March 8, 2016

Things SLPs Should NEVER Say {Linky with The Frenzied SLPs}

For this week's post, I am linking up with The Frenzied SLPs to discuss things SLPs should NEVER say.  It's a topic with a wide range of discussion, and I'm happy to link up and share my take on the matter.  

As school based SLPs, we encounter students with a wide range of abilities. We are constantly assessing students (formally and informally) both in and out of our speech rooms. We use our professional judgement and training to determine whether students have a need for our services and we help support their academics as much as possible. Through this process it is so important for us to NEVER say, "I think ______ (insert student's name has _________ (insert diagnosis).  

Allow me to elaborate.  

The main problem I see with this statement is the uncertainty of using "I think..."  First, we are professionals with an abundance of training and knowledge.  If we are formally making a diagnosis related to speech-language (which many of us do not do in the school setting), we should not be using words such as "I think..." because they make it sound like we are not sure in our findings.  We spend hours collecting data and making determinations. We should present our findings with confidence and choose our wording carefully.  

It is also worth mentioning that in many districts, SLPs don't make formal diagnoses.  In my district, I use my evaluation data to determine whether or not a student meets eligibility criteria as a student with a speech-language impairment, but I do not diagnose specific disorders myself.  

Another possible problem with this statement is that it is sometimes used out of the proper context. We have all had those situations when we are at the park, visiting with friends, etc. and meet a child who we really think could benefit from speech therapy.  Our ears are constantly listening and informally analyzing the speech-language of children we encounter.  It's just hard to turn off.  In these situations, it is so important to make sure that we are not throwing out statements such as, "I think your child has autism/apraxia/etc.' without a proper evaluation.  We need to be very careful using statements that sound like we are diagnosing or making recommendations when we don't have data to support our statements.  

It is so important to be thoughtful in the words we use when talking to parents/teachers about their children.  To read some more on this topic, be sure to click over to the linkup and check out the other posts.  There are some great ones!  Thanks again to The Frenzied SLPs for a great topic of discussion and to Doyle Speech Works for hosting the linkup!




3 comments:

  1. That's a HUGE one! It's definitely not within our realm of practice to even think about saying that!

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  2. Our words are so powerful, we have to be careful what we say to parents, friends etc! Great post!

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  3. Excellent reminder. The child meets the eligibility criteria for services due to significant weaknesses in..., should the team agree. Sometimes it feels wordy, but again we are looking at school eligibility due to adverse effect. Thanks for this post!

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