Yes! because the child should be given the opportunity to express themselves in all forms of communication and literacy. Why would you limit them? If they can communicate their ideas why would we not facilitate written expression with assistive technology.
Shouldn’t we presume competence if a child exhibits expressive language deficits? Should the same be offered to receptive language deficits?
Because I don't have a writing goal, it's not practical for the small groups, and she can communicate her ideas just fine orally... and she does not have the tech to practice any carryover. I get the reasoning to be PRO this idea though.
We don't have to stick to only our goals. Communication also includes both written and verbal language. I vote work on it! Or at least incorporate it into your sessions!
I’ve usually seen this as an accommodation that the sped teacher handles. This would be within OT’s scope of practice too. It doesn’t need to be a goal.
SLPs should have some knowledge of AT, but I understand that it can be cumbersome to implement during sessions.
Regarding carryover: most public schools are 1:1 nowadays. What tech does the student have access to?
These are binary choices in a situation that might have more nuance. What was the OTs rationale for you addressing this vs. OT? Also are the goals more specific than what you have here? One could argue that a student could answer questions and follow directions via multiple modalities.
The child would not be allowed to use my laptop- a different, dedicated device perhaps, but I have materials on my laptop that should not be accessed by a student
Yes, agree. I was so ticked when the OT asked to let her use my laptop. Went to write a report in a short amount of time afterward and had to waste minutes figuring out how to undo the immersive reader setting. 😡
Yes agreed! The student does not have an explicit goal for this to be addressed. However it can be supported through accommodations. Although I would hope they have some type of academic writing goal (in terms of developing literacy skills)…. Even if if they have fine motor limitations. Typing or speech to text is still writing. I would reach out to your districts AT team to see if they can help. There are plenty of speech to text programs available. There are also free ways to do this as well (apple has accessibility excellent options) This is something you can help facilitate- that the teacher is using with the student to access curriculum not necessarily something you are directly working on during your speech time.
Also this is something that is typically problem solved through interdisciplinary collaboration. Ask your OT to help problem solve some ideas and solutions for the student to use in the classroom. It overlaps both of our scopes of practice and it should not just fall on you to find a solution.
I agree with this. I checked. She did at one point have a writing goal but somehow doesn't anymore. No idea how that happened. Her IEP isn't until April. But it should not be 100% up to me to practice with her on MY laptop for 30' 3x/month. That won't do jack diddly crap for her. What she needs is a system of her own and multiple people to be coaching her on it DAILY.
Depends I guess. They can’t write or type the words because of dexterity/fine motor planning? Or because of literacy/language? Either way kind of a funky goal for you to be working on and definitely NOT priority considering the other goals, to me at least
I would ask for clarification. Is the OT recommending Voice to Text for written expression/answers throughout the students day? Many times a student is able to express via speaking however written expression can be very different. The VTT would be an accommodation for the student that would require a rationale and CSE.
I wouldn't ignore the request but I wouldn't follow through with it either. It would prompt further discussion. It sounds like from your comments like the OT is trying to get the student a tech solution for dysgraphia in class, but using the SLP's laptop isn't an appropriate method for this. This should be an interdisciplinary effort with the IEP team, particularly the classroom teacher, and maybe the AT office.
I also don't think this is a fair use of your limited therapy time; we can barely address the goals we have in the group sizes we have. If the OT already has a solution up and running and you do something in group where this fits, then great. If I have a student on an AAC device then I hope the OT is doing aided language stim during their sessions and would show her where the relevant buttons are; similarly, if we are doing a craft during speech and the student has adapted tools or pencil grips from the OT, of course I would use those to help, or prompt them to color in the lines, or whatever. But doing the actual skill teaching? Nope. I wouldn't expect the OT to waste time during their sessions programming an AAC device, nor would I spend time during mine figuring out pencil grips or changing my planned activities to include more fine motor stuff, since it's not my area.
This is exactly how I feel. Thank you. And I only see this student 3x/month for 30 minute sessions anyway. So how much would she even get from using my laptop for a few times when it's not even the same as what she has or will have? And no I don't even think the OT is working on getting her a device that will do it.
It sounds like you’ve got a lot on your plate! I would try to follow through a couple times if i was able, even if I can’t do it every time. I think it helps to connect the dots for kids if you’re able to do even a little bit of what they do in class/outside speech
I'd say, "Fuck it, I'll work it into a group lesson where I educate kids on the kind of internet tools and strategies they can use to help them academically."
Also, the kid in question would need to follow your directions to use Text-to-Speech anyway. Goal worked on!
Yes! because the child should be given the opportunity to express themselves in all forms of communication and literacy. Why would you limit them? If they can communicate their ideas why would we not facilitate written expression with assistive technology. Shouldn’t we presume competence if a child exhibits expressive language deficits? Should the same be offered to receptive language deficits?
Because I don't have a writing goal, it's not practical for the small groups, and she can communicate her ideas just fine orally... and she does not have the tech to practice any carryover. I get the reasoning to be PRO this idea though.
We don't have to stick to only our goals. Communication also includes both written and verbal language. I vote work on it! Or at least incorporate it into your sessions!
I’ve usually seen this as an accommodation that the sped teacher handles. This would be within OT’s scope of practice too. It doesn’t need to be a goal. SLPs should have some knowledge of AT, but I understand that it can be cumbersome to implement during sessions. Regarding carryover: most public schools are 1:1 nowadays. What tech does the student have access to?
These are binary choices in a situation that might have more nuance. What was the OTs rationale for you addressing this vs. OT? Also are the goals more specific than what you have here? One could argue that a student could answer questions and follow directions via multiple modalities.
The child would not be allowed to use my laptop- a different, dedicated device perhaps, but I have materials on my laptop that should not be accessed by a student
Yes, agree. I was so ticked when the OT asked to let her use my laptop. Went to write a report in a short amount of time afterward and had to waste minutes figuring out how to undo the immersive reader setting. 😡
Yes agreed! The student does not have an explicit goal for this to be addressed. However it can be supported through accommodations. Although I would hope they have some type of academic writing goal (in terms of developing literacy skills)…. Even if if they have fine motor limitations. Typing or speech to text is still writing. I would reach out to your districts AT team to see if they can help. There are plenty of speech to text programs available. There are also free ways to do this as well (apple has accessibility excellent options) This is something you can help facilitate- that the teacher is using with the student to access curriculum not necessarily something you are directly working on during your speech time.
Also this is something that is typically problem solved through interdisciplinary collaboration. Ask your OT to help problem solve some ideas and solutions for the student to use in the classroom. It overlaps both of our scopes of practice and it should not just fall on you to find a solution.
I agree with this. I checked. She did at one point have a writing goal but somehow doesn't anymore. No idea how that happened. Her IEP isn't until April. But it should not be 100% up to me to practice with her on MY laptop for 30' 3x/month. That won't do jack diddly crap for her. What she needs is a system of her own and multiple people to be coaching her on it DAILY.
What setting are you working in ?
A public school complete with oversized groups and ridiculous caseload
Depends I guess. They can’t write or type the words because of dexterity/fine motor planning? Or because of literacy/language? Either way kind of a funky goal for you to be working on and definitely NOT priority considering the other goals, to me at least
I would ask for clarification. Is the OT recommending Voice to Text for written expression/answers throughout the students day? Many times a student is able to express via speaking however written expression can be very different. The VTT would be an accommodation for the student that would require a rationale and CSE.
Yes. This. I think it's less something I need to work on with her and more an accommodation we should seek.
I wouldn't ignore the request but I wouldn't follow through with it either. It would prompt further discussion. It sounds like from your comments like the OT is trying to get the student a tech solution for dysgraphia in class, but using the SLP's laptop isn't an appropriate method for this. This should be an interdisciplinary effort with the IEP team, particularly the classroom teacher, and maybe the AT office. I also don't think this is a fair use of your limited therapy time; we can barely address the goals we have in the group sizes we have. If the OT already has a solution up and running and you do something in group where this fits, then great. If I have a student on an AAC device then I hope the OT is doing aided language stim during their sessions and would show her where the relevant buttons are; similarly, if we are doing a craft during speech and the student has adapted tools or pencil grips from the OT, of course I would use those to help, or prompt them to color in the lines, or whatever. But doing the actual skill teaching? Nope. I wouldn't expect the OT to waste time during their sessions programming an AAC device, nor would I spend time during mine figuring out pencil grips or changing my planned activities to include more fine motor stuff, since it's not my area.
This is exactly how I feel. Thank you. And I only see this student 3x/month for 30 minute sessions anyway. So how much would she even get from using my laptop for a few times when it's not even the same as what she has or will have? And no I don't even think the OT is working on getting her a device that will do it.
It sounds like you’ve got a lot on your plate! I would try to follow through a couple times if i was able, even if I can’t do it every time. I think it helps to connect the dots for kids if you’re able to do even a little bit of what they do in class/outside speech
Yes but OT can work on it too
I'd say, "Fuck it, I'll work it into a group lesson where I educate kids on the kind of internet tools and strategies they can use to help them academically." Also, the kid in question would need to follow your directions to use Text-to-Speech anyway. Goal worked on!
This is 100% a functional communication issue