So, my fellow speech language pathologists will definitely know the phrase "evidence based practice." I'm sure, however, that it's no surprise for the rest of you to use research or some other factual based information to make a decision or implement a therapy technique, learning model, or which car to buy.
I am so giddy and excited about my day that I wanted to jump up and down while I walked through the hallways at work today. I, apparently, need to make up a happy dance that is work appropriate.
Once or twice a week, I go to an elementary school and provide speech and language services to 12 kindergarten students in a special education classroom, called a special day class (SDC). Some of the students are identified as speech and language impaired, others have autism plus two other labels.
I adore my students. They are challenging and fun all at the same time.
Today one of the students was acting out for attention. The teacher had one of the two aides take him outside of the classroom. The aide needed to run her group so she tagged me in to watch the student. She warned me that he had been throwing sand. Within minutes, he threw sand at me. I decided to implement a trick from my valued friend and colleague. I enthusiastically said, "Thank you! Thank you so much! I love how the sand feels on my arms." He threw sand once again, and I thanked him once again. After that, he either placed the sand in my hand, which I gently placed back on the ground, or he drizzled sand on my leg or my shoe. Then I just ignored him, and he typically wiped it off wherever he had placed it.
But that's not why I'm excited. At one point, he decided he was going to leave the playground area. I did not want to chase him, and I knew if I walked toward him, he'd think it was a game. I told him that it's not safe to leave and the rule is staying on the playground. I did not look at him. Occasionally, I'd say something about staying within the playground. What worked, however, is my prayer. I asked Jesus to keep him in the playground, or at least guide me if I had to follow him. Sure enough, the student returned to the playground and close the gate behind him. I made sure to talk to him and to praise him for making a good choice. Praise God!!!
As exciting as that was, I had a highly fulfilling therapy moment. One of the boys with autism in the class is secretly my favorite. He'll usually comply and even hold your hand if he sees your hand extended. It's very sweet to have a little boy with autism hold your hand willingly. He's not the only one in the class like that, but he's the one I met first. Anyway, this student often repeats rote phrases that are not related to the topic. I believe he is using them to communicate, but I haven't quite figured out what. I'm always happy if he asks me to tie his shoes or repeats something I say. Today, he was playing with play-doh. After he made a ball out of it, he began rolling it back and forth between his hands. So, I asked him to roll the ball to me. With a few prompts, he did. I rolled it back. I told him to roll the ball to me, and he did. I had another student join us, so they rolled the ball to each other. I'm still prompting the student with autism to roll the ball. After that, he boy with autism started playing with a toy car. So, again, I asked him to roll the car to me. He did. By the time we stopped, the student would roll the car to me after I said, "my turn." So there you have it, developing turn-taking skills, which we will use as the foundation for conversation.
AND it gets even better. The second student that I brought in to play with us gave me a hug after we were done. So the student with autism gave me a hug! Best day ever.
I couldn't be more proud of my student or more thankful to God for guiding me. Such a sweet and loving God, who will provide for my students despite my areas of weakness.
Yet another reason why I love my job!
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