National Speech-Language-Hearing Month is always a special time to celebrate our professions, recognize the incredible work happening across Texas, and connect with the members who make the Texas Speech-Language-Hearing Association (TSHA) such a strong and vibrant organization.

As a Graduate Student Representative (GSR) for the Texas Speech-Language-Hearing Association (TSHA), I have been reflecting on what serving in this position has done for my budding career as an audiologist. The connections I have built and the knowledge I have gained as a result have been incalculably valuable, and I feel that I have received far more than I have given. My trajectory as an audiologist truly has been altered for the better because I was able to be a GSR. Volunteering is one of the best opportunities for students to get involved in TSHA. However, as I visited many different colleges and National Student Speech-Language-Hearing Association (NSSLHA) groups across Texas, it seems that there is an overall lack of information about what the GSR role is.

Get ready to experience a fresh take on the Texas Speech-Language-Hearing Association (TSHA) Convention! In 2027, we’re bringing our community together in Dallas, a city we haven’t called home for Convention in many years. With its vibrant downtown, outstanding dining and entertainment, and easy accessibility, Dallas provides the perfect backdrop for learning, collaboration, and reconnecting with colleagues from across Texas.

The start of a new school year offers school-based speech-language pathologists (SLPs) a powerful opportunity—the chance to build systems that sustain clarity, efficiency, and collaboration for the months ahead. Whether you serve one campus or several, work independently or with a speech-language pathology assistant (SLP Assistant), intentional organization is not just about data; it is about protecting your time, supporting compliance, and ensuring high-quality services for students.

Supervising graduate students in speech-language pathology and audiology has always required a careful balance of teaching, coaching, and mentoring (American Speech-Language-Hearing Association [ASHA], 2008; 2026). But as more Gen Z students enter clinical training, many supervisors are realizing that some of their traditional approaches need a bit of adjustment—not because expectations have changed but because how students learn and engage has evolved (Chardonnens, 2025; Seemiller & Grace, 2016).

When the Texas Speech-Language-Hearing Association (TSHA) Public School Committee surveyed attendees at the TSHA 2026 Convention, one concern rose to the top—large caseloads and overwhelming workloads. For school-based speech-language pathologists (SLPs), this finding was hardly surprising. Across Texas, SLPs consistently report that increasing service demands, expanding evaluation responsibilities, compliance requirements, documentation, consultation, and supervision responsibilities have made it increasingly difficult to provide high-quality services while maintaining a sustainable work-life balance.

As a new school year begins, speech-language pathologists (SLPs) balance excitement with the demands of caseloads, compliance, and collaboration. Amid the rush of scheduling and individualized education program (IEP) review, one priority deserves intentional focus—preparing to effectively serve culturally and linguistically diverse (CLD) students.

Many current and future speech-language pathologists (SLPs) can trace their interest in the field back to a personal experience. I was exposed to the field of speech-language pathology through my younger cousin Aaliyah, who was diagnosed with autism when she was three years old. Living in a multigenerational Vietnamese home with my mother, grandparents, uncle, aunt, and cousins all present, Aaliyah brought light to our family about the world of neurodiversity. The first time I heard about speech therapy was through a note on the refrigerator labeled, “Aaliyah – 3 p.m. Speech-Language Pathologist.” As a 17-year-old with no idea of what to pursue in college, I searched the term online, and from there, I decided what the next six years of my life would look like. 

In public education, leadership pathways often evolve from passion, persistence, and a deep commitment to students. Few journeys exemplify this more clearly than that of Keeva Price, Director of Speech and Language Services for the largest school district in Texas. With more than two decades of experience in the same district, Price has steadily advanced from speech-language pathology assistant (SLP Assistant) to campus-based clinician, evaluator, program specialist, senior manager, and now director, bringing with her a uniquely grounded perspective shaped by every level of practice.

The Q&A Corner is a dedicated space in our newsletter designed to support Speech-Language Pathology Assistants (SLP Assistants) and supervising SLPs across Texas. In each issue, we answer real questions submitted by professionals working in the fields with a focus on practical guidance, current regulations, and best practices. Our goal is to provide clear, relevant information while promoting ethical and effective service delivery.

When you go to college, you think your life will go according to plan—graduate, find a job, and settle into your career. However, for many people, the path is not that straightforward. I graduated with a degree in biology in 2022, and now I’m on track to earn my Master’s in Speech-Language Pathology in 2027. What changed?

Cafe TSHA is an initiative of the TSHA Publications Board. Levity Lounge is a walk on the lighter side. Tips for Tx offers clever hacks to up your therapy game. Tech Bytes covers new and noteworthy technology finds. Student Swap provides student-focused ideas and inspiration. Wellness Corner emphasizes self-care for service providers. We encourage you to submit your ideas to publications@txsha.org for consideration for publication in future issues. 

By: Patti L. Solomon-Rice, PhD, CCC-SLP, TSHF Research Awards Committee Chair

The Texas Speech-Language-Hearing Foundation (TSHF) is pleased to recognize our 2026 grant recipients and past recipients of the TSHF Research Awards Program. Although the amount of each award is not large, the award can be sufficient to explore the feasibility of a novel idea, support preliminary research needed to apply for a larger nationally funded research project, or perhaps extend the findings of a currently funded research project. Our research program supports the TSHF mission to improve the lives of people with communication disorders by promoting research relevant to communication disorders and supporting Texas-based researchers across a variety of settings.