Training Pediatric SLPs for Community Impact with Paula Pineda

So we're gonna, we, y'all, we got a lot to talk about today, but I wanna preface this with, I have a notion that you teach to the areas that you identified were missing when you were a student, because I know that I make sure in any class that I'm teaching, I- I've been clinic directors three, two different universities.

I've been adjunct faculty at a couple different universities.

But I work through the lens of, okay, this is what I didn't get and what I think that you need, and I'm gonna go out on a limb and say, I feel like you might have done that as well.

[laughs]

Yes, absolutely.

Um, do you want me to talk about that? [laughs]

Yes.

Yes, I do.

[laughs]

Yeah.

And I'm gonna take notes.

So, um, yeah.

So, um, so as I mentioned, like, when I, when I started practicing, um, right, right out of school, grad school, um, I started doing intervention very early.

Like, I think it was, like, six months, seven months after graduation, um- But I was never trained to coach parents and collaborate with the parents.

I was trained in more of that, like, medical model and providing one-on-one.

So that was what I thought I had to do.

I'm gonna sit the child in front of me in their highchair or on the floor, and we're gonna do one-on-one.

It always felt off, like, I don't know, like I'm not doing what I'm supposed to be doing-

Yeah

...

but I didn't know what I was supposed to be doing.

Um, and then I got to experience, because when I started working and practicing, my son was only four months old.

Um, and then as he started getting older, and then language was supposed to emerge, and it wasn't emerging, um, and then I started, uh, the early intervention process, and then he got approved, and we started receiving services.

Um, then I had, he qualified, and then we had an SLP that came home.

And it just felt different, um, because now she was working one-on-one with him, but there was also a lot of teaching that she was doing.