Given that, my original idea was to try to come up with a name that showcased my penchant for technology. In my school district, I’m known as “The Techie SLP.” However, my attempts to find a design or image to use as an avatar were a flop. They looked like what people in the 70’s would have pictured for the future and I wasn’t happy with them.
I decided to go back to the drawing board and do some more reflecting. Aside from liking technology, who am I as an SLP? What part of the job do I like the best?
Pondering those questions, lead me right to what my online persona should be. Though I work in schools, believe it or not, working with children is not the part of the job I like best. I enjoy working with adults just as much if not more. For me, people are people, some are cool; some are not. You get that in every age group so I’m not drawn to cutsie or kiddie stuff. What part of the field then, am I drawn to?
Cracking the case! My grandfather, grandmother, and aunt all did investigative work at the government level. My uncle has a law degree from Northwestern. My mother and our entire family has the kind of investigative and inquisitive nature that made it hard for me to get away with shenanigans as a teen. Fortunately for me though, I must have inherited some of that natural knack for asking the right questions, looking for clues, following up on leads, seeing the big picture, and connecting the dots.
When I get a new student from another state that comes in with word of an IEP but no records, I enjoy following the clues and the paper trail to find out where the student comes from, what happened to the missing records, and how I can get the file.
When a student just can’t seem to grasp a concept, I’m intrigued by the mystery of how their individual brain works, what part of the puzzle is missing for them, and figuring out the best ways to help them shade in the meanings that they were missing.
When I am overwhelmed with the logistics and paperwork of being an SLP, I am thrilled to come up with new ways to cut down on the time I spend doing tedious tasks so that I can increase my efficiency. After all, necessity is the mother of invention and for me inventing and investigating are intrinsically linked.
Applying my detective skills to the field of communication makes me feel like I’m joining the family business.
Adding my actual name before the title, makes me feel like a James Bond-type spy. That’s why my store is not just named “Autumn Bryant” or isn’t simply called by the title of “Speech Language Investigator.” Putting them together gives them a ring that brings me joy every time I see it.
That’s how I got the name “Autumn Bryant – Speech Language Investigator.”
However, they’ve also brought an added benefit that was perhaps less intentional. A possibly unforeseen bonus of having such a diverse array of colleagues mingling online, though, is getting to see the cute, creative, and downright catchy names we have donned to represent ourselves.
Each SLP-selected name gives a glimpse into the personality of the man or woman behind the profile. Knowing that these names may attract (or repeal) potential followers, most SLP entrepreneurs and bloggers do not take the task of coming up with a name lightly. However, most blog-followers and material-buyers may never get to hear the story of how the name came to be and exactly what it represents to the SLP. Well, now’s our chance to hear it from the horses’ mouths.
If you are an SLP blogger or seller, please do tell….
How’d you get your online SLP name?
SLP Step 3: From your baseline, eliminate the words that the student already knows and focus on the remaining words.
Student Step 1: Identify the word (Say it, write it, etc.)
SLP Step 4: Explain to the student what the word really means. You can use a variety of tools and strategies to do this. Including using the Expanding Expression Tool (EET) to guide your own definition. (I don’t use dictionary definitions, because I find them often confusing for students. Many of them do the very thing we tell kids not to do, they use a form of the word to define the word). In your definition, bombard the student with grammatically correct use of the target word but stating the word at the beginning of each feature’s description.
Student Step 7: Use the word in a sentence.
SLP Step 6: Correct the grammar of the sentence if necessary and give examples of how to use the word correctly.
SLP Step 7: Bombard the student with correct use of the word again by telling a story using the word. I like to do this by incorporating into a tale about a personal experience if possible.
SLP Step 8: Ask the student follow-up questions about related experiences. Incorporate the target vocabulary word into your question.
I introduce this process to students using very basic, Tier I words. I do this so that they can learn the strategy without focusing on a new word meaning. Once students have the hang of the process, we move on to our targeted Tier 2 words. We can usually get through 2 or 3 in a session. After introducing a few words, we review the ones that we worked on that day. Then at the start of the next session, we review last week’s words before introducing new ones. Delightfully, following this process I have found that students usually have a deep understanding of the words and recall them for the next session. When they don’t, they are usually able to retrieve the words from their memory with a cue about what the word sounded like (making a verbal reference to the picture they drew of what it reminded them of).
Student pictures what the word really means: (Student draws a picture of a small orangish fruit).
SLP: Correct the grammar of the sentence if necessary and give examples of how to use the word correctly if necessary.
SLP: Bombard the student with correct use of the word again by telling a story using the word. One time, I went to the grocery store specifically looking for kumquats. I didn’t find any, so I asked the store clerk where the kumquats were. He took me over to the produce section. When I looked in the bin, there were just oranges though. I told him that I didn’t see any kumquats in there. He asked me “Aren’t those kumquats.” I told him, “No, those are oranges. Kumquats are smaller.” Then he said, “Oh, in that case I don’t think we carry kumquats.” That’s a shame because I really wanted some. I asked the clerk to ask his manager to order kumquats in the future.
SLP: Ask the student follow-up questions about related experiences: Kumquats, oranges, lemons, and limes are all citrus fruits. Have you ever had a kumquat or another citrus fruit?