skeener687

When it comes to the job market, I think it depends on the setting in which you plan to work. For schools, it doesn't really matter. For other settings, the school's local reputation may play a bigger role than the school's rank or prestige. For example, many SLPs who supervise students in their externships every year begin to develop opinions on SLP programs based on how well the students from that program are prepared and perform in the externship. The same goes for those who have supervised CFs. I have spoken with multiple SLPs in the field who have said that some schools are better known for preparing students/CF candidates than other programs. It's also important if you'd like to go into a certain setting, such as a hospital or private practice, that you know what type of adult externship you have available, or if you have options. Hospital externships may be limited, and if a program has few contracts with local hospitals, you may have to complete your externship in another setting. Some programs, on the other hand, have contracts with several hospitals and can almost guarantee you a hospital externship. That is not something I thought about when I applied to graduate school, but I think it's worth considering for those who want to work in a medical setting, but may not necessarily enter a medical SLP program/track. I am completing my CFY in a school district, and there are people from prestigious schools to not-so prestigious schools, and we're all starting on the same foot, doing the same job. Most of the people I know who have completed or who are completing their CFY in a hospital did their externship in the same hospital, which goes to show that they typically want someone who they know can perform the job duties. CFY positions in hospitals are still few and far between, however. I don't want to say it's being in the right place at the right time, because you do have to be good at it. But you can be really good at the job and still not find a CFY hospital position, so it kinda is. But it can be worth getting your CCC's through a SNF or staffing agency, if that's where your heart's set. Personally, I loved my hospital externship, but I have a family, and the pay, benefits, and hours at a school just can't be beat (at least here in California).

Based on my observations (which, admittedly, are very subjective), I would argue that competitive male applicants do have an advantage over similarly ranked females. For instance, at my school, each cohort of 20 tends to have anywhere from one to three males (seems like usually two, but it varies). So for a cohort of 20, two males would be 10% of the cohort. From what statistics I could gather, males make up around 5% of the SLP population. IF the percentage of males applying to SLP Master's programs is similar to the percentage of male SLPs out there, it seems unlikely that so many males could be accepted in a given cohort fairly consistently year after year. I've seen cohorts at other schools with even more males relative to overall cohort size. I'm not saying none of these men deserved to get in; in fact, I think they're all great students/SLPs. However, I do think they get in over equally qualified females. It's completely possible that many more males are applying to SLP grad programs in recent years, or that they tend to be concentrated in certain areas, etc., which would mean that what I see is not based on any type of gender advantage. I'm just not sure I believe that though. I don't think it's about preference for inborn traits, per se, but cultural perspectives or beliefs about men versus women and what different ideas or approaches males can contribute to a female-dominated field. I personally believe there's some level of bias, whether admissions committees are conscious of it or not.

A lot of SLP students are introverts! In fact, I read an article recently that talked about why introverts make great SLPs. I am an introvert, along with several others in my cohort. It is not uncommon, and it doesn't mean that you can't interact well or connect with your clients. If anything, we have lots of patience and good listening skills ! I applied twice, and I feel like getting more experience helped set my application apart the second time around. Even if it wasn't strictly the experience on paper that helped, it certainly gave me a greater understanding of the profession and prepared me for grad school in ways my classes didn't. I recommend volunteering at a hospital or other medical setting, if that is your interest. If you want to tutor, sometimes local libraries look for adult literacy tutors. If not, they might be able to steer you towards something else. Be proactive and look everywhere; make phone calls, ask professors or current grad students about opportunities, etc. It might take going out of your comfort zone, but it's good practice for networking and so forth. I also think you should join your school's NSSLHA. Whether or not your cohort likes you shouldn't hold you back from the benefits of being in the organization, and some people might just become your friend. In grad school, I've had to work with people I might otherwise have never talked to or assumed would want to be my friend, and it's been an awesome experience. I've found that we tend to have a lot more in common than we might initially think! I agree that the nerdy interests come in handy. Some clients surprise you with the things they are interested in! And kids looooove it when you know about something they like (e.g., MINECRAFT, lol). Whatever you do, don't hold back or be modest! Put it all on there! Observation, learning ASL, etc. I think with your stats, you definitely have a shot.

This is terrible advice. It is only advisable to leave out information about your past if it is irrelevant to your application, like your high school work experience at Pizza Hut. Being dropped from a program due to unsatisfactory academic progress is COMPLETELY relevant and cannot be omitted. I can almost guarantee that leaving that information out, rather than being honest, would not work in your favor. Also, how is the system flawed? Honestly, do you think someone who was given a spot in a competitive SLP grad program and couldn't cut it deserves to have their slate wiped clean, to be on equal footing as every other applicant? I'm not saying no one deserves a second chance, but that person needs to work even harder to prove him or herself as worthy of an acceptance!

As a current SLP grad student (halfway there!), I would like to share what I have found to be important purchases over the past year: Laptop (an obvious one, but seriously invaluable. I bought a MacBook Air and have had no compatibility issues, although I did purchase a student subscription to Microsoft Office. The Word Notebook feature that someone mentioned is great!). Games! Our clinic has some, but it's not uncommon for pieces to be missing or things to be broken. It's nice to have my own. I wouldn't spend a ton of money, but if you can get them cheap or here and there (BNJ2017 has the right idea!). A few popular ones: Pop the Pig, Gooey Louie, Cariboo (no longer available, but sometimes you can find them at yard sales or thrift stores), Jenga, Headbanz, etc. The best games tend to be those that can be modified for whatever purposes. Books for collecting language samples: A Porcupine Named Fluffy (two copies, one to read and one to cover with tape), the Frog books by Mercer Mayer, Doctor De Soto (two copies), etc. I bought the books used in the SALT databases. Although we can check them out, they are relatively low price and nice to have available at any time. Plus I have kids, and they like them, too. Files/folders. I was always one to use binders, but now I find that files/folders make things much easier and less bulky. I make a file for each client in which to keep data sheets, protocols, notes, etc., and a folder for each class. When the quarter is over, I shred the client documents that don't get placed into the client's clinic file, and I place the syllabus and other important papers from class in a binder for reference and safe-keeping. Clipboard that has storage for papers. If you're extra cool, you'll get the one with the separate compartment for pens. A watch. You can use your phone, but I find it easier (and less distracting to kids) to use a watch to keep track of time. Timers are also a great idea, if your clinic doesn't have them (or you want your own). A small flashlight for oral mechanism examinations. Your phone's flashlight will not cut it. Assessment in Speech-Language Pathology: A Resource Manual by Kenneth G. Shipley and Julie G. McAfee. Expensive, but worth every penny! It's like several books into one. It has so much information and includes pages for copying to use in your assessments. Sharpies and dry erase markers. We have whiteboards and markers for use in clinic, but the markers don't always work. I can never find a Sharpie when I need it. (I must confess that I haven't bought markers; I borrow from others :/ They're on my "To Buy" list). Red wine, craft beer Also, there is NOTHING lame about a wheeled backpack/bag. Many people have them, and they look professional. For voice recorders, most people use their phones (or laptops in class). I guess it would depend on your school's policy about recording clinic sessions. This may be a very individualized list, however, I hope it gives you an idea of the things that you may need in grad school. Good luck to everyone!

I would first calculate her MLU and figure out her Brown's stage, if necessary. It looks like in this case, despite her age, it would be. It looks like she is sometimes deleting the uncontractible auxiliary ("What are we going to do now?"), contractible auxiliary ("They're making..."), and contractible copula ("They're at home..."). Those are the later developing morphemes, but most children have acquired them before the age of four. As for the pronouns, subjective pronouns are usually acquired before objective, so the child should be using them appropriately. Do you have a language development textbook you can refer to? That has always been a big help for me (as well as SALT). I agree that you should speak with your professor, but MLU and sentence complexity are typically what I have learned to focus on. http://www.education.com/reference/article/development-pronouns-children/ http://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=33:brown&catid=2:uncategorised&Itemid=117

Awesome!!! Congrats!!!!

I bought one, too! I just got it last week, and it's great. It's so much better than my old one! The perfect size, with the right setup. Love it

I think this is actually very common. They probably come to expect at least one withdrawal from each program. I know someone who was accepted from a wait list in August last year, from what I assume was a withdrawal from that program. I think you should inform them by email or letter, or even contact the director directly to explain the situation to him/her and see what should be done. Just don't put it off!

Btw, I was accepted to three grad programs, and I have never taken a single ASL course (although I would love to). I am fluent in Spanish, however.

I honestly believe that Spanish would be much more desirable, given the large number of Spanish speakers in California (and other parts of the country). However, if you plan to specialize in working with specific populations where knowledge of ASL would be beneficial or essential, it would probably be best to take ASL courses.

*2015

They resumed Spring admissions just this past year. Not sure if they plan to do so again for 2014, but their website doesn't say otherwise.

I have a question on laptops. I am a Mac person, but I am leaning towards a PC because I am worried about having to use software incompatible with Mac. For instance, I had to use SALT software in one of my post-bac courses, and I had to use a campus computer. Is this likely to be an issue in a grad program? I sooo want a new Mac, but I don't want to regret it later!

From what I understand, the idea is that doing well on the GRE is a way of showing that you prepared for the test, and thus will show schools that you have the will and ability to succeed in grad school. I don't truly believe that, but that's what I take it to mean.