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    Speech and Language Pathologist Questions

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    The SLP Kyler Sutton sees primarily male students with specific learning disabilities or autism. He assesses students informally using tools like the Double Interview and formally using tests like the Goldman Fristo to evaluate articulation, speech sounds, and social skills. Kyler collaborates with teachers through daily progress sheets and emails to discuss student goals. Not all students with autism receive speech services, as the IEP team determines if communication deficits significantly impact academics or social skills. In sessions, Kyler uses group games like Pictionary to target pragmatics, articulation, and turn-taking skills.

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    Speech and Language Pathologist Questions

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    api-368626886
    168 views5 pages
    The SLP Kyler Sutton sees primarily male students with specific learning disabilities or autism. He assesses students informally using tools like the Double Interview and formally using tests like the Goldman Fristo to evaluate articulation, speech sounds, and social skills. Kyler collaborates with teachers through daily progress sheets and emails to discuss student goals. Not all students with autism receive speech services, as the IEP team determines if communication deficits significantly impact academics or social skills. In sessions, Kyler uses group games like Pictionary to target pragmatics, articulation, and turn-taking skills.

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    The SLP Kyler Sutton sees primarily male students with specific learning disabilities or autism. He assesses students informally using tools like the Double Interview and formally using tests like the Goldman Fristo to evaluate articulation, speech sounds, and social skills. Kyler collaborates with teachers through daily progress sheets and emails to discuss student goals. Not all students with autism receive speech services, as the IEP team determines if communication deficits significantly impact academics or social skills. In sessions, Kyler uses group games like Pictionary to target pragmatics, articulation, and turn-taking skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    168 views5 pages

    Speech and Language Pathologist Questions

    Uploaded by

    api-368626886
    The SLP Kyler Sutton sees primarily male students with specific learning disabilities or autism. He assesses students informally using tools like the Double Interview and formally using tests like the Goldman Fristo to evaluate articulation, speech sounds, and social skills. Kyler collaborates with teachers through daily progress sheets and emails to discuss student goals. Not all students with autism receive speech services, as the IEP team determines if communication deficits significantly impact academics or social skills. In sessions, Kyler uses group games like Pictionary to target pragmatics, articulation, and turn-taking skills.

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    The SLP mainly sees male students with speech delays, articulation issues, or on the autism spectrum. Assessments focus on speech sounds, social skills, and pragmatics. Therapy is usually done in small groups.

    The SLP uses informal interviews, the Goldman Fristo assessment to evaluate speech sounds, and the Social Language Development Test to assess social skills. Formal testing is not done to diagnose autism.

    The SLP communicates regularly with teachers through email about student progress. Progress is also discussed at IEP meetings. Collaboration could be improved by including the SLP perspective on issues that impact student performance.

    Speech and Language Pathologist Interview Questions Transcript

    Interview: 9/22/17 SLP Kyler Sutton

    1.) What is the typical population of the group of students you see? Gender,
    race, disability, deficits?
    Overwhelmingly male/ Primarily Caucasian but see all races
    Specific Learning Disability/ Autism
    Typically speech delays/ articulation/speech sounds/ pragmatics

    2.) What type of assessment do you use? Are there specific ones designed
    for ASD students?
    For language -use Comprehensive Assessment Language Skills
    Goldman Fristo
    Arizona
    Expression/ Receptive 1 word answers
    Informal Double Interview

    3.) How do you assess for diagnosis of ASD?


    I do not give a diagnosis of ASD.
    When looking at delayed speech, will use double interview to look for
    clues
    SLDT for social skills

    4.) Students with ASD have social/communication deficits, why does not
    every student with ASD receive speech services.
    Concerns come from IEP team
    Assessing takes place
    How do deficits impact social and or academics
    5.) How do you work on the goals and collaborate with the team
    Informing of incidents occurring in the classroom by teachers
    through email
    Daily progress sheet
    Meeting to discuss progress prior to IEP

    6.) What type of strategies do you use? Are there any that you can provide
    to one of our common students?
    Behavior Chart when younger
    Speech slowing down/ going back fluency piece

    7.) What is the setting for sessions?


    Primarily Small Group setting

    8.) How do you know when a student no longer needs services?


    Assessed
    Look for academic grades
    Social
    Additional Question
    What type of activities are done in sessions?
    Games- Pictionary, Taboo, board games, cards,
    Topic Conversations/ hypotheticals/ Describing things animals, people, rooms
    I interviewed Kyler Sutton, the Speech Language Pathologist (SLP) at the middle school

    where I work. He has been an SLP for five years and has worked with all ages including

    toddlers. The students that Kyler mainly sees are boys. Kyler expressed that boys are typically

    delayed and slower in speech. The disabilities that are sometimes linked with speech services are

    Specific Learning Disabilities (SLD) and Autism Spectrum Disorder (ASD). The areas that he

    works on are speech delays, articulation, speech sounds, and pragmatics. Students are pulled

    once a week and sessions are group based. Kyler tries to group according to age group and

    similar areas of need.

    Types of Assessments

    Kyler expressed that he does not diagnose for ASD. However, he will assess in the areas

    where many ASD students have deficits. The first assessment is informal and is called Double

    Interview assessment. This informal interview assesses in the area of social communication.

    Kyler will ask questions sometimes personal such as family life, hobbies and things they like to

    do. Then the student will ask questions. The areas the he is looking for are, making eye contact,

    tone of voice, facial expressions, proximity, body language, and much more. Another assessment

    that Kyler uses is called the Goldman Fristo assessment. It looks for different speech sounds and

    breaks down consonant sounds. This area affects some of the ASD students. Kyler did not go

    into specifics but mentioned other assessments called Arizona -3. This assessment also focuses

    on the area of articulation. The last assessment that was talked about when working with ASD

    students is called the Social Language Development Test (SLDT), which focuses on social

    interpretation as well as social interaction. This assessment is presented in various forms such as

    proposing scenarios, taking a position on an issue, are giving them a picture and interpreting

    what is happening.
    Collaborating

    Kyler was able to show me a daily progress sheet with the names of students and their current

    IEP goals. There was also a column for teachers and other services that work with the student.

    Kyler expressed that Collaboration is constant conversation, typically done through email about

    any student. Progress on goals are typically sent out to teachers and feedback is given about the

    goals. Kyler admits that sometimes he will be left out of conversations where he feels he could

    be of use. For example, an ASD student gets frustrated when he is speaking and is interrupted.

    He will get highly agitated and will leave the classroom. He says that frontloading the student

    that he will be interrupted while conversing will help bring down his frustration levels. I advised

    that it was valuable information and should be shared with the students teachers.

    I recently read that all students with ASD are entitled to speech services. I also asked

    Kyler why not all students with ASD have speech services if they have deficits in

    communication. He replied that when students are assessed, it is because it is affecting an area of

    their life such as academics or social interactions with peers. If these areas are not heavily

    impacted, then the IEP will discuss if services are needed. Typically, the team will weigh options

    as to what would happen if the student were pulled out of classes for speech services. Would

    they gain or lose.

    Observation

    I observed a session of three students with ASD playing Pictionary. It appeared that the

    new the rules because they jumped into playing and sometimes would correct the other person.

    There was a list of words that each one would take turns picking out of a jar. Kyler says that this
    game helps in many areas primarily pragmatics. Students learn to take turns, work together, and

    helps with the articulation piece as well.

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