2. Speech sound production
“In our speech sound disorders class, my group was assigned
to create a presentation on the treatment of speech sound
disorder via Non-Speech Oral Motor Therapy. This was
extremely conducive to my learning because in the past I had
heard and witnessed clinicians who used NSOMT but after
doing extensive research and looking at the results of the
research, we all learned that this is a practice that is no
longer seen as a valid technique for the treatment of speech
sound disorders. Through this assignment I learned to
always do my own research on the efficacyof treatment
techniques and make sure to stay up to date on the most
current practices.”
3. Fluency and fluency disorders
“In a group during our fluency class, we were each given a hypothetical client for which we had to provide a
comprehensive evaluation, treatment plan, and hypothesize progress six months post implementation. This
project really gave me insight on how important it is to plan ahead and envision how treatment will
progress or affect the patient in the future. This project also gave me a deeper understanding of the
complexity of the varying disorders we treat and how there is so much information that has the potential
to be obtained from each individual client.”
4. Voice & resonance
“For one of our assignments in voice we hadto create a hypothetical patient andthen write up a
treatment plan given a diagnosis. I was assigned vocal nodules andcreated a hypothetical college
studentwho hadproblems following sorority recruitment. This project became real when my sister
was diagnosedwith vocal nodules following her freshman year of college, I was able to learn from
the real life examplethat the treatment plans I hadcome up with were similar to what the SLP
recommendedfor my sister.”
5. Receptive & expressive language
“This was an item I created during one of my clinical rotations working
with school age children in a private practice setting. At the time I was
working with multiple patients on the Autism Spectrum who had various
pragmatic and language deficits. I decided to use a game to help target
expressive, receptive, and pragmatic language via responding to the
questions, turn taking, conversation topic maintenance if there were
follow up questions, and many other areas. Creating this game has served
me well and been a hit throughout the remainder of my clinical
rotations, it has helped me to learn that targeting multiple goals at
once can be easy and fun!” - Madison Petty
6. “In my hearing disorders class we weregiven an assignment to make
an educational brochure on various diseases and disorders. I was
given Presbycusis and really learned a lot making this brochure and
will be able to reference it as a resource in the future and even print
them out for people who need more information on Presbycusis and
what it is. It also showed mehow quickly and efficiently I can put
together brochures on various things that my future patients may
want to have as resources.” - Madison Petty
hearing
7. Swallowing & feeding
“During ourswallowing course we were required to complete trials on a program called MBSimp. During these
assignments we watched various aspects of a Modified BariumSwallowing Studyand had to correctly assess the
functionality, safety, and chooseon a scale of 1-5 howcorrect thatspecific section was/was not. This challenged
me in ways thatI had never been challenged during graduate school and was integral in my understanding and
learning the full depth of the swallowand how to look for anythingthat shouldnot be happening. I am very
grateful forthis assignment.” - Madison Petty
8. Cognitive
aspects of
communicatio
n
“During one of our labswe were given a case study involving an adult patient suffering
from Dementia. We were asked to come up with various external strategies and
environmental supports to aid inhis comfortability, safety, and promote some levels of
independence for thepatient. Thiswas extremely helpful because it helped me to see
that some of these strategies and supports can be used for all different types of
patients who may have some type of cognitive impairment.” - Madison Petty
9. Social aspects of communication
“During one of our case studies involving a
patient who communicated via AAC device, we
were required to come up with a short term
social goal. This challenged me to utilize social
routines that would be beneficial for this
specific patient. Using her environment, her
frequent communication partners, and games
that are engaging.” - Madison Petty
10. AAC modalities
“During my AAC course wewere asked to create a slide to advertise a form of accessible AAC modalities. I
searched and found this free app called Lil Requester which I now use often in sessions with clients. It has
shown how easily accessible alternative means of communication are and how if this app exists for children
there are likely ones that will work for adults or other individuals.” - Madison Petty
