“You’ll never believe what Jenny said in therapy today!”

This used to be something you’d hear in the lounge or in passing amongst colleagues. Now, you’ll see this on a Facebook post or made into a meme and shared instantly with thousands of fellow therapists through the magic of social media. Sure, social media has a lot of advantages. Just ask your SLP friends who are holding down the entire district fort in some places. However, utilizing social media can also lead to some tricky ethical balancing acts or unintended consequences.  Here are a few things to keep in mind:

Positive: Collaboration has never been so popular.

Post a question, a scenario, a stumper, a funny story, or other content to a social media channel and BAM! 100 of your closest friends have commented and helped you to better understand the situation you’re in. Before social media you had to know the email addresses of colleagues. And before that, you might get to collaborate about situations and students a few times a year. This comes with so many advantages for us and for our students. If two heads are better than one… then 42,000 are definitely better than one!

Pitfall: People can be mean.

It is so much easier to state your opinion from a keyboard than in person. Some people may take this a little too far on social media. I have seen many instances where a person poses a seemingly-innocent question or situation, only to be told they are doing it all wrong and should maybe consider a different career path (well, maybe not in so many words but you get the idea). It’s mean. None of us are perfect and we sure as stuff haven’t always done textbook EBP with our clients. Sometimes you have to step back and realize that each grad program was different, each clinical rotation was different, and every career has been different. Be helpful and put aside judgment.

Positive: There are some smart and creative people out there!

You know I have a blog and social media and I’m sure you know of many other “SLP Personalities” out and about on Instagram and Pinterest, making therapy look gorgeous. It’s inspiring. I get in ruts with my therapy and I see my clients’ eyes glaze over when we overuse something. It is so helpful to hop on to Instagram in the evening and pick the creative brains of all the other #SLPeeps out there. My students have definitely benefited from the gorgeous brains of other SLPs.

Pitfall: Therapy isn’t always gorgeous – don’t compare yourself!

Sometimes my office looks like a tornado of kindergarteners and paint daubers hit. It gets messy. Learning isn’t always pretty and my desk DEFINITELY should not go on instagram on most days! It’s easy to think that everybody you see on social media has found a stash of magic therapy fairy dust. The truth is that they all struggle too. There are days they can’t see below the stacks of files and protocols on their desk. There are days they whip out a stack of artic cards and play go fish. Take some of the creativity from social media and give yourself some grace at the same time!

Positive: Learning and resources galore

If I need to find a resource, PD, or information about just about anything, I can find it online. Many conferences are hosted virtually and even some of my go-to SLPs are those who I met online first. It’s impossible to exist as an SLP off the grid. So, harness it. Learn from those around you online and in person. Start folders of great websites, online materials, freebies, apps, and smarty-pants SLPs to go to when you’re stuck. The internet is always open!

Pitfall: Professionalism

Many of us interact on social media as ourselves. We didn’t invent a fun pseudonym under which we interact in various groups. So, that means that people know who you are. And even more than that, you are STILL bound by the ASHA code of ethics and general professionalism online. You should keep in mind that other SLPs can use things they see you posting online as reasons to report an ethical violation. Also, remember that it is very likely that your coworkers are interacting in the same social media groups and mediums. I typically try to post as I would speak to a group of the SLPs with whom I work. Keep it positive, professional, private (if needed), and purposeful.

Overall, social media has changed the life of SLPs forever. There’s no going back! It is a great tool but can be a trap if you aren’t careful. So enjoy the digital water cooler… wisely!

Who Can Mentor?

Not every SLP can and should mentor a CF.  According to ASHA, “if the clinical fellow expects to use the hours/experiences to apply for ASHA certification, the mentoring SLP must be an individual

• who holds a current CCC-SLP;
• whose ASHA certification is maintained throughout the entire CF experience;
• who is not related in any manner to the clinical fellow.”

Also, you will have many roles and responsibilities while mentoring.  You will provide important guidance, mentoring, and feedback to the CF. Also, as you may remember from being a CF, it is a huge learning and development year for a new SLP.  As the mentor, you will assist a CF in developing their independent clinical skills. You are also responsible for ongoing formal evaluations, using the Clinical Fellowship Skills Inventory.

Also, there are required mentoring obligations including 6 hours of direct supervision per segment (1/3 of the length of the CFY) and 6 indirect monitoring activities per segment.  Indirect monitoring involves activities like reviewing reports/plans/paperwork, monitoring the CF during IEP or other meetings, and/or  consulting with their colleagues or clients/families. After the CFY is complete, you will need to complete and submit the Clinical Fellowship Report and Rating Form to ASHA within 4 weeks of the CFY completion date.

Mentor Galore

On top of the technical requirements, there is the self-reflection and learning required to effectively mentor/coach other professionals.  Think about administrators, evaluators, and mentors that you have had in your career.  What made them good supervisors, coaches, and mentors to you?  What could they have done differently?  Thinking about supervisors in your career will help you to decide if you have what it takes to effectively mentor/supervise a CF.

While these are not “mandated” qualifications, most successful CF Mentors will

• have several years of experience in the setting they are a mentor in.  My first CF mentoring will happen during my 9th year.  You do not have to wait that long, but you should feel strong and confident in your population and location to take on mentoring.
• be truly available – Yes, you will need to do 12 hours of supervision per segment (approximately 1 hour per week over 36 weeks – totaling 36+ hours).  This means that you need to have the time to “spare”.  If you cannot spare an hour a week plus travel time to your CF, you should not mentor.  Also, if you are asked to mentor more than one CF – make sure you do the math for that time commitment and make sure it works in your schedule.
•  LEARN!  You are not going to be a perfect Mentor.  Reach out to other SLPs who have been a mentor – take PD – read some books.  As soon as you know you’ll have a CF, get crackin’!

Other Tips for Mentoring:

• Approach each mentorship individually – Every mentor/mentee relationship is unique. It is important to take the time to assess your own style and preparation.
• Determine expectations with your mentee before you begin.  Sit down together and go over expectations about what your mentee needs, what you will provide, and any mentorship styles you have to be on the same page.
• Get to know your mentee.  When you understand your mentee as a person, you will likely find it easier to provide feedback and assistance in a style that works for both of you.  Also, if your mentee knows you as a person, they will likely be more receptive to feedback from you.
• Open communication is important.  Find out what forms of communication work the best for both of you (phone, e-mail, text, etc.).  Also, how frequently does your mentee want communication from you and how often can you commit to communicating with them?
• Find balance.  There is a tricky balance between too distant and hovering.  Your CF mentee needs room and confidence to figure out their personal therapy style but may also need reassurances from you as well as some cheerleading.  We all need to be told that we aren’t messing it up too badly in our first year.  You may also need to be comfortable letting your mentee know if/when they need to improve or change something.  It’s a balance – communication will help!
• Listen! People who listen actively don’t simply sit back and hear words – They take notes, ask questions, repeat what they’ve heard to ensure understanding, provide non-verbal gestures, etc.  This will help your CF to feel heard and will help you to more fully understand and respond to their needs.
• Lead by example!  Be open to observations from your mentee but also make sure you are on top of your responsibilities with your caseload and at your facility.  You want to make sure that you are on top of it… set a good example for your CF to aspire to.  You don’t have to be perfect, but you do need to be doing your job effectively.

Resources for Mentors

SLP Clinical Fellowship Binder

The SLP Starter Kit

ASHA’s SLPCF Page

SLPCF Report and Rating Form

Clinical Fellowship Skills Inventory (CFSI)

Completing the Clinical Fellowship Experience

SLPCF Report and Ratings Form: How to Avoid Common Errors

Code of Ethics

Issues in Ethics: Responsibilities of Individuals Who Mentor CFs in Speech-Language Pathology

NSSLHA Blog – Clinical Fellowship Questions? We’ve Got Answers.

Everything You Need to Know About the SLP Post-Graduate Clinical Fellowship Requirement

Do you have some mentor words of wisdom?  Share below so we can all learn from your experience too!

Super Duper

Let’s start with one of the giants in therapy materials, Super Duper.  You know and love their red boxes of happiness.  However, most of their materials are so pricey and funds in districts have been cut.  So, how can you build up your library for less?  I would suggest keeping an eye on sites like Zulily and the Facebook Marketplace.  Zulily is a site that offers discounted products from various sites/companies.  A few times a year, Super Duper products pop up on here for 40%+ off!  Also, keep an eye out on Super Duper’s Deal of the Week for occasional deals.

Dry Erase

I love using dry erase to engage all of my clients from a group at once.  They get more targets, are actively engaged, and we save paper and other resources.  A few of my Dry Erase Must-Haves include:

Dry Erase Pockets – Worksheets, visual scenes, or just a blank piece of paper for open-ended activities can all fit in here.  The ones pictured above have an elastic holder for the big expo markers as well.  This group of 6 pockets is about $9 and is one of my most-used purchases.  They will last you about 2+ years with frequent use.

Dry Erase Crayons – I preface this must-have by saying that I do NOT let my students use these.  I use these awesome dry erase crayons to add things to my board that I don’t want to easily erase.  This includes dates, reminders, visuals, etc.  Because they take a little more work to erase, I can even use regular dry erase markers in/around the crayon marks and erase the marker without erasing the crayon.  Careful though, if you press too hard you may crack a crayon (speaking from experience).  These will last you many years and cost $5-9 depending on your place of purchase.  Sometimes you can find it at US Toy, Target, Walmart, etc.

Dry Erase Markers – Because we use the dry erase sleeves for any written work in my therapy room and for many other activities, “skinny” dry erase markers are a must.  I have found these U Brands markers (amazon, target, etc.) with the eraser tops to be the best for my students.  They come in many colors and the included eraser is a life-saver… and that’s not just me being dramatic.  They sell for about $5 and, with respectful use by your clients, should last you 2+ years with frequent use.

Books are a huge part of my therapy but I’m pretty cheap when it comes to accumulating my library.  Sure, I occasionally shell out $10 on a great book for my students.  However, most of my library has been purchased for less than $1 per book.  This is going to take some detective work and a few antibacterial wipes but it’s worth it.  Purchase your books at a thrift store like Goodwill, Savers, Salvation Army or at garage sales.  Most books are very gently used and in good shape.  When I was working in Early Intervention I found board books and even gave them away to families – I could spare 50 cents for my kids to have at least one book in their home!  While it’s a little crazy on the half-price days, this is another way to save even more. Most sale days are on Saturdays but I just hunker down by the books and go through them.  Eric Carle, Usborne, Jan Brett, Old Lady, and so many more.

Games (and toys) can be used in therapy in many ways.  From Blurt to Candyland, games are easily modified to fit therapy goals while also working on turn-taking and other life skills.  But, as you may have guessed, I’m not about that full-price purchasing life.  Most of the games I use in therapy have been purchased from thrift stores, garage sales, and from friends with kids who are getting too old for the games.  The majority of my games have been purchased for less than $4 and their retail prices are up to $40!  Again… this doesn’t include the price of antibacterial wipes/bleach baths to clean them.

Minis/Trinkets:

Toobs, minis, dinky doodads… these are all wonderful additions to your therapy room. You can use them in sensory bins, as visuals for books, describing activities, etc.  At regular price, they can be a bit pricey for such tiny additions to your materials.  While Dinky Doodads are likely going to be full price at all times, it’s much cheaper than finding the items on your own.  Toobs/Good Luck Minis from Safari Ltd can be purchased for 40-50% off at all times… using those lovely craft store coupons from Michael’s or others!  Yes, it may take several trips to build up your collection but Toobs are about $12 each so you are saving $5-6 per Toob with a coupon.  Minis retail for about $6 so you will save $2-3 per pack.

Apps:

If you use an iPad in therapy, you know that quality therapy apps can cost you quite a bit.  I don’t have any revolutionary tips here except to keep an eye out during BHSM and during the ASHA Convention.  During these and some other times/dedicated months, app companies discount their more expensive apps by up to 50%.  Also, install apps like Apps Gone Free to keep up with limited time free apps from companies. I have gotten nearly all of my Toca Boca apps and others for free or heavily discounted!  Some apps, particularly AAC apps, will provide free copies/trials to SLPs to use with their students.

Decor:

We all know of the dollar spot and other dollar-themed stores.  Other decor tips include contact paper-ing your desk and cabinets/shelves, using JoAnn’s or other coupons to get material to cover bulletin boards instead of using paper that fades, etc.

IKEA is a great place to get frames, art prints, and other various furniture items.  I also love their selection of artificial plants for about $5 each to help green up my room a bit without the upkeep.  And if you have a very small “office”, IKEA can help you get organized.  I have also found some IKEA busy on the Facebook marketplace and craigslist for less.  (With receipt, IKEA items can be returned for 1 year!)

TeachersPayTeachers:

TpT is a wonderful way to find creative and helpful resources for decor, therapy, organization, PD, and more.  SLPs can take advantage of the SLP Must-Have sales on the 7th of each month during the school year.  Check out social media for what your favorite SLP-authors are offering.  Also, TpT has incredible sales a few times a year.  I typically just add a billion things to my wishlist throughout the year.  During sales I will use my TpT credits as well – these are the credits you get for leaving feedback on items you have purchased.  Also, bundles and introductory prices are a great way to get items for a lower price.  Some authors offer the ability to edit their products in exchange for the product for free.  Also, check out TpT for Schools and let your admins know how they can purchase items for your therapy sessions using this system.

Free!

Free is always great, right?  Here are some free resources for your therapy room:

Kahoot! – use Kahoot for comprehension activities, PD, etc.

YouTube – use YouTube to find readings of books that are not in your library, find interactive videos of topics from themes you are covering, etc.  You can also use YouTube to create videos accessible only with a link/unlisted to families if you send home instructional videos for articulation or other tips.

Gift Cards – Okay, not exactly free for the person who buys it but Gift Cards are a great way to get things for your classroom.  During the holidays and other times, you may find deals on gift cards which is free money! (e.g. Buy one gift card, get one 20% off. Getting $30 of gift cards for $25.)  Every little bit helps.

DonorsChooose – Every district has rules about using Donors Choose but it is a wonderful way to fund larger projects for your room.  Some projects I have seen for SLPs include iPads/Apps, Libraries, AAC devices/switch toys, etc.  When I do campaigns, I make sure to donate when my money is being doubled by a promo or matching donation source.  This helps get projects funded fully.

Professional Development – PD is changing.  SLP Summit, XceptionalED, and more are revolutionizing how we attain our professional development.  Many of these offer CMH (Certificate Maintenance Hours) for free.  While these would not count towards an ACE award through ASHA, they can be submitted for your CCCs maintenance!  Plus, in my opinion, they are so engaging and useful!

Other useful links with hacks and other money-saving ideas:

SLP Life Hacks from The Speech Bubble SLP

5 SLP Hacks that will Save You Time & Money from Nicole Allison Speech Peeps

Instagram #SLPHacks

What are your budget-friendly must-haves?  Share below so we can all be in the know, links welcome.

Speech-Language Pathologists have been required to obtain a master’s degree (or equivalent) since 1965 and since 1993 a master’s/doctoral degree has been required with equivalency no longer accepted.  The majority of our master’s level degrees require about 20 more credit hours than many other master’s degree programs.  However, the scope of our profession continues to expand and the need for highly-qualified SLPs is on the rise spawning a new debate about entry-level SLP certification requiring clinical or research doctorate degrees.  This discussion, as well as a desire to increase their knowledge and specialization, has led some SLPs to contemplate continuing their education.

If you would have asked me in my final year of graduate school if I would ever consider a doctorate degree I may have laughed and emphatically stated NO!  Well… I was wrong.  I started considering a doctorate degree about 2 years ago when the first programs for clinical doctorates (CScD/SLPD) were emerging.   I wanted to share some information that I learned about all of the available routes to masters-level SLPs and which program I ultimately decided on… it may surprise you!  Read on!

Research Doctoral Degree

Leads to: PhD

Prepares you: for a faculty/researcher career to contribute to the body of knowledge that advances speech-language pathology as a discipline.

Where PhDs typically work: Colleges/universities, public/private agencies, research institutions industry, etc.

Time to complete: 3 – 5 years (with a master’s degree in SLP); 2 – 3 years (with a previous clinical doctoral degree) – Research/Dissertation required

Requirements: A master’s/clinical doctoral degree and an area of interest for research

This program may be best suited for you if you have an interest in the science behind your area of study.  Do you have questions and there aren’t answers?  Are you interested in a career focused on research, instruction, and presenting?  A PhD is best suited for you if you are in a position to work part time or to dedicate your time to your PhD full-time at different times throughout the program.  A PhD might not be suited for you if the idea of research and writing to become published gives you the Heebie-Jeebies.  While there may be some PhD programs that do not require a nearly full-time commitments at times throughout the program, many are a full-time commitment.  While some universities will pay for you to obtain the degree, you may need loans or outside income sources throughout the program depending on how it is laid out.  With a PhD in CSD/SLP, you are unlikely to see much of a salary bump within schools or medical fields.  This degree is focused on providing you with the skills to: apply the scientific method to the development of original research questions that have relevant implications for the discipline; critique and synthesize available research; design research studies, and analyze and disseminate results; implement independent and collaborative research; lead research initiatives and teams; secure research funding; and prepare and mentor future professionals and scientists. (from ASHA)

Clinical Doctoral Degree

Leads to: CScD, SLPD (depends on program – not a consistent at this time)

Prepares you: to become a master clinician (area of specialty); to become clinical educators or administrators; to become leaders in the clinical setting or specialty area; to become collaborators and supporters of clinical research.

Where CScD/SLPDs typically work: All areas of practice including schools/districts, private practice, clinics, hospitals, etc.  While some universities hire MS/Doctoral level clinicians, this degree does not typically lead to careers in universities.

Time to complete: 2 – 3 years following a master’s degree in speech-language pathology

Requirements: A master’s degree in speech-language pathology

This program may be best suited for you if there is an area in our field of CSD/SLP that you would like to become highly skilled in.  While you will likely work on a large project as part of your program, you are unlikely to conduct research and publish a formal dissertation.  Some of the coursework for this program may involve leadership, supervision, policy, business, organizational behavior/leadership, research implementation, etc.  This degree focuses more on expanding your overall knowledge in the area of CSD.  As this is typically a part-time, online, or hybrid program, most are designed for the working SLP.  This means that you would not need to cease working to obtain this degree.  However, it is very unlikely that schools with this program would provide tuition scholarships for the program.  Some programs can be up to about $60,000 total for 2-3 years of courses.  Before beginning this program, you may want to see if the investment will result in increased salary afterward to assist with paying of the additional loan/tuition amounts.  This program may not be suited for you if you will not financially be able to support the tuition or loan repayments, do not have time within your current schedule for additional time spent reading and participating in class activities and assignment, or if you don’t believe that the courses and outcome of this program will be of a personal or professional benefit to you.

Doctor Of Education (optional Emphasis In Special Education)

Leads to: EdD

Prepares you: to become a leader in education (and with the emphasis area, in special education)

Where EdDs typically work at: School district administration, school administration, state agencies, advocate agencies

Time to complete: 3 – 5 years following a master’s degree/specialist’s degree – Research/Dissertation required

Requirements: Varies – Depends on program/state.  Typically a master’s degree and/or specialist’s degree in education (some will accept a master’s degree in speech-language pathology with experience working in schools)

This program may be best suited for you if you would like to specialize in the area of special education in schools – namely public schools.  It may also be best suited for you if you would like to pursue leadership opportunities in school districts, agencies, and state-level positions.  This program is typically part time, online, or hybrid and therefore is well-suited for those wishing to work while pursuing their degree.  This program is likely to require research and/or a dissertation.  There may be additional state requirements for administration licensure that may be fulfilled by this program but the majority of these requirements are addressed in master’s or specialist degrees.  This degree program will include courses on research, law, supervision, fiscal management, leadership, cultural issues, and more.  A large portion of coursework in the majority of EdD programs is research/dissertation.  This program may not be suited for you if you do not want to hold an administrative position, would like to focus on speech-language pathology, or do not want to work in school districts or other public agencies.

Other options mentioned by SLPs in various groups include: Doctoral Degree in Audiology (AuD); Additional master’s degrees in business or other areas; Doctoral degree in curriculum/instruction, applied linguistics, neuroscience, early childhood education, health care administration, public health, etc.

So… If you were to achieve an additional degree, which would you choose?

I initially considered an SLPD as I wanted to increase my knowledge in therapy provision.  However, after becoming Lead SLP in my district, I saw the need for leadership and administrators with knowledge of special education.  As I worked in this capacity I found that I could have an impact on a larger scale from within the administration circle.  I also found a university within the area that I am living that accepted my master’s degree in SLP and experience in schools and accepted me into their EdD program.  Technically, my program is a Doctor Of Education in Organizational Leadership with an Emphasis in Special Education.  This program will take approximately 3 years to complete coursework and then additional time to complete my dissertation.  Typically, students complete the full program within 4 years.  I take 1 class per week on campus, except for the special education emphasis courses which will be online.  While this program will require additional loans, the university has a scholarship for those working in my school district.  I plan to update the blog with occasional posts about the program and the journey.

Anything to add to this post? Personal experiences, questions, and comments are always welcome in the comments section below!

What are Podcasts?

If you are unfamiliar to the world of podcasts, think talk radio on demand… but better!  There are several ways to get podcasts.  Apple has a an app within their products that has access to all podcasts.  Other methods include Spotify, Stitcher, Google Play, etc.

Why Podcasts?

Some of the only moments I have to myself are on my commute, while traveling, and during workouts.  Podcasts allow me to listen on-demand and pick up where I left off.  There are so many brilliant SLPs and other professionals participating in Podcasting.  It’s one of the easiest ways to hear from the top leaders and innovators in our field.

Today I wanted to share some of my favorite podcasts for SLPs!  I hope you’ll take a listen and find a new way to learn on the go.

Teach Me to Talk

When I was working in Early Intervention, this was my go-to for great ideas and information.  I often recommended it to parents (it is definitely parent-friendly) for Pre-K and Early Intervention clients.  There are over 300 episodes available!  The titles describe the topic discussed so you can easily find the topic you are interested in.

StutterTalk

Dedicated to talking openly about stuttering, StutterTalk is the first and longest-running podcast on stuttering. They have published more than 600 episodes to in over 10 years of podcasting.  I recently listened to “Should Speech-Language Pathologists Treat People Who Stutter?” and it was very interesting!

ASHA Podcast Series

These are very short episodes from ASHA.  Every three or four weeks, they feature a new interview for SLPs and AUDs. There are about 20 episodes available currently.

Speech Science

Speech Science interviews leaders in the field of speech and language therapy, individuals who are making a difference in the lives of others with disabilities, and individuals who have overcome deficits in their own lives. This is a weekly podcast, released on Tuesdays, that offers news stories related to field and critical reviews of literature, tools, and ideas related to speech and language therapy and audiology.

Talking with Tech

This podcasts focuses on Technology.  Each week they answer questions, discuss relevant research, and give updates on the latest and greatest in AAC, assistive tech, and education apps. Interviews with industry thought-leaders, clinicians, parents, researchers and app developers keep us on the pulse of technology that is helping students be more engaged in the learning process.

Strength in Words

This “family enrichment” program discusses various topics on development in infants and toddlers. This podcast delivers weekly sessions of music, play and developmental information for both parents, professionals, babies/young children.

Conversations in Speech Pathology

This show covers various topics.  Interviewees include SLPs, OTs, Psychologists, etc. With nearly 50 episodes, there are many to choose from and many great guests to learn from.

Stuttering is Cool

This podcast is hosted by Daniele Rossi who has stuttered since he was a kid and tries to never to let it hold him back. The mission of his podcast is to encourage the same in his fellow stutterers.  There are currently about 130 episodes of this podcast, so fun!

Start a Therapy Practice

With about 80 episodes available, Start a Therapy Practice Podcast is created by an OT and the owner of two therapy practices. The podcast gives specific tips about being an independent therapist, starting a therapy clinic, and running/operating a therapy practice or therapy clinic. Tips about being a better entrepreneur and small business owner are covered as well.

XceptionalED

XceptionalED is preparing to release some great podcasts. I have had the opportunity to listen to the content and can’t wait for it to be public.  Bookmark it now, there is a great surprise brewing too… stay tuned!

Podcasts aren’t all learning and no fun… A few of my go-to, Non-SLP podcasts include TED Radio Hour, Better Leaders Better Schools, The School Leadership Show, How I Built This, and even My Favorite Murder (Don’t judge… have I mentioned I take 19-hour long drives home a few times a year? No good radio in Kansas!)

Which Podcasts are your favorite?  Drop a few in the comments below!

1 – Story Champs Intervention

I utilize Story Champs with so many of my students.  I wrote a review of it last year as well that you can view here.  Story Champs is flexible and I’ve seen really good growth from utilizing it.  In my mixed language/articulation groups, I’m able to target story grammar, vocabulary, articulation, and more with this tool.  There is also a Spanish Bilingual version available now.

Cost: $298.00

2 – iPad/Apps

I’ll just get this out of the way here.  I do utilize my iPad and apps frequently as therapy tools.  My iPad is much easier to take around to my quick artic sessions, screenings, etc. than a pile of artic cards or paper screeners.  I utilize it in various ways as well, using apps that aren’t solely for therapy as well.  I will say that we don’t ALWAYS use the iPad and I never let my students just “play” on it (unless they’ve earned free time after an assessment).  I typically sit next to them when we use it and I always hold it and have control in the session.  There are many great apps out there that can unleash your creativity as a clinician and apply speech/language skills in a different way.  I would recommend attending the upcoming XceptionalED Special Apps Update conference if you are interested in learning more.

Cost: iPad $329-1149  Apps: Vary $0-90

3 – Books

We use books constantly in therapy.  They are wonderful for mixed groups, themes, etc.  I typically find my books at thrift stores because they are so affordable there.  Occasionally I splurge on new literature.  There are so many great books that I won’t be naming them.  However – here are a few great lists by some of my favorite bloggers: Crazy Speech World; Speechy Musings Book Lists by Speech Sound and Books for Teaching Story Grammar in Speech Therapy; The Speech Space; etc.

Cost: $0.50-$20

4 – Super Duper

Honestly, for the most part I have moved away from the games and card decks from companies like Super Duper.  However, there are a few products that are flexible enough to be used for many goals and groups.  These are the products I pull on occasion to target 4-5 different goals in a session: “WH” Chipper Chat; Pirate Talk, What Do You Say…What Do You Do… At School?; The Question Challenge Card Game; Turtle Talk Fluency and Language Game

Cost: $55-70

5 – Board Games

We don’t play a lot of games but when we do, they address goals!  Now, I preface this by saying that most of these will need some adaptations made to make it work in therapy.  But that’s why we do the therapy and the material doesn’t do it.  Some of my favorites include Hedbanz, Blurt, 5 Second Rule Jr, Riddle Moo This, and others.  Again, I hunt thrift stores for these as I would much rather spend $3 on a gently used game than $15 on a new one.

Cost: $12-20

6 – Teachers Pay Teachers

I would be lying if I didn’t say that I utilize many wonderful materials from TpT.  Not everything on TpT is created equal and I highly suggest reading information and reviews carefully.  Also look for any information about the use of the product from the seller or others.  Some of my go-to resources include Editable SLP Assessment Templates; Cycles for Phonology Toolkit; Grab N’ Go “WH” Questions; Nyms-O; Nonfiction Texts Targeting Articulation and Language

Cost: $3-30

7 – Your School Campus

There is no reason to keep yourself inside the therapy room at all times.  Get out of there!  Within your school and on your campus are great opportunities for language and articulation.  We have done attribute searches (find something red, find something square), sound walks (find your articulation sound), and more.  Some of our favorite places to visit are bulletin boards, the playground, and my administrators (we like to ask them questions or tell them stories using our good articulation for example).  A big part of our job is moving the skills we work on from isolation into the general education environment.  These structured therapy times outside of the speech room can do just this.

Cost: Free

8 – Maps

A lot of my students have not been outside of the city they are growing up in.  They may travel to a nearby state or to Mexico to visit family occasionally.  We like to use maps – the bigger, the better – in my speech room.  We can use these to plan a road trip and read about/discuss attractions along the way.  We can hunt for cities that have their speech sound in the name.  We can talk about what we see around a place on the map (river, highway, city, park, etc.).  Maps are very interesting to kids in my experience.  They also love to use google maps to explore place they haven’t been or are just interested in.  We’ve used google maps to look at the house I grew up in – they LOVED that!  You can often get maps for free from local tourism shops, services like AAA, or from relatives who don’t want that atlas any longer.

Cost: Free

9 – Sensory Materials

I love integrating sensory bins and materials with my “everyday” speech materials.  We love using kinetic sand, fake snow, water beads, etc. to create a sensory component of our sessions.  I will often hide thematic/sound-based dinky doodads and other tiny items in sand and excavate them.  We may close our eyes and describe what we feel using our description details.  We might just put some laminated TpT cards or other stimuli in the sensory item and work on those.  Regardless of the activity, my students love working with sensory materials.

Cost: Free – $10

10 – Box of Highly-Preferred toys/items

If you work with students using PECS or other AAC devices/systems, having many highly-preferred items at your fingertips can be the key to unlocking their language skills.  I often keep several varieties of wind-up toys, light-up toys, poppers, sensory items, etc. nearby.  This allows me to quickly have students requesting with attributes and working on describing their items.  This can also help in motivating younger students to complete tasks and earn a preferred item.  I recommend looking in the dollar sections, holiday clearance, thrift stores, and even fast food meal toys.  Pro tip: keep these out of reach/sight if you aren’t using them or you may have a distracted and upset child on your hands.

Cost: Free – $4 each

Therapy is not all about the material you use.  It’s important to remember that the material is not the therapy, YOU provide the therapy and may utilize a material/tool in doing so.  What are some of your go-to therapy materials… share below!

I’m going to start by assuming… assuming we’ve all had a conversation similar to this:

“What do you do?”

“I’m a Speech-Language Pathologist”

“Oh, like a speech therapist?”

“Yep”

“Oh, I had speech for my R when I was in school”

“Yeah, I work in a school.”

“Wow, that must be so rewarding!  Do you love it?”

And this is where I want to stop you.  You probably said “yes”.  I did – too many times to count.  But here’s the secret… I typically didn’t mean it.  *Insert gasps galore*  Don’t give up here, I promise that there is a point to this post.

The Truth: I didn’t love being an SLP

Aside from photography and softball, becoming an SLP was the thing that I had worked the hardest to earn.  I found that I could mesh my love of technology with giving children the ability to communicate through AAC.  However, in every position I took, I found myself looking for more – looking for something that I loved waking up for each morning.  And, the truth is, I wasn’t finding it.  I worked in preschools, elementary schools, programs for children with Autism, early intervention, and middle schools from 3 different states and different districts/companies.  Every job was “fine” and I worked extremely hard in each job, giving it my all, but when I looked around me I saw SLPs who appeared to genuinely love what they did while I felt like it was just “work”.  This made me feel that I was missing something.  I went between believing that I didn’t need to “love” my job (does anybody ask a car salesperson, a mail carrier, or a chef if they “love their job”?) and wondering if I was in the wrong profession.  Plus, I had started this blog in my 2nd year of my career and felt pressure to maintain a peppy SLP persona.

The Choices: What do you do when you don’t love what you do?

I want to preface this by saying I’m not an expert here.  I’m just sharing some options that you could consider.  (So please don’t sue me if you try one of these things and it doesn’t work out so well – because let’s remember, “You do you”)

• Quit – I thought I’d start with the obvious.  If you are truly miserable, quitting may be the best option for you and for your clients.  The stress of being unhappy at your job does not translate well into quality therapy.  I’m not saying you have to quit being an SLP, but this might be a good time to look for another position.  You are a hot commodity – don’t live unhappy!
• Change it up – Looking for a new setting/population to work with may be an option.  It’s okay to admit that you don’t like working with kids.  Head to a SNF or rehab and try it out.  Try private practice or home health.  Try something.  Even if you aren’t sure you will love it… life is surprising!
• More school? – Within our degree area there are a few things you can look for.  If you are thinking that research or working at a university is where you would feel fulfilled – check out PhD programs.  Clinical Doctorates are a great way to further explore areas of therapy provision that you would like to become an expert in.  This is a great route if you are looking to obtain a particular position and want to be a better-qualified professional.  Or… maybe it’s time to think about exploring other degrees (if we’re being honest).
• Leadership – When we were in school, the major areas of leadership that were discussed were owning a private practice and ASHA.  However, I have discovered a few other great ways to move into leadership.  You can serve on your state organization and impact the speech/hearing services in your state.  There are also available positions working with college students as a clinic supervisor or mentor.  Many districts have lead SLP roles.  These vary greatly from place to place but they typically involve communicating, coaching, developing PD, hiring, advocating, training, etc.
• Extra Curricular Activities – Sometimes the key to finding happiness in your job is finding happiness outside of your job.  For many people, this is their family and friends.  Finding something that helps to fulfill your creative needs, geeky needs, sports needs, etc. can help you to feel more fulfilled throughout your life.

My Decision/Results: Most of the Above

“Yes, those choices are all well and good but what did you do?”  I am finally finding my balance and happiness in my job.  This year I have been so fortunate to serve as lead SLP in my district.  I have really loved working in this capacity.  It has allowed me to advocate for our team of SLPs/SLPAs/OTs/PTs, create professional development, train new employees, and coach related service providers to help increase our efficacy as therapists.  I am really enjoying leadership!  Because of this, I have started to explore additional options such as a Doctorate of Educational Leadership and moving toward more district-wide administration roles.  We’ll see!  Also, this semester I enrolled in a ceramics course at my local community college.  This class has allowed me to work in the area of art and to learn something new.  It allows me to disconnect, take a night off of IEPs/evals, and meet new people.  These changes have made a huge impact on my enjoyment of my job.

Sure, I’m not doing exactly what I thought I would when I was in grad school.  I’m not sure how many of us are.  The truth is that our job may be just a job… or it may be a calling.  Whatever it is, work to make yourself happy in how you spend so much of your life… your job.

The holidays are over and we’re still in the early days of winter – sigh.  I’m sure that many of you are shivering as you read this post.  So… what are some books to use in therapy that are NOT holiday books?  What can we pull out of our Mary Poppins bag and use with our clients until the Earth tilts back towards the sun and we can start planning spring therapy?

Here are 7 of my favorites:

Snowy Day by Ezra Jack Keats

This is easily one of my top books to use.  We typically use it in conjunction with snow-themed sensory bins, creating instant fake snow, or other activities. Snowy Day can be used for inferencing (e.g. What did he find sticking out of the snow to make a third track?  What will happen when he hits the snow with his stick? Where did the snowball go?), narrative retell, vocabulary (slowly, firm, heaping, deep, drag), and more.  It’s a classic and easily adaptable for most elementary client ages.

There Was an Old Lady Who Swallowed Some Snow by Lucille Colandro

Of course I have to mention a “There Was an Old Lady” (when will she ever learn and does she have pica?!?) in this list.  Aside from some of the snow-based activities listed above, we use this book to work on vocabulary, answering “why” and other wh- questions, and pairs well with various TpT activities like this one from Jenn Alcorn of Crazy Speech World.

The Story of Snow by Mark Cassino with Jon Nelson, Ph.D.

If you have upper elementary clients or clients in middle/high school, take a look at this book.  It is more nonfiction with a little flair with great vocabulary and is a good way to work on comprehension of science texts in the therapy setting.  I like to use it as a transition from more “young” fiction texts to the textbooks that my students are learning from.  It’s  a nice bridge between the two.  This book can be read in chunks and activities planned for each area of the book.  Also, there is a “How To Catch Your Own Snow Crystals” experiment which wouldn’t work well for me in Phoenix but if you’re allowed to go outside with your clients in colder climates, could be great for you as a follow-through activity.

Hibernation Station by Michelle Meadows

Hibernation is a big winter-related topic for many of our clients in their classrooms.  Here is a nice and slightly different book that looks more into the topic of hibernation.  I love that the animals are wearing pajamas and the cute illustrations.  There are problems to solve within the book and a lot of good “sound” words and animal vocabulary.

A Loud Winter’s Nap by Katy Hudson

I will confess… my mom gifted this book to our speech/language room this year, it wasn’t my find.  The illustrations alone are hilarious and useful for therapy.  I love the “sound” and vocabulary words included, the emotions discussed, figuring out just why “tortoises don’t like winter”, and the overall message of this fun little book.  A quick read and easy to pair with animal, snow, or winter activities.

Polar Bear, Polar Bear, What Do You Hear? by Bill Martin Jr/Eric Carle

Of course I have to mention this gem.  If you work with younger clients, including pre-K and even EI, this book is truly wonderful.  It is even better if you’ve used Brown Bear, Brown Bear, What do You See? with the client before.  There are oodles and oodles of TpT and other materials to pair with this book – no need to re-invent the wheel.

Bear Snores On by Karma Wilson

The wonderful SLP that I have the privilege of sharing a caseload with this year introduced me to Bear Snores On. This book pairs wonderful illustrations with descriptive vocabulary and rhyming words that make this book a sing-song read.  I love to pair this book with a book companion from Shannon Werbeckes of Speechy Musings and mix and match the skills depending on my groups.

There are, of course, many other wonderful winter books to use in therapy, please share your favorites below!  I can’t say how much the use of literature has improved my therapy provision and I highly recommend the use of books in therapy.  Happy winter and have a wonderful 2018!

In this post, I’ll talk about one of my most-utilized SLP tools, Story Champs.  Narrative structures and the ability for students to comprehend and retell stories is very important to their education.  This tool can be very helpful for this skill.  Read on!

What is Story Champs?

Story Champs is a multi-tiered language curriculum that is easy to implement, fast-paced, and powerful. The curriculum targets story structure and complex language features necessary for understanding and producing oral and written language that children need for academic success. Story Champs aligns with the Common Core State Standards and provides schools with the tools necessary to strategically and systematically focus on language.  To find out all of the intervention tool’s specifics, check out their website or these videos that Language Dynamics put together to demonstrate the product in use… take a look:

While they offer a bilingual edition, I will be discussing my use of the English Story Champs 2.0 in this review.

What Story Champs offers – Quick & Dirty:

• RESEARCH-BASED!  Over 20 feasibility and experimental studies have been completed. Here is a Research Synopsis
• Use as young as Pre-K.
• Skills Developed Through Story Champs
  • Listening comprehension/Reading comprehension
  • Answering questions about stories and information
  • Vocabulary & Learning vocabulary from context
  • Complex syntax
  • Oral narrative retelling, personal generation, fictional generation
  • Written narrative retelling, personal generation, fictional generation
  • Information oral retelling & writing
  • Domain knowledge
  • Problem solving
  • Social and emotional aptitude
  • Memory
• Ability to use in large groups, small groups, and individual intervention
• Lesson length of 15-45 minutes
• Designed for use within RtI/MTSS frameworks
• Ideally, a classroom teacher uses the large group lessons while a special educator (e.g., SLP, SpEd teacher)/literacy specialist/paraeducator delivers small group or individual lessons
• In many studies, the dose of Story Champs intervention was small (e.g., only 2X/week for 10 weeks), suggesting that this is a powerful intervention capable of producing robust effects in a short amount time.

Included in the kit (Spoiler alert… it’s EVERYTHING in the picture:

• 12 Classic Stories
  • LEVEL A: basic story structure & LEVEL B: enhanced story structure
• 12 Blitz Stories
  • LEVEL A & B: vocabulary words; vocabulary words from context
  • LEVEL C: causal connections (because, so that)
  • LEVEL D: temporal connections (after, when)
  • LEVEL E: modifiers (adverbs, adjectives)
  • LEVEL F: causal and temporal connections
  • LEVEL G: causal connections and modifiers
  • LEVEL H: temporal connections and modifiers
  • LEVEL I: causal connections, temporal connections and modifiers
  • LEVEL J: advanced story structure
• Illustration Cards (Blackline with some color)
• Icons (color)
• Champ Checks (use with dry-erase markers)
• Story Starter Cards
• Story Games for Small Groups
• Flash Drive
  • Manual and Master Lesson Plans
  • Digital Presentation
  • Printable Files
    • Take Home Activities
    • Classroom Center Activities
    • Story Writing Organizers
    • Info Writing Organizers
    • Pattern Blocks
    • Information Notes
    • Word Journals
    • Spot the Sparkle Posters

How I use it:

I currently work with a population of students coming from lower SES homes, and many are ELL students.  I have found that my students lack narrative skills and struggle with reading/listening comprehension, vocabulary, grammar, etc.  These skills make it difficult for them to fully access the curriculum.  I have been utilizing Story Champs with my students, K-5, for the end of last school year and the beginning of this year within therapy sessions, typically 1X/week.  We cover 1-2 stories during our time, depending on the skills we are targeting and the student performance.  I utilize the curriculum to target vocabulary, comprehension, retell, and other skills.

What works for us:

This curriculum has been great for my students.  The illustrations are simple and not too busy for them to “digest”.  They are able to see the characters and elements of the story.  The symbols used for each story element is carried throughout the materials and make it easy for students to comprehend the elements and what each means.  We also love the varying activities and printables that can be used with the curriculum. I love how easy the curriculum is to follow.  It’s not complicated and I can pull the intervention box out and use it with zero prep!  My students have not become bored yet with the curriculum because we are able to spice up each lesson with a different game or activity that keeps it fresh.  We have also been able to use many of the manipulatives with other stories we read (books, textbooks, etc.) or videos we watch (e.g. brainpop, flocabulary, etc.).

Suggestions for Improvement:

I love the popsicle sticks manipulative and we use them so much that the icons (stickers) have begun to fade.  I would love extra sheets of stickers and/or more durable material for this part of the product.  Some clearer labeling on the various manipulatives/supplies would help me pick them out faster.  Sometimes I forget what the name of each manipulative is and struggle to find the right one(s) for a lesson.  Of course we would love the ability to buy more stories if we happen to really get through all levels of the current ones.

Is it worth it?

Definitely!  Although it may be difficult to swallow the initial price point of $298, I believe that it is a great investment.  Why is it worth it?  First of all, most materials/tools that SLPs invest in are not proven to be research-based as this tool is.  I can also say that I have not purchased another tool that I have been able to use in individual and group therapy each week, while seeing great results, without my students getting bored.  As SLPs are becoming more involved in RtI, this curriculum is a great resource as it allows for group work as well as individual (my other tools do not allow for this).

Story Champs is a great Tool for SLPs, all school staff involved in RtI, and Speech/Language Therapy sessions targeting multiple goals. I hope this little knowledge party (aka review) was helpful to you.  If you have other questions/comments, add them below!

Speech Teacher.

Speech Lady.

Speech Therapist.

Hey you…

We get called many things when working in the field of Speech-Language Pathology. I’ve heard it all. My absolute favorite was being called the “Blonde Speech Lady” by an administrator… an ADMINISTRATOR! I will never forget that moment. Not only did she not know my name (common in some districts as SLPs are more itinerant than ever before) but she did not know my job title. I’m pretty sure she would have winced if I would have returned the favor with “Where’s that blonde school leader lady?”.

The subject of what we are called in the medical field typically yields two results – Speech Therapist or Speech-Language Pathologist. Not too terribly off. However, simply mention our title in various School SLP circles and you will hear everything under the sun. You will also see SLPs stating everything from “I just don’t care what they call me” to “I will correct people if they state I’m anything other than a Speech-Language Pathologist”. People feel very passionately. Because of the reasons stated below, I feel that we should work to be referred to by our true job title… or at least as close as possible.

Know Your SLP History

Working on elocution was commonplace throughout history. But in 1918, a special interest group comprised of speech correctionists (originally schoolteachers) formed a subgroup of the NEA, calling itself the National Society for the Study and Correction of Speech Disorders. In 1922, Dr. Sara Mae Stinchfield Hawk, who was one of the 25 people who founded what we now call ASHA, received the first Ph.D. in America in the field of Speech-Pathology from the University of Wisconsin.  In 1926 another group, the American Academy of Speech Correction, formed and approved their constitution “to raise existing standards of practice among workers in the field of speech correction”.  Since the establishment of the American Academy of Speech Correction, the association has changed its name 4 times; 1927–American Society for the Study of Disorders of Speech; 1934–American Speech Correction Association; 1947–American Speech and Hearing Association; and 1978–American Speech-Language-Hearing Association.  During the early 1900s, many books and procedures for the development and therapy of speech were published with an increased focus on science. The end of WWII represented the beginning of a change for speech pathology in America for many reasons, including an increased incidence of aphasia due to war injuries.  Much of the research and theorizing in child development in this post war period focused on language content of children’s language development.  Knowing your SLP history will help you to further understand how far the field has come in such a short period of time and why each part of the term “Speech-Language Pathology” is so crucial to what we do.

(For a detailed history, check out the references for this section including this great page, the History of ASHA, or this Leader Article)

Because ASHA Says So

In 1976, ASHA released the following relevant paper instructing us to use the official title of “Speech-Language Pathologist”:

Official Title: Speech-Language Pathologist

Legislative Council

WHEREAS, language is the major means of human communication, and

WHEREAS, disorders of language constitute a significant communication handicap, and

WHEREAS, speech-language pathologists are responsible for the diagnosis, prognosis, prescription, and remediation of language disorders, and

WHEREAS, this should be immediately and prominently discernible to other specialists and the general public, therefore

LC 10-76 RESOLVED, That the American Speech-Language-Hearing Association endorses the official title speech-language pathologist (SLP) for those qualified individuals who diagnose, prognose, prescribe for and/or remediate speech and/or language disorders.

(Executive Board)

Respect Your Education

While many people working within schools have achieved a master’s degree or PhD, all SLPs MUST have at least a master’s degree. I have also come to discover that not all master’s degrees are alike.  For example, at my alma mater, you can receive a Master of Arts in Teaching and Learning with a minimum of 33 credit hours.  At the same university, a Master of Science, Communication Sciences and Disorders, Speech-Language Pathology requires a minimum of minimum of 58 credit hours. That’s nearly double!  Part of those credit hours include practicum hours which are typically not included in other master’s programs.  It is important to understand that this requirement is what makes you an expert in communication for the entire lifespan.  While you may work in one setting, your education is equal to SLPs working across settings.  Never sell yourself short.

Educate Your Clients

If I told you that a 6 year-old could say “Speech-Language Pathologist” would you think I was pulling your leg?  Well, it doesn’t sound perfect, but they sure can! While I care if my colleagues understand my title, I care more that my students understand what I do and why they are in my office.  So, for the first time last year, I began educating my students about my job title. They started the year by calling me the Speech Teacher and ended it with “SLP” or “Speech Papougagist” (close enough, right?). I didn’t do this just to give myself a pat on the back, I did it to show them what it would take to have a job like mine. I work in an area with extremely low SES (90%+ of free/reduced lunch). Most of my students are from working-class families with no college education. They may be the first in their families to attend college. And now, after our SLP discussions, they understand that to do my job they will need to finish “regular” college and then go for 2 more “extra” years to get a master’s degree. This is a conversation that many of my students may have never had. And when you are working with students in this population, or any population, it is important for them to understand these concepts of college and post-secondary education. Plus, it’s incredible when your 2nd grade student turns to their teacher and says, “She isn’t my speech teacher, she’s my SLP!”.  Cue melting heart!

Minimize Confusion & Increase Clarity

In my district, we have SLPs, SLPAs, and SLTs. This can be pretty confusing to parents, teachers, and students. While the level of care provided to students should be equal, there are differences between these acronyms which are important to understand.

• Speech-Language Pathologists (SLPs) are autonomous professionals, not requiring supervision, who provide clinical services (e.g., assessment, diagnosis, planning, and treatment), prevention, and advocacy, as well as education, administration, and research in the areas of communication (typical and atypical) and swallowing (ASHA, 2007) in a variety of clinical settings. ASHA-certified SLPs may work in public or private schools, early intervention settings, medical settings (e.g., hospitals), private practice, universities and university clinics, community, state, and federal agencies or institutions, correctional facilities, research institutions, or corporate and industrial settings (ASHA 2007).
• Speech-language technicians or Speech-language therapists (SLTs) are professions found in some states/countries.  These may be autonomous professionals, not requiring supervision, who provide clinical services (e.g., assessment, planning, and treatment), typically in a school setting. SLTs may be restricted to working in a school setting. Due to the limited scope of practice, SLTs typically focus on educationally-based services which include assessment of communication disorders, participation in the Evaluation Team, IEP team, and providing intervention for communication disorders. SLTs are eligible for certification in some states, but not all. SLTs are not eligible for certification by the American Speech-Language-Hearing Association.
• Speech-Language Pathology Assistants (SLPAs) are NOT autonomous practitioners and must practice under the supervision of a master’s level, licensed, SLP. They are eligible to work in any clinical setting (hospitals, schools, early intervention, etc.) with proper supervision.

Educate Colleagues and Parents

I’m not suggesting that you sound outright braggy in how you handle the mis-labeling by colleagues and parents but rather take a proactive approach.  Some examples of this include:

• Include your full title in your e-mail signature.
• Introduce yourself as the “Speech-Language Pathologist”, even in IEP meetings.
• Refer to therapy sessions as Speech/Language therapy session instead of just “Speech”
• Take advantage of BHSM to further educate families and colleagues about our field and job.
• Sign documents and paperwork with your full credentials.
• If you correct anybody, let it be your administrators. They will set an example for how you are labeled.

– – – – – – – – – – – – – –

While it may seem uncomfortable to insist on being called by our true title of Speech-Language Pathologist, it is important for so many reasons, including the ones above. As many SLPs fight for manageable caseloads/workloads, adequate compensation, and respect, we must start with education and clarification of our scope, role, and knowledge. It may seem trivial to some, but can have a larger impact than you may imagine. As you begin a new school year, I challenge you to adopt some of the ideas included here and work to educate your clients and families as well as your colleagues.