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Maybe you’ve heard the buzz about Motivational Interviewing (MI) but are wondering, “what is it and how is it applicable to me?” This blog explores exactly that! My aim is to share the evidence, framework, application, and benefits of MI from an SLP perspective. Any of these situations sound familiar to you?
What do all these scenarios have in common? They all involve some relationship to behavioral change. As SLPs, we address change on a fundamental and often physiologic level: swallowing, voicing, language, respiration, motor speech, cognition, emotional regulation... These functions may be so ingrained that it takes a massive effort and steadfast dedication to alter them. And yet, our field exists precisely because change is possible! 
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I know that you know that standardized language tests sometimes get it wrong. We’ve all had a kid who we were really concerned about that kept scoring in the normal range, or a kid who really seemed okay that randomly bombed a subtest or scored just below a cutoff. So now what? Is the test wrong? Are you wrong? Where do we go from there? With this blog post, we’ll show you the evidence to help know:
By knowing when standardized tests aren’t cutting it (and why), you’ll be able to do things like, say, explain to an administrator or a parent why the percentile rank you’re reporting might not align with your recommendation for service eligibility. Because while we don’t want to be anti-standardized test, we do want to be pro-cautious interpretation of standardized test results.  or, by its more formal title: Grammatical concepts of English: Suggested order of interventionHave you ever asked the following? “I know that I still need to work on grammar with older kids with DLD to ensure academic success, but what rationale should I have for selecting targets?” “How do I decide what order to tackle the many areas of grammar that need support?” “Is there any evidence to help me decide whether I should work on passives or relative clauses or adverbial clauses first? They all seem important—and hard!” We're (finally!) ready with some answers. So enjoy:  Ah, continuing ed. Thought you were done with classes after your masters degree? Haha! No, my friend. Nobody wants extra things on their To Do list, but you simply can not be an effective speech–language pathologist if you don’t continue to learn throughout your career. ASHA knows that; which is why they require it for those of us with our CCC-SLP designation! And at its best, continuing ed can help shake you out of an SLP-slump, increase your confidence, and give you the satisfaction of knowing you're doing your job well. Since we gotta do it (and deep down, want to), let’s get the rules and requirements straight. Read on for our most Frequently-Asked Questions about ASHA CEUs:  
Each month, we've been writing age-specific evidence reviews on COVID-19 for our members. The month, we decided to give all SLPs our monthly update for free. We hope it helps. COVID-19 continues, justifiably, to be the hot scientific topic of the year, as the number of publications mounts. In children, the evidence continues to suggest that:
But now researchers are starting to think more broadly... As members of a people-oriented field, speech–language pathologists have a responsibility to ensure that their daily practice isn’t racist.
As a business that educates SLPs, The Informed SLP has a responsibility to ensure our colleagues have the information to identify what racism is, and the many forms it can take, so that they can become actively anti-racist. We aren’t going to write a traditional business statement this week, because others have already done it beautifully. This one is fantastic. (And you all know that we’re fans of quoting smart people who make smart statements.) What we WILL write to you all is a promise: |
Better Information.
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members of The Informed SLP
Blog posts by title:
In a fog: Five facts + twelve clinical takeaways about chemo brain
#AmIQualified: Let’s talk about bilingualism and white supremacy in CSD, one layer at a time
#AmIQualified: Let’s talk about privilege in speech–language pathology
#AmIQualified: Let’s talk about moving from cultural competence to cultural humility
The Not-New Speech Norms Part 2: An American Tale
Motivational interviewing and behavioral change in clinical practice
Standardized language tests: That score might not mean what you think it means
The grammar guide you never knew you always wanted
Top 12 questions about ASHA CEUs—answered
Schools, safety, SLPs, and the evidence
Response to #BlackLivesMatter, 2020
COVID-19 and Dysphagia: Considerations for the Medical SLP
COVID-19 and Cognition: Impact for the Medical SLP
Looking for evidence on telepractice for SLPs?
"I don't get what the difference is between ASHA's Evidence Maps, speechBITE, and The Informed SLP..."
SLPD vs. PhD: What's the difference?
That one time a journal article on speech sounds broke the SLP internet
The difference between respecting our science and loving our science
What does the evidence show about treatment intensity?
EBP as a blame game
The EBP barrier nobody is talking about
Guest post: On evidence analysis
Guest post: On trauma and language development
Guest post: Working memory, processing speed, and language disorder
Guest post: Push-in services—how to collaborate!
Guest post: Complexity approach for speech sound disorders
How am I supposed to find time to read research?!?
SLPs: How to make sure you're using EBP
SLPs: How to get access to full journal articles