dedicated to not just Abby, but to the whole class. She spoke of how this class that grew up together readily embraced a new student to their class. How their acceptance reflected sincerity found in communities of people that care for one another. They learned how to reach out to her, and she taught them how to become a friend and advocate.

The ceremony concluded with the class singing and dancing to, Head, Shoulders, Knees and Toes, Abby’s favorite song. Then, for the second time in a week, the students received their diplomas, congratulations and a handshake from the principal and staff. As she rolled up and took her diploma, the class gave an enthusiastic (but silent) cheer for Abby.

As the class emptied the bleachers row by row to the song, Time of your Life, Abby began to cry. Maybe it was the activity, or the noise, but it almost seemed that on some level, Abby knew that this was the end (or the beginning) of something special.

The values posted on the front of our school building our simple: Be kind and respectful to everyone and everything. Include everyone.

Role models are what we need most in inclusion. Congratulations to the class of 2013, you sure are the best. Thanks for reminding me why I got into this career in the first place.

 

Kerry Davis, Ed.D, CCC-SLP, is a city-wide speech-language pathologist west of Boston. Her areas of interest include working with children with multiple disabilities, inclusion in education and professional development. The views on this blog are my own and do not represent those of my employer. Dr. Davis can be followed on Twitter at @DrKDavisslp.

A Handful of Post-Graduate Retrospection

S in the Road

(photo credit)

With daylight savings time fast approaching, I am reminded that spring is nearly upon us. For the current graduate student, spring often means comps season. It always seems to be the time that never ends, until the next thing you know, it’s three years later and you look back and marvel about the relativity of time.

One of the hardest things about any new endeavor is getting started. Everyone has to start somewhere, and much as we would prefer to think otherwise, the best place to start is at the beginning. Much as I don’t want to admit it, I hated starting at the beginning. But I did it (and I’m glad I did it), and here’s a handful of things I’ve learned so far.

You’re going to make mistakes. Embrace them, learn from them, and use them for good.

I, like many I suspect, envisioned all sorts of things going smoothly when I first started. This daydream was quickly put to rest as I realized that getting the hang of things takes time.

What’s more, sometimes the only way to really learn something is to make certain mistakes along the way. The key is to realize that you can harness a lot of knowledge from mistakes. Try to think of your clinical fellowship not as a place where you need to be perfect, but a place where it can be safe to make mistakes. Keep an open line of communication with your clinical supervisor, and be realistic about what you feel comfortable doing. Think big, but don’t be afraid about starting small.

Try a little bit of everything. You never know what might end up capturing your attention.

I spent much of graduate school being grossed out by anything related to swallowing. Still, I resigned myself to trying it out because I wanted to have some experience in every aspect of the field. While at first I was wary of what I termed the ick factor, I found that I loved working with the patients. It certainly took some time to acclimate to things I found uncomfortable, but I find myself wanting to do more so I could keep working with those patients.

Think of graduate school not as the last chance to learn everything. Think of it as the place where you’re finally given the tools you need to really learn, both in terms of actual resources as well as the capacity to make sense of them.

Half of what I learned in graduate school didn’t make sense to me until the very end. Even three years out, I’m still marveling at how pieces are slowly starting to fall into place. I find myself frequently poring over text books, reading and re-reading things and making connections for what seems like the very first time.

One thing I cherish about this field, and its practitioners, is a passion for life-long learning. I talk to colleagues about things I see with patients that challenge how I had, up until that moment, thought about things. I debate things with the #SLPeeps on Twitter. I ask questions of doctors and nurses that seem at first unrelated to speech and swallowing, but which ultimately deepen my understanding of what a patient might be experiencing.

Try not to think in cliches. That said, practice makes perfect. (Or rather, perfect-ish.)

I generally shy away from the word ‘perfect’, but find this saying apt in many ways. I started playing the guitar when I was in first grade, and the violin in fourth grade. In undergrad, I did theater for two years. In every creative avenue, I found myself in awe of what others could do, of how amazing their words or their music flowed.

I used to think of those I admired while I practiced. I wanted to be able to simply pick up my instrument, or say my lines, with as much ease and grace as them. “How nice it must be not to have to practice much,” I thought, “and to have such ease of talent.”

But I was wrong on one point. They did have talent, absolutely, but they, like me, had to practice to get there. The best way to get good at something is to do it, over and over and over again, until you become just a little bit better at it each time.

It is a journey. One filled with frustration, joy, and emotion, but one worth taking. I no longer strive for perfection, not because I don’t think it’s possible, but because I never want to stop trying to learn and grow. I always want to keep aiming to get just a little bit better every step of the way.

———–

Phillip Guillory, MS, CCC-SLP, NIC is an SLP and certified sign language interpreter. As an SLP, he specializes in acute care and especially critical care issues. As an interpreter, he specializes in post-secondary settings as well as community and, increasingly, medical settings. Phil can frequently be found on Twitter @ProjectSLP and on his website www.ProjectSLP.com. He is an affiliate of ASHA’s Special Interest Group 2, Neurophysiology and Neurogenic Speech and Language Disorders and Special Interest Group 13, Swallowing and Swallowing Disorders (Dysphagia).

Happy Peppy People at ASHA 2012

2012 ASHA Convention logo

“Hello friends. Are you tired, run-down, listless? Do you poop out at parties? Why don’t you join the thousands of happy peppy people…” at the 2012 ASHA Convention.  If this famous I Love Lucy script makes you think your convention experience thus far, then you are not alone.  Between walking from the Exhibit Hall to visit the vendors to checking out the NSSLHA Lounge and Poster Presentations, just navigating the convention can wear a person out.

Despite the many weary feet, the excitement from day 1 has been tangible. Waiting in line for coffee, finding the room number for sessions, or collecting your third Super Duper bag,  you can always find someone to share a conversation with. How often do you know everyone around you is an SLP or AUD, and feel comfortable discussing a therapy technique or a new iPad application while waiting in line?  The convention provides professionals from across the country opportunities to reconnect with colleagues and friends, refine intervention strategies and techniques, and renew the excitement and zeal for being “rainbows in the clouds” of our clients.

As a student, not only is attending sessions part of the allure of attending the convention, but meeting and networking with professionals who have knowledge and experience to share has been invaluable. Everyone I have met and shared a conversation with has been more than willing to relay tips for my SLP-CF job search or strategies for interviewing and negotiating a contract. I still get nervous before speaking with SLPs or AUDs, but I hope those I speak with remember what it felt like to be a student: Excited, nervous, stressed, overwhelmed, and just itching to finish our clinical internships. The convention is a chance for everyone to “nerd out” with other SLP students, professionals, professors, and researchers from across the world; it is like Christmas morning for me.

What was my favorite part of the 2012 ASHA Convention?

One of the highlights for me was meeting the SLPs, AUDs, and other student SLPs that I have met through Twitter over the past year. Many people are still apprehensive or unaware of the professional learning opportunities that wait by using Twitter with the #SLPeeps. Heidi Kay over at Pediastaff recruited some of the best SLPs who use social media as professional tools to create a Free Guidebook to help people get started. If you want to see how to use these tools, please check out the  easy to follow electronic book and start growing professionally with the #SLPeeps.

Another one of the highlights from the convention was hearing Dr. Maya Angelou speak at the opening session. Her powerful storytelling inspired me professionally and personally. She compared SLPs and AUDs to rainbows in the clouds. A rainbow speaks of promise and hope; I would like to think I can be that for my clients.  Her personal tale of selective mutism after a childhood trauma empowered me to always consider the perspective of my clients before jumping to conclusions.  She always had a story to tell; as Speech-Language Pathologists and Audiologists, accepting and establishing trust can impact how much of their story a client decides to share.

(Katie is one of the official ASHA Convention bloggers. These three bloggers were selected to blog about the ASHA Convention in exchange for complimentary registration. Stay tuned for more insights from her and the other bloggers before, during and after convention.)

 

Katie Millican, B.S. Ed., is a second year graduate student in Speech-Language Pathology program at the University of West Georgia (UWG). Katie is the current UWG local NSSLHA chapter President.  She is active with the #slpeeps and #slp2b on Twitter (@SLP_Echo) and on Pinterest, and she writes her own blog SLP_Echo: Just another SLP in the Making. Katie has a passion for using technology and sharing evidence-based ideas. 

6 Things to Look For When Choosing Your Continuing Education Provider

Made me smile...

Photo by Brett Jordan

The Internet is changing how and where we learn. Make sure you know what to look for when shopping for your next online continuing education course.

Creating and selling online continuing education is a rapidly growing industry, a fact that is great news for busy SLPs and audiologists. It’s become easier than ever to complete your national association and/or state mandated CE requirements quickly, conveniently and inexpensively.  And that means it’s more important than ever to know what to look for when shopping for a provider. Choosing the wrong one can result in a very dissatisfying educational experience and unwanted stress.  The following list will help you find the best fit for your CE needs.

  1. Accreditation:  Has your regulating board approved the provider or the provider’s courses? There are strict rules and regulations that must be adhered to and a good provider will be transparent in disclosing their accreditation. It’s also a smart idea to check with your national and state regulating bodies. Websites like ASHA.org will generally list all approved continuing education providers.
  2. Reputable Instructors: When you’ve located a provider and checked out some of their courses, do a quick online search on the instructors. Make sure they are licensed healthcare professionals, experienced educators or individuals with the appropriate credentials/specialized training in their field of instruction.
  3. Large and Varied Course Selection: Advances in medicine and documentation require that the practitioner must continually update their knowledge base. Continuing education providers should be doing the same thing. Look for one that is adding new courses to their catalog on a regular basis. Does their course catalog cover a wide spectrum of subjects that will not only keep you current but also enhance you professionally?  Providers can and should offer a large selection of informative and engaging courses.
  4. Understanding of Your Needs: When you’re shopping for continuing education courses you should feel confident that the provider understands your needs and requirements. Any provider worth their salt will be able to help you understand the rules and regulations that govern your profession.
  5. Production Quality: Simply having good content isn’t enough; it should be presented in a professional format, with clean visual components and clear audio. It’s no good spending money on a video course that is blurry and hard to hear or fails to even provide any visual demonstrations. It should be easy to access, too. A few clicks of your mouse button are all it should take to get to your material. You can check the provider’s website for screenshots or video samples of their courses to evaluate the value they place on production quality.
  6. Cost: It’s always nice to save money, but be wary of the provider with ridiculously low prices. That usually means that corners have been cut, never a good thing.  Prices should be reasonable based on the amount of content provided in the course, and the production quality of the course. Some providers will offer options to combine courses together at a lower cost than buying them individually. One that offers flexibility to buy exactly what you need to meet your requirements and takes your budget into consideration can be a lifesaver, especially if you’ve left those requirements to the last minute!

It’s always smart to do your research before you commit to a continuing education course,as for the SLP or audiology professional the fallout from a bad choice can create extra stress and unwanted complications in your life. Following these few simple tips can help you make the decisions when it comes to choosing an online continuing education provider.

 

Amy-lynn Engelbrecht is the Online Content Specialist at HomeCEUConnection.com. HomeCEUConnection.com is an ASHA Approved CE Provider, provides online continuing education courses that are convenient, affordable and user friendly. HomeCEUConnection.com provides that offer ASHA CEUs for Speech-Language Pathologists, Physical Therapists, Physical Therapist Assistants, Occupational Therapists, Occupational Therapist Assistants, Athletic Trainers, Massage Therapists, and Certified Strength and Conditioning Specialists.

 

Tips for Clinical Fellows: More Than Surviving Your First Year

an organized craft room

Photo by bluishorange

Get Organized

  • Weed through all of the papers, manuals, and orientation/training materials you received and make a list of all important deadlines in progressive order. This will ensure you stay on top of them!
  • Make a spreadsheet schedule of when you see clients/students, laminate it, and follow it!
  • Print a list of your clients/students in order of when annual reviews and reevaluations are due.
  • If you’re overloaded with initial evaluations to complete, pick a feasible number of evaluations to be completed weekly. Schedule those and pat yourself on the back when you accomplish the number you set, even if it’s just one or two weekly.
  • When first getting to know your clients/students, place simple abbreviations of their goals on the data sheets you’re utilizing to quickly jog your memory about their challenge areas. Even if your main target for the therapy session is X, you can be indirectly addressing Y or Z as well.
  • Be prepared for meetings. If you know certain topics, disorders, or clients/students will be discussed, if you are unfamiliar with that subject, do your homework. You don’t have to know it all, but aim to gain the trust of those around you by adding to the discussion.
  • Maintain open and frequent communications with your CFY supervisor.

Get Creative

  • As you build your “tool box” of therapy materials, think functional, relevant, and motivational. Invest in materials that will motivate your clients/students to invest themselves in their own progress.
  • Don’t merely make plans for great therapy sessions…carry them out!

Get Involved

  • Make yourself readily available to family members, parents, teachers, administrators, and coworkers. Be an approachable point of contact for questions or concerns. If you don’t know the answer, there’s always opportunity to look it up!
  • Know your clients’/students’ birthdays and other important information. We all like to know that we’re more than just a name (or number on a caseload).
  •  Take part in your clients’/students’ special activities or life events when possible.

Get Noticed

  • Develop a simple monthly or quarterly newsletter for family members, parents, teachers, administrators and/or coworkers. Let the first one be an introduction to yourself and market yourself as a resource on speech and language issues. Because we’re all inundated with things to read and little time to read them, make each newsletter short, concise, and interesting.
  • Prepare a bulletin board accentuating your services or an area of interest or benefit to your clients/students. Don’t wait until May when Better Speech and Hearing Month comes around!

 (This post originally appeared on The Speech Stop)

 

Ana Paula G. Mumy, MS, CCC-SLP,  is a trilingual speech-language pathologist and the author of various continuing education eCourses, leveled storybooks, and instructional therapy materials for speech/language intervention, as well as the co-author of her latest eSongbook which features songs for speech, language and hearing goals.  She has provided school-based and pediatric home health care services for nearly 12 years and thoroughly enjoys providing resources for SLPs, educators and parents on her website The Speech Stop.

Interview Tips

interview-candidate-selection-method-pick


Photo by Javrsmith

This blog post will help you prepare for interviews and improve your chances of landing a great job. Please note, that while some of the advice offered here may seem obvious to you, it might not be obvious to everyone, and we would rather share things that sound basic rather than omit something that we assume you know.

These tips are provided for your consideration for both direct hire positions as well as contract assignments. Although a contract job is not a “commitment for life,” the employer conducting the phone or face to face interview will be looking for a strong indication that you are committed to the position you are being considered for and that you are truly interested in their district. Many interviews for contract jobs are done strictly by telephone, and as such are often perceived by the candidates as less important as an interview that takes place face to face. In fact, the opposite is actually true. A telephone interview may be your only chance to make your best impression. It is much more difficult to get the “real you” across by phone, so you need to make the most of every minute by preparing ahead of time.

BEFORE THE INTERVIEW:

Research the employer in advance. Learn specific details about the organization, the department, and specifics about the job so that you may be as informed as possible about them. Most of this information can be found on the organization’s website or by “Googling” them and reading articles you find online. If you are working with a recruiter they should be able to help you collect much of this information, but whatever else you can learn on your own will only serve to help you even more. For example:

  • Size – the number of clients served, and if it is a school based position, the number of schools, administrators or managers.
  • Recent awards and honors the company, district or organization has received.
  • Reputation – How is this employer or school district perceived in the city/town compared to others.
  • Administration – a visit to the school or company website will generally lead you to current news and information about the organization.
  • The makeup/census of the caseload – What are the economic, geographic, cultural and socioeconomic factors for the families that you will be serving. If the employer is a school district, is it growing or shrinking?
  • How big is the department? Number of therapists? Number of administrators?
  • Total number of clients/students served – Is the caseload growing or is there attrition?
  • If a school, how are the children served? Are the students served through a pullout model? Are therapy sessions done one on one or in groups?

SPECIFIC JOB QUESTIONS TO HAVE ANSWERED BEFORE THE INTERVIEW:

  • Why is the job available?
  • Exactly where is the position located?
  • What will be the population and makeup of your particular caseload?
  • Is there a supervisor over your area or will you report directly to the Director or Assistant Director?
  • How many hours am I guaranteed (or can I expect) per week?
  • Is paperwork done by computer or manually, and will I be provided with all the tools I need to succeed?
  • Email address of the interviewer so you can send him/her a “thank you” note.

All of this will not only create a stronger image of you in the interview, but likewise will provide you with a better basis for evaluating the opportunity if an offer is made.

FOR THE PHONE INTERVIEW:

  • Schedule a time where you can give the interviewer your undivided attention.
  • Keep the interview “clinical” and focused on the job duties. Other, more general questions can be answered by your recruiter or through your research.
  • Don’t talk about money yet. If you are working with a recruiter, they will have that information for you. If you are interviewing on your own, get through the interview first and follow up with human resources for salary information.
  • Let the interviewer ask his or her questions first to ensure that the interviewer covers all that they want to learn about you. If there is time, feel free to ask job related questions.

FOR FACE TO FACE INTERVIEWS:

  • Getting there: Have good directions and allow plenty of time to get there.
  • As a starting point, it is critical to understand that the impression you make in the first few minutes of the interview generally sets the tone for your success or failure for the entire interview.
  • Dress conservatively; avoid bright colors. Make sure hair is clean and neatly styled. Avoid perfume and cologne but make sure you wear deodorant to control perspiration and odor.
  • Be exceptionally courteous to everyone you meet.
  • Even if you’re having a bad day, put on a smile and show your enthusiasm for the job. Many hiring decisions involve more than one candidate. Personality and motivation are often tie-breakers.
  • If you want the job, ask for it. At the very end of the meeting say why you’re excited about working there and that you’d like to have the position.

 

Heidi Kay is one of the founding partners of PediaStaff and is the editor-in-chief of the PediaStaff Blog, which delivers the latest news, articles, research updates, therapy ideas, and resources from the world of pediatric and school-based therapy. PediaStaff is a nationwide, niche oriented company focused on the placement and staffing of pediatric therapists including speech-language pathologists.

Interview Questions for Pediatric SLPs on the Job Market

IMG_1991

Photo by bpsusf

“Far and away the best prize that life has to offer is the chance to work hard at work worth doing.”  –Theodore Roosevelt

I’m moving out of state soon, and therefore recently engaged in the dreaded job search in a new city.  Because I’m an over-planner, I had a fourteen  interviews (yikes!) before I finally found my dream job.  I was recently telling my graduate student intern about the interview experience, and it occurred to me that maybe other grad students and job-seeking SLPs might be interested in the types of questions typically asked during job interviews.  I actually wrote down the questions I could remember just after each interview, so I could share them with my intern.  (Yup, I’m nerdy in so many ways, even job interviewing!)

So, here are the questions I could remember from all my interviews, combined.   Of course, I’m a pediatric SLP, so most of these questions apply to interviews with pediatric providers, but they might help you prepare in general for other interviews, as well.

Organizational Skills

1.  How do you keep up with due dates and important to-do items?

2.  How do you organize therapy data and session notes?

3.  How do you stay organized?

4.  How do you keep data during a therapy session with a busy client?

Theory

1.  What’s your philosophy for serving preschool students for speech/language?

2.  What model do you currently use to serve students?  (pull out, push in, inclusion, collaborative, coteaching, coaching, consultation?)

3.  What model do you use to serve students with autism?

4.  What program/model do you use to serve students with articulation/phonology disorders?

5.  How would you approach serving children with multiple special needs in a self-contained classroom setting?

6.  Do you think you can make change in the learning trajectory for a child even without parent involvement?

7.  What are the most important things you think teachers and parents need to know about language to make a difference for children?

8.  What do you think causes the achievement gap for minority students we serve?

Experience

1.  Tell me a little bit about yourself.

2.  Tell me about your current work setting.

3.  What social skills resources do you use for children with autism spectrum disorders?

4.   Tell me about the most difficult client you’ve ever had and how you worked through it.

5.  Tell me about the hardest therapy session you’ve ever had and how you made it work.

6.   What experience do you have with children with  __(whatever disorder the site specializes in serving)__?

7.   What AAC/Assistive Technology experience do you have?

8.  How do you involve parents and teachers in treatment?

9.  How would you deal with a parent who questions your therapy practices?

Personal Qualities

1.  What are your strengths?

2.  What are your weaknesses, and how do you overcome them?

3.  What prompted you to want a career in speech language pathology?

4.  Who are your mentors, and how have they guided you in your career path?

Goals/Job Outcome

1.  What are you looking for in a job?

2.  Describe your perfect/dream job.

3.  What’s most important to you in your job hunt?

4.  What are your favorite settings/special populations to work with?

5.  What age group do you most enjoy working with?

6.  Where do you see yourself in 10 years?

Knowledge Base

1.  What continuing education courses have you taken in the past 2 years?

2.  Are you certified in any therapy program such as Hanen, Floortime, ABA, Lindamood Bell, etc?

3.  Do you regularly attend ASHA, and which courses do you typically go to?

4.  Tell me what you think the current events/issues are in speech-language pathology.

5.  How do you usually come up with goals/objectives for clients?

6.  Describe the steps you’d take to conduct an evaluation (both quantitative and qualitative).

7.  What do you see as your role in the Response to Intervention (RTI) process in a school system?

8.  How would you keep your caseload manageable?

9.  What do you see as your role in regard to reading/writing skills for elementary school students?

10.  What strategies/materials/activities do you use regularly for children with _______?  (autism, social skills deficits, Down Syndrome, apraxia, feeding disorders, etc.)

11.  Describe a typical activity you would use to address receptive and expressive language goals for a group of children.

12.  How do you typically coach a teacher or caregiver to help facilitate positive change in their teaching behavior?

Your Turn!

Also, I think it’s smart to have a list of a few questions you are going to ask your interviewers, so you don’t feel put on the spot when they ask you whether you have any questions.  Some basic ideas are:

1.  What’s the typical caseload?

2.  What are the typical hours?

3.  What paperwork/documentation am I expected to complete on a regular basis?

4.  What types of support for continuing education do you offer?

5.  What technology resources are available to me here?  (ex:  laptop, AAC devices, iTouch, iPad, etc.)

I think that preparing my responses to possible questions ahead of time, and actually saying them out loud to myself or someone else, really helps me reduce my stress level during actual interviews.   I hope this is helpful to other new or job-hunting SLPs, as well!

 Are there any questions I’ve left out?  Please leave a comment if you think of any others!


T.J. Ragan, MA, CCC – SLP
, is a speech language pathologist, wife, and mother who lives with her husband, their four year old daughter, and their two dachshunds in Durham, NC.  She works for Chapel Hill – Carrboro City Schools and The Cheshire Center and writes a blog about happiness.

Resume Preparation Tips

IMG_1991

Photo by bpsusf

(This blog article has been adapted for ASHASphere from the “PediaStaff New Graduate Guide.”  Click here to download the entire guidebook.)

A resume is a “living” document that will grow with each new job and professional experience. That said, it should concisely and effectively describe and sell your most relevant credentials. An employer will spend very little time reviewing your resume, so it must be clear and targeted for the type of job you are applying for. You may have more than one resume with different objectives. Don’t be afraid to “toot your own horn” because if you don’t, nobody will!  Beware of typos and grammar errors as these will leap right off the page.  Remember, this may be the only time you get to make an impression on an employer!

Before Writing the Resume:

  • Compile your educational experience. This will include all degrees you have completed or are in the process of completing, as well as relevant courses and seminars.
  • Catalog all your work experience such as your clinicals, therapy-related jobs, and positions working with children (special needs as well as typical). Also include jobs which demonstrate your leadership and interpersonal skills whether they are speech related or not.
  • Make a list of your honors, scholarships, academic and community achievements.
  • Put together names of all of the professional and community organizations to which you belong.
  • Choose three references who will speak highly of you (check with them first). Get their full names, titles, phone numbers, and email addresses. Also ask them how they prefer to be contacted.
  • Create a record of publications and papers you have written and presentations you have given.

Writing the Resume

  • At the top of the resume put your name, address, phone number(s) and email address. Only include references to blogs or social networking sites if they are exclusively used for work. We also recommend that you open a free account just for your job search. Gmail or Yahoo are great for this.  Also, make sure the voicemail message on the phone number you have listed is clear, professional, and states your name.
  • Declare your objective, the type of job you are looking for, and the population you wish to serve. This should be short and general. Do not close the door on any type of job you might have an interest in. Create a second resume if you find that your possible career objectives don’t work well in one document.
  • Create your educational information section. Working with most recent first, list the schools, city, state, year of graduation and the degree earned (or expect to earn).
  • Write your experience/work history. List this experience in reverse chronological order. Include title of job and use descriptive action words to describe your duties and responsibilities. Examples are “achieved,” “communicated,” “recommended,” “provided,” etc. Avoid passive verbs like “have written” or “was selected.”
  • Add a section for publications or papers you have presented, if relevant.
  • Create a section for any honors you have achieved. These honors should include academic, civic, and any other awards you may have received in the community.

After Writing the Resume

  • Show the completed document to a trusted friend, professor, or peer who can proofread it, look for things you may have missed, and help you with any areas of confusion.

Heidi Kay is one of the founding partners of PediaStaff and is the editor-in-chief of the PediaStaff Blog, which delivers the latest news, articles, research updates, therapy ideas, and resources from the world of pediatric and school-based therapy. PediaStaff is a nationwide, niche oriented company focused on the placement and staffing of pediatric therapists including speech-language pathologists.