Apraxia Monday
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Apraxia Monday: School-Based SLP Natalie Boatwright

By Leslie Lindsay

***Photo Dec 16, 6 54 41 PMSLP INTERVIEW!!!***

Thanks a bunch for taking the time to chat with us, Natalie.  We are excited to learn speech tips and tricks for the early childhood set from someone who is so well-versed (sorry, couldn’t resist), in the field.  Let’s start by getting to know you a bit.

L4K: When and how did you get interested in the field of pediatric speech pathology?  Is it something that has always been in interest of yours, or did it evolve along with your academic career? 

Natlie, CCC-SLP: It all started when I was a freshman in college. I was at orientation, and we were making our schedules for the first semester. I happened upon a course called “Intro to Communication Disorders.” I guess you could say it evolved with my academic career…I was hooked after the first class.

L4K: As a school-based SLP, what are some of the top speech concerns you see at the grade-school level?   

Natalie, CCC-SLP: The main concern I have encountered this year is with carry-over of learned skills into the classroom. I have a plan in place to help with this. I hope it continues to work…so far so good.

L4K: When I was an elementary student, I recall kids getting pulled out for speech services.  We called it “speech teacher,” at the time.  How do you see school-based SLPs evolving in the future? 

Natalie, CCC-SLP: Currently, I provide both pull-out and in-class services. The type of service is determined on an individual basis per the student’s needs. At this time, more of my direct therapy follows the pull-out model. However, in the near future I can see SLPs evolving into more in-class therapy services, perhaps in more of a co-teach model with the general education teacher during a reading or language arts lesson.

 L4K: While looking at your blog, Just Wright Speech, I see you have a ton of really cute and crafty projects to get kids talking.  How did you develop these ideas? [Be sure to check out and “like” her FB page, https://www.facebook.com/JustWrightSpeech and also the blog at http://justwrightspeech.blogspot.com/

Natalie, CCC-SLP: Thank you! Currently I’m still building my materials library, but the majority of the ideas are very simplistic and usually thought of while I am working on another project. Some of my activities have been inspired by other SLPs…there are some GREAT ideas out there. I usually tweak the activity just a bit to allow for more flexibility with among my very diverse caseload.  (I also keep a notebook of ideas. When one comes to mind, I jot it down…one day, there will be time to give them all a try!)

L4K: Most importantly, how do kids respond to your clever games and crafts?  What are some of their favorites?   

Natalie, CCC-SLP: My students are really motivated by activities that allow them to work together, and get away from the table. Such is the case with the recent life-size snowmen/women we made. This activity allowed them to work together and build something while at the same time targeting goals of requesting, sequencing, labeling, and more. The best part was being away from the kidney shaped table in the room and being able to work freely in a different place.  (image source: http://mommyspeechtherapy.com/?p=283.  retrieved 2.18.13)

L4K: What’s the social climate like in schools these days?  Do kids feel ‘picked on’ or ‘isolated’ due to their speech concerns?  How might a teacher/parent/or another school-based SLP address those concerns? 

Natalie, CCC-SLP: Within my current elementary school, to my knowledge, students do not feel as though they are “different” because they receive speech therapy. Many of the students within the school are seen for various things throughout the day. It is not unusual to the student or his/her peers to receive ‘help’ be it inside or outside of the classroom.

L4K: What are some of your favorite family-friendly resources for coping with bullies, disabilities, or a speech disorder?    

Natalie, CCC-SLP: When meeting with parents I like them to have something to walk away with in their hands. As a result, I have compiled a binder of articles, many of which I have found online at www.asha.org. ASHA stands for the American Speech-Language-Hearing Association. I have by binder in order by grade level (kindergarten through fifth grade) with the original articles in sheet protectors and parent copies following, in both English and Spanish (my elementary campus is a bilingual campus). Some of the articles in my binder are: 

Wow–a BIG Thanks to Natalie for taking the time to share your thoughts, ideas, and expertise with us! 

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