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“It’s a big change to go from learning how to work one-on-one in
Miller [MSHC] to working with a whole group of kids,” said senior
Sarah Boening. “That is part of what makes being there so special.
This will help me in my career by knowing how to work with different
populations and being able to incorporate many different classroom
aspects into therapy sessions.”
“Our students see firsthand the benefits of a team approach as they
witness our young clients’ progress. This distinctive experience
broadens their understanding of the role of a speech-language
pathologist in an educational setting,”Yarbrough said.
Graduate student Karina Carter said, “Before completing a clinical
practicum at KinderFrogs, I didn’t understand how providing services
within the classroom looked or worked. The KinderFrog teachers and
Ms. Yarbrough taught me that each professional has a unique skill
to offer, and that through communication and teamwork, activities
can be created to engage children and also encourage speech and
language development.”
Senior Delisa Gross says, “To work in an environment where the
children are constantly rotating throughout the classrooms forces
you to improvise and be flexible with your schedule. I actually enjoy
this type of pace because in my opinion, it is similar to the real world
– no two days are alike.”
Marilyn Tolbert, director and Jean W. Roach chair of Laboratory
Schools, said, “The collaboration between Miller Speech & Hearing
and the Laboratory Schools at TCU benefits not only the students
and practitioners who are involved in the day to day therapies and
services, but it also serves the Fort Worth and TCU communities
by providing resources for families, educators and others who are
seeking information regarding children with special needs.”
The relationship between KinderFrogs and COSD adds strong value
to the clinical practicum experience of student clinicians, and also
benefits the young children in the program for whom therapy
is provided.
“Our children are so fortunate that they get to receive expert
instruction from the professionals [TCU faculty], but they are
equally lucky to get to work with the students in the speech-
language pathology program,” said Libby Middleton, lead teacher
at KinderFrogs. “KinderFrog students get the benefit of new and
innovative speech lessons and get to form relationships with TCU
students during their time here.”
Yarbrough explained that this therapeutic model is a learning
environment that many students may have not experienced in
other clinical settings. The clinical experience may vary. Most
students experience both group and individual therapy within the
integrated model.
Gross said, “It was interesting to see how each of their professions
connected in such a way that benefited the students overall. There
was a reason for every activity on their schedule, whether it was
blowing bubbles to help with oral movements or competing in the
obstacle course to strengthen the children’s muscles.”
Yarbrough supervises 100 percent of the therapy time for the student
clinicians, usually working side-by-side with students as she models
a technique or approach.
“My goal is to have our students realize that there are many
therapeutic models that we can implement in order to improve a
child’s communication skills. At KinderFrogs we work within the
children’s learning environment and curriculum in order to meet
each child’s communication needs,”Yarbrough said.
“Teaching TCU students has always been particularly rewarding, as I
feel a responsibility to share what I have learned with the future of
the profession.”
“MY GOAL
IS TO HAVE OUR STUDENTS REALIZE THAT
THERE ARE MANY THERAPEUTIC MODELS THAT WE
CAN IMPLEMENT
IN ORDER TO IMPROVE A CHILD’S
COMMUNICATION SKILLS...” – LYNITA YARBROUGH
(L-R) Danielle Post, undergraduate clinician, observes KinderFrog student
Hudson participating in therapy with Molly McMullen, senior clinician, as Lynita
Yarbrough supervises.
FEATURES
The Harris College Magazine
- 2013 ·
15