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1. LOL, I've been in 2 different states and 4 different towns in the past 4 years. Licenses are very easy to transfer, don't worry about it. You are likely at a time in your life where picking up and moving about is still very easy. Later in life, kids happen and parents may require extra care and the flexibility you have now can become much less of a possibility.
   
   
2. I wanted to walk to school, so I made sure to find an apartment close to campus. Larger schools will likely offer some sort of resident assistant program which could potentially get you in campus housing for much less/free.
   
   
3. Practice makes perfect. Go to the library and check-out study guides from years previous. Take a couple, score them, and address any weak spots.
   
   
4. I love learning. As crazy hectic as grad school is, this is the last time you get to sit down and have some incredible minds tell you incredibly interesting things day after day.
   
   
5. It sucks, and I should have gone to a cheaper school. Luckily, I'm not a complete financial moron and have paid over half my debt in 4 years post-graduation. /r/personalfinance is a wonderful resource.
   
   
6. I did take a year and a half off between a very grueling undergrad and grad school. Many things happened - I had more financial stability, I gained geriatric experience, and I grew up. Instead of worrying so much about school, I was able to look at it with more of a "job" mentality which made it MUCH less stressful. Also, I didn't lose my grasp on the material and found that I was able to review anything I was less familiar with very quickly.
   
   
7. HA. No seriously, it hasn't come up on ANY of the interviews I've done. Once you have your CCC's it's mostly a non-issue. The only instance I can see being relevant would be a PhD/research-based condition. The caveat would be I imagine that some places are more regionally familiar with a certain school, but your skills as a clinician are infinitely more important at the end of the day.
   
   
8. It's way better than I thought. I've taken risks with jobs and it's paid-off. Challenge forces you to adapt and improve much faster than complacency.
   
   
9. It's this question that made me post. It sounds scarily like me around the same time. Generally speaking, center yourself around a major metro/suburban area and you won't hurt for work. It may not be The Career, but it will be A Job, and those are just as important. But most importantly, whatever you do, do it for yourself. In rather eerily similar circumstances, I had a boyfriend (now ex, lol) during grad school who was a geologist going to school and planning to work in Colorado. There was pressure (both direct and indirect) from him and from a relationship standpoint for me to make career choices that would be more complementary to the lifestyle we thought we wanted. I was tempted to compromise, thinking it for the best of the relationship, but ultimately stuck to my guns and prioritized my education and career instead. To make a long story short, he didn't work out, but everything else did. And among the many reasons I found myself increasingly non-compatible with someone I dated for the better part of a decade ultimately had little to do with my job choices and a lot to do with him being a massive douchebag. Regardless of what you decide to do, make sure you do it for yourself!
   
   
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11. My typical work week is 40 hours with frequent opportunities for overtime. I really enjoy the wide variety of patients with whom I work and being able to learn as much from them as I hope they learn from me. My setting sees adults exclusively (youngest patients around 16 or so) with geriatric adults being seen most frequently.

I do an activity using the book It's Okay to be Different. First, we read the book, then the kids make a person out of contruction paper using a math glyph format by answering questions about themselves.

If you live with one parent, you get a square head; if you live with two parents, you get a triangular head; if you live with no parents, you get a round head.

If you have a pet, you get a red shirt; if you do not have a pet, you get a blue shirt.

If you like math best, you get green pants; if you like reading best you get yellow pants.

The number of eyes is the same as the number of children that live in your house.

The pictures turn out really cute, and all my kids from pre-k through 8th love it because it's funny.

If you're interested I can probably email you the pattern I use to make the people tomorrow night. PM me your email address if you'd like it.

Thanks for the kind words..

Because motivation is so closely tied to satisfying basic psychological needs, most of what works for kids works for adults. The book above does a good job of putting theoretical concepts into clinical practice as does this book by some of the same authors:

https://www.amazon.com/Goal-Setting-Motivation-Therapy-Engaging/dp/1849054487/ref=sr_1_2?ie=UTF8&qid=1473017647&sr=8-2&keywords=motivation+goal+setting

This book focuses on adults and self-determination theory, which has solid evidence supporting it and is a good match for rehab - this book isn't as rehab oriented as the other book - more geared towards MDs but a lot of the discussion will be very relevant to working with dysphagia and dealing with adherence.

[https://www.amazon.com/Self-Determination-Theory-Clinic-Motivating-Physical/dp/030019983X/ref=sr_1_1?ie=UTF8&qid=1473017793&sr=8-1&keywords=self-determination+theory+in+the+clinic]
(https://www.amazon.com/Self-Determination-Theory-Clinic-Motivating-Physical/dp/030019983X/ref=sr_1_1?ie=UTF8&qid=1473017793&sr=8-1&keywords=self-determination+theory+in+the+clinic)

There's no way to effectively think about how to promote motivation without understanding theories of motivation. When you understand the theories, what you should or shouldn't do becomes more or less obvious. selfdeterminationtheory.org has many free to download articles.

Congratulations! I can only speak to my own experience, but I took a (non-required) introduction to communication sciences and disorders online class before really starting my postbacc year and we used this book. Having read most of this book for class has been SO helpful for me! I don't know how your program is structured, but I started my postbacc year with language development, anatomy and neuroanatomy so there was no real "introduction." This book/class gave me a framework to put everything I was learning into and made sure that it wasn't all brand new to me. Just a thought! And obviously, I've linked the 2nd edition because there's no need to spend $130 on the new shiny one when you're not using it for class or therapy! :) Best of luck.

This is a very big question and not one that can really be answered in a forum post.

Physical intervention is about managing the present moment - preventing (further) harm. It is upsetting and unless carefully planned by a behavior therapist, there's no reason to think that it will improve future behavior. In most cases, that's not its point.

There are definitely steps you can take to decrease the likelihood that there will be a physical conflict. It's important to realize that these steps aren't harmless, though. You have to look at the individual case to determine what's best for the kid. There's a tendency to assume that physical intervention is always the worst, most harmful thing and everything else is inherently better. For example, using extinction (planned ignoring) on head banging might allow the child to hit their head hundreds of times before the behavior remits. Anyway, here's some suggestions:

• Let the tantrum burn itself out, a technique called extinction. If the kid is hitting and kicking you, you walk away or leave the room until the child has calmed. This allows you to avoid doing restraint. It sacrifices much of your treatment time. There's a risk that the child will harm themselves and/or damage property during this procedure. Also, when it comes to the kid's suffering, extinction is generally a pretty unpleasant process. Whether it's worse or better than restraint is probably a matter of individual preference.
  
  
• Decrease task demands, which will decrease the efficacy of your treatment (e.g., child hits when you practice a difficult phoneme --> practice that phoneme less, less hitting). Here, you're keeping the kid happy by letting them do more of what they want.
  
  
• Modify aspects of the task or situation that don't reflect the demands. Use a visual timer, put the kid on a more intense reinforcement schedule, offer more comfortable chairs, etc.
  
  
• Creative or nontraditional applications of typical therapeutic tools (kid has to be guided to chair, do therapy on the floor instead). For some kids and some skills, this works just as well. For others your treatment is less helpful.
  
  
• The most effective ones use behavior modification / applied behavior analysis and take a long time. For example, if a child insists on chewing a plastic tube and screams and bites when it is taken away, the behavior therapist could determine the function of that behavior (perhaps it's seeking sensory stimulation) and create a long term plan to adjust the child's behavior (perhaps rewarding the child for spending longer and longer intervals with the tube out of their mouth). If you're interested in learning about this stuff, the book Applied Behavior Analysis for Teachers (get an older edition - they haven't changed that much) is excellent. But know that these kinds of plans have to be implemented across the child's whole life to be effective. 30 minute bursts won't do much.

I would also suggest the book Eliciting Sounds, we used it for Artic and everyone I know who used it in their peds placement said it was a godsend. it's a small spiral bound book that you could easily fit in your bag/purse and it's got direct & easy to follow techniques.

A professor of mine had a book she let me borrow (I also think she helped write it, so that helped) which had sections for each section there would be on the exam so a whole section on artic, on language, on voice, etc. Each section had a number of questions to answer and then a key in the back of the book. Super helpful to at least go through once to get the idea. I think it was this one here though it's a bit expensive.

My Stroke of Insight by Jill Taylor: A neuroscientist has a stroke and learns to walk, talk, eat, write, or recall her memories.

The Man Who Mistook His Wife for a Hat by Oliver Sacks: Interesting case studies of patients who suffered from extreme/rare neurological disorders.

Far From the Tree by Andrew Solomon: Not necessarily speech-language pathology specific, but it includes chapters identity, self-perception, social perception of people with autism, Down syndrome, and Deaf culture. I read this book recently, and it's absolutely brilliant.

• Meet with your professors when you have any questions. Be friendly with them as you'll need letters of recommendations down the line.
  
  
• Do any research if you can.
  
  
• Both of my sister's are SLPs and I used to use one of their old Praxis books if I needed something clarified. It does a nice job of breaking down topics and explaining them. If you don't wanna dish out money for a new one, buy one used or an older edition (they don't really change too much).
  
  https://www.amazon.com/Advanced-Review-Speech-language-Pathology-Comprehensive/dp/1416406867/ref=sr_1_1?ie=UTF8&qid=1520693080&sr=8-1&keywords=praxis+speech+language+pathology

Secord's Eliciting Sounds . . . tiny book with lots of concise, useful info! Totally worth the price!
http://www.amazon.com/Eliciting-Sounds-Techniques-Strategies-Clinicians/dp/1401897258

If you are interested in articulation techniques, I recommend http://www.amazon.com/Eliciting-Sounds-Techniques-Strategies-Clinicians/dp/1401897258/ref=sr_1_1?ie=UTF8&qid=1372350226&sr=8-1&keywords=sound+elicitation+techniques

I bought it when I was in grad school and in my fourth year, I am still using it!

This is a great resource for articulation in general. I used to reference it a lot!

https://www.amazon.com/Eliciting-Sounds-Techniques-Strategies-Clinicians/dp/1401897258

This is a great resource that I used when I was taking the undergrad level anatomy courses, and I still reference it now for my graduate courses. Definitely a worthwhile purchase, but it may be a bit more on the pricey side.

http://www.amazon.com/Netters-Anatomy-Speech-Swallowing-Hearing/dp/0323056563

Agreed. We read this book in grad school and I found it helpful:

​

https://www.amazon.com/Counseling-Persons-Communication-Disorders-Families/dp/1416403698

My voice textbook actually recommends glottal fry as a possible treatment for nodules. The idea is that, when you're in pulse register, your VFs are only loosely adducted, and held there with relatively low tension. As a result, they're more "malleable" than when producing higher pitched sounds. They gave this metaphor: If you place a pencil (the nodule) between the pages of a textbook (taut VFs), then it prevents the pages from closing completely. Conversely, if you place the pencil between two marshmallows (lax VFs), then they fold around it. As a result, you're able to phonate without continuing to putting excessive pressure on the nodules, which actually gives them a bit of respite and can allow them time to heal.

However, this is not to say that glottal fry is good for your VFs in general. It's only shown beneficial in the short term for this specific vocal pathology. I also haven't seen any research into how phonotraumatic it is to use glottal fry in the long term. Considering that it's a normal feature of prosody or phonology in a lot of languages, like you say, I'd imagine it wouldn't be damaging unless you're using it a lot, but that's just a guess.

I like this book http://www.amazon.com/Counseling-Persons-Communication-Disorders-Families/dp/1416403698/ref=sr_1_1?ie=UTF8&qid=1344455840&sr=8-1&keywords=david+luterman

My favourite book on neuroplasticity is ["The Brain That Changes Itself"] (http://www.amazon.ca/The-Brain-That-Changes-Itself/dp/0143113100).
It definitely talks about the brain science behind language (specifically, recovering speech after a stroke) but it also covers much more.

https://www.amazon.com/gp/aw/d/1416406867/ref=pd_aw_sim_14_2?ie=UTF8&psc=1&refRID=TDDMQQ0WTN99KD665NQD

That's the one I'm studying from at the moment. It's 600 pages, and I know a few more students in my program that are using this book.

• Head Cases by Michael Paul Mason
  
  
• Brain on Fire: My Month of Madness by Susannah Cahalan
  
  And don't sweat it- I came from a completely unrelated undergrad program and was soooo nervous about the same exact thing. Turns out, it really didn't matter at all :)

Dysphagia:

https://www.amazon.co.uk/Evaluation-Treatment-Swallowing-Disorders-Logemann/dp/0890797285/ref=dp_ob_title_bk

https://www.amazon.co.uk/Dysphagia-Clinical-Management-Adults-Children/dp/0323187013/ref=sr_1_1?s=books&ie=UTF8&qid=1462898856&sr=1-1&keywords=crary+groher+dysphagia

Dysarthria:

https://www.amazon.co.uk/Motor-Speech-Disorders-Substrates-Differential/dp/0323072003/ref=pd_sim_14_10?ie=UTF8&dpID=51lnssHAFnL&dpSrc=sims&preST=_AC_UL160_SR125%2C160_&refRID=EJKQ0FY81S4ZWV4EJHH4

Neurology:

https://www.amazon.co.uk/Neurology-Speech-Language-Pathologist-Wanda-Webb/dp/0750675268/ref=pd_sim_14_13?ie=UTF8&dpID=517mkn9zz3L&dpSrc=sims&preST=_AC_UL160_SR125%2C160_&refRID=EJKQ0FY81S4ZWV4EJHH4

Voice:

https://www.amazon.co.uk/Mathiesons-Voice-Disorders-Lesley-Mathieson/dp/1861561962/ref=pd_sim_14_14?ie=UTF8&dpID=41PS5Z9WQ3L&dpSrc=sims&preST=_AC_UL160_SR113%2C160_&refRID=EJKQ0FY81S4ZWV4EJHH4

Aphasia:

https://www.amazon.co.uk/Aphasia-Therapy-File-1/dp/0863775675/ref=sr_1_1?s=books&ie=UTF8&qid=1462898929&sr=1-1&keywords=aphasia+therapy+files

https://www.amazon.co.uk/Intervention-Strategies-Neurogenic-Communication-Disorders/dp/0781769817/ref=pd_sim_14_5?ie=UTF8&dpID=519pLgVxu3L&dpSrc=sims&preST=_AC_UL160_SR119%2C160_&refRID=V9XVMDD3QWG06BG1QKED

https://www.amazon.co.uk/Beyond-Aphasia-Communication-Disability-Speechmark/dp/0863883478/ref=pd_sim_14_2?ie=UTF8&dpID=41WHRVHBBNL&dpSrc=sims&preST=_AC_UL160_SR112%2C160_&refRID=V9XVMDD3QWG06BG1QKED

Linguistics with a clinical slant:

https://www.amazon.co.uk/Linguistics-Clinicians-Practical-Introduction-Publication/dp/0340758953/ref=sr_1_2?s=books&ie=UTF8&qid=1462899046&sr=1-2&keywords=linguistics+for+clinicians

They're all for adults because I work in an adult hospital setting! There are lots of similar books for children, but I really don't know what's good any more and I didn't buy any of it.