Time Out: The Importance of the Handoff (revised from 2/5/2017) w/ M. Elwer

The whistle is blowing today—not just on the football field, but on our current blog series about becoming a better SLP. Time out! We’re stepping off the sideline to examine something that happens every day in speech-language pathology practices: the handoff. Just like in football, a good handoff can keep the momentum going. A bad one? It can result in a fumble. In our field, a handoff happens when another clinician steps in to cover your caseload—maybe because you’re out sick or on vacation. And just like a quarterback handing off the ball, the success of that session depends heavily on how well you’ve prepared your substitute to carry the play forward.

Of course, the treatment plan is already in place. It outlines the goals and objectives, both short- and long-term. But treatment plans don’t carry the full picture. As the SLP of record, you’ve likely built a therapeutic relationship, developed trust, and discovered which activities truly click with the person you’re serving. You’ve gathered a set of materials and approaches tailored to that individual. The covering clinician doesn’t have that advantage—and shouldn’t be expected to start from scratch. Why not? Because they haven’t had time to build that same rapport.

The covering SLP might ask questions like, “How do you feel about your speech therapy progress?” or “Which activities have helped you the most?” But if the client doesn’t remember or can’t communicate that effectively—and you haven’t left clear guidance—then the clinician is left guessing. At that point, it’s tempting to reach for a generic activity that’s worked with others who share the same diagnosis. But here’s the problem: a diagnosis doesn’t tell the whole story. What works for someone with aphasia might not work for this person with aphasia. Predictability drops sharply when we remove the individual from the equation. That’s why a good handoff includes just a little extra effort. A note like this can go a long way:

“Reminisce with her about family days. Use the photo album by her bed. Point out family members and ask about what’s happening in the pictures. When she talks about her family, her fluency improves dramatically.” Sharing that kind of detail takes maybe sixty seconds—but it could make the difference between a forgettable session and a meaningful, goal-driven one. So the next time you’re handing off a caseload, remember: it’s not just a plan of care—it’s a play in progress. Make the pass count.