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First, look over the list of available transcripts and identify the one you would like to use. Read the interview transcript closely in order to familiarize yourself with the site and ways the site uses interdisciplinarity in their practice as can be gleaned from the interviewees’ responses. Then go to the site’s website (included) and record general observational notes. You need to collect

at least two (2) pages of single-spaced notes using the template.

During your perusing of the site’s website, identify types of jobs that are available at the site. Include in your notes any information and observations you can glean from staff bios/job listings paying particular attention to credentials, competencies, and skills desired by the site. Carefully study the programs/services the site offers. How are these programs/services connected to the site’s mission? What appears to be the site’s goal for offering these programs/services? What age/demographic groups are aimed to be served? In what ways do you think interdisciplinarity is used in designing/implementing these programs/services? Which disciplines appear to be involved? How do they appear to be integrated in the design of specific programs/services? If the site offers multiple programs/services, discuss them separately.

Then,

you will write a 2-page double-spaced synthesis essay. On page 1, you will describe the site: its mission/function, clientele served, programs offered, partners/sponsors, careers available, and skills/competencies expected of job applicants. On page 2, you will have two sections. Section 1 will discuss ways interdisciplinarity is currently used by the site; you can discuss the interdisciplinarity of the overall site and/or interdisciplinary design of the specific programs/services offered at the site. In Section 2, you will design a new program for the site in light of what you have learned about the site’s mission/function. In this section, explain the goals for this new program and who it will serve through the site’s practice. Then, make sure to discuss clearly which disciplines will be involved and ways their integration will support the successful implementation of your proposed program. I’ll add the files of the transcripts, rubrics, and website below.

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Building Bridges Therapy Site Visit Transcript
Jorri 0:01
I am the Assistant Clinical Director here at this clinic. We have two clinics. And there’s a different director of the
other one. It’s for ABA.
Faith 0:10
Oh, that one’s not here?
Jorri 0:12
Yeah, so they mostly do behavior, but they also come here. So we have the behavior kids here, we just funnel in and
out of each.
Tionna 0:27
How long have you been at this one?
Jorri 0:30
Um, we moved in this location. Seven years ago, I think. And our other one was, not far down the highway. It was
just small. We outgrew it.
Tionna 0:53
I’m just going to start with our questions.Is there a way we can get like a tour?
Jorri 0:58
Yeah, I can give you a tour.
Tionna 1:01
Can you describe the functions or the nuclear facilities serves in the community?
Jorri 1:07
So we pretty much take any type of disability we have. I mean, you name it, we’ve probably seen them. Or it’s
funneled in through you know, the years. We have PT, OT, speech,ABA and counseling. Our counselor’s offices
right next to here. And typically, the parents, I mean, either they’re referred here from their doctor, or they’ve seen us
or we have them since birth. And we just kind of treat whatever the split disability is. There’s not anything that we
don’t treat. We have clients here from zero to I think our oldest, I did his eval, he might be 59.
Faith 1:52
Wow. It is a wide range.
Jorri 1:57
Not all of us treat adults. So we have a few therapist that don’t mind treating adults. And if they don’t mind, I’ll do
the eval, and then they’ll do the treatment.
Faith 2:09
Okay, do some come later in life?
Jorri 2:14
Well, so the 59 year old they come in later if it’s like for voice, we do things for AL so if they’re going for
Occupational Therapy, and they may have had another stroke or something and they have to work on dressing and
undressing and that type of thing. And that’s where a patient comes in. Or like we did for some of our particular
clients OB voice. The older you get, you know, your voice kind of start shrinking and now they can, you know, tell a
caregiver, their wants and needs and that affects their quality of life. So we’re working on basically not remediating
something, but working on the quality of life to sustain the rest of their life.
Tionna 2:58
What is the mission of your site?
Jorri 3:02
Well we have, basically says bridging, the gaps are two independent, so we’re trying to whatever our clients are here
for, we want them to be independent,always. Or as independent as they can be, meaning they can request help, they
can request food, they can dress and undress themselves. If they can’t do that, then maybe they can wash their face
independently or brush their teeth but some sort of independence is what we’re always working towards.
Tionna 3:37
Can you describe the clientelle?
Jorri 3:40
Uhm, so we have the screamers. That you heard, we have lots of children with on autism, we have lots of kids with
Mito. It affects everything. So that’s mostly like their body can’t process. Sometimes they can process proteins or it
can process calcium and just a lot. We have a lot of neurological clients CPE.
I do a lot of feeding. So mine are mostly g two, or NG tube fed.
Tionna 4:29
And when you’re doing that, you’re trying to get them off the tube?
Jorri 4:33
Yeah, we have lots of children who are nonverbal, a lot of chromosomal children where they either have Down
syndrome extra chromosome, or they have duplications of chromosomes, or they have a bunch of numbers, and
they’re the only one with it. Right. So we have that too.
Tionna 4:56
Yeah. Wow. So how do you approach every client, you know, especially someone you’ve never see
Unknown Speaker 5:06
So first thing we find out what their diagnosis is. If it’s a generic one, let’s say autism, not that it’s generic, but we
know where we’re going to start tomorrow work. Yeah, there’s a lot of research. So if it’s all to them, then we’ll like
kind of break it down. Okay. Is it the language piece? Is it pragmatics meaning their social skills? Is it that they’re
not walking? Are we trying to remediate some stemming like, what are we trying to figure out under that umbrella?
Which since we see a lot, you know, these compartments are easy to fill? If it is a chromosome abnormality, then we
all do research.
Faith 5:46
How long does it usually take until you feel comfortable?
Jorri 5:51
I mean, it just depends on the therapist, because I feel like I think the ones of us that are a little more seasoned, we’re
not as nervous if I see something different. Now, our newbie therapists and the ones that like I’m supervising, they
freak out. There’s if I don’t know what to do, you know, I don’t want to hurt them. I don’t want them to be too fragile.
And you know, especially feeding because as soon as they cough, everybody is afraid of choking, you know, so it
could just be a cough. Yeah, and coughing is good. I want them to choke and cough and fix it themselves. Other
than you know, choke cough, and now we’re doing the heimlich.
Faith 6:28
Right? Definitely. Yeah.
Unknown Speaker 6:29
So I think the research is, well, we are researching it mainly mainly mainly to see like life expectancy, the
characteristics of whatever the disability is, I know we have to some kids with pelizaeus-merzbacher syndrome,
which is not very common, randomly, we have a few clients that have it, but is not common at all. And when you
research, when we do the research for that we have one kid at this end of the spectrum that’s like thriving and doing
so well and is able to talk and sell feed, and then we have another one not talking not self feeding, you know, not
doing a lot.
Faith 7:10
So is it hard to not base clients off of each other who have similar disabilities?
Jorri 7:18
Um, it is, it is hard to say, We’re like, Okay, why aren’t you doing this? However, all the kids are individual. So
when we’re treating them, we know that they in because parents will ask that. Have you had a kid that has this
before? How long did it take for this to be remediated. And it’s really on the child and the family because we can’t
really do anything if the family’s not helping. They can’t come to us once a week, twice a week even and the parents
aren’t doing anything at home. Because we’re not home based.
Faith 7:50
How long are the sessions?
Jorri 7:52
For speech, if it’s just speech, meaning any kind of language therapy and kind of articulation therapy they’re 30
minutes. And depending on their deficit, I’ll recommend twice a week, or recommend two times a week, sometimes
three times a week. If it is speech and feeding, it’s an hour speech, and AC, which would be a communication
device, that’s an hour. So all the units run differently for PT, they’re always an hour unless they’re starting to ween,
then they’ll drop me down to 30. Same OT, they’re always an hour unless they’re trying to ween, and then they’ll
drop them down to 30 minutes.
Tionna 8:29
So what might parents have to do, like how much work does the parent have to do at home?
Jorri 8:35
They need to be working every day. Usually, after each session, we give home programs. They’re always tailored to
the client, it’s always it’s usually what we have worked on in the session, not as hard. So in our sessions, we might be
taking a two steps further. And then at home, we want the parents to be at step one, because we want the child to be
successful. And then once step one is, you know, mastered across multiple environments, then we’ll start letting the
parents work on step two. And then in therapy, we’re, we have already moved on to Step three, you the client
definitely do better in therapy. And then when they leave, they fall back into the old way that All right, what let first
beach since I’m a speech therapist is my easiest, you know, examples. If I’m teaching them to request something,
they’ll request it for me because they know I’m going to sit and withhold it not You can cry for 30 minutes. But
when they go home and parents, parents, they’re just going to give it right. So that just kind of counteracts and
they’re like, oh, they’re not getting any better. I don’t see any changes. And then, you know, they’ll come into a
session and notice that the kid can do it. And so you do allow parents, we do allow parents to come to the sessions.
Yes, we prefer they don’t, because kids will clean to the parent where they need to be we need to be the one they’re
playing into the one that they’re requesting stuff for the one that they have to communicate where to get what they
need. But we do I mean, some of our at he’s, obviously the parents come in, some of the older kids and parents
might come in if their anxiety is super high, but most times the parents anxiety transferred to the child. Right. And
then here we are, right counseling everybody. Yea
Faith 10:29
What would be the first advice you’d give to a new employee?
Jorri 10:34
to use your other employees because we are a interdisciplinary team we work together, we there’s not one therapist
that is going to fix the child, whether they have any other therapies or not, we have to work together, I need to know
how to regulate this kid, then I need to go after OT, what can you give me? What can I do pressure? What kind of
brushing protocol what sensory activity can I do? Because if they’re not regulating my therapy, it doesn’t mean it’s
not going to be helpful. And same with OT, if they have already figured out how to regulate the child, but they’re not
incorporating any type of language, and they’re just doing therapy in silence. That’s not gonna help the child. So you
any of our new therapists, I always tell them rely on your your co workers, because you’re not gonna see any
progress if you’re not relying on the rest of us.
Tionna 11:28
Right. So I was going to ask earlier, you can immediately tell when the parent is not working with their child?
Jorri 11:35
Oh, absolutely. Yeah. And the children tell on their parents. Did you do this?No, mommy throw it away. You know,
they, they tell, for feeding, I can always tell when they’re only they can’t move on to anything else. And they’re only
eating the same things, the same foods that I’ve been offering, right? And you don’t you’re not bringing in any new
food, then you’re obviously not trying anything at home. You’re only using what we supply here. Because we don’t
supply, you know, chicken and mashed potatoes and green beans. And when we have our staples, have different
textures and things. But that’s all they’re eating, then you have not tried anything in the home.
Faith 12:33
How long would it take to get someone who’s not talking?
Jorri 12:38
It just depends on the kid. I mean, we’ve had we have I know offhand three that I’ve seen since they were 18 months.
And they did not talk till three, we had them on devices. And now we can’t get them to stop talking. Like, I’m like,
you have to be quiet. And let Mrs. Jorri ask you the question, or you have to be quiet so that we can fit I mean, they
are chat with the parentsare like, now how do we get them to spoken to you to say, yeah,
It was there.
So it really depends on the child, we could have somebody that hasn’t talked for a year, they come in, something
clicked. And they’re participating in in going six weeks. You know, it just really depends on the child.
Faith 13:22
Have you ever had parents bringing a child who didn’t necessarily need it?
Jorri 13:27
All the time? I mean, we bring we bring our own kids in, I bring my children and I’m like, Oh, she’s not doing and
then my coworkers are like you’re an idiot.
Jorri 13:38
Like, the only thing that I knew my kids were doing was talking now the whole walking thing. I brought them in
multiple times. And they weren’t supposed to be walking. So what do I know? You know?
Jorri 13:50
Or when they were walking late, they were like, but you don’t put her down. She still should walk when I when I
decided to put her down, she should be walking, you know. So I mean, we do it with our own children, parents do it.
But the ones that come in, we do have some hands on like, I just want to make sure and they’re okay with paying out
of pocket just to get an email for us to tell them that their kid is genius. You know,do what you do if that you’d
spend your money how you want to spend it.
Tionna 14:19
What’s the earliest age a child can be diagnosed with speech problem?
Jorri 14:24
So we typically do. I mean, we can diagnose them at six months. I mean, if they’re not babbling, they’re not making
any sounds, any eye contact any of that I can see for speech. But typically we try between 12 and 18 months,
because that’s when words. Yeah, they should have definite words at the time. But a lot of times, if they’re going to
have any kind of difficulties, we already know it because they never babbled. They’re not eating. They just make eye
contact. They barely cry. You see sign. So we have learned that you definitely do see some before you know that
whole 18 months.
Faith 15:05
We had a student similar and I was I thought that they were concerned a little too early. But it’s not my child.
Jorri 15:17
Oh, yeah. I mean, and in some parents don’t see those signs. So yeah, sometimes we don’t have a child that comes in
till three. And like, Oh, well, my husband didn’t talk to he was three. Well, that was a normal meal. And we have a
lot of we have a lot of parents that say that. Well, my husband and talked to he was this. Man, boys talk later. So it’s
always my husband didn’t talk till this time. What will you have a girl so she should have been talking?
Or she just doesn’t like to follow my directions. She knows them. She’s like to follow them. Does she know them?
Because you screamed this four times and she hasn’t budged. So, you know, it’s some parents are way in denial. And
then we have like the overzealous parents that are the babies two days old. And they’re like they didn’t make eye
contact. Right? You know?
Tionna 16:19
Okay, um, what kind of professional development opportunities does your site offer to its employees.
Jorri 16:25
So our boss pays for CU courses. We all have a stipend. And once we’ve used it then we pay for ourselves but
typically, each therapist looks up what they want. So I used to just do feeding ones because that’s what I see most of
and I would just if I saw something that I wanted, we can send it and she’ll pay for it. I mean, everything is tailored
to the therapist. All of our therapists choose a niche. And once they choose that niche, they kind of follow that path.
Unless we need something you know she needs somebody to be certified in something she’ll ask and she’ll pay for it
but we all have to keep up with our CUCE bar license. So we do yearly.
Faith 17:19
Okay, how often?
Jorri 17:21
I have 30 hours, every year, three years and we do 30 hours every three years.
OT is different they can’t have them all online. It has to be like face to face. I don’t know what PT has to do there.
They’re all doctors know exactly what they’re previsions are.
Tionna 17:54
What kind of educational background training should an app can have to work at your site?
Jorri 18:00
We are all mastered level therapists, except for ABA. The BCBA’s have to have their masters and certification in
behavior analysis. But we have RBT that work under them. So the BCBA’s are the ones that are writing the plans.
And the RBT’s are implementing them. That (RBT) is a certification you can get online. Some of them have
associates, some of them have bachelor’s, she usually hires bachelor’s degree RBT’s. All speech services, you can’t
have job unless you have your masters, all OT’s they’re moving towards all being doctorates. Most of the programs
are like that. So all of ours, we have one doctor of OT, and then all the PTs it’s just a doctor program. They don’t
have you go from undergrad to getting your doctorate. Speech is moving towards that, too.
Faith 19:15
Do you think with a BIS in HLD degree, I can get employed at your site?
Jorri 19:21
You could, you could do work at the ABA department
Faith 19:26
Could I work and get my graduate degree then move up?
Jorri 19:34
Almost every single one of our RB T’s are either working towards a graduate degree, working towards becoming a
BCBA, working towards being whatever they’re working towards
Faith 19:48
What if I started in ABA but wanted to go to another?
Jorri 19:52
So you would I mean, you still have to get a degree you would have to, you can start an ABA. Twoof our therapist
just went to grad school for speech therapy. So you can do that, the only thingis like going to grad school for
speech is a full time like basically you can’t work at the same time because we have our classes in the evening. We
have our internships during the day.
Tionna 20:21
Okay, can you describe the interdisciplinarity of your practice?
Jorri 20:26
So like I was saying before, let’s say we have Joe Schmo is client A, and he has speech, PT, and OT, we do go back
to back a lot. So OT will go first, just because they work on regulation, and then speech might come in next, because
they’re already regulated and ready. And then PT, you know, working on the physical aspect,we can read
everybody’s report, if like we’re sharing it signed off the parents that know, okay, we’re, we’re a team approach. So
your team will see you the evaluations. And I mean, we’ll talk to the therapist. Let’s say I’m working on them
requesting so during OT they need to work on whatever my technique is, I pass it along to them, whatever their
technique is, for regulation, they pass it on to me. So we all work together, because to make sure that we’re taking
the whole child in and not just pieces of the child.
Tionna 21:47
So what disciplines are involved? And how do you think the interdisciplinary entity helps your practice? You pretty
much just answered that one. We can move on.
Faith 21:59
What barriers have you run into in attempting to employ interdisciplinary approach?
Jorri 22:07
I don’t think we really have. I mean, I think that that model just works best. I mean, we’ve had therapists that have
moved on to different jobs, and that’s what they miss, because they’re only treating a piece of the child.So it’s just, I
mean, most of our therapists when they come in that that’s the model that they wanted. That’s why they’re in private
practice and not, you know, treating alone in the school system or treating alone at a solo speech clinic or solely PT
clinic. They came in for that.
Faith 23:25
How are you making your services available to lower income families?
Jorri 23:31
Well most of them are have Medicaid, so we take Medicaid, Peach State, Amerigroup. I mean, we take all of them
everything, except well care.
And we have, I mean, if they’re a special needs? They’re going to have a secondary insurance anyway, right?
Whether their income is a million dollars, or $2. Yeah, I mean, you’re having, you know, behavior therapy for 30
hours a week. That’s a lot. Then you come to speech for two, three hours a week.
Faith 24:38
I have another question, that’s not listed, how do you guys spread the word about your practice?
Jorri 24:47
We have referrals.
Faith 24:50
So what counties are here?
Jorri 24:53
We have people coming from everywhere? A lot of times, not all practices, take certain insurances. So the doctor
will say, Okay, well, building bridges takes a mayor group, you can go there. She goes out to doctors offices, and
they know about our facility and our practice. And she makes sure that she can stay in the community. We did a lot
of community outreach things. We do walks, you know, when Down syndrome Day we have teams together. We
have other places. I can’t think of the name of it. Okay, I can’t remember. But this company does a lot in the
community with down syndrome. So we’ll let them use our facility on their Saturday days. We do the respite care.
Jamilah 25:49
Are you guys looking to expand, come closer to the city?
Jorri 25:55
No, no.
Tionna 26:00
What suggestions do you have for addressing the problem based on your experience working on similar issues,
problems throughout your practice?
Jorri 26:20
We used to do home health, we don’t do it anymore. So I think that might be the only way we could do go to some
houses. If they’re medically fragile. We still go. But we were with Babies Can’t Wait ,we were in the home from
zero to three years old. We just dropped the contract. So I mean, that might be the only one that parents are desiring.
Jamilah 26:44
I signed my son up for speech through them and they took forever, with the process.
Jorri 26:50
It does take a long time. Yeah. And like I outsource Yeah, I’m gonna live here and see that a because they couldn’t
come to his school, they don’t have enough therapists. So let’s say you’re in babies can’t wait. And I did the eval, and
I say they need speech. If there’s a speech therapist that’s willing to go to wherever they’re located, then they’ll say,
Okay, we’ll give you you know, special instruction, which is on speech therapist, you know, and there are times
where I say, okay, especially instructor will be great for this kid. Because I think it’s parenting or I think it’s, you
know, they just need a little extra play, then that, that’s fine. That’s what the recommendation was. But if a speech
therapist is recommending speech, then that’s you should be doing that. Yeah.
Jamilah 27:38
Okay, in what ways do you see your practice contributing to efforts to address the social and educational problems
in our country?
Jorri 28:02
Okay, so definitely, minus the country. But in our community, we do adopt families regularly. So we have a lot of
foster kids that come through here, a lot of really good, you know, foster moms, but we will adopt, let’s say, they
need clothes. I know, one year, we provided a stove and a heating thing for their house for one of our clients who we
knew because we were going to the house, you know, it was freezing. She was cooking on a stove that we thought
was going to blow up. So if Marla, the owner will, or I’ll ask the therapists are there any family that you see are
really struggling? And if there are, then we definitely, you know, give, she gives back a lot.
Tionna 29:00
Really awesome. What disciplines Do you think should be involved in the efforts to address this problem?
Jorri 29:10
I mean, that’s a hard one, just because they’re for our population that we treat. There’s a lot of people already
involved. I mean, there’s are usually CPS is involved. They already have social workers coming in house, we have
case managers, and they do fall through the cracks sometimes. But typically, a lot of our clients, high income, low
income, have a bunch of people involved in what’s going on. Yeah, I mean, if they’re a typical kid, I can see that
needing to be like teachers need to be become better advocates and coaches need to be the ones you know, they
come to school, and they’re just advocating for them there. But they don’t push out after the school hours over. But
for us, it’s a little bit different just because these children have so many disabilities.
Faith 30:02
Today’s employers highly desire the following competencies in job applicants, critical thinking, oral written
communication, teamwork, digital technology, leadership, professionalism, work, career management, global
intercultural fluency of these, which is the most relevant all of them,
Jorri 30:27
Every single one.
We have a very heavy Indian population, we do have a few therapists that can speak most of their languages like
Hindi, Telugu.
We have to write notes, I mean, after every session, so those have to be professional because they get sent to the
parent,they get sent to insurance, they get sent tocase managers, CPS, when that’s involved. We have to know how
to navigate the internet. I mean, we have to make sure everything’s HIPAA compliant, knowing when we’re sending
stuff, making sure that it’s encrypted. Yeah, if you don’t have interpersonal skills, and you can’t talk to a parent. I
mean, you can be the best therapist, but you can’t stay working here because they need to know what to do.
Tionna 31:18
So is sign language apart of speech for you all?
Jorri 31:23
Yes, we have all the therapists, I mean, almost I don’t know if PT does, but I know all the other therapists that was a
class that you have to take for all Speech therapists, that’s our form of total communication. So if we feel sign is
going to be our best bet, then we move to sign. All the therapists use it during sessions.
Faith 31:54
Do you think there should be any other disciplines added to your practice?
Jorri 32:00
Um, I mean, not ours, per se, just because we have so many. Yeah, I mean, we have our counseling we have, I mean,
the only other thing that we could do would be having advocates, but we have advocates that we work with, and
refer to, you know, if our kids are in school, and the school is playing them about their IEP or something, then we
tell them you need to get advocate, and we have numbers, then people would call. And when they’re filling out their
Medicaid paperwork, we have people for that too, because it gets denied all the time. And it’s like you, you have to
fill out and check the right box. And a lot of parents can’t check certain boxes for their own moral reasons. But you
have tocheck the box, or they’re going to keep getting denied. So we have advocates on call just not on our payroll.
Jamilah 32:55
So do you guys go to the public school system? Or private daycares?
Jorri 33:00
We do go to private daycare. We don’t go into the school system because they have their own therapist.
So let’s say your child has an IEP through the school because you can start at three, then the school therapist is the
one that goes to their daycare. The one who works for the county. If they’re still doing private therapists, therapy,
then we could go to the daycare.
Faith 33:24
So you guys just mainly work with the doctors, so that the choice is mainly on the parent?
Jorri 33:30
Yeah, but a lot of parents do both. A lot of parents have us and school therapy, mainly because school therapy is
group therapy. Ours is one on one, since we’re private. If I feel that, let’s say their scores and 94 totally average, but I
still see that something’s coming or something’s wrong, I can still recommend services and get it covered. Whereas
the school they can’t because it’s not academically hindering the child.
Faith 33:57
So with working with students who do at school, and here, have you ever seen it like not workwell together?
Jorri 34:06
Yes. Some High School therapist will say she can do x y&z and the parents will tell me. I have a nonverbal kid, and
the school therapist will just kind of make up this data that there’s no way she’s doing. I mean, I see her twice a
week, and the mom is sitting here, saying she doesn’t do any of this. And, and the school therapist is like, Oh, she
just told me that she saw a rainbow. But she doesn’t even make make the motor movements, you know?
Right. But a lot of times the parents you know, can call them out on their bs like she didn’t do that.
Jamilah 34:41
But you know in the school system, them being in group really doesn’t help. The time with the therapists ends up
being like five minutes.
Jorri 34:54
Yeah, when I was in school system, I never had just one kid.
Jamilah 34:58
That’s what I’m saying. They get like five minutes of your time. That’s why thier IEP’s end up extending well into
Middle School, sometimes High school. It’s better to have private.
Jorri 35:06
Yeah. So I mean, that’s why most of our parents do private as well, especially over the summer, if sometimes they’ll
just do school. And then over the summer they’ll say I need intensive, I’ll pay for three times a week. And then we
try and push them along. And then they can go back to the school year and say, they met thier IEP goals.
Jamilah 35:24
And the reason why I asked about the school because my son actually, he doesn’t have IEP or anything, but he has,
he has a speech therapist, that’s been working with him since he was like two. And he’s going to pre K, the school is
going to allow his therapists to come to school because they feel like the outsource therapist will do better than that
in school. 30 minutes of undivided attention. Yeah, versus, you know, 30 minutes in a group session when he’s only
focused for five minutes.
Jorri 35:55
Oh, yeah. And it’s a game because you have to when I was in the school system I would see like, 60 kids and say,
Okay, we’re close enough to having the same goal, not the same goal, but it’s just close enough.
So I’d have my table of five, six kids, and then we’d have to play one game. And I’d hit like four or five words per
kid. And, or four or five language goals.
Jamilah 36:18
So do you think that the school system should put that much on the counselors? Like maybe have 10 kids and have
six counselors, so that the child can test out of their IEP.
Jorri 36:32
Yeah, but they don’t. I mean, there’s just never enough. I had three schools, one high school, one, middle and
elementary school. And you know, so you’re going back and forth. And you’re having to juggle all the schools and
the caseload.
But here, it’s much different like I’m always one on one, I always have that time with the parent, I’m always you
need to work on this. And that so and a lot of us had been in the school system before school system has a great
schedule. But the environment.
Tionna 37:10
Yeah. So would you say that the school system and the private practice could work together?
Jorri 37:19
Oh, we absolutely can. It just it, sometimes it doesn’t work. But we do have lots of therapists who have worked with
us for over the years from schools that you know, are around here, and they know us, we know them. I can call and
say, these are the goals I’m about to work on. Because we can’t have the same goals. What are you going to work
on? And we can talk about it that way. But you just have to get a good therapist that is willing to do that.
Jamilah 37:43
Right? If you’re willing to do that if actually considered interdisciplinary. If you think about it.
Faith 38:01
Okay. So do you think schools shouldn’t have speech therapists and just have more of them?
Jorri 38:10
Yeah, they just need more speech therapist like, they’re still good, our trainings are the same, it’s just their caseload
Jamilah 38:17
They can break it up and see, the different levels like, as far as like this child may score at the top and and so the
lower ones may need the more attention. So these they get to see the psychotherapist, I mean, they’re the same, but
at least they be able to break it up.
Jorri 38:37
Wellthe thing is, is that you have to also then go with the teacher, like you can’t pull during this time, you can’t pull
during, you know, so it’s like, if I have a low scoring and a high scoring but the one time I can pull them is at this
two o’clock hour different days. I have to .
Then you’re not always at the same school for five days a week, you know? Yeah. Yeah, they just, they just need
more.
Jamilah 39:04
They can actually test out early really early if they get the therapy that they need. But they end up staying so much
longer to do it.
Jorri 39:11
them longer to do it. Yeah.
Tionna, Jamilah, Faith (Unison) 40:09
Well, thanks so much.
Jorri 40:10
No problem. I can give you a tour.

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