Episode 20: From Theory to Practice: Jadyen Weckworth on the Internship Experience

In this podcast episode, hosts welcome back Jillian Little and her student intern, Jadyn Weckworth, to discuss the student intern experience in the field of speech-language pathology. The episode covers the journey aspiring speech pathologists undertake, including acquiring a master's degree and completing clinical hours. Jadyn shares her inspiration to join the profession, her experiences at different internships, and her growing interest in augmentative and alternative communication (AAC). Jillian and Jadyn reflect on the mentoring process and the importance of building clinical confidence and adapting to individual patient needs. The episode also delves into the collaborative experience of running the Buddy Group, a social language group for children, highlighting the importance of observational learning, scaffolding, and interdisciplinary collaboration in professional development.

Transcript

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Hello and welcome to Hear Me Out, the official podcast of the Masonic Children's Clinic for Communication Disorders. This is the place where we dive into all things related to communication disorders and how we can best support the kids and families affected by them. We will be talking with speech language pathologists, clinic staff, families and donors to share stories, insights, and the impact of providing free speech, language and hearing services to children across our community. I'm Niki Lampi speech language pathologist and director of the clinic, And I'm Tamara Pogin, also a speech language pathologist with a focus on working with autistic children and their families. And we are your hosts. We're so glad you're here. Hello. Today is a special day because we have Jillian Little back on the podcast and her student intern, Jadyn Weckworth. Hello ladies. Hi. Good morning. Hello. Welcome. Hi. Today we have a twofold mission. The first is to find out a little bit about the student intern experience. Future speech pathologists need a master's degree and at least 400 hours of clinical experience in order to graduate where they will have a further year of mentorship called a clinical fellowship year before they typically get a license to practice in their state. Jayden, tell us why you were drawn to the profession of speech language pathology. I actually have to thank my sister Kylie for that. Um, she, has been one of my biggest inspirations in life and. she was going into college. I was a junior just starting to apply, for college and high school. And she had just switched her major to CSD and her and I are so similar. I was like, I wanna do something in healthcare, but I know I don't wanna be a nurse. And she was telling me about it and I was like, this might be it for me too. Like, I think this is exactly what it is. And I went to college freshman year and I started. Taking the bands,, like the bands, I mean, the, classes were required to take for each, specific year. So I entered my sophomore band and I was like, this is it. This is, this is what I want do. And, and CSD is communication sciences and disorders. So that's the degree that most speech language pathologists get as an undergrad. And then, and then they go on to their graduate schooling? Yes. Yeah. Yeah. Yeah. And Kylie. Yeah. And she was a volunteer here too. Yes. Kylie was also my in with Masonic during undergrad, which is how I knew about you guys and,, you were so gracious to hire me as a therapy aide. Will forever be grateful for that. And then I, got to volunteer with you guys too during my junior and senior year of college. I volunteered for Buddy group, and got a little bit experience. Uh, in a, in a therapy room, which was really cool. Uh, yeah. Yeah. So you've been with us for quite a while mm-hmm. Through your whole, almost your whole college experience. Yeah. You know, you're interning here and we're so happy to have you. Yes. Yeah, it's been great. Today's my last day and it's been, I know we're really sad week. We're really sad, but that's exciting. New things to come. Jill just keep saying like sad but exciting because just a little bit closer. Yeah. It's one step closer to graduation. Yeah. And isn't it great that it is sad because that means that you've made these connections and you have this connection with communication with families and with the clients, and so you know that you'll be able to do that again wherever you end up. Yeah, it's been really great. Got a lot of hand drawn cards I love that. Really cute, very sweet ones. My favorite was one of our little friends drew her and,, Jayden playing together on her cards. So it was pretty, it was pretty adorable. So each graduate student needs to go through different internships and externships. Mm-hmm. So internships, being at the. Clinic at UMD. Mm-hmm. And externships being out in the community. So tell us a little bit about what, your experiences have been so far. My experiences so far at RFP, I got a little bit of both. RFP is Robert F. Pierce, the university clinic at University of Minnesota, Duluth. And there you see a little bit more. Um, it's not as specified to just pediatric care. So I was seeing adults young adults, kids. So I got a lot of experience with non fluent aphasia, some voice therapy speech, sound disorder, apraxia of speech, things like that. At RFP and here, I've actually developed a really strong interest in AAC due to Jillian's caseload with a a c. I had an a a C client at RFP and I liked it. And then I am finding that I really like, the beginning stages of a a c and like watching it progress further along, it's been really, really great. So here at Masonic I've gotten a lot of a, a c childhood apraxia of speech phonological speech sound disorders, and similar articulation to as well as with that social piece through Buddy Group. Nice. That's a really good variety. Mm-hmm. Yeah. Nice. And nice to have Jillian, the expert on a a c. Yes. To help guide you through those beginning stages of, of use with kids. I said at the beginning of her placement here that my goal was to give her a love of a, a c, So accomplished. It's accomplished. Awesome. So that was one goal. Did you have any other goals that you either had for Jayden or that you guys put together at the beginning of the internship experience? I think my, one of my biggest ones is I always have open really honest conversations with my students when they start, because we talk a lot about how all of us have really different clinical styles, and I never wanna squash that clinical style that they're developing because I think it's really important. We're not the same. People and we can, do different things to get to the same end goal. And so building that confidence in the therapy room is a big one because I think all of us, when we went out to our first clinical experiences, I think it's, we've learned all of this book knowledge and we need to learn, to build that confidence in the therapy room to apply what all that book knowledge we did learn.

Elizabeth 6:13

And so. I think for me it was really making sure she could build confidence in her skills because she has a lot of really amazing skills, but just sometimes working towards that

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confidence in the therapy room

Elizabeth 6:24

I like it. Yes. And I always think when I have a student too, I talk about how that learning process is your thinking in your head.

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How can you think, think, think, think, think. Think. But also while you're do, do, do, do, it is like this multitask thing that is necessary to keep the session moving, but to also move and adapt as the kids throw you a curve ball. Mm-hmm. Mm-hmm. Yeah. One thing that I found kind of challenging, but also, would ask a lot of questions about Thank you, Jillian. It was the, um, kind of piecing out, the phonological aspects of a speech, like speech sound disorder, mixed with the childhood apraxia and kind of. Of parsing out, okay, this is what I'm seeing. This is part of the apraxia, this is part of the phonological. How can I piece this together to give them the best cue or prompt to support them during, their session. And that looks different for each child, which, obviously we talk about, patient-centered care. Not every child or client is gonna be the same, but,, Jillian really helped support me in that way. Ask, like with the questions I was asking of. Is this gonna be the best way I can give this prompter cue to this specific child versus this child who is a little bit more dysregulated, needs a little bit more of that physical gross motor support. How can I switch the cues and prompts that I'm giving them? Was a big thing that I asked a lot of questions about, and Jill really was very kind and answered all my questions well, and I said, I always want questions. And that was one thing we just talked about, like in, her final I review is that she has a lot of learning and she's really great at asking questions and she's really great at asking questions that really facilitated her own learning. And so that has made this clinical experience really fun because she's asked all these great questions that I can provide her answers to that are gonna really be applicable for real world prep. And where are you going for your next placement? I am going to, a hospital in Moose Lake, Minnesota, for my next placement. So there I'll see a little bit more of like a mix of. Inpatient outpatient adults, pediatrics, kind of a mix of everything, which will be really fun. I'm really excited about it. So, yeah. Is there a certain area that you're really gravitating towards right now, or is it too early to tell? I don't know. I, well, again, I really love a, a CI do really like it. I also have a hard time because. I like everything. I like everything. That's okay. That's a good problem to have. Yeah. So I'm excited to get back, to working with adults while also pediatrics. I really do love, the pediatric part of this clinic especially. Just the model is great here. It's very family client centered, which I really enjoy. But yeah, I'm very excited to get back. I really like, aphasia. Cog com rehab kind of stuff, language rehab, things like that. So, so you're gonna get your fingers into that next. That's really exciting. Yeah, I said she'll be successful in whatever she chooses to do. I do think she'd make an excellent pediatric therapist though. I agree. So we kind of thought it would be really neat if you could talk about one client in particular about. How you started with them, and even Jillian, if you wanted to pop in about how you'd been for hands on to hands off. I think that's such an interesting thing too, where it's like you were taking over some of her caseload. Mm-hmm. And like she said, that's part of building confidence. Yeah. But can you, do you have like a timeline or a story that you wanted to share? Yeah. Well, in reference to like, That kind of balance of, observation and then, and like kind of taking over the session almost. I think that it's really important for, I mean, I guess just me, but I can't speak for everyone, but to me personally, it's really important to really value those observation hours that you are doing because that's where you're starting to see like that interaction style of how does, like the, your preceptor, Jillian, interact with their family. How do they respond? Like, what's that give and take? So you can learn and apply that, and be more flexible with the family. It's really important to learn the family's communication style and the communication style of the child. How they res, like what they respond to, what's their buy-in to therapy is so important. So I think the observation, I think it was like maybe, well, the first week was kind of different because it was outreach week, so it was a little bit different of what we were doing, but. I think it was like maybe the first week and a half was more of the observation, and then I started slowly integrating more in, um, and then Jillian was kind of like, it's a fun little balance of like, we would go to model the same thing on the device sometimes. Yep. And, and then I had to take, I had to take, you know, as a preceptor, it's like you have to know when is the right time to step back I can't just continue to do everything like I need to be able to show in the beginning, but she also needs to be able to build her skills. And so, after that first four to six weeks, then I really start to take a step back and we're still staying in the room quite a bit. And we're really lucky with our setup here because we have observation rooms. And about halfway through the semester, I was able to start slowly fading. Um, part of my sessions, with the kids into the observation room. So, and I think that really helped her build a lot more rapport with the kids. Um, and they saw her as like, I, here's my person for right now, and she's the primary. Yeah. But it's, it is a delicate balance of like still providing that feedback. Um, so she's learning, um, but giving her that room to grow and, and make clinical decisions on her own. Mm-hmm. Um, but with me still there guiding and supporting and, and again, that's where she really great questions at the end of sessions, Yeah. One thing Jillian and I have talked about is like, um, which I knew before, I think I said it probably my first week. Like, you don't know what you don't know, like mm-hmm. That's one thing I can recognize and like I've always recognized, is this profession and field is always changing. So you have to be flexible. You have to be going with the research and where the evidence base is telling us to go. Which I think Jillian has given a really great model of, for me too, of, um. Explaining to parents and families, like, you know, we're an evidence-based, practice and profession, and this is what I'm doing and this is why I'm doing it. And has given really great, examples of how to communicate that with families. And the clients that we're gonna talk about, Leo, she has done a really phenomenal job of just like, Showing me how to like bridge that communication with families, you know, and Leo's mom is one who is super at, modeling on the device. She's so on top of it. Um, she has been really great to, to work with because it's like, I'm also learning from families too. It's not just Jillian that I'm learning from. I'm learning from each client. I'm learning from each family. That's a really good point of how to work them. Yeah. Very important part. Yeah. 'cause our profession is such a, like a person based profession. You kind of have to be a people person to be an SLP in a way. You have to like that people contact on some level. Um, and Leo has been just like a really great client to be learning that from, because. Both his mom and his nurse. Jocelyn and Molly are both so dedicated to Leo and it's been so great to watch them be so interactive and talk about, oh, Leo did this at school today and we modeled this on his device. And he was with his friends on the ground, like with his device and his friends were talking with him and playing with him. And it's just been so wonderful and great. I think it's been fun for me to witness too, throughout your experience with Leo, especially, just even in the last few weeks, like as I stepped out of the therapy room, like her ability to take over and when mom or his nurse had a question, she was able to step in and answer those questions And, just your confidence with a a c has has grown so much and so that was really cool to see from that beginning stages where there is more observation. And me in the room and she's learning, more directly from me to transitioning that over to her and her being able to implement that on her own. Yeah, I try really hard to observe and absorb. I really, really value my, um, education and my learning experience. So I've just tried as much as I can to get every little drop that I can from, from it, and Leo has been a great one. It's just been great to see the strides that he's taken on his a c device. Um, right now we're listening to a lot of music in our sessions. That sounds like that's his vibe. You're going with his interest. Yeah, and we have, um, some specific songs that he really enjoys so that we listen to a lot. What the one right now it's Brushy Brush from Sesame Street. And you programmed that into his device? Uhhuh? Yeah. Yeah. That one we didn't make like, uh, 'cause some of them, like Old McDonald has, uh. So the button in his device that says Old McDonald under the songs page, you can program it to have another popup to a different page to sing along with it almost. Um, I didn't record myself singing into it. I don't think he would want that. Sometimes when I sing the session, he like covers his ear, so I stopped doing that. But, um, brushy Brush is a, is a faster one. So I was like, and it's pretty much. Brushy brush, brushy, brush, brush, like the whole time. Um, so I didn't program another page into that, but there are, he has a few that are, we sing along, but that's what we do for most of our session is sing along. He's, we kind of chill on the floor. He's chilling in the spin bowl and we spin around and sing a song pretty much our whole session. That sounds like fun. Yeah. She's done a great job following his lead and his interests and it really just makes therapy, I feel like a lot more. Effective and our kids just enjoy more when we can do that. Mm-hmm. And Leo's mom, Jocelyn was on the podcast too, a, a month or so ago. Yes. Jocelyn's great. She, she does amazing with his a a c device. He, she provides like a really, uh, literacy rich environment for him. He's obsessed with letters and sounds right now. So like a lot of our. Sessions are spent on the phonics page of his device. Just showing letters and what the, what sounds they can make and things like that. So, and I learned a lot from them too. I, I try really hard to, pick up some sign. It's not fully, a SL, it's more of, I can't remember exactly what you call it, signed English. Signed English, but I'm trying really hard to pick that up. And I learned a lot from Jocelyn and Molly too. Sometimes if there was a video camera that was recording all my sessions, like Jillian, Jocelyn, and Molly would be signing and I would be in, in the back, like mimicking the sign. So it sticks. So yeah, and that's where we're really also trying for our kids using communication devices. It's really a total communication approach and that we're looking at not just, it's not just what speech or, Word approximations that they have, sign mm-hmm. Gestures and their a a c device. So we're looking at like whole communication and what are all the tools in their toolbox to aid for their communication. He's one that we are using every single tool in the toolbox to, to give him total full communication. Yeah. That's one thing I've also really has stuck with me is like sometimes I think we think about language and communication as a hierarchy. And it can be like, can be stuck like that in your head, but taking it away where like it's not a hierarchy. Verbal communication is not on the top 'cause it's not realistic for everybody. And that's not, and that's okay. That verbal communication isn't gonna be the main form of communication because all communication is equal. And providing that multimodal communication, support for a child is so important because even with our kids who are verbal. You know, they're like, they grew up using sign most of the time for things that they need before they have their first words. Like, that's one thing Jillian has really instilled in me is communication is not a hierarchy. All forms of communication are equal. And yeah, that's beautifully said. Yes, it's. Jayden, you had the opportunity to join us in co-treating with Jillian and myself and our buddy group this semester, which was different than just being a helper when in the past. So Buddy Group is a social language group of four peers that have the opportunity to be supportive while they negotiate, turn, take, engage in conversation and share their ideas while they play games, and engage in scripted and spontaneous pretend play. So there's a lot of moving parts. Jillian, you joined me in co-leading this group about three years ago. Like what were some of your observations about going into this kind of group treatment that we did that's different than our day to day? It takes a lot of give and take for you and I, we have to really figure out how to work together as a team to serve four very different kids. Um, and actually over the three years we've had three very different groups. Oops. This year in particular, we have four very different girls, who have very different sets of needs. And so, this group has evolved to working on a lot of those social emotional regulation skills. And,, we threw in a, an extra added piece adding Jaden into the picture this year. So, it was, how do we fit in a third, a third person? Um, and actually with four, with four kids in the room, it was really nice to have. It was really nice to have an extra set of hands when we were having, big feelings and some of our friends needed a little bit more support. But I think it is really a lot of give and take to try to like work with each individual child, but you and I also trying to figure out how to work together as a team. Mm-hmm. I know that, Jane, that you asked me specifically, how much do you do to keep the. The structure going. 'cause when you're just with an individual child, you can totally follow their lead. Mm-hmm. But when you're in a group, the child can choose to participate in the group plan or not. Mm-hmm. But there's less flexibility for them. Yeah. To be like, well I wanna do this. And it's like, we're do all doing this. And so like still trying to be, neurodiverse affirming to be able to be supportive of that. To, to give them that leeway. And you kind of like, were watching and asking, well, Samara, why did you let her do that? Mm-hmm. Because that wasn't originally part of the plan. And it was like, oh. And so it's like, well, if she could still be in the corner watching. And then, and, but we still had a, had a open body position where we're like, we are still openly inviting you to participate. Maybe this child is having a hard time or something happened that was new. A lot of times things that happen socially. That were kids were having difficulties and big feelings. It was when something was unexpected or there was a lot of waiting involved in something like that. So it was, some of it was more behavioral that we were learning, but also it was like, when do we step back? Mm-hmm. And, Jayden and I had a really fun experience where it was actually the parent educator. Our Sarah Shepherd, who was also is an occupational therapist, said, Hey guys, could you not. Do anything for this play period where we had, we set up like a shopper worker type of situation and see what they did. And this was like halfway through? No, this was near the end. It was the last session. It was at the end. And, and so we kind of, and we kinda had this bargain with ourselves, okay, we're just gonna stand in the corner and, and just let the recording go. And, and, um, I have to say that, that, that Jayden beat me out. She, she was like, I'm just gonna let this go and see what happens And before, 'cause usually what we do in Body Group is. We have a schedule, but it is really loose. But we're just seeing where we need to scaffold to make the kids be able to participate with each other. So that might mean restating as something that the other child said. That might be, when you tell your partner, that might mean providing visuals or giving, giving sensory feedback. You know, like letting them do all pushups or giving shoulder squeezes. So those are all the things that were like the moving parts that I talked about, but that was, that was really interesting. Can you talk about your scaffolding experiences where you saw like, 'cause again, it's, there's three of us in here and you're like, do I do it? Yeah. Like and especially in that, that shopper worker kind of thing that we did. I saw that you did it really well there. Yeah. Well, again, it was a lot of observation at the start. Because I had, I had seen it before in undergrad. I had volunteered with Buddy Group, but it had changed kind of, um, and what we were doing and. The group had really changed before, I think we had like a little bit more of a mix of that, like the little bit younger kids to more of like the 8, 7, 8, uh, I don't think anyone was nine, but like more of that older age. It was more of a mix where this is, um, this group was a lot of girls who were very close in age, liked a lot of the same things, but had a little bit of difference in, their language processing and, what was dysregulating to them and what was regulating what, who, and, um, how that all interacted with each other was really interesting. So I did a lot of observing at the start, trying to mimic Tamara and Jillian, uh, in, in the session. And I think the scaffolding and building up language was really evident during, the shopper worker dynamic. Um, of like that queuing model of you, like you said, hi, but we can add like a little bit more to that building up of that like play. And also During the snack and more of that like, Not typical, typical is not the right word, but more natural environment, communication, more, less structured, less structured. Perfect. Thank you Tamara. Um, that less structured of how can we provide the least level of support that still makes them successful. Mm-hmm. Was one thing that I really took away from this group is what's, what's the least level of supports I can provide them to make them successful, not only in the therapy room, but also out in the real world, because. Group aspects are so prevalent in life in a classroom, and like even when you're not really in a group, like you're still in a group setting. Like even when you're just in a store, there's people around you. You have to be, ebbing and flowing with everyone else. And that's one thing I think I really took away from this group is what, what am I doing in my job that will make them successful outside? I think one of the. Things that, in this group in particular that we've really noticed is the importance of communication repair. Yes. So often with these four girls, they know the routine, they know what's happening, missed it due to attention, differences or, literally had a slower processing. And so they're, the other peer has moved on and the other kid's like, wait a second. And so those are the things that we kind of pointed out to them. Like, Hey, maybe. Say their name or you could say at, you know, restating it a little bit so that it kinda stays in their mind. Yeah, it was really cool to see how they started to improve doing some of that. Yeah. And it was a really great, like, learning experience for me too. 'cause there, there were times where I'm like, I watched the videos back and like Jayden, you know, this like, think, think, um, the one, the one time I'm specifically thinking of is, uh, So you're saying the one time that you watched it, we watched the video later and went, maybe I could do this differently next time. Yes, yes. Actually it was Sarah that pointed it out to me and. You know, like throughout school you're told like, don't change your language. Especially like in our, in all of our language classes, it's like, don't take, change your language, wait for the processing. And we had, some of our girls had like a little bit of a, like a different level, like a lower level of processing speed for language. And there was a time Sarah pointed it out to me and I had asked one of the girls with my body turned away. Not looking at her around like turned like my, my face over my shoulder and was like, so and so can you go do this? Trying to give, give her a, a job to do to help with transition, to help with transition. And she didn't, she didn't, uh, hear me, which makes sense. I, my body's turned away, my face is over my shoulder, you know. And so then next I turned towards her. And I said the same thing. And then a third time I got a little bit closer, said the same thing. And then the fourth time I was down on her level and she, she did her, she did the job I asked her to do. And it took four times for me to get to her level. And you know, Sarah made a great point, which I think is applicable to parents, teachers. Like I even thought about it, just I have, I've worked in the childcare like center since I was 18 and how many times have I just over my shoulder asked a 4-year-old. Can you, can you not do this? Can you stop doing this? Can you go to this area? And it's like, well, everything, you know, like with communication, it's like facing them joint detention and how many times have I been like not doing that? You know? So that's one thing that I was like, oh, I need to really apply that into my everyday life. Or when Sarah was talking about the regulation aspect of, of. I can't remember exactly the words she said, just like that you can be happy and dysregulated. Yes. Yes, you can be happy and dysregulated, meaning that maybe your, your brain and your body are just moving so fast and you're excited, but you can also engage the level of engagement. Yes. Yes. Where that's exactly where it's going. Yes. So you might be slightly dysregulated, but still able to engage. Yes. That's, that's one thing that really, that really stuck with me and I think I really saw throughout this is Even like that engagement piece is what we're looking for. It doesn't matter, if it's like, oh, they're like have a low level of energy and they're a little bit dysregulated on the low side, or have a high level of energy and are a little bit higher in their regulation, it, they're still eng they can still be engaged. Like not every child's engagement is gonna look the exact same. And I think that's something I wish I could scream from a rooftop, like to everyone. Like I, I'm just like. It clicks. It's there now. You know, like it makes sense. Yeah. And I think one valuable part of the Buddy group experience is that we record every session, and so the ability to go back and watch yourself as a clinician, Tamara and I have talked about this and we've been practicing for 15 and 25 years. Mm-hmm. That the ability to go back and watch yourself and see like, oh, I missed that opportunity. And it's humbling and helpful. Yes. At the same time. And so I think as a student that was a very valuable experience to be able to rewatch. 'cause sometimes we feel like really dysregulated when these groups get really, their big emotions start to come out and we start to feel really dysregulated. And I walk out thinking like, oh wow, that probably is gonna look terrible on the video when I go back and re-watch this. And I kind of have to brace myself to re-watch this whole thing and. Often we'll re-watch it and say, oh, that did not look as bad as I thought it was, like internally, because I was feeling more dysregulated internally because of the big emotions and feelings that were going on in the room. So I think it's a really valuable experience as a student to be able to, record yourself and then self-evaluate what's happening. Yep. Yeah. And then to get that other piece from. From an ot, from Sarah, that other rehabilitative therapist impression of what's going on, what can we change to help the client, help support them. Like that's something that is so powerful 'cause well, if our kids aren't regulated, they're not gonna be making gains in communication. And so they, our disciplines really play such a vital role together in making sure our kids, get the best. Therapy. Yeah. And as you're going into rehab now too, and you'll have more opportunities to share across professions and learn from other people. I know that when I was in the schools, my first job, their early childhood special ed teacher, and I like, she taught me so much. Yeah. And so it's like learning from others is lifelong. Gonna be lifelong. Yeah. That's something I'll never turn down is like a moment to learn from another profession. I just think it's so important. It's all important. Well, good luck in your next thing and we're sad to see you go, but she said like, like Jillian said, we're sad, but excited for you. Yes. Yeah. I'm excited to see where she lands 'cause I know it's gonna be the, the right fit for her, so thank you. My gosh. Thank you Jaden. Thank you guys for hiring me on as a small little. I'm 20, 21-year-old, like undergraduate student and keeping me on for, yeah. Well, thank you for all the help that you've provided us over the years. Yeah. It's been wonderful. That wraps up this episode of Hear Me Out. Thanks so much for listening. Be sure to subscribe, share the podcast with others, and join us next time as we continue learning from the professionals, parents and donors who make this work possible and celebrate the amazing kids we serve. To learn more about the Masonic Children's Clinic or to support our mission of providing free speech, language and hearing services, visit our website and consider making a donation. Every gift helps us give children the voice they deserve. Visit us at masonic children's clinic.org.