Audrey Holliday

May is National Speech-Language-Hearing Month, and we want to highlight some of our speech-language pathologists (SLPs). Meet Audrey Holliday, M.S. CCC-SLP, who works at Hoover Early Learning School. Audrey has been working at RPS since 2020.

What do you do as an SLP?

My position in early childhood consists of working in various special education classrooms, as well running my own classroom, known as “PALS” (Phonological Articulation Learners) that contains all speech-only students. I work closely alongside teachers and other SLPs every day!

What made you choose this career path?

In college, I was drawn to working with children and was considering a path in education. However, I was intimidated by the idea of running an entire classroom and wanted to work more closely with students, either individually or in small groups. One of my mother’s close friends was a speech pathologist, and I had the opportunity to observe her while I was home during a college break. After my observation, I was instantly drawn to the field of speech pathology and the impact that speech pathologists can have on young learners and their families.

What’s the most rewarding part about your job?

I enjoy the diversity of speech-language services that I provide within my work day. I work with students who have phonological/articulation errors, as well as students who use augmentative/alternative communication (AAC). There is so much variety within my day and I have so many opportunities to learn and grow in many different areas!

I have absolutely loved getting to know all my fellow SLPs within the District, particularly the early childhood SLPs! It has been an absolute pleasure learning from so many fantastic SLPs and getting to witness the impact they make in students/families’ lives!

Audrey working with a student

What’s the most difficult part about your job?

With the field of speech pathology being relatively new, there’s always new research coming out, and it can feel overwhelming to know how to best treat the wide array of speech-language needs in students. In some respects, having diversity in my caseload can be a “double-edged sword,” meaning that there is good and bad with treating all the different speech-language needs found in students. But with this difficulty, there is also so much opportunity to continue learning and being challenged to grow your skills and knowledge within the profession!

What words of advice do you have for future SLPs?

I would recommend that all future SLPs take time to observe other SLPs do therapy and ask lots of questions! It is so important to build relationships with other SLPs, as we often need each other to bounce ideas off of each other and get help when needed!

Audrey teaching a student