1 00:00:10,840 --> 00:00:14,480 Speaker 1: Welcome to the Therapy for Black Girls podcast, a weekly 2 00:00:14,560 --> 00:00:19,320 Speaker 1: conversation about mental health, personal development, and all the small 3 00:00:19,360 --> 00:00:22,480 Speaker 1: decisions we can make to become the best possible versions 4 00:00:22,520 --> 00:00:26,600 Speaker 1: of ourselves. I'm your host, doctor joy hard and Bradford, 5 00:00:27,000 --> 00:00:32,040 Speaker 1: a licensed psychologist in Atlanta, Georgia. For more information or 6 00:00:32,200 --> 00:00:35,600 Speaker 1: to find a therapist in your area, visit our website 7 00:00:35,720 --> 00:00:39,440 Speaker 1: at Therapy for Blackgirls dot com. While I hope you 8 00:00:39,479 --> 00:00:43,479 Speaker 1: love listening to and learning from the podcast, it is 9 00:00:43,520 --> 00:00:46,400 Speaker 1: not meant to be a substitute for a relationship with 10 00:00:46,479 --> 00:00:57,279 Speaker 1: a licensed mental health professional. Hey, y'all, thanks so much 11 00:00:57,280 --> 00:00:59,279 Speaker 1: for joining me for session four fifty three of the 12 00:00:59,280 --> 00:01:02,200 Speaker 1: Therapy for Black Girls podcasts. We'll get right into our 13 00:01:02,240 --> 00:01:14,800 Speaker 1: conversation after word from our sponsors. The ability to express 14 00:01:14,840 --> 00:01:17,520 Speaker 1: ourselves through speech remains one of the most important ways 15 00:01:17,560 --> 00:01:20,280 Speaker 1: we communicate. It's at the root of how we connect, 16 00:01:20,440 --> 00:01:23,680 Speaker 1: understand each other, and even how we explore our own identities. 17 00:01:24,200 --> 00:01:26,720 Speaker 1: From childhood, we learn that what we say and how 18 00:01:26,720 --> 00:01:28,959 Speaker 1: we're able to say it can impact how we move 19 00:01:29,040 --> 00:01:32,480 Speaker 1: through the world. Speech pathologists help those of us who 20 00:01:32,520 --> 00:01:36,440 Speaker 1: experience challenges in expressing our thoughts in processing language, and 21 00:01:36,480 --> 00:01:39,480 Speaker 1: as important as this work is, there are still disparities 22 00:01:39,520 --> 00:01:43,000 Speaker 1: in who receives care. A recent study from twenty twenty 23 00:01:43,000 --> 00:01:45,839 Speaker 1: four found that black patients are about thirteen percent less 24 00:01:45,920 --> 00:01:49,840 Speaker 1: likely to receive speech language pathology services than white patients, 25 00:01:50,200 --> 00:01:53,720 Speaker 1: even after accounting for differences in health and demographic factors. 26 00:01:54,400 --> 00:01:57,440 Speaker 1: That's why I'm excited to welcome doctor don Ellis. She's 27 00:01:57,480 --> 00:02:01,400 Speaker 1: a speech language pathologist, advocate, and educator whose journey led 28 00:02:01,400 --> 00:02:05,320 Speaker 1: her to a career helping children, families, and communities communicate 29 00:02:05,360 --> 00:02:10,519 Speaker 1: with confidence. In this conversation, we explore language development, identity, 30 00:02:10,800 --> 00:02:14,119 Speaker 1: and how communication intersects with mental health, particularly for black 31 00:02:14,160 --> 00:02:17,560 Speaker 1: women and families. If something resonates with you while enjoying 32 00:02:17,560 --> 00:02:20,640 Speaker 1: our conversation, please share with us on social media using 33 00:02:20,639 --> 00:02:23,880 Speaker 1: the hashtag TBG in session, or join us over in 34 00:02:23,919 --> 00:02:26,560 Speaker 1: our patreons and talk more about the episode. You can 35 00:02:26,600 --> 00:02:29,880 Speaker 1: join us at community dot therapy for Blackgirls dot com. 36 00:02:29,960 --> 00:02:37,560 Speaker 1: Here's our conversation. Hi, doctor Ellis, thank you so much 37 00:02:37,560 --> 00:02:41,239 Speaker 1: for joining us today. Hi, thank you for having me. Yeah, 38 00:02:41,280 --> 00:02:43,520 Speaker 1: it's a pleasure to chat with you. So can you 39 00:02:43,600 --> 00:02:46,519 Speaker 1: start by telling us about your journey in speech and 40 00:02:46,600 --> 00:02:49,120 Speaker 1: language pathology and what drew you to this field. 41 00:02:49,840 --> 00:02:52,760 Speaker 2: Sure. So when people ask this question, I think about 42 00:02:52,840 --> 00:02:57,560 Speaker 2: my Cotilion book that in there, my under my picture 43 00:02:57,600 --> 00:03:00,520 Speaker 2: I had listed I wanted to be a child physists. 44 00:03:01,160 --> 00:03:04,160 Speaker 2: Not sure what that is. But fast forward to going 45 00:03:04,200 --> 00:03:08,600 Speaker 2: to college. I was accepted into cal State Fresno, and 46 00:03:08,680 --> 00:03:11,320 Speaker 2: when my parents got there to drop me off, they 47 00:03:11,360 --> 00:03:13,720 Speaker 2: said they had their quota of black students. The letter 48 00:03:13,800 --> 00:03:18,040 Speaker 2: hadn't reached them yet, and so I could not enroll, 49 00:03:18,200 --> 00:03:21,639 Speaker 2: I couldn't stay. And so I'm not sure and I 50 00:03:21,720 --> 00:03:24,120 Speaker 2: would tease my mom how this happened. But on the 51 00:03:24,160 --> 00:03:28,440 Speaker 2: way home, they stopped at Bakersfail College and they knew 52 00:03:28,440 --> 00:03:32,280 Speaker 2: that they had dorms and they had a space. Someone 53 00:03:32,320 --> 00:03:35,560 Speaker 2: didn't show up in the dorms, and so they left 54 00:03:35,640 --> 00:03:38,240 Speaker 2: me there and they were like, oh, we'll get her 55 00:03:38,360 --> 00:03:42,240 Speaker 2: enrolled and all of her aid and everything will transfer 56 00:03:42,360 --> 00:03:46,119 Speaker 2: because it was this state school. And so my work 57 00:03:46,120 --> 00:03:48,840 Speaker 2: study job was in the handicapped Service center and I 58 00:03:49,040 --> 00:03:54,720 Speaker 2: was assigned to the speech language pathologists. Wow. And so 59 00:03:54,760 --> 00:03:58,240 Speaker 2: I always say, God makes no mistakes. And so then 60 00:03:58,440 --> 00:04:02,000 Speaker 2: I finished my two years they and transfer to cal 61 00:04:02,040 --> 00:04:06,440 Speaker 2: State University Northbridge, where I got my bachelor's in Communicative 62 00:04:06,560 --> 00:04:09,720 Speaker 2: Sciences and Disorders and then onto Howard University where I 63 00:04:09,760 --> 00:04:11,240 Speaker 2: got my master's at my doctorate. 64 00:04:12,400 --> 00:04:14,920 Speaker 1: Wow, that is quite a story. I love that it 65 00:04:14,960 --> 00:04:17,200 Speaker 1: has come full circle for you. Actually it has been 66 00:04:17,400 --> 00:04:20,080 Speaker 1: a field that you have thrived in. So what did 67 00:04:20,080 --> 00:04:22,479 Speaker 1: you intend to major in when you were going to college? 68 00:04:22,640 --> 00:04:25,600 Speaker 2: I knew I wanted to work with children, and so, 69 00:04:26,120 --> 00:04:28,480 Speaker 2: like I said, I don't know what a physiologist was 70 00:04:28,560 --> 00:04:32,520 Speaker 2: what I put in that or answered that question, but 71 00:04:32,800 --> 00:04:37,960 Speaker 2: probably I was thinking psychology. I was probably thinking child psychology. 72 00:04:37,960 --> 00:04:40,240 Speaker 2: But I knew I wanted to work with children. So 73 00:04:40,400 --> 00:04:44,200 Speaker 2: at Howard they had a grant from Department of Ed 74 00:04:44,279 --> 00:04:48,800 Speaker 2: Office Special ED program, which is another full circle moment 75 00:04:48,880 --> 00:04:52,159 Speaker 2: because I later in my career I became one of 76 00:04:52,160 --> 00:04:55,599 Speaker 2: the competition managers for that program at Department of Ed. 77 00:04:56,080 --> 00:05:00,479 Speaker 2: But it was specializing in zero to five. So that 78 00:05:00,680 --> 00:05:04,000 Speaker 2: was when the law had changed, the Individuals with Disabilities 79 00:05:04,120 --> 00:05:08,160 Speaker 2: Education Act where it went down to age zero, so 80 00:05:08,240 --> 00:05:10,960 Speaker 2: it started from at three to twenty one and the 81 00:05:11,080 --> 00:05:14,839 Speaker 2: law had changed. And so what the department event put 82 00:05:14,839 --> 00:05:17,719 Speaker 2: out programs which I now know to make sure that 83 00:05:17,720 --> 00:05:21,240 Speaker 2: people are trained both what we call pre service, which 84 00:05:21,279 --> 00:05:24,760 Speaker 2: is at the university level, and in service, which would 85 00:05:24,800 --> 00:05:29,240 Speaker 2: be what you're a professional and getting like continuing education units. 86 00:05:29,640 --> 00:05:33,960 Speaker 2: But through my masters, I was trained in pediatrics, so 87 00:05:34,000 --> 00:05:36,520 Speaker 2: we had to take twelve more units and have more 88 00:05:36,560 --> 00:05:39,240 Speaker 2: clinical hours in that birth to five population. 89 00:05:39,839 --> 00:05:42,560 Speaker 1: Got it. And so what does a typical day look 90 00:05:42,600 --> 00:05:44,599 Speaker 1: like for you as a special language pathologist. 91 00:05:45,000 --> 00:05:47,240 Speaker 2: Yeah, so now it's a little different from the work 92 00:05:47,279 --> 00:05:50,279 Speaker 2: that I do. But I have a private practice and 93 00:05:50,440 --> 00:05:54,520 Speaker 2: I'm also associate director of Technical Assistance Center. So my 94 00:05:54,640 --> 00:05:59,120 Speaker 2: private practice, I mainly my caseload is with individuals with 95 00:05:59,240 --> 00:06:05,479 Speaker 2: developmental with intellectual and developmental disabilities. So I see some 96 00:06:05,640 --> 00:06:08,839 Speaker 2: clients via telehealth and home health. And that home health 97 00:06:09,040 --> 00:06:12,120 Speaker 2: the clients can be in their natural home with their 98 00:06:12,279 --> 00:06:15,560 Speaker 2: parent or guardian, or they could live in supportive living 99 00:06:15,680 --> 00:06:18,640 Speaker 2: like a group home. So I try to focus like 100 00:06:18,800 --> 00:06:22,840 Speaker 2: one specific day for doing home health when I'm out 101 00:06:22,880 --> 00:06:26,880 Speaker 2: in the community going into the homes to see clients. 102 00:06:26,960 --> 00:06:30,280 Speaker 2: And then I have virtual clients, you know via telehealth, 103 00:06:30,720 --> 00:06:33,520 Speaker 2: and some clients that I see via telehealth. I also 104 00:06:33,560 --> 00:06:35,920 Speaker 2: I do like a hybrid model, so I make sure 105 00:06:36,000 --> 00:06:38,359 Speaker 2: that I see them like once a quarter, once a 106 00:06:38,440 --> 00:06:42,840 Speaker 2: month in person. So that's pretty much like a typical day. 107 00:06:43,279 --> 00:06:46,760 Speaker 2: In between that there's a lot of planning, there's billing, 108 00:06:47,520 --> 00:06:50,320 Speaker 2: there's I do service work. So I do a lot 109 00:06:50,360 --> 00:06:54,280 Speaker 2: of service work with my national professional organization, so I 110 00:06:54,360 --> 00:06:57,359 Speaker 2: may I sit on a committee right now, I'm on 111 00:06:57,400 --> 00:07:00,560 Speaker 2: the Committee of Ambassadors with the American Speed, Language and 112 00:07:00,560 --> 00:07:05,080 Speaker 2: Hearing Association, and I am the Speech Language Pathologist representative 113 00:07:05,120 --> 00:07:08,520 Speaker 2: for the District of Columbia. So in that there's a 114 00:07:08,520 --> 00:07:11,720 Speaker 2: lot of work just doing advocacy work. And then I'm 115 00:07:11,760 --> 00:07:16,200 Speaker 2: also the associate director of DREAM, which is a national 116 00:07:16,240 --> 00:07:22,840 Speaker 2: technical assistance center that supports minority serving institutions, including HBCUs 117 00:07:22,880 --> 00:07:27,760 Speaker 2: and tribal colleges to help them write applications and build 118 00:07:27,760 --> 00:07:32,360 Speaker 2: capacity to get federal funds to train personnel under the 119 00:07:32,360 --> 00:07:34,680 Speaker 2: Individuals with Disabilities Education Act. 120 00:07:35,160 --> 00:07:36,800 Speaker 1: Beautiful, You're a very busy woman. 121 00:07:37,400 --> 00:07:39,320 Speaker 2: Yeah. I get to do a lot of things that 122 00:07:39,400 --> 00:07:42,240 Speaker 2: I love to do and that have just built upon 123 00:07:42,280 --> 00:07:44,640 Speaker 2: my experience over the years. 124 00:07:45,040 --> 00:07:48,000 Speaker 1: Mm hm. So I feel like I've only i think 125 00:07:48,160 --> 00:07:50,960 Speaker 1: historically heard about speech and language pathologists as a part 126 00:07:51,000 --> 00:07:53,520 Speaker 1: of like elementary school, but clearly the work that you 127 00:07:53,600 --> 00:07:56,840 Speaker 1: do spans much later into life as well. So you've 128 00:07:56,880 --> 00:08:00,520 Speaker 1: already talked about working in schools, having a private practice. 129 00:08:00,560 --> 00:08:03,280 Speaker 1: What other kinds of career paths might have speech language 130 00:08:03,320 --> 00:08:05,840 Speaker 1: pathologies be able to explore. 131 00:08:06,040 --> 00:08:08,520 Speaker 2: Sure, And that's a great question. So I think about 132 00:08:08,560 --> 00:08:12,640 Speaker 2: my own career path where I started working in schools, 133 00:08:12,760 --> 00:08:16,320 Speaker 2: in early intervention, which is in community based settings, going 134 00:08:16,360 --> 00:08:21,960 Speaker 2: into home, also at daycares, in hospitals, so that's some 135 00:08:22,080 --> 00:08:26,800 Speaker 2: of the places that you can work hospitals, rehabilitation, in 136 00:08:26,920 --> 00:08:31,040 Speaker 2: the home. I've been on faculty both at Oklahoma State 137 00:08:31,160 --> 00:08:36,240 Speaker 2: University and Galadette University, also adjuncts here in the area 138 00:08:36,360 --> 00:08:40,320 Speaker 2: like Howard University of District of Columbia, and also I 139 00:08:40,360 --> 00:08:45,200 Speaker 2: worked for my national professional association, the American Speech Language 140 00:08:45,240 --> 00:08:49,360 Speaker 2: and Hearing Association, where I worked in their research department 141 00:08:49,400 --> 00:08:54,440 Speaker 2: where I was the director and manager of federal funds, 142 00:08:54,600 --> 00:09:00,280 Speaker 2: which gave me federal experience, and then working you know, 143 00:09:00,360 --> 00:09:03,600 Speaker 2: in federal service for the government. Living here in the 144 00:09:03,600 --> 00:09:06,480 Speaker 2: District of Columbia, I had the mindset that I wanted 145 00:09:06,520 --> 00:09:08,760 Speaker 2: to work in all of these because there are some 146 00:09:08,880 --> 00:09:13,360 Speaker 2: really unique opportunities being here in the nation's capital. So 147 00:09:13,400 --> 00:09:15,360 Speaker 2: I wanted to touch all of those and so I 148 00:09:15,360 --> 00:09:19,360 Speaker 2: felt like I was successful doing that. But you can 149 00:09:19,400 --> 00:09:22,160 Speaker 2: be in academia you can work at the university level 150 00:09:22,200 --> 00:09:26,320 Speaker 2: as a faculty member or a clinical educator where you 151 00:09:26,679 --> 00:09:32,240 Speaker 2: are supervising students doing like practicum because usually the university 152 00:09:32,800 --> 00:09:38,280 Speaker 2: settings have a speech and hearing clinic where scholars or 153 00:09:38,320 --> 00:09:41,280 Speaker 2: students get their experience first in the clinic before going 154 00:09:41,360 --> 00:09:45,120 Speaker 2: out to like a practicum site. There's just so many 155 00:09:45,920 --> 00:09:49,960 Speaker 2: opportunities in different settings that people can work in. I 156 00:09:50,000 --> 00:09:54,120 Speaker 2: have friends that are colleagues in private practice that also 157 00:09:54,400 --> 00:10:00,240 Speaker 2: work with, say, actors on modification of a dialect for 158 00:10:00,520 --> 00:10:03,319 Speaker 2: a role in a movie. There are some that work 159 00:10:03,480 --> 00:10:07,080 Speaker 2: in the corporate setting that may want to help people 160 00:10:07,280 --> 00:10:10,760 Speaker 2: communicate better. That's a job that's more of an elective. 161 00:10:10,840 --> 00:10:15,240 Speaker 2: It's not a deficit, but it's something that corporations may 162 00:10:15,320 --> 00:10:19,080 Speaker 2: want to offer as a benefit to people, and just 163 00:10:19,200 --> 00:10:23,960 Speaker 2: not to accent or dialect reduction, but also just to 164 00:10:23,960 --> 00:10:27,120 Speaker 2: be an overall better and more effective communicator. 165 00:10:28,840 --> 00:10:31,439 Speaker 1: So, doctor ellis, what are some of the common speech 166 00:10:31,480 --> 00:10:34,480 Speaker 1: and language and communication disorders that we might be both 167 00:10:34,480 --> 00:10:37,240 Speaker 1: familiar with, but maybe some that we also aren't familiar with. 168 00:10:37,800 --> 00:10:42,000 Speaker 2: Yes, so when we talk about speech, we think of production, articulation, 169 00:10:42,640 --> 00:10:48,520 Speaker 2: motor planning, voice fluency. All of those fall under speech 170 00:10:48,640 --> 00:10:52,400 Speaker 2: and talk about familiarity versus non familiar One of the 171 00:10:52,440 --> 00:10:56,000 Speaker 2: things we like to talk about fluency, which most people 172 00:10:56,040 --> 00:10:58,000 Speaker 2: may know as stuttering. We don't like to use that 173 00:10:58,120 --> 00:11:01,199 Speaker 2: term because we don't want to label individuals, but mainly 174 00:11:01,240 --> 00:11:04,439 Speaker 2: refer to the characteristic of the speech, which is a 175 00:11:04,480 --> 00:11:08,320 Speaker 2: disruption in the flow. So we talk about fluency disorders. 176 00:11:08,720 --> 00:11:13,200 Speaker 2: When we think of receptive language, what we understand expressive language, 177 00:11:13,360 --> 00:11:17,360 Speaker 2: you know what we're able our words or grammar are sentences. 178 00:11:17,880 --> 00:11:22,680 Speaker 2: Then there's vocabulary, grammar, and pragmatics, which is more social 179 00:11:22,920 --> 00:11:27,640 Speaker 2: communication and how you use the language in a social context, 180 00:11:28,120 --> 00:11:32,760 Speaker 2: and then communication overall social communication, we can talk about 181 00:11:32,960 --> 00:11:38,520 Speaker 2: alternative and assistive devices, agnitiative and alternative devices. That's part 182 00:11:38,559 --> 00:11:41,839 Speaker 2: of communication, so people that may use a device to communicate, 183 00:11:42,360 --> 00:11:49,960 Speaker 2: and then cognitive communication, memory and attention, executive function, and 184 00:11:50,679 --> 00:11:56,080 Speaker 2: multimodal communication, sign language, people using gestures, body language. Those 185 00:11:56,080 --> 00:11:59,480 Speaker 2: are some of the areas that communication could be effective. 186 00:12:00,200 --> 00:12:02,280 Speaker 2: Might seek out a speech language pathologist. 187 00:12:02,760 --> 00:12:04,800 Speaker 1: Yeah, so such a wide variety, right, And I think 188 00:12:04,840 --> 00:12:07,160 Speaker 1: when you hear it broken down that way, you realize, 189 00:12:07,200 --> 00:12:10,480 Speaker 1: like how many parts there are to speech in communication. 190 00:12:11,080 --> 00:12:13,760 Speaker 1: So maybe we just start with like fluency, right, which 191 00:12:13,760 --> 00:12:15,640 Speaker 1: you talked about, used to be known as stuttering, but 192 00:12:15,679 --> 00:12:18,720 Speaker 1: the more appropriate term now is a fluency concern. When 193 00:12:18,760 --> 00:12:23,800 Speaker 1: you talk about fluency, is this typically a physiological kind 194 00:12:23,840 --> 00:12:27,840 Speaker 1: of concern? Is it more social emotional? Like? What is 195 00:12:27,880 --> 00:12:31,360 Speaker 1: typically the cause of a fluency concern? Yeah, it can be. 196 00:12:31,320 --> 00:12:33,760 Speaker 2: All of the above or parts of that. So I 197 00:12:33,840 --> 00:12:37,680 Speaker 2: think about when we look at children. Children can in 198 00:12:37,720 --> 00:12:41,920 Speaker 2: the developmental stages of language, especially at ages like three 199 00:12:41,960 --> 00:12:48,400 Speaker 2: and four, their receptive language always exceeds expressive. So children 200 00:12:48,440 --> 00:12:51,520 Speaker 2: are going to understand more than they're able to get out. 201 00:12:51,960 --> 00:12:55,080 Speaker 2: And so when they're trying to get all their thoughts 202 00:12:55,080 --> 00:12:59,240 Speaker 2: together and express that, and sometimes they know what they 203 00:12:59,240 --> 00:13:00,840 Speaker 2: want to say, but they don't don't have the words, 204 00:13:00,840 --> 00:13:03,439 Speaker 2: that can't put it into words, and that might sound 205 00:13:03,520 --> 00:13:06,520 Speaker 2: disfluent to a parent. So often we get oh, my 206 00:13:06,640 --> 00:13:09,880 Speaker 2: child's stuttering, you know. So first the thing is like, okay, 207 00:13:09,960 --> 00:13:12,760 Speaker 2: let's you know, we counsel parents, like we want to 208 00:13:13,080 --> 00:13:16,000 Speaker 2: talk about the characteristics and not label it. You don't 209 00:13:16,000 --> 00:13:19,880 Speaker 2: want to call attention to it because then that makes 210 00:13:19,920 --> 00:13:24,240 Speaker 2: the child self conscious about it, and you know, let's 211 00:13:24,320 --> 00:13:28,439 Speaker 2: give it time for maturation, for development, and you may 212 00:13:28,480 --> 00:13:31,680 Speaker 2: see those disfluencies go away. You don't be a good 213 00:13:31,880 --> 00:13:37,520 Speaker 2: model yourself is slowing down your speech and helping them 214 00:13:37,600 --> 00:13:42,080 Speaker 2: find the words by just modeling those words, not scolding 215 00:13:42,400 --> 00:13:46,640 Speaker 2: or shaming someone about not being able to get their 216 00:13:46,679 --> 00:13:49,600 Speaker 2: words out. But then we can see where there could 217 00:13:49,640 --> 00:13:54,880 Speaker 2: be an issue as time develops an age and a 218 00:13:54,960 --> 00:13:58,880 Speaker 2: person may still have those disfluencies. Sometimes it could be 219 00:13:58,960 --> 00:14:03,920 Speaker 2: related to trauma like adverse childhood experiences. Not all the time, 220 00:14:04,000 --> 00:14:06,360 Speaker 2: but it can be you know, something comes up, you 221 00:14:06,400 --> 00:14:10,640 Speaker 2: saw something, or you get in a situation where you 222 00:14:10,720 --> 00:14:15,079 Speaker 2: feel stressed. So therefore, and it could be a stressful environment. 223 00:14:15,320 --> 00:14:19,600 Speaker 2: And then it develops more into a pattern, and then 224 00:14:19,640 --> 00:14:23,800 Speaker 2: we see adults that as you get older, the individual 225 00:14:23,880 --> 00:14:28,400 Speaker 2: has maintained those patterns and may need to seek therapy 226 00:14:28,920 --> 00:14:32,640 Speaker 2: for just ways to modify and to control that. And 227 00:14:32,720 --> 00:14:37,400 Speaker 2: sometimes that also involves counseling, especially if there is some 228 00:14:37,800 --> 00:14:43,320 Speaker 2: trauma identify with how a person may have begun to 229 00:14:43,840 --> 00:14:45,240 Speaker 2: have some disfluencies. 230 00:14:46,400 --> 00:14:59,080 Speaker 1: More from our conversation after the break, are there particular 231 00:14:59,160 --> 00:15:02,400 Speaker 1: concerns that you feel like are often misdiagnosed or overlooked, 232 00:15:02,480 --> 00:15:05,080 Speaker 1: especially in the black community. When we're thinking about Speacian 233 00:15:05,160 --> 00:15:06,680 Speaker 1: language and communication disorders. 234 00:15:06,920 --> 00:15:11,880 Speaker 2: Yeah, just acceptance awareness. So under a lot of times 235 00:15:11,880 --> 00:15:16,480 Speaker 2: people aren't aware of a speech language pathologist, and people 236 00:15:17,280 --> 00:15:20,480 Speaker 2: think about speech only, but they don't think about the 237 00:15:20,600 --> 00:15:25,360 Speaker 2: language part or the cognitive and how all that works together. 238 00:15:25,920 --> 00:15:29,680 Speaker 2: So when we look in the school setting, their research 239 00:15:29,720 --> 00:15:31,600 Speaker 2: and you can look like there may be an over 240 00:15:32,280 --> 00:15:37,920 Speaker 2: diagnosis or overrepresentation of black children in special led programs. 241 00:15:38,280 --> 00:15:41,960 Speaker 2: But also there's some research that suggests that there is 242 00:15:42,000 --> 00:15:48,359 Speaker 2: an underidentification of people of color with speech and language disorders, 243 00:15:48,440 --> 00:15:52,120 Speaker 2: because when you look at individuals that are incarcerated, often 244 00:15:52,240 --> 00:15:57,280 Speaker 2: there is some evidence that there is a disability, whether 245 00:15:57,800 --> 00:16:01,760 Speaker 2: it's diagnosed or undiagnosed, that there's something going on there. 246 00:16:01,760 --> 00:16:05,080 Speaker 2: So there's two schools of thought there, you know, and 247 00:16:05,360 --> 00:16:08,880 Speaker 2: both could be true in different contexts. That's the same time. 248 00:16:08,960 --> 00:16:14,160 Speaker 2: But I think just the awareness and the acceptance that 249 00:16:14,360 --> 00:16:17,880 Speaker 2: my child may need to get help. And we're talking 250 00:16:17,880 --> 00:16:21,480 Speaker 2: about children here, because on the adult side, there are 251 00:16:21,480 --> 00:16:26,560 Speaker 2: things that happen like stroke, close head injury, traumatic brain injury, 252 00:16:26,920 --> 00:16:31,520 Speaker 2: which then you're in a medical setting where these services 253 00:16:31,680 --> 00:16:35,840 Speaker 2: speech OT or PT are presented to you based upon 254 00:16:36,280 --> 00:16:39,720 Speaker 2: your needs, but when we're talking about children and youth 255 00:16:40,240 --> 00:16:46,120 Speaker 2: sometimes there's acceptance. There's also I think we're coming out 256 00:16:46,160 --> 00:16:50,440 Speaker 2: of this. The stigma associated with someone that may have 257 00:16:51,200 --> 00:16:55,480 Speaker 2: a disability, that a communication disorder is part of this. 258 00:16:56,040 --> 00:16:58,040 Speaker 2: And I was just thinking about yesterday. I was in 259 00:16:58,040 --> 00:16:59,880 Speaker 2: New York and I saw Purpose and it was there 260 00:17:00,160 --> 00:17:05,560 Speaker 2: some underlying issues in the play about people not being 261 00:17:05,600 --> 00:17:10,879 Speaker 2: diagnosed about ural divergence and wanting to keep that hush 262 00:17:10,960 --> 00:17:16,679 Speaker 2: hush about what my child may be experiencing. So I 263 00:17:16,760 --> 00:17:20,520 Speaker 2: think there's that shame sometimes in that stigma. But the 264 00:17:20,520 --> 00:17:25,320 Speaker 2: more that we're aware, the more that there's awareness of 265 00:17:25,600 --> 00:17:30,560 Speaker 2: individuals across the board with disabilities, the more acceptance there is, 266 00:17:30,840 --> 00:17:35,040 Speaker 2: and the more acceptance there is to get help and 267 00:17:35,119 --> 00:17:39,320 Speaker 2: not feel that shame because my child is not perfect, 268 00:17:39,440 --> 00:17:41,480 Speaker 2: so I kind of want to keep it hush. And 269 00:17:41,520 --> 00:17:44,880 Speaker 2: I saw I was a girl Scout leader and when 270 00:17:45,080 --> 00:17:48,280 Speaker 2: my kids were younger, and I would have parents that 271 00:17:48,440 --> 00:17:51,959 Speaker 2: would not want to identify and they didn't have to, 272 00:17:52,520 --> 00:17:55,000 Speaker 2: that was their choice. But being in the field, it's 273 00:17:55,080 --> 00:17:58,960 Speaker 2: like I knew how to deal with that, but other leaders, 274 00:17:59,119 --> 00:18:02,480 Speaker 2: when it's not identify, may not and you're taking a 275 00:18:02,560 --> 00:18:05,560 Speaker 2: child out like on a camping trip or something like that. 276 00:18:06,000 --> 00:18:08,680 Speaker 2: And there are things that could be really helpful if 277 00:18:08,720 --> 00:18:12,639 Speaker 2: you knew, and that you can make accommodations for and 278 00:18:12,720 --> 00:18:17,960 Speaker 2: make it work. But just hoping that the more awareness 279 00:18:18,040 --> 00:18:22,120 Speaker 2: of people with disabilities and you know, including the communication 280 00:18:22,240 --> 00:18:26,520 Speaker 2: disorder and the fact that that doesn't mean that something 281 00:18:26,880 --> 00:18:31,639 Speaker 2: is wrong or is that you can't fully participate in society, 282 00:18:32,359 --> 00:18:33,320 Speaker 2: I think is key. 283 00:18:34,400 --> 00:18:36,800 Speaker 1: Yeah, yeah, you know. And as you're talking, I'm thinking 284 00:18:36,800 --> 00:18:39,400 Speaker 1: about like my two little ones, Like when I would 285 00:18:39,400 --> 00:18:42,040 Speaker 1: be filling out paperwork at the pediatrician, I remember questions 286 00:18:42,040 --> 00:18:44,320 Speaker 1: around like have they shared their first words? And like 287 00:18:44,320 --> 00:18:47,680 Speaker 1: they are all these milestones, and I'm thinking like beyond 288 00:18:47,840 --> 00:18:50,679 Speaker 1: like your pediatrician, and maybe if like a teacher or 289 00:18:50,720 --> 00:18:54,399 Speaker 1: somebody recognizes, like, hey, there may be some calls for 290 00:18:54,480 --> 00:18:57,800 Speaker 1: concern here, like what kinds of things should parents or 291 00:18:57,840 --> 00:19:00,240 Speaker 1: caregivers be paying attention to well on the look up 292 00:19:00,320 --> 00:19:02,800 Speaker 1: for that there may be something going on that might 293 00:19:02,840 --> 00:19:04,520 Speaker 1: require some additional treatment. 294 00:19:05,200 --> 00:19:07,719 Speaker 2: This is a great question too, because I don't have 295 00:19:07,800 --> 00:19:10,680 Speaker 2: grandchildren right now, but a lot of my friends are 296 00:19:11,200 --> 00:19:14,399 Speaker 2: having aired first grandchild, and I get a lot of 297 00:19:14,480 --> 00:19:17,600 Speaker 2: cause about hey, can you come over and observe or 298 00:19:17,960 --> 00:19:21,680 Speaker 2: this is going on, and sometimes it starts with the grandparent, 299 00:19:21,800 --> 00:19:25,240 Speaker 2: you know, but and I haven't done that throughout my career. 300 00:19:25,680 --> 00:19:30,240 Speaker 2: But being aware of what the developmental milestones are, knowing 301 00:19:30,359 --> 00:19:36,920 Speaker 2: that a child's development and acquisition of sounds could be 302 00:19:37,040 --> 00:19:40,960 Speaker 2: through like age six to eight. So s is a 303 00:19:41,040 --> 00:19:45,199 Speaker 2: later developing sound or thch is a later developing sound. 304 00:19:45,640 --> 00:19:51,199 Speaker 2: So if they're using an easier sound to produce a 305 00:19:51,240 --> 00:19:55,880 Speaker 2: word than you know, rabbit for rabbit, then that's okay, 306 00:19:56,000 --> 00:19:59,960 Speaker 2: Like that's okay, They're not expected to produce that sound yet. 307 00:20:00,119 --> 00:20:03,919 Speaker 2: So being aware of what like milestones are, especially for sounds, 308 00:20:03,960 --> 00:20:07,240 Speaker 2: that's like one of the biggest one. Also not comparing. 309 00:20:07,400 --> 00:20:10,000 Speaker 2: We hear this throughout life. Right, she has a cousin 310 00:20:10,119 --> 00:20:13,600 Speaker 2: the same age and she is talking so much better, 311 00:20:13,800 --> 00:20:19,040 Speaker 2: but then also realizing that she's more repeating things. There 312 00:20:19,080 --> 00:20:22,520 Speaker 2: is nothing wrong, but it's just not the same. It's 313 00:20:22,560 --> 00:20:28,120 Speaker 2: hard not to compare, but every child is different. So 314 00:20:28,440 --> 00:20:33,159 Speaker 2: just knowing what the milestones are, just making sure that 315 00:20:33,400 --> 00:20:37,120 Speaker 2: you are asking questions. And in a couple of these scenarios, 316 00:20:37,200 --> 00:20:40,720 Speaker 2: teachers have said or daycare like, hey, what does so 317 00:20:40,800 --> 00:20:43,239 Speaker 2: and so speech sound like at home? Or how are 318 00:20:43,280 --> 00:20:48,520 Speaker 2: they talking at home? Also in two days world, when 319 00:20:48,520 --> 00:20:52,879 Speaker 2: we're thinking about children that maybe three four thinking about 320 00:20:52,920 --> 00:20:57,919 Speaker 2: COVID babies, you know everybody was isolated so during that time, 321 00:20:58,040 --> 00:20:59,760 Speaker 2: and you hear a parents say, oh, she was a 322 00:20:59,800 --> 00:21:02,919 Speaker 2: co baby. So not saying that things are delayed, but 323 00:21:03,080 --> 00:21:06,879 Speaker 2: we know that when children are around other children, they 324 00:21:06,920 --> 00:21:10,560 Speaker 2: begin to pick up things, they begin to communicate on 325 00:21:10,640 --> 00:21:14,520 Speaker 2: their level with their peers. So that's another thing. Being 326 00:21:14,600 --> 00:21:18,359 Speaker 2: involved in play groups and talking to other parents, not 327 00:21:18,480 --> 00:21:22,119 Speaker 2: in a comparison way, but just to get information. But 328 00:21:22,560 --> 00:21:25,879 Speaker 2: of course all the things we hear about, continue to 329 00:21:26,040 --> 00:21:30,399 Speaker 2: read and expose your child to opportunities in everyday life, 330 00:21:30,440 --> 00:21:34,440 Speaker 2: going to the grocery store, talking, playing outside, just natural 331 00:21:34,520 --> 00:21:39,520 Speaker 2: things beyond technology and screen time. Not saying that that's bad, 332 00:21:39,600 --> 00:21:42,639 Speaker 2: but just early on putting limits on it and knowing 333 00:21:43,080 --> 00:21:46,520 Speaker 2: what to do. But it's just more being aware. And 334 00:21:47,720 --> 00:21:50,560 Speaker 2: if you do, don't wait, because for a child time 335 00:21:50,800 --> 00:21:54,280 Speaker 2: three months seems like half a year or a year 336 00:21:54,440 --> 00:21:57,560 Speaker 2: in growth. So if you do have concern, don't wait. 337 00:21:57,680 --> 00:22:02,280 Speaker 2: There's child fine in every state, every county which you 338 00:22:02,359 --> 00:22:05,239 Speaker 2: can call, and if you don't know where to go, 339 00:22:05,359 --> 00:22:09,560 Speaker 2: help to get started with Hey, I have these concerns, 340 00:22:09,640 --> 00:22:13,040 Speaker 2: and how do I get started to figure out if 341 00:22:13,040 --> 00:22:16,960 Speaker 2: I need to do something further to give my child 342 00:22:16,960 --> 00:22:17,960 Speaker 2: the support they need. 343 00:22:19,800 --> 00:22:23,080 Speaker 1: Our speech and language pathology is typically covered by insurance. 344 00:22:23,400 --> 00:22:26,480 Speaker 2: So yeah, so that's a good question. So yes, if 345 00:22:26,520 --> 00:22:30,359 Speaker 2: there is a disorder, and so that's going to be 346 00:22:30,640 --> 00:22:33,800 Speaker 2: the key thing if you go the private route. So 347 00:22:33,880 --> 00:22:37,480 Speaker 2: that's why I encourage parents when they do if their 348 00:22:37,560 --> 00:22:40,760 Speaker 2: child is under five, to use the resources like child 349 00:22:40,800 --> 00:22:45,000 Speaker 2: Fine and Early Start or whatever it's called in your area, 350 00:22:45,560 --> 00:22:50,120 Speaker 2: because you're entitled to those services through the school system. 351 00:22:50,200 --> 00:22:52,800 Speaker 2: So that's the place that I would always recommend that 352 00:22:52,880 --> 00:22:57,200 Speaker 2: people start if your child is diagnosed. And each county, 353 00:22:57,240 --> 00:23:01,760 Speaker 2: each state has their own criteria of how they determine eligibility. 354 00:23:02,320 --> 00:23:05,840 Speaker 2: So if your child is determined eligible for services and 355 00:23:05,880 --> 00:23:10,119 Speaker 2: I'm talking about now speech, occupational therapy, physical therapy for 356 00:23:10,240 --> 00:23:13,800 Speaker 2: the birth to five, then you can get those services 357 00:23:13,840 --> 00:23:17,399 Speaker 2: through the school system and for zero to two in 358 00:23:17,520 --> 00:23:19,879 Speaker 2: the home, so they can come to your home or 359 00:23:19,960 --> 00:23:24,520 Speaker 2: community based setting to provide those services. Some parents want 360 00:23:24,520 --> 00:23:29,080 Speaker 2: to go private services might be limited through childflying based 361 00:23:29,160 --> 00:23:34,040 Speaker 2: upon the eligibility criteria and the percentage that they may 362 00:23:34,160 --> 00:23:38,160 Speaker 2: see a delay. We talk about delays in those early 363 00:23:38,240 --> 00:23:42,119 Speaker 2: years versus disorders if there is some evidence of hearing 364 00:23:42,200 --> 00:23:45,160 Speaker 2: loss of course there and hearing laws we know can 365 00:23:45,640 --> 00:23:49,720 Speaker 2: delay language acquisition, the acquisition of sounds. You don't get 366 00:23:49,720 --> 00:23:53,280 Speaker 2: the feedback like everybody gets, so you're not really sure 367 00:23:53,400 --> 00:23:56,960 Speaker 2: when the sound doesn't sound right. And that's for adults too, 368 00:23:57,000 --> 00:23:59,640 Speaker 2: so that would be covered. Of course, there's a whole 369 00:23:59,640 --> 00:24:05,120 Speaker 2: process this, but usually when it comes to insurance, there 370 00:24:05,160 --> 00:24:09,280 Speaker 2: has to be a delay or disorder identified and whatever 371 00:24:09,400 --> 00:24:14,080 Speaker 2: that eligibility looks like for that insurance carrier. M. 372 00:24:15,080 --> 00:24:16,919 Speaker 1: So you've already talked a little bit about like the 373 00:24:16,960 --> 00:24:19,359 Speaker 1: different dialect we may have because we maybe grow up 374 00:24:19,400 --> 00:24:22,960 Speaker 1: in different regions. Right, How do you differentiate the difference 375 00:24:22,960 --> 00:24:26,760 Speaker 1: between like a dialect or somebody's like natural way of 376 00:24:26,800 --> 00:24:31,000 Speaker 1: speaking versus somebody that's something that's a delay or a deficiency. 377 00:24:31,320 --> 00:24:35,320 Speaker 2: Yeah, so good question. We talk about delay or disorder. 378 00:24:35,400 --> 00:24:39,240 Speaker 2: We also see this in individuals whose primary language may 379 00:24:39,240 --> 00:24:43,119 Speaker 2: not be English, so it's important to know sound like 380 00:24:43,760 --> 00:24:47,199 Speaker 2: how they're functioning in l one the primary language versus 381 00:24:47,240 --> 00:24:51,400 Speaker 2: the secondary language. But also when we're talking about a dialect, 382 00:24:51,440 --> 00:24:54,200 Speaker 2: so speaking a second language, is different. But when we're 383 00:24:54,200 --> 00:24:56,840 Speaker 2: talking about a dialect, it's important to know what the 384 00:24:56,840 --> 00:24:59,520 Speaker 2: features are to know if it's a difference or versus 385 00:24:59,520 --> 00:25:04,080 Speaker 2: a disord. So also just because someone doesn't sound like us, 386 00:25:04,200 --> 00:25:07,680 Speaker 2: or they move to a different region and they sound different, 387 00:25:08,040 --> 00:25:11,879 Speaker 2: does not mean that it's a disorder. And when we're 388 00:25:12,400 --> 00:25:17,280 Speaker 2: talking about school age, how is it affecting their academic performance? 389 00:25:17,320 --> 00:25:21,120 Speaker 2: That's gonna be really important. So we all know their 390 00:25:21,200 --> 00:25:26,720 Speaker 2: Southern dialect. There's New England dialects, there's dialects. I came 391 00:25:26,720 --> 00:25:30,479 Speaker 2: from California to Howard. I went to school in a valley, 392 00:25:30,640 --> 00:25:33,840 Speaker 2: so I was I had valley speech. That's what they 393 00:25:33,920 --> 00:25:38,080 Speaker 2: told me. But also when I was at Northridge, parents 394 00:25:38,119 --> 00:25:43,040 Speaker 2: would bring their kids into the clinic wanting this valley 395 00:25:43,119 --> 00:25:45,919 Speaker 2: speech worked on and stuff. So that was like I 396 00:25:46,000 --> 00:25:48,520 Speaker 2: was a student then, But I do remember that. But 397 00:25:48,680 --> 00:25:53,440 Speaker 2: different regions, different areas. Even here in the DMV, you're 398 00:25:53,480 --> 00:25:58,320 Speaker 2: gonna hear different what we call prosodic patterns, tone, maybe 399 00:25:58,359 --> 00:26:04,240 Speaker 2: even different morphological patterns. We see that in African American English. 400 00:26:04,400 --> 00:26:08,639 Speaker 2: There's also Southern White English. There's so many different ones. 401 00:26:09,040 --> 00:26:13,040 Speaker 2: Is it affecting your academic performance? Is it affecting your 402 00:26:13,160 --> 00:26:16,800 Speaker 2: work performance in some way, and that could be objective, 403 00:26:16,880 --> 00:26:20,120 Speaker 2: you know, how your speech is, but it's really up 404 00:26:20,160 --> 00:26:25,840 Speaker 2: to how is the listener perceiving and are they perceiving 405 00:26:26,160 --> 00:26:31,960 Speaker 2: a difference based upon what they sound like, and are 406 00:26:31,960 --> 00:26:36,720 Speaker 2: they really having trouble with understanding or is it just 407 00:26:37,359 --> 00:26:39,879 Speaker 2: they may not like the way the person sounds or 408 00:26:39,960 --> 00:26:41,240 Speaker 2: it doesn't sound like. 409 00:26:41,920 --> 00:26:45,760 Speaker 1: Them mm hmmmmmm. You know, as you're talking a to Ellice, 410 00:26:45,800 --> 00:26:47,880 Speaker 1: it reminds me of the importance of having a variety 411 00:26:47,920 --> 00:26:51,320 Speaker 1: of practitioners in the field because there's so often a 412 00:26:51,320 --> 00:26:55,280 Speaker 1: connection between like what the presentation of a voice sounds like, 413 00:26:55,400 --> 00:26:57,960 Speaker 1: in connecting that to like intellect in ways that are 414 00:26:58,000 --> 00:27:00,560 Speaker 1: not accurate, and it sounds like that is what you're 415 00:27:00,600 --> 00:27:01,159 Speaker 1: speaking to. 416 00:27:01,760 --> 00:27:06,320 Speaker 2: Yes, And just because someone has a disfluency let's go 417 00:27:06,440 --> 00:27:09,720 Speaker 2: back there, or someone doesn't sound like you, does not 418 00:27:10,080 --> 00:27:15,560 Speaker 2: mean that it equates to intellect, you know, And I 419 00:27:15,600 --> 00:27:20,000 Speaker 2: think that over time that's what has happened. Sometimes it's 420 00:27:20,040 --> 00:27:24,240 Speaker 2: the majority, and the majority wants people to sound like 421 00:27:24,359 --> 00:27:28,520 Speaker 2: what they sound like, and so therefore they perceive it 422 00:27:28,600 --> 00:27:32,880 Speaker 2: to be People are less educated, and there are studies 423 00:27:32,920 --> 00:27:37,520 Speaker 2: where there's unfamiliar listeners and people listen to just a 424 00:27:37,640 --> 00:27:41,200 Speaker 2: recording or a voice and they rate maybe their education 425 00:27:41,400 --> 00:27:44,400 Speaker 2: level or a number of things. And of course those 426 00:27:44,440 --> 00:27:47,959 Speaker 2: that don't sound like the majority or maybe rate it lower. 427 00:27:48,480 --> 00:27:52,879 Speaker 2: But when you look at qualifications, they could be higher, 428 00:27:52,920 --> 00:27:55,159 Speaker 2: you know. And this is like in a study, but 429 00:27:55,440 --> 00:27:59,480 Speaker 2: it's just rating people based upon how they sound as 430 00:27:59,480 --> 00:28:02,200 Speaker 2: opposed to to who they are and what they bring 431 00:28:02,280 --> 00:28:02,960 Speaker 2: to the table. 432 00:28:03,960 --> 00:28:06,960 Speaker 1: Right, So, I wonder if you can talk about how 433 00:28:07,040 --> 00:28:10,679 Speaker 1: growing up with a speech or a communication disorder impact 434 00:28:10,760 --> 00:28:14,520 Speaker 1: somebody's mental health. I'm thinking things like self worth. You 435 00:28:14,560 --> 00:28:17,520 Speaker 1: already mentioned a little bit about anxiety, Like what does 436 00:28:17,560 --> 00:28:20,440 Speaker 1: this do for somebody's vision of themselves? 437 00:28:20,920 --> 00:28:23,560 Speaker 2: Yeah, so it can cause people to feel less than 438 00:28:24,359 --> 00:28:29,480 Speaker 2: not comfortable with themselves. They lack confidence. And it could 439 00:28:29,600 --> 00:28:35,280 Speaker 2: also be communication disorders, but other disabilities like ADHD. We 440 00:28:35,400 --> 00:28:40,120 Speaker 2: talked about disfluencies. It could bring upon anxiety. People that 441 00:28:40,240 --> 00:28:45,720 Speaker 2: may have issues with processing or social anxiety and they 442 00:28:45,800 --> 00:28:49,120 Speaker 2: go into a room and we all know people stand 443 00:28:49,200 --> 00:28:52,440 Speaker 2: up to start to speak and you just freeze. I 444 00:28:52,560 --> 00:28:55,719 Speaker 2: know there are some people that may have OCD that 445 00:28:56,160 --> 00:29:00,280 Speaker 2: also can bring about some of these disfluencies or or 446 00:29:00,320 --> 00:29:05,320 Speaker 2: a lag in their communication, their responsiveness because they're processing, 447 00:29:05,360 --> 00:29:09,280 Speaker 2: they're trying to get their thoughts together. That also happens 448 00:29:09,280 --> 00:29:13,080 Speaker 2: with we said with people with disfluencies. They need that minute, 449 00:29:13,160 --> 00:29:17,960 Speaker 2: or they're in a situation where they are traumatized, there's 450 00:29:18,040 --> 00:29:22,040 Speaker 2: people there they may for whatever reason, all of these 451 00:29:22,080 --> 00:29:24,760 Speaker 2: things plan to come into play where you're not getting 452 00:29:24,880 --> 00:29:28,600 Speaker 2: enough sleep or you're not functioning at your best, and 453 00:29:28,640 --> 00:29:32,920 Speaker 2: then you go into a situation and you're like frozen 454 00:29:33,080 --> 00:29:36,080 Speaker 2: or you're tired, you're not getting your words together. So 455 00:29:36,240 --> 00:29:40,000 Speaker 2: all of those things can come into play for individuals 456 00:29:40,000 --> 00:29:43,120 Speaker 2: that may have a communication disorder and just not feeling 457 00:29:43,240 --> 00:29:47,520 Speaker 2: real confident or I don't sound like this person, or 458 00:29:47,920 --> 00:29:52,000 Speaker 2: people use big vocabulary or words and you may think 459 00:29:52,240 --> 00:29:55,360 Speaker 2: my vocabulary is not the same. So therefore I'm not 460 00:29:55,560 --> 00:30:00,920 Speaker 2: going to show up as I can because I'm not 461 00:30:01,080 --> 00:30:04,800 Speaker 2: measuring up to others that may be in my environment. 462 00:30:04,880 --> 00:30:08,760 Speaker 2: And that can be how you think about it, but 463 00:30:08,840 --> 00:30:10,600 Speaker 2: that is not always true. 464 00:30:10,760 --> 00:30:13,280 Speaker 1: What might it look like for an adult to work 465 00:30:13,320 --> 00:30:16,160 Speaker 1: with a speech in language pathologist, Like is that an option? 466 00:30:16,320 --> 00:30:18,440 Speaker 1: Like maybe you didn't realize as a child that there 467 00:30:18,440 --> 00:30:20,800 Speaker 1: were these concerns, but you realize it as an adult, 468 00:30:21,080 --> 00:30:22,680 Speaker 1: does it make sense to work with a speech in 469 00:30:22,720 --> 00:30:26,200 Speaker 1: language pathologists then or is there some different treatment railte. 470 00:30:25,760 --> 00:30:29,640 Speaker 2: At that point? As an adult, it's elective unless you 471 00:30:30,120 --> 00:30:34,200 Speaker 2: had like post stroke or we're talking about traumatic brain injury, 472 00:30:34,280 --> 00:30:38,760 Speaker 2: Parkinson's dementia, things like that. But yeah, like as an adult, 473 00:30:38,880 --> 00:30:41,280 Speaker 2: it would be elective therapy. You know, it would not 474 00:30:42,200 --> 00:30:45,520 Speaker 2: I'm not saying it couldn't be approved by insurance, but 475 00:30:46,040 --> 00:30:49,680 Speaker 2: this is something later on. So but it's pretty much 476 00:30:49,760 --> 00:30:53,760 Speaker 2: going to be elective therapy. And yes, it's finding out 477 00:30:53,840 --> 00:30:57,200 Speaker 2: what is it that you want to achieve, What is 478 00:30:57,240 --> 00:31:02,200 Speaker 2: it that you feel that you you want to address, 479 00:31:02,320 --> 00:31:07,800 Speaker 2: or what responses are you getting from your communication partner 480 00:31:07,920 --> 00:31:12,479 Speaker 2: that you feel that you may want to change, And 481 00:31:12,520 --> 00:31:15,160 Speaker 2: so looking at it that way, and like I said, 482 00:31:15,160 --> 00:31:18,200 Speaker 2: it's elective. So it depends upon the person and some 483 00:31:18,320 --> 00:31:21,760 Speaker 2: of that. Like we are not counselors, but we're trained 484 00:31:21,920 --> 00:31:25,360 Speaker 2: in some aspects of counseling. You know, usually there's a 485 00:31:25,360 --> 00:31:28,800 Speaker 2: counseling course that the program that you have to take 486 00:31:29,000 --> 00:31:33,040 Speaker 2: because it is getting at that root and building confidence. 487 00:31:33,080 --> 00:31:37,320 Speaker 2: So some of my adults with intellectual and developmental disabilities, 488 00:31:37,360 --> 00:31:40,160 Speaker 2: which is different that I work with those that are 489 00:31:40,240 --> 00:31:43,520 Speaker 2: able to use some language, we work on confidence and 490 00:31:43,560 --> 00:31:45,720 Speaker 2: we go out in the community. We may go to 491 00:31:46,720 --> 00:31:50,600 Speaker 2: a place to order practice ordering food or asking questions 492 00:31:50,640 --> 00:31:55,160 Speaker 2: in the community and getting them comfortable in the community 493 00:31:55,280 --> 00:32:01,160 Speaker 2: around people, and just the feedback that they're getting once 494 00:32:01,280 --> 00:32:06,480 Speaker 2: people realize, Okay, this person may not communicate, but they're 495 00:32:06,560 --> 00:32:11,920 Speaker 2: here and they're a consumer and I want to help them. 496 00:32:11,960 --> 00:32:15,000 Speaker 2: And so what ends up happening is that the adult 497 00:32:15,280 --> 00:32:19,000 Speaker 2: with the disability is getting positive feedback and that's building 498 00:32:19,000 --> 00:32:22,920 Speaker 2: their confidence to make them want to participate more in 499 00:32:23,000 --> 00:32:26,280 Speaker 2: the community and use their communication skills. 500 00:32:27,520 --> 00:32:39,720 Speaker 1: More from our conversation after the break are other strategies 501 00:32:39,760 --> 00:32:41,880 Speaker 1: for building confidence that you can share with people who 502 00:32:41,880 --> 00:32:43,520 Speaker 1: maybe you're wanting to work on this. 503 00:32:43,800 --> 00:32:46,920 Speaker 2: Just self acceptance, like this is who I am. Sometimes 504 00:32:46,960 --> 00:32:49,880 Speaker 2: I think about it like I wore bracest I have 505 00:32:49,960 --> 00:32:53,120 Speaker 2: a gap. That's who I am and I love it now. 506 00:32:53,200 --> 00:32:55,680 Speaker 2: And my mom would say, oh, you didn't wear your retainer. 507 00:32:55,720 --> 00:32:58,120 Speaker 2: You didn't wear your retainer. But I don't want to 508 00:32:58,120 --> 00:33:00,720 Speaker 2: close the gap. Some people might and that's their choice. 509 00:33:01,120 --> 00:33:06,480 Speaker 2: But I'm confident in my smile and how my gift 510 00:33:06,560 --> 00:33:09,960 Speaker 2: shows up in my life. If my personality. So the 511 00:33:10,080 --> 00:33:14,240 Speaker 2: same with your speech. And that is also if you 512 00:33:15,680 --> 00:33:18,640 Speaker 2: just wanted to be confident in however you speak, if 513 00:33:18,640 --> 00:33:22,440 Speaker 2: you have a Southern dialect, if people tell you, oh, 514 00:33:22,520 --> 00:33:25,120 Speaker 2: you sound like whatever it is, you sound like, you 515 00:33:25,160 --> 00:33:27,480 Speaker 2: don't sound black. We used to hear that a lot 516 00:33:27,480 --> 00:33:29,600 Speaker 2: on the telephone, you know, on telephone you come in, 517 00:33:29,920 --> 00:33:33,000 Speaker 2: it's like, oh, you didn't sound like It's like asking 518 00:33:33,080 --> 00:33:35,320 Speaker 2: questions like, well, what does that sound like to you? 519 00:33:35,680 --> 00:33:40,200 Speaker 2: And just being comfortable in who you are and just 520 00:33:40,280 --> 00:33:43,720 Speaker 2: knowing that we are all uniquely and wonderfully made. But 521 00:33:43,920 --> 00:33:49,640 Speaker 2: if you do choose to address your communication different then 522 00:33:49,840 --> 00:33:52,920 Speaker 2: that's your choice and you have a choice. But a 523 00:33:52,920 --> 00:33:56,160 Speaker 2: lot of it is building that confidence with self acceptance 524 00:33:56,280 --> 00:33:59,000 Speaker 2: only that everyone is not perfect everyone, just like we 525 00:33:59,320 --> 00:34:02,920 Speaker 2: say everybody. Life is not how it is on social media, 526 00:34:03,200 --> 00:34:06,800 Speaker 2: So just how people show up and present themselves that 527 00:34:06,920 --> 00:34:09,960 Speaker 2: this is who you are and embrace who you are. 528 00:34:11,000 --> 00:34:14,640 Speaker 1: Yeah, so what does treatment typically look like, doctor Ellis, 529 00:34:14,680 --> 00:34:16,960 Speaker 1: Let's say that you are working with maybe a child 530 00:34:17,120 --> 00:34:20,480 Speaker 1: who has some disfluency. What will treatment look like and 531 00:34:20,520 --> 00:34:23,160 Speaker 1: how might that be different working with kids versus adults? 532 00:34:23,440 --> 00:34:29,520 Speaker 2: Yeah, so with children, there's different exercises. We talk about breathing, 533 00:34:29,840 --> 00:34:33,960 Speaker 2: depending upon if the child's ready for breathing exercise. Also 534 00:34:34,640 --> 00:34:38,800 Speaker 2: taking words, breaking it down one syllable at a time 535 00:34:39,000 --> 00:34:43,680 Speaker 2: or is that phone name? Also identifying which are there 536 00:34:43,880 --> 00:34:47,280 Speaker 2: particular sounds that they're more just fluent on than others, 537 00:34:47,840 --> 00:34:52,400 Speaker 2: having them being maybe some voice recording, having them listen 538 00:34:52,640 --> 00:34:57,120 Speaker 2: and differentiate, because once you're aware, then it gets a 539 00:34:57,160 --> 00:35:01,560 Speaker 2: little easier to work on. So differentiation and when something 540 00:35:01,640 --> 00:35:06,239 Speaker 2: may sound disfluent and when it's more fluent. So just 541 00:35:06,360 --> 00:35:10,359 Speaker 2: building some self awareness so then they're able to kind 542 00:35:10,360 --> 00:35:13,160 Speaker 2: of listen for that and address it. But kind of 543 00:35:13,280 --> 00:35:16,960 Speaker 2: very easy. Working on rate. If they're a fast talker, 544 00:35:17,000 --> 00:35:21,279 Speaker 2: that may result in some disfluencies, then working on the 545 00:35:21,400 --> 00:35:24,400 Speaker 2: rate of speech. So it depends upon what areas of 546 00:35:24,480 --> 00:35:28,520 Speaker 2: disfluent speech they have. So now when we talk about adults, 547 00:35:28,640 --> 00:35:33,000 Speaker 2: it may be starting with some history and knowing when 548 00:35:33,360 --> 00:35:36,280 Speaker 2: this first start, trying to see if there is something 549 00:35:36,400 --> 00:35:40,160 Speaker 2: there that may have triggered, and then having the adult 550 00:35:40,239 --> 00:35:43,680 Speaker 2: think of when are your most disfluent moments, So being 551 00:35:43,719 --> 00:35:48,399 Speaker 2: able to identify when are they most disfluent and if 552 00:35:48,440 --> 00:35:54,080 Speaker 2: there are certain situations, so being situational awareness and working 553 00:35:54,120 --> 00:35:56,960 Speaker 2: on those types of things and then moving more to 554 00:35:57,840 --> 00:36:03,200 Speaker 2: exercises that will help them easy talk, flow, doing breathing 555 00:36:03,280 --> 00:36:07,760 Speaker 2: before going into a sentence, if it's a certain sound. 556 00:36:08,160 --> 00:36:10,520 Speaker 2: A lot of times it's looking for the right word, 557 00:36:11,040 --> 00:36:14,600 Speaker 2: so you're trying to process and which may be causing 558 00:36:14,640 --> 00:36:18,399 Speaker 2: some dysfluency. So it's coming up with strategy. So that's 559 00:36:18,400 --> 00:36:21,520 Speaker 2: how it might differ from a child versus an adult. 560 00:36:23,160 --> 00:36:25,160 Speaker 1: And what kinds of things can loved ones do to 561 00:36:25,239 --> 00:36:27,760 Speaker 1: support somebody who maybe has a communication difference. 562 00:36:28,960 --> 00:36:36,240 Speaker 2: Yeah, just embrace, don't think about stigma, don't think about shaming. Rushing. 563 00:36:36,560 --> 00:36:40,400 Speaker 2: That's another thing. Giving people their time and their space, 564 00:36:40,600 --> 00:36:46,880 Speaker 2: not finishing their sentences, So giving them that time to communicate, 565 00:36:47,440 --> 00:36:50,959 Speaker 2: talking with them about how they feel and asking how 566 00:36:51,000 --> 00:36:56,040 Speaker 2: they can support them, not ordering for them or when 567 00:36:56,040 --> 00:37:00,480 Speaker 2: you go out, not being their spokesperson, but also letting 568 00:37:00,560 --> 00:37:05,719 Speaker 2: them have the opportunity and also making sure that other 569 00:37:05,960 --> 00:37:09,440 Speaker 2: family members and friends and support are also giving them 570 00:37:09,480 --> 00:37:11,799 Speaker 2: that same opportunity because a lot of times we just 571 00:37:11,800 --> 00:37:13,360 Speaker 2: want to hurry up, So let me just hurry up 572 00:37:13,400 --> 00:37:16,239 Speaker 2: in order for you, let me just finish your sentence. 573 00:37:16,360 --> 00:37:20,759 Speaker 2: But we've probably seen scenarios where with children when a 574 00:37:20,840 --> 00:37:23,680 Speaker 2: sibling when one is learning to talk to the other, 575 00:37:23,719 --> 00:37:27,319 Speaker 2: as the interpreter for the child to the parent, Oh 576 00:37:27,360 --> 00:37:30,520 Speaker 2: he said blah blah blah blah blah, and that's natural 577 00:37:31,080 --> 00:37:33,800 Speaker 2: as a kid. But if that happens, it's like, oh, 578 00:37:33,840 --> 00:37:37,120 Speaker 2: thank you, thank you for helping out. But let's hear 579 00:37:37,239 --> 00:37:40,320 Speaker 2: from but you know, making it a very normal process. 580 00:37:40,480 --> 00:37:44,239 Speaker 2: Let's hear what he has to say. And being inclusive 581 00:37:44,360 --> 00:37:48,280 Speaker 2: to not leaving someone out because you think that they're 582 00:37:48,880 --> 00:37:51,719 Speaker 2: not going to respond in time or they're just being 583 00:37:51,880 --> 00:37:54,960 Speaker 2: passed over like they may not have something to say. 584 00:37:55,680 --> 00:37:59,040 Speaker 1: Mm hmm. What strategy do you think you can offer 585 00:37:59,080 --> 00:38:02,040 Speaker 1: it for? How to to create an inclusive workspace for 586 00:38:02,160 --> 00:38:05,600 Speaker 1: people who may be have a variety of differences of communication. 587 00:38:06,200 --> 00:38:13,759 Speaker 2: Yeah, being accepted of everybody's communication style, including everyone in 588 00:38:13,840 --> 00:38:18,319 Speaker 2: opportunities to present or speak or be a part of 589 00:38:18,960 --> 00:38:24,040 Speaker 2: a team a presentation offering things I think about universal design, 590 00:38:24,320 --> 00:38:28,480 Speaker 2: like what helps someone helps everyone? So can you use 591 00:38:29,040 --> 00:38:32,520 Speaker 2: close captions when there is a video? How are you 592 00:38:32,600 --> 00:38:38,239 Speaker 2: presenting information? Are you considering people that learn better auditorily 593 00:38:38,400 --> 00:38:42,720 Speaker 2: and visually? Are we asking questions on how the staff 594 00:38:42,719 --> 00:38:48,160 Speaker 2: are in the workplace, how people may get their information better, 595 00:38:48,440 --> 00:38:53,759 Speaker 2: people having opportunities to process what you've presented. So if 596 00:38:53,800 --> 00:38:57,400 Speaker 2: there is professional development, it's like how fast are you 597 00:38:57,520 --> 00:39:04,400 Speaker 2: expecting to implement these strategies or new work processes and 598 00:39:04,520 --> 00:39:08,040 Speaker 2: are you giving people support to making sure that they 599 00:39:08,120 --> 00:39:11,160 Speaker 2: know how to implement that. So I always like to 600 00:39:11,200 --> 00:39:13,880 Speaker 2: talk about just like the universal design, like the door 601 00:39:14,000 --> 00:39:18,800 Speaker 2: that automatically opens that may help someone with a physical disability, 602 00:39:18,840 --> 00:39:22,280 Speaker 2: really helps everyone. So when we think about the whole 603 00:39:22,840 --> 00:39:27,439 Speaker 2: and just listening and asking those questions and making sure 604 00:39:27,600 --> 00:39:31,799 Speaker 2: that individuals with disabilities are present in your workplace. So 605 00:39:32,640 --> 00:39:35,719 Speaker 2: I do a lot of advocacy work with ableism and 606 00:39:35,800 --> 00:39:41,360 Speaker 2: presentations with another colleague and also agencies for employment in 607 00:39:41,440 --> 00:39:45,600 Speaker 2: the area that help people get employment. So thinking about 608 00:39:45,680 --> 00:39:49,120 Speaker 2: things like I know the employment agencies do this when 609 00:39:49,160 --> 00:39:54,640 Speaker 2: we present together. They talk about crafting a specialized interview, 610 00:39:54,960 --> 00:39:58,319 Speaker 2: so making sure that people have time and the interview, 611 00:39:58,960 --> 00:40:01,359 Speaker 2: you know, if you provide an an hour or how 612 00:40:01,400 --> 00:40:05,920 Speaker 2: you present the information. Also giving the individuals the opportunity 613 00:40:06,600 --> 00:40:09,520 Speaker 2: to do a day of work, so can they come 614 00:40:09,520 --> 00:40:11,640 Speaker 2: and do a half day of work. So these are 615 00:40:11,680 --> 00:40:14,400 Speaker 2: things I think about that we talk about when helping 616 00:40:14,520 --> 00:40:19,520 Speaker 2: individuals with disabilities seek and get employment, but really are 617 00:40:20,160 --> 00:40:23,040 Speaker 2: helpful for everyone. Like a job interview can be an hour, 618 00:40:23,480 --> 00:40:25,880 Speaker 2: but what does that look like if someone were to 619 00:40:26,320 --> 00:40:28,759 Speaker 2: do some work for half a day. I mean, they're 620 00:40:28,840 --> 00:40:31,480 Speaker 2: going to show you more that what they can do 621 00:40:31,600 --> 00:40:35,080 Speaker 2: than in within that hour and on their resume. So 622 00:40:35,239 --> 00:40:37,960 Speaker 2: just making sure that you have these opportunities that are 623 00:40:38,040 --> 00:40:44,680 Speaker 2: inclusive with COVID and using more technologies and flexibilities and schedules. 624 00:40:44,719 --> 00:40:50,240 Speaker 2: But when we consider that for everyone, then it can benefit. 625 00:40:50,360 --> 00:40:54,680 Speaker 2: But definitely looking at the accommodations and needs of individuals 626 00:40:54,680 --> 00:40:57,440 Speaker 2: with disabilities. The same with standing desks. I remember you 627 00:40:57,520 --> 00:41:00,839 Speaker 2: had to get an accommodation for a standard desk when 628 00:41:00,880 --> 00:41:03,320 Speaker 2: I was in federal service. But now that's just like 629 00:41:03,440 --> 00:41:07,120 Speaker 2: routine because we know that standing is better for us. Right, 630 00:41:07,200 --> 00:41:10,719 Speaker 2: So it's those types of things that universal design that 631 00:41:10,920 --> 00:41:12,080 Speaker 2: can help everyone. 632 00:41:13,920 --> 00:41:16,719 Speaker 1: What kinds of accommodations do you want to make sure 633 00:41:16,760 --> 00:41:20,880 Speaker 1: that college students are aware of, so any communication accommodations 634 00:41:20,920 --> 00:41:22,600 Speaker 1: that they can use if they have a speech or 635 00:41:22,680 --> 00:41:23,799 Speaker 1: language disorder. 636 00:41:24,200 --> 00:41:28,680 Speaker 2: Yes, making sure that when you hit campus that you 637 00:41:28,920 --> 00:41:33,120 Speaker 2: are going to the if it's the Office of Disabilities 638 00:41:33,239 --> 00:41:36,520 Speaker 2: or whatever that office is called on campus that you 639 00:41:36,680 --> 00:41:41,879 Speaker 2: are getting your accommodations, do not wait until you need them. 640 00:41:42,239 --> 00:41:46,040 Speaker 2: And I say that because often what happens is students 641 00:41:46,080 --> 00:41:50,080 Speaker 2: don't want to identify. Right it's a new environment and 642 00:41:50,520 --> 00:41:53,879 Speaker 2: they just don't you know, they are making friends or 643 00:41:54,360 --> 00:41:57,719 Speaker 2: they don't want to identify. But when you do that, 644 00:41:57,920 --> 00:42:00,440 Speaker 2: it's on the record, and then they get into class 645 00:42:00,480 --> 00:42:03,279 Speaker 2: situation and then they tell the teacher, oh why or 646 00:42:03,440 --> 00:42:06,759 Speaker 2: the professor I need but I have this disability. I 647 00:42:06,840 --> 00:42:10,160 Speaker 2: need accommodations. Well that's all find and good, but unless 648 00:42:10,200 --> 00:42:13,880 Speaker 2: they're getting some instruction from that office, they're not going 649 00:42:13,960 --> 00:42:17,440 Speaker 2: to be able to adhere to what you say. And 650 00:42:17,480 --> 00:42:22,040 Speaker 2: then often what happens by the time you do decide 651 00:42:22,080 --> 00:42:26,040 Speaker 2: you need it. If you go and your documentation is 652 00:42:26,160 --> 00:42:29,840 Speaker 2: outside of a it used to be a three year period, 653 00:42:30,440 --> 00:42:35,200 Speaker 2: then you may need a whole nother assessment. And now 654 00:42:35,280 --> 00:42:38,680 Speaker 2: if you're away from home, you're in a different place, 655 00:42:38,880 --> 00:42:43,200 Speaker 2: you're having to navigate that on top of getting the accommodation. 656 00:42:43,400 --> 00:42:46,279 Speaker 2: So that's why I try to tell the students and 657 00:42:46,360 --> 00:42:50,040 Speaker 2: advocate go to the office and get that letter or 658 00:42:50,040 --> 00:42:53,520 Speaker 2: whatever that looks like, and make sure your teachers are informed. 659 00:42:53,560 --> 00:42:56,080 Speaker 2: It's better to have it so you can use it 660 00:42:56,120 --> 00:42:58,160 Speaker 2: when you need it instead of trying to go through 661 00:42:58,200 --> 00:43:01,439 Speaker 2: the process as you're taking the test, or as you're 662 00:43:01,840 --> 00:43:05,640 Speaker 2: falling behind, or whatever the case may be with your assignments. 663 00:43:07,200 --> 00:43:09,960 Speaker 1: Ata Ellis, this has been so incredibly helpful. Can you 664 00:43:10,040 --> 00:43:12,480 Speaker 1: share with us where can we find you? What is 665 00:43:12,520 --> 00:43:15,640 Speaker 1: your website as well as any social media handles you'd 666 00:43:15,680 --> 00:43:16,240 Speaker 1: like to share. 667 00:43:16,800 --> 00:43:18,680 Speaker 2: My company is not on social media. I do have 668 00:43:18,719 --> 00:43:23,160 Speaker 2: a website aurorasun Services dot com that's just about my 669 00:43:23,800 --> 00:43:26,759 Speaker 2: private practice and consulting some of the type of the 670 00:43:26,840 --> 00:43:31,080 Speaker 2: work I do. I'm on LinkedIn under Don Carrol Ellis. 671 00:43:31,120 --> 00:43:35,200 Speaker 2: You'll see speech language pathologists. Also the Dream Center, which 672 00:43:35,200 --> 00:43:38,480 Speaker 2: I'm the associate director. The Dream at Dreams Tha Center 673 00:43:39,040 --> 00:43:42,440 Speaker 2: is on Instagram. They're also on Facebook and social media. 674 00:43:42,480 --> 00:43:45,880 Speaker 2: So if you want to find out more about Dream. 675 00:43:46,000 --> 00:43:51,720 Speaker 2: If there's any faculty, we support university programs at MSIs, 676 00:43:52,200 --> 00:43:57,520 Speaker 2: HBCUs and tribal colleges that prepare personnel under IDA, so 677 00:43:57,600 --> 00:44:02,960 Speaker 2: the Individuals with Disabilities Education Acts, so that's psychologists, social workers, 678 00:44:02,960 --> 00:44:07,799 Speaker 2: speech language pathologists, occupational therapists, special led teachers. So if 679 00:44:07,800 --> 00:44:10,520 Speaker 2: there's a faculty out there who wants to write a 680 00:44:10,560 --> 00:44:14,359 Speaker 2: grand who's interested in finding out more about that. There's 681 00:44:14,440 --> 00:44:19,600 Speaker 2: personnel shortages and especially shortages of persons of color in 682 00:44:19,680 --> 00:44:22,840 Speaker 2: all of these fields. So and that's in the statue, 683 00:44:22,880 --> 00:44:26,799 Speaker 2: which is why why we're still funded that we want 684 00:44:26,880 --> 00:44:30,799 Speaker 2: to fill that gap of personnel shortages and also make 685 00:44:30,840 --> 00:44:35,400 Speaker 2: sure that we're feeling those training personnel from underrepresentative groups. 686 00:44:35,680 --> 00:44:37,279 Speaker 1: Will be sure to include all of that in the 687 00:44:37,280 --> 00:44:38,920 Speaker 1: show notes so that people know how to reach out 688 00:44:38,920 --> 00:44:40,160 Speaker 1: to you they're interested in learning. 689 00:44:40,400 --> 00:44:42,800 Speaker 2: Yeah, and another thing I would say, the American Speech 690 00:44:42,840 --> 00:44:46,400 Speaker 2: Language and Hearing Association has lots of tools and resources 691 00:44:46,840 --> 00:44:50,279 Speaker 2: for parents, and this is open to the community, not 692 00:44:50,400 --> 00:44:54,160 Speaker 2: behind the member wall, but for parents that want to 693 00:44:54,560 --> 00:44:57,200 Speaker 2: just know more about how my child hears and talks 694 00:44:57,280 --> 00:44:59,840 Speaker 2: and those sorts of things. All of that is a 695 00:45:00,000 --> 00:45:04,839 Speaker 2: available at ASHA dot org and you can research information 696 00:45:05,160 --> 00:45:08,400 Speaker 2: about communication disorders across the lifespan. 697 00:45:08,800 --> 00:45:10,799 Speaker 1: Perfect thank you for them. I'm sure lots of people 698 00:45:10,800 --> 00:45:14,080 Speaker 1: will appreciate that resource. So one more question for you 699 00:45:14,120 --> 00:45:16,319 Speaker 1: that's not super related to the topic, but still something 700 00:45:16,360 --> 00:45:19,160 Speaker 1: we length to know. What's one piece of advice that 701 00:45:19,239 --> 00:45:21,400 Speaker 1: you would give to your eighteen year old self. 702 00:45:22,000 --> 00:45:28,160 Speaker 2: Oh wow, just really to embrace who I was becoming. 703 00:45:28,640 --> 00:45:31,040 Speaker 2: There wasn't not a lot of people like me, and 704 00:45:31,080 --> 00:45:34,919 Speaker 2: there still isn't in the field. Even though I learned 705 00:45:34,960 --> 00:45:37,880 Speaker 2: how to sign at Bakersfield College when I was eighteen 706 00:45:38,600 --> 00:45:40,920 Speaker 2: and then went to cal State Northridge where there's the 707 00:45:41,040 --> 00:45:43,719 Speaker 2: National Center for the Death. There's a lot of a 708 00:45:43,760 --> 00:45:47,760 Speaker 2: big population of deafness, which all that experience led to 709 00:45:47,800 --> 00:45:51,799 Speaker 2: me being on faculty at Galadat. But just embrace who 710 00:45:51,880 --> 00:45:56,319 Speaker 2: I was becoming and knowing that I belonged in those 711 00:45:56,320 --> 00:45:59,200 Speaker 2: spaces where there were not people like me. 712 00:46:01,120 --> 00:46:06,239 Speaker 1: Thank you for that. I'm so glad Doctor Ellis was 713 00:46:06,280 --> 00:46:08,920 Speaker 1: able to join us and share her expertise for this conversation. 714 00:46:09,440 --> 00:46:11,680 Speaker 1: To learn more about her and her work, visit the 715 00:46:11,719 --> 00:46:14,440 Speaker 1: show notes at Therapy for Blackgirls dot com slash Session 716 00:46:14,480 --> 00:46:17,440 Speaker 1: four fifty three, and don't forget to text us episodes 717 00:46:17,480 --> 00:46:19,200 Speaker 1: to two of your girls right now and tell them 718 00:46:19,239 --> 00:46:21,520 Speaker 1: to check it out. Did you know that you could 719 00:46:21,600 --> 00:46:24,000 Speaker 1: leave us a voicemail with your questions or suggestions for 720 00:46:24,040 --> 00:46:26,840 Speaker 1: the podcast. If you have books and movies you'd like 721 00:46:26,920 --> 00:46:29,680 Speaker 1: to review, or topics you like us have discussed, drop 722 00:46:29,760 --> 00:46:32,160 Speaker 1: us a message at Memo dot fm slash Therapy for 723 00:46:32,200 --> 00:46:34,160 Speaker 1: Black Girls and let us know what's on your mind. 724 00:46:34,520 --> 00:46:37,480 Speaker 1: We just might feature it on the podcast. If you're 725 00:46:37,480 --> 00:46:40,000 Speaker 1: looking for a therapists in your area, visit our therapist 726 00:46:40,040 --> 00:46:44,279 Speaker 1: directory at Therapy for Blackgirls dot com slash directory. Don't 727 00:46:44,320 --> 00:46:46,800 Speaker 1: forget to follow us on Instagram at Therapy for Black 728 00:46:46,800 --> 00:46:48,920 Speaker 1: Girls and come on over and join us in our 729 00:46:48,920 --> 00:46:52,600 Speaker 1: Patreon community at community dot Therapy for Blackgirls dot com 730 00:46:52,719 --> 00:46:56,040 Speaker 1: for exclusive updates, behind the scenes content and much more. 731 00:46:56,400 --> 00:46:59,560 Speaker 1: We can't wait to see you inside. This episode was 732 00:46:59,560 --> 00:47:03,440 Speaker 1: produced by Elise Ellis, Inde Tubu and Tyree Rush. Editing 733 00:47:03,520 --> 00:47:06,320 Speaker 1: was done by Dennison Bradford. Thank y'all so much for 734 00:47:06,440 --> 00:47:09,200 Speaker 1: joining me again this week. I look forward to continuing 735 00:47:09,200 --> 00:47:12,399 Speaker 1: this conversation with you all real soon. Take good care.