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	Pub. Date	Title	Duration
	23 Feb 2020	Collaborating with BCBAs	00:56:18
UPDATE: This episode was recorded and published with an error (@ timestamp 6:35). INTERprofessional collaboration is collaboration between different fields or professions (example: an SLP collaborating with a BCBA). INTRAprofessional collaboration is collaboration within one field (example: an SLPs collaborating with other SLPs). In our recording we swapped the two - blame it on first episode jitters! A BIG THANKS to our listener who brought this to our attention! You know who you are!! ___ Get .1 ASHA CEU here Welcome to our first post! This podcast was a big one for us in so many ways! Since we are just a couple of nerds, who are also friends, and actually do spend an inordinate amount of time talking about “nerdy speech and language things” in our free time - the idea of being a bit more structured in our topics and recording our conversations for others to hear was an idea we threw around for a while. It became our brain baby. We were nervcited* about it. And now it is real. Why start our podcasting journey here? Collaborating with BCBAs has been an ongoing thread running through both of our careers in speech language pathology. BCBA/SLP relationships can be a polarizing topic on both sides of the office/school/clinic. We’ve personally had some great experiences, and some not so great ones. We both went through a post-graduate certificate program to become BCBAs (Kate took the exam and has the letters to prove it). We’ve both been challenged with difficult collaborative situations, and we’ve been on the sidelines to see the challenges experienced by our colleagues in their working relationships with others. So why collaborate in the first place? Well, to begin with it’s the ethical choice. Our ASHA code of ethics is long, but there are some clear points made as to why it is ethical to collaborate. Plus, the field of ABA sometimes gets a bad rep - BCBAs and the field of ABA in general can have a lot to offer. We have both found it to be a great compliment to our speech therapy practices. Unfortunately, sometimes collaborating is a hard road, for a variety of reasons, and most of us don’t receive any type of explicit training on this in graduate school. How do we navigate these relationships as a professional? Do we even have to? Is it worth all the potential hassle? In this podcast we will talk in depth about the why and the how of intraprofessional collaboration with BCBAs. Spoiler alert: We’ve both had the good fortune of some wonderful shared clinical experiences with BCBAs - and we really think it is an experience worth figuring out! Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). *Nervcited - a word we are pretty sure we invented. It's that weird combination of simultaneously feeling nervous and excited about something. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information . Learning Outcomes 1. Provide at least 3 descriptive facts about applied behavior analysis 2. Describe at least 2 reasons to collaborate with behaviorally oriented professionals 3. Identify at least 2 barriers to collaborating 4. Identify at least 2 strategies for effective collaboration. References Cooper, J. O., heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2nd Ed.) New York, NY: Pearson Donaldson, A. L. & Stahmer, A. C. (2014). Team Collaboration: The Use of Behavior Principles for Serving Students with ASD. Language, Speech, and Hearing Services in Schools, 45, 261–276 Stone, Douglas., Bruce Patton, and Sheila Heen. Difficult Conversations: How to Discuss What Matters Most. New York, N.Y.: Viking, 1999 Online Resources Behavior Analyst Certification Board ASHA Guidelines for Caseload and Workload Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the science of applied behavior analysis 15 minutes: Descriptions of the responsibilities to collaborate and the identified barriers to collaboration 10 minutes: Describe the strategies to improved collaborative practices 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! ___ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	12 Mar 2020	Aided Language Modeling	01:02:23
Get .1 ASHA CEU here Aided modeling interventions are becoming a common recommendation in the field of AAC. You hear about it at conferences, you see it posted on social media, it’s listed on popular reference websites. It’s kind of a hot topic. But - what is it exactly? Is it called aided language stimulation, aided language modeling, or aided language input? With everyone calling it different things and doing it in different ways it’s hard to tell if you are doing it correctly. Plus, a lot of the references out there on social media and blog posts don’t review the literature. Fortunately there is a lot of literature out there, but there is a lot of variation. In this episode we review several articles and meta-analyses to get a feel for the overall evidence out there. We also discuss what evidence we have in the literature support its use and how we can apply it effectively with our clients / students / patients. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information . Learning Outcomes 1. Review and define aided language modeling 2. Review at least two descriptions of aided language modeling in literature 3. Describe at least 2 implementation procedures for aided language modeling 4. Describe at least 2 things to consider when using aided language modeling as an intervention strategy References This episode has a substantial reference list. Available as a free download here. Online Resources ASHA Practice Portal on AAC: https://www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-Communication/ ASHA Resources on Evidence Based Practice https://www.asha.org/research/ebp/evidence-based-practice/ Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of the definition of aided language modeling and supporting descriptions in literature 15 minutes: Review of different implementation procedures in aided language modeling 10 minutes: Review considerations for using aided language modeling as an intervention strategy 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	13 Mar 2020	Data Collection	01:02:48
Get .1 ASHA CEU here Wow. Data collection. Qualitative. Quantitative. Frequency. Latency. Validity. Accuracy. Super exciting topic - no really! We know speech language pathology is an evidence-based practice, but we don’t get tons of training in different types of data collection methods or how to optimize our data collection for our work environment. We found some great articles when we were preparing for this podcast, and we are excited to share them with you. In this episode we hope to get you as excited about data as we are! Learn about why we should even collect data in the first place, and what are the important components that make data “good”. Find out some questions you should ask yourself when thinking about what data you’ll collect and how you’ll do it - including whether you should consider your data collection methods when writing goals and objectives. Finally, we’ll troubleshoot some potential data-collection pitfalls and give tips about how to avoid data that is inaccurate, cumbersome, or even impossible to take. Come and hang out, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). Get as excited as we are about data collection and watch your relationship with this clinical skill change for the better! ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information . Learning Outcomes 1. Identify at least 2 reasons to take data and describe at least 2 components to consider when taking data? 2. Identify at least 2 hurdles to collecting data 3. Identify at least 2 strategies to overcoming hurdles to data collection 4. Identify at least 2 kinds of data collection and situations they are best suited to References Korsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13 Olswang, L. B. & Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66 Walz, J. (2013). Technology to support data collection and management in the public schools. Perspectives on School-Based Issues, 14(1), 10-14 Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of reasons for data collection and hurdles to data collection 15 minutes: Descriptions of the strategies for overcoming hurdles to data collection 10 minutes: Describe of different kinds of data collection and situations in which they may be appropriate 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	21 Mar 2020	Setting up a Private Practice Part 1: Liability and Financial Considerations	01:09:41
Get .1 ASHA CEU here Starting a private practice can be exciting - but also daunting, intimidating, or for some of us outright terrifying. There is a certain vulnerability in putting yourself out there. This vulnerability extends way beyond whether or not you are making the right clinical decisions out on your own. There are often concerns about liability, budgeting, taxes and money management, overhead costs, policies, regulations → mind explosion. First off, we want everyone interested in private practice to know that it is totally possible. A bajillion people go into business for themselves. Just because we don’t get business management training as part of our degree does not make us less equipped to go into business for ourselves. There are so many resources out there. Taking advice from a seasoned business owner is just the start. Our goal for this episode is to help you start that journey, get you hooked into some good resources out there, and answer some of these long standing questions related to risk, liability, and finances. Disclaimer: We are not attorneys or accountants. The information provided in this episode comes from personal experience owning and running a private practice for the last 10 years. We always defer to the experts for legal and accounting / financial advice. While you can always reach out to use with questions, we recommend you find some good local resources for specific issues! ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information . Learning Outcomes Identify at least 2 common legal / liability considerations when setting up a private practice Identify at least 2 common financial considerations when setting up a private practice Identify 2 of the most frequent revenue streams in private practice and considerations for each References Cornett, B. S. (2006). Clinical documentation in speech-language pathology: Essential information for successful practice. ASHA Leader, 11(12), 8-25 Online Resources Malpractice Insurance Resources Mercer Consumer (Formerly MARSH) Healthcare Providers Service Organization (HPSO) Corporate Filing Resources Bizfilings (information about different corporate structures) MyCorporation: Everything you need to know: HIPAA Compliance Resources ASHA and HIPAA General HIPAA information Tax ID and NPI Resources Link to apply for an EIN National pan and Provider Enumeration System (NPPES; apply for / look up your NPI number) Centers for Medicare and Medicaid information about NPI numbers Tax Resources Learn more about self employment tax Health Insurance and Superbill Resources ASHA superbill templates ASHA CPT codes ASHA ICD-10 codes Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of common legal considerations in private practice 15 minutes: Descriptions of common financial considerations in private practice 10 minutes: Descriptions of common revenue streams in private practice 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	31 Mar 2020	Partner Training in AAC	01:02:01
Get .1 ASHA CEU here It takes two (Kate’s singing somewhere, listen to the podcast, you’ll get it) - at least two, for communication. When introducing aided AAC tools to people with complex communication needs, it isn’t just about them - things they have to learn, changes they need to make. Optimal communication and acquisition of new skills requires something from the partner as well. In this podcast we’ll review several studies on partner training that just might make you think about things a little differently. We’ll give some background on what the literature says about partner training, why you should think about incorporating it into your practice, and consider some potential obstacles and workarounds that might fit your environment. Expect to learn the common communication behaviors seen in partners of aided AAC users, frequently used methods employed in partner training programs, and specific questions to ask yourself prior to embarking on a partner training program. We’ll provide an overview of the work of Kent-Walsh and Binger with the ImPAACT program, and hopefully you’ll get as inspired as we were! Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information . Learning Outcomes 1. Define partner training and review at least 2 evidence based descriptions of partner training 2. Describe at least two implementation strategies for partner training 3. Identify at least 2 hurdles to implementing partner training and 2 strategies for overcoming those hurdles References Binger, C., & Kent-Walsh, J. (2012). Selecting Skills To Teach Communication Partners: Where Do I Start? Perspectives on Augmentative and Alternative Communication, 21(4), 127–135. doi: 10.1044/aac21.4.127 Kent-Walsh, J., & Binger, C. (2013). Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication, 22(1), 51–58. doi: 10.1044/aac22.1.51 Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. doi: 10.3109/07434618.2015.1052153 Kovach, T. M. (2009). Augmentative & alternative communication profile a continuum of learning. East Moline, IL: LinguiSystems. Online Resources Schmidt, J., Lu, T., Boyle, T., & Vedantam, S. (2018, June 5). When Everything Clicks: The Power Of Judgment-Free Learning. Retrieved from https://www.npr.org/2018/06/04/616127481/when-everything-clicks-the-power-of-judgment-free-learning Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of partner training and the supporting evidence in the literature 15 minutes: Descriptions of implementation strategies for partner training 10 minutes: Describe the hurdles to effective partner training and strategies to overcome those hurdles 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! — SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	13 Apr 2020	Verbal Behavior for SLPs	01:07:25
Get .1 ASHA CEU here You may be asking yourself: “But why is verbal behavior even relevant to SLPs?” This is a valid question, and we have a few answers. First, most SLPs (especially in pediatrics) will interact with a BCBA at some point in their careers (and the field of ABA is only growing!). We’d bet that the majority of SLPs will come across terms like “mand” and “tact” at least once in their careers. If our clients/students/patients (particularly those with autism) and their families are using these terms / being exposed to them, shouldn’t we know exactly what they mean? Second, verbal behavior is so often misunderstood and, in our personal experience, has been misrepresented time and again by friends and colleagues who are misinformed. When Kate started her first job as a CF she was told that verbal behavior was when a ‘BCBA took the students AAC device away and makes them speak’ - appalling! Fortunately, that’s not at all what it is, and we’d like to set the record straight once and for all. Understanding verbal behavior can, without a doubt, enrich the clinical practice of the SLP. Third, if we as SLPs are expected to work alongside the field of ABA, we need to collaborate effectively. After all, effective collaboration is what is best for our clients, not to mention part of our ethical code. Collaborating with a BCBA can be challenging (for a whole host of reasons - we have an episode all about that), but incredibly important given the high percentage of comorbidity between communication and behavioral disorders. Understanding relevant terminology like “mand” and “tact” can help you overcome a huge hurdle to successful and effective collaboration. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information . Learning Outcomes 1. Define verbal behavior and identify at least 2 components of it’s history 2. Define at least 3 verbal operants 3. Describe at least 2 components of verbal behavior that are relevant to the practice of speech and language pathologists References: Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson. Michael, J. (1985). Two kinds of verbal behavior plus a possible third. The Analysis of Verbal Behavior, 3, 1–4. doi.org/10.1901/jeab.1984.42-36 Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-Crofts Skinner, B. F. (1953). Science and human behavior. New York: Free Press. Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts Sundberg, M. L. (1978b). A program for teaching verbal behavior to persons in whom language is absent or defective. Western Michigan University. Behavioral Monograph #6, Kalamazoo, MI.’ Sundberg, M. L., Michael, J., & Peterson, N. (1977). Sign language: A behavioral analysis and applications. Western Michigan University Behavioral Monograph #1. Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177. Watson, J. B. (1924). Behaviorism. New York: W. W. Norton. Online Resources: Mark Sundberg publications Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of verbal behavior and it’s history 15 minutes: Descriptions of the main verbal operants 10 minutes: Description and discussion of how verbal behavior is relevant to the practice of a speech and language pathologist 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	27 Apr 2020	AAC Implementation Plans	01:03:02
Get .1 ASHA CEU here DISCLAIMER: We got a little sassy in this episode. Contains explicit content. Anyone who works in AAC knows that matching an individual with the right tool is a crucial step to AAC success - but more often than not the success is NOT about having the right tool. Success happens when the tool is implemented in conjunction with a successful teaching procedure consistently across communication partners. There is no better way to make this happen than writing and distributing an implementation plan. Implementation plans come to us from the world of assistive technology. While they are an incredibly important component to effective AAC use, they can (and sometimes should) be used across different aspects of language intervention, especially when multiple communication partners are involved. Because communication partners bring their own varied experiences, education, and values to the table, implementation plans can be an incredible resource to bridge gaps for AAC uses in a variety of settings. As evolving documents, they contain key information to help communication partners use the tool and seek information when there are breakdowns in effective communication. In this episode we review the importance of AAC implementation pans, key components of successful plans, and different hurdles you may find depending on your setting. Our goal is that by the end of this episode you are excited as we are about this amazing and effective documents! ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information. Learning Outcomes 1. Describe at least 2 key components of AAC implementation plans and why they should be used 2. Identify at least 2 potential benefits of using AAC implementation plans 3. Identify at least 2 hurdles to effective AAC implementation plans References Bausch, M. E., & Ault, M. J. (2008). Assistive Technology Implementation Plan. TEACHING Exceptional Children, 41(1), 6–14. doi: 10.1177/004005990804100101 Blackstone, S. W., & Wilkins, D. P. (2009). Exploring the Importance of Emotional Competence in Children With Complex Communication Needs. Perspectives on Augmentative and Alternative Communication, 18(3), 78–87. doi: 10.1044/aac18.3.78 Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(2), 137–144. doi: 10.1080/07434618912331275126 Online Resources AAC Implementation Plans: Preparing for Successful Communication. (2018, February 15). Retrieved from https://www.ctdinstitute.org/library/2017-12-06/aac-implementation-plans-preparing-successful-communication-0 American Speech-Language-Hearing Association. (n.d.). Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773§ion NATRI Home Page. (n.d.). Retrieved from http://natri.uky.edu/index.html (n.d.). Retrieved from http://www.wati.org/free-publications/assistive-technology-consideration-to-assessment/ What are the school's responsibilities regarding assistive technology? (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/module/at/cresource/q2/p05/ Zangari, C. (2019, September 8). How I Do It: Setting Up an AAC Implementation Plan. Retrieved from https://praacticalaac.org/praactical/how-i-do-it-setting-up-an-aac-implementation-plan/ Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of AAC implementation plans and how they should be used 15 minutes: Descriptions of benefits of using AAC implementation plans across settings 10 minutes: Describe hurtles to effective AAC implementation plans and strategies for overcoming those hurdles 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	04 May 2020	Part 1: Behavior Management in Speech and Language Therapy	01:12:27
Get .1 ASHA CEU here Who hasn’t had a client / patient / student crawl under the therapy table and refuse to come out? Or hit, yell, and pinch instead of using functional communication? We are willing to bet that most SLPs (especially those who work in pediatrics) have come across behavioral challenges at some point in their careers. That’s no surprise - the comorbidity of communication disorders and behavior challenges is high and is documented in the literature across different ages and disorders. ASHA acknowledges this, and suggests that SLPs may find behavior management strategies and components of applied behavior analysis “effective compliments to their own communication interventions” (ASHA, n.d. https://www.asha.org/njc/applied-behavior-analysis-and-communication-services). We all have a solid bag of tricks to use when a client / student won’t come out from under the table - star charts, prize boxes, etc. But what happens when it doesn’t work? What if the unwanted behavior is having a significant negative impact on your client’s ability to make effective and meaningful progress? Having a deeper understanding of the science behind behavior management can make a huge difference in therapy. Not only can it help reduce unwanted behavior during your session, but it can make your client / student more available for learning, which will make your intervention that much more effective. In this episode we provide a cursory overview of some basic behavior management principles related reinforcement. Our goal is that our listeners can apply these basic principles to their current behavior management strategies and tweak them as needed to be more effective. We feel pretty strongly about this topic and couldn’t fit it all into one episode. Stay tuned for Part 2 where we discuss antecedent management strategies and review common behavior management techniques. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information. Learning Outcomes: 1. Identify at least two distinguishing factors between reinforcement and punishment 2. Identify at least two different types of reinforcement 3. Describe at least 1 method for choosing reinforcement and describe at least two schedules of reinforcement Stay tuned for Part 2 where we will cover: 3. Understand how both antecedent-based interventions and consequence-based interventions can help improve client behavior during SLP sessions 4. Review commonly used behavior management strategies and the science behind them References Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson Duerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., & Roberts, S. W. (2012). Risk Factors Associated with Self-Injurious Behaviors in Children and Adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(11), 2460-2470. doi:10.1007/s10803-012-1497-9 Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3 Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117 Karasinski, C. (2013). Behavior Problems and Social Functioning in Adolescents With Language Impairment. Perspectives on Language Learning and Education, 20(2), 36-43. doi:doi:10.1044/lle20.2.36 Keller-Bell, Y., & Short, M. (2019). Positive Behavioral Interventions and Supports in Schools: A Tutorial. Language, Speech, and Hearing Services in Schools, 50(1), 1-15. doi:doi:10.1044/2018_LSHSS-17-0037 Online Resources ASHA resources on ABA: https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/ Building rapport https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/ Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the differences between reinforcement and punishment 15 minutes: Descriptions of the different types of reinforcement 10 minutes: Descriptions of methods for choosing systems of reinforcement 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	11 May 2020	Part 2: Behavior Management in Speech and Language Therapy	01:00:44
Get .1 ASHA CEU here As promised, here is Part 2, an episode dedicated to antecedent behavior management with a review of commonly used behavior management strategies. We start this episode with a quick review of the content we covered in Part 1, but you will definitely get more out of this episode if you listen to Part 1 first. Antecedent management strategies are important, and many of us use them without even realizing it. Have you ever put a favorite snack out of reach? Removed aversive or distracting materials before a session? Understanding the science behind why antecedent management strategies work can help you tweak them to be more effective. Personally, we have deep love for a handful of commonly used behavior management strategies, like star charts and prize boxes - but why do they work? How can they be tweaked to be more effective? What about “ignore and redirect”? Or “time out”? These strategies are commonly used throughout our society - in education, therapy, and even parenting - but what are the behavioral principles at work when these strategies are used? Understanding this science is important, not only to make them more effective, but to help you decide when - or when not - to use them. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information. Learning Outcomes 1. Identify at least 2 differences between components of antecedent-based interventions and consequence-based interventions 2. Identify at least 2 ways in which antecedent-based interventions can help improve client behavior during SLP sessions 3. Identify at least 2 commonly used behavior management strategies and the science behind them References Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson Duerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., & Roberts, S. W. (2012). Risk Factors Associated with Self-Injurious Behaviors in Children and Adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(11), 2460-2470. doi:10.1007/s10803-012-1497-9 Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3 Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117 Karasinski, C. (2013). Behavior Problems and Social Functioning in Adolescents With Language Impairment. Perspectives on Language Learning and Education, 20(2), 36-43. doi:doi:10.1044/lle20.2.36 Keller-Bell, Y., & Short, M. (2019). Positive Behavioral Interventions and Supports in Schools: A Tutorial. Language, Speech, and Hearing Services in Schools, 50(1), 1-15. doi:doi:10.1044/2018_LSHSS-17-0037 Rief, S. F., & Heimburge, J. A. (2006). How to reach and teach all children in the inclusive classroom. San Francisco: Jossey-Bass, A John Wiley & Sons Imprint. Online Resources ASHA resources on ABA: https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/ Building rapport https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/ Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of antecedent-based management strategies 15 minutes: Descriptions of the benefits of antecedent based intervention strategies 10 minutes: Descriptions of commonly used behavior management strategies 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	18 May 2020	Setting up a Private Practice Part 2: Documentation, Logistics, and Staffing	01:12:11
Get .1 ASHA CEU here There are so many things that go into setting up a private practice, we simply couldn’t squeeze them all into one episode! After we recorded our first episode (“Setting up a Private Practice Part 1: Liability and financial considerations”) we got a lot of questions related to documentation and logistics that we hadn’t covered. What pieces of information do you have to include in your clinical documentation? What things does insurance require in documentation? What about intake paperwork? HIPAA disclosures? And the more fun stuff - logos? Renting office space? Oof - it really is a lot to think about when you are just starting out! Once the questions started coming in we realized we had left out so much. So, Part 2 was born. We hope this information is helpful. And, incase you hadn’t heard, we LOVE hearing from our listeners and we are passionate about private practice logistics. If you are setting up a private practice and want more information after you’ve listened to our episodes, please contact us! We’d love to try and help. You can email us anytime at info@slpnerdcast.com. DISCLAIMER: As we stated in our first episode on private practice, we are not accountants or attorneys! The information contained in this episode is not at all intended to replace advice from licensed attorneys or accountants. The information contained in this episode has been compiled over several years of personal experience owning / running a private practice. We recommend contacting your local professionals for specific advice about your practice. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information. Disclaimer: We are not attorneys or accountants. The information provided in this episode comes from personal experience owning and running a private practice for the last 10 years. We always defer to the experts for legal and accounting / financial advice. While you can always reach out to use with questions, we recommend you find some good local resources for specific issues! ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information . Learning Outcomes Identify at least two required and recommended components of documentation in private practice Describe at least 2 logistical considerations and possible solutions Identify at least two considerations related to hiring employees and staffing References Nikjeh, D. A., & Carroll, L. M. (2010). Making the Move to Private Practice: Using Your Sense To Make Cents. Perspectives on Voice and Voice Disorders, 20(1), 22-37. doi:doi:10.1044/vvd20.1.22 Swigert, N. B. (2018). Documentation and Reimbursement for Speech-Language Pathologists: Principles and Practice. Thorofare, NJ: Slack Incorporated. Online Resources Read more about RAC here: https://www.cms.gov/Research-Statistics-Data-and-Systems/Monitoring-Programs/Medicare-FFS-Compliance-Programs/Recovery-Audit-Program HIPAA requirements: https://www.hhs.gov/hipaa/for-professionals/privacy/guidance/model-notices-privacy-practices/index.html HHS.gov related to employee vs contractors: https://www.acf.hhs.gov/css/resource/the-difference-between-an-independent-contractor-and-an-employee Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the required documentation in private practice 15 minutes: Descriptions of logistical considerations in private practice 10 minutes: Descriptions of considerations related to hiring / staffing in private practice 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	25 May 2020	Feeding and Swallowing Intervention	01:04:40
Get .1 ASHA CEU here As discussed in our first episode on feeding and swallowing (Feeding and Swallowing in Schools: Foundational Knowledge), treating feeding and swallowing disorders can be a very daunting task, and it’s not always clear where to begin. Is it an issue with feeding or swallowing? How do you know it’s a sensory based feeding issue and not just behavior? What if you don’t know how to thicken liquids? What if you make a mistake? Begin brain explosion. We had the pleasure of welcoming back Tracey Callahan for this second episode on feeding and swallowing to walk us through it. Thank you again for joining us Tracey! There are a lot of resources for how to treat feeding and swallowing deficits, including the International Dysphagia Diet Standardisation Initiative, scouring the ASHA website, digging through the dusty graduate school books that you knew you would need some day, crowdsourcing on social media, amazing podcasts (looking at you Dysphagia Cafe, First Bite, Swallow your Pride, and Down the Hatch), and collaborating with a team. And like every other treatment intervention, what resources you use will depend on the presentation of your client. Will you use a compensation technique or a rehabilitative technique? Will you collaborate with your OT to brainstorm positioning? Or a BCBA to identify reinforcers or break a feeding task into discrete steps? Or maybe you will spend a few sessions building trust and rapport - one of the most important aspects of feeding and swallowing therapy. In this episode we review each of these treatment strategies and discuss how and when they may be effective with someone with experience. We hope that after listening that you feel better prepared and equipped to interpret reports and make decisions about therapy. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information. Learning Outcomes 1. Identify and define at least 2 modifications and compensation strategies commonly used in feeding and swallowing therapy 2. Identify and explain at least 2 exposure strategies to address sensory-based feeding issues 3. Define and explain food chaining techniques References Bahr, D. C., (2001). Oral motor assessment and treatment: Ages and stages, Boston: Allyn & Bacon. Mccauley, Rebecca & Strand, Edythe & Lof, Gregory & Schooling, Tracy & Frymark, Tobi. (2009). Evidence-Based Systematic Review: Effects of Nonspeech Oral Motor Exercises on Speech. American journal of speech-language pathology / American Speech-Language-Hearing Association. 18. 343-60. 10.1044/1058-0360(2009/09-0006). Online Resources Food Chaining Adapted from Verna M. Baker, M.S., R.D., L.D. Cheri Fraker, CCC/SLP, CLC and Laura Walbert, CCC/SLP, CLC: https://www.sensorysolutions.org/application/files/2214/9815/7292/Food_School_Handout-1.pdf The International Dysphagia Diet Standardisation Initiative: https://iddsi.org/ ASHA Information on ICF: study: https://www.asha.org/uploadedFiles/ICF-Pediatric-Feeding-Swallowing.pdf ASHA Resources on pediatric dysphagia: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&section=Treatment Disclosures: Financial: Tracey is currently employed in a private practice setting in Boston MA, owns her own practice and is launching a new online learning platform called guest monster games. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Tracey is a member of ASHA and the corresponding special interest group for Dysphagia (SIG 13). Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of modifications and compensation strategies commonly used in feeding and swallowing therapy 15 minutes: Descriptions of exposure strategies to address sensory-based feeding issues 10 minutes: Descriptions of food chaining techniques 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	13 Jul 2020	AAC Basics Part 1: Terminology, Roles, & Responsibilities	01:07:15
Get .1 ASHA CEU here You just found out you have an AAC user on your caseload - congratulations, get ready to have some fun! If it has been a while since you’ve worked with somebody with complex communication needs (CCN), if you’ve never worked with somebody with CCN, or if you just want a review of the basics - this episode is for you! In this episode we will provide a quick overview of some key terminology and intervention strategies - as well as load you up with resources where you can learn more. This episode won’t cover the AAC assessment process, but will give you information about what questions you might want to ask yourself when designing and providing ongoing treatment for somebody who uses AAC. Communication partners are a big piece of the puzzle when developing a plan for optimal communication for the AAC users in your life. We’ll also point you in the direction of some great partner training literature, as well as give you tips for where you might want to start right now with your service delivery. As is the way sometimes, we have a lot to say about this topic, so we couldn’t fit it all into one episode. Stay tuned for Part 2, where we will identify barriers for successful implementation and strategies for success across different environments. We will also put all this new knowledge into practice and discuss several clinical cases as examples. Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information. Learning objectives Identify and define at least 2 key terms used in AAC Identify at least 2 personnel roles and responsibilities involved with AAC assessment and intervention References Ratcliff A, Koul R, Lloyd LL. Preparation in augmentative and alternative communication: an update for speech-language pathology training. Am J Speech Lang Pathol. 2008;17(1):48‐59. doi:10.1044/1058-0360(2008/005) Cathy Binger, Laura Ball, Aimee Dietz, Jennifer Kent-Walsh, Joanne Lasker, Shelley Lund, Miechelle McKelvey & Wendy Quach (2012) Personnel Roles in the AAC Assessment Process, Augmentative and Alternative Communication, 28:4, 278-288, DOI: 10.3109/07434618.2012.716079 Online Resources Augmentative and Alternative Communication: https://www.asha.org/public/speech/disorders/AAC/ Augmentative and Alternative Communication: A Glossary: https://www.asha.org/public/speech/disorders/AAC-Glossary/ Information for AAC Users: https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/ ISAAC: What is AAC? https://www.isaac-online.org/english/what-is-aac/ Iconicity - Libby Rush’s ASHA presentation 2007: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdf Communication Matrix Handbook: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdf Communication Matrix 7-Levels of Communication Handout: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdf Core Vocabulary: Making Sense of Symbols: https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/ AAC Communication Decisions: https://www.asha.org/public/speech/disorders/communicationdecisions/ Communication Community Blog: www.communicationcommunity.com Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of key terms used in AAC 15 minutes: Descriptions of the personnel roles within AAC assessment and intervention 10 minutes: Descriptions of the personnel responsibilities within AAC assessment and intervention 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	22 Jun 2020	The SETT Framework: An Interview with Dr. Joy Zabala	01:09:43
Get .1 ASHA CEU here SETT = Student, Environment, Tasks, and Tools. If you aren’t already using this framework to guide your AAC Assessments and service provision, get ready to learn about something really, really exciting! If you’ve listened to our podcasts, you know we are such powernerds that certain people in the field are sort of like professional celebrities for us, the nerd equivalent of a movie star if you will. In this episode we had the lovely experience of interviewing one of these people, Joy Zabala. If you aren’t familiar with Joy’s work, you are in for a treat! She has achieved her professional “movie star” status for a couple of reasons. She developed the SETT Framework, has consistently been open and willing to share this tool with educators and allied health providers free of charge, and is by far one of the best speakers we have ever had the pleasure of seeing. We initially reached out to Joy, because we both work in the field of AAC, and utilize her framework on a daily basis. We also both did not learn about the SETT framework as undergraduates or graduate students - but later in our professional careers. It revolutionized our practice in such a positive way that we really wanted to get the word out to others - particularly those working in the field of AAC. SETT is a way of thinking about assistive technology (and quite possibly, life). Since AAC is a type of assistive technology the SETT Framework applied to AAC in schools is a perfect fit. But regardless of your work environment, we’d encourage you to consider the positive impact a SETT approach can have on your assessment and ongoing services. Having worked in outpatient and private practice settings for years, our AAC assessment and feature matching process was weighed very heavily in “Patient/Client” and “Tools” parameters. Two inputs of data. What is this individual currently doing expressively, pragmatically, receptively, what is happening with their sensory system, their motor system, what features do they need in a device, etc.? What tool has these features? While all of this data is important, and should definitely be factored into the equation, the reality is, it is not enough information. Particularly when we are thinking about pediatric clients who will also be using these tools across a range of environments to do a number of different tasks. The environment and the tasks must also be considered. Tune in to this episode and learn all about the SETT Framework - from the creator of the framework herself! Find out about important considerations within the environment and tasks that should be considered before you even get to feature matching tools. Be reminded that tools are only one piece of successful AT implementation, and that related strategies and environmental modifications should be given equal emphasis. Learn about the importance of a collaborative process that involves multiple stakeholders, and get ready to realize the benefits for your students, clients, patients, and teams! This is by far our favorite episode yet. Thank you Dr. Zabala! ASHA professional development hours are offered for this course (1 CMH, equal to .1 ASHA CEU). Visit our ASHA Professional Development page for more information. Joy Smiley Zabala, Ed.D., is a general and special educator who has spent over 25 years conducting professional development and training for students, families, education agencies, organizations, companies, and others across the U.S.A. and abroad to expand the use of assistive technology (AT) as a means to increase the communication, participation and productivity of people with disabilities. You can learn more about her here or on her website, http://joyzabala.com/. Learning Outcomes 1. Describe the origins of the SETT Framework 2. Describe the different components of the SETT Framework and how the framework is used 3. Describe how to use the SETT Framework in a collaborative setting Online Resources In this episode Dr. Zabala references a google drive with resources for the SETT Framework. Check our website for access to this resource. Disclosures: Financial: Joy Zabala is a member of the QIAT Leadership Team, is co-author of both Quality Indicators for Assistive Technology: A Comprehensive Guide to AT Services and The QIAT Companion, both published by CAST Publishing. She receives proceeds from the sale of the publications. Joy Zabala is an employee of CAST. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the origins of the SETT Framework 15 minutes: Descriptions of how to use the SETT Framework in a collaborative setting 10 minutes: Descriptions of food chaining techniques 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	20 Jul 2020	AAC Basics Part 2: Barriers to and Strategies for Effective Implementation	01:08:08
Get .1 ASHA CEU here As promised, here is our second episode on AAC Basics. If you have listened to any of our other episodes you already know that we are passionate about AAC Implementation. As we covered in our Implementation Plans episode, you could have the most appropriate set of AAC tools in the universe, but if they aren’t implemented in a way that supports the needs of the client / student then they are at risk for being abandoned. Our goal for this episode was to try and unpack some realistic barriers to effective implementation. We begin this episode by providing a quick review / discussion of the different personnel roles in AAC based on a great article by Binger et al (2012). We discuss how each of these roles has unique barriers to effective AAC implementation. Finally, we review some strategies for how to overcome the barriers unique to each of these roles. Come join us, be our nerdy friends, and learn a little more about AAC Basics. Learning objectives: Identify barriers for successful implementation across different environments Identify successful strategies across different environments and profiles References Beukelman, D., Ball, L., & Fager, S. (2008). An AAC personnel framework: Adults with acquired complex communication needs. Augmentative and Alternative Communication, 24, 255–267 Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., … Quach, W. (2012). Personnel Roles in the AAC Assessment Process. Augmentative and Alternative Communication, 28(4), 278–288. doi: 10.3109/07434618.2012.716079 Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35. doi: 10.1080/aac.18.1.20.35 Janice Light & David McNaughton (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?, Augmentative and Alternative Communication, 30:1, 1-18, DOI: 10.3109/07434618.2014.885080 Online Resources Augmentative and Alternative Communication: https://www.asha.org/public/speech/disorders/AAC/ Augmentative and Alternative Communication: A Glossary: https://www.asha.org/public/speech/disorders/AAC-Glossary/ Information for AAC Users: https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/ ISAAC: What is AAC? https://www.isaac-online.org/english/what-is-aac/ Iconicity - Libby Rush’s ASHA presentation 2007: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdf Communication Matrix Handbook: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdf Communication Matrix 7-Levels of Communication Handout: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdf Core Vocabulary: Making Sense of Symbols: https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/ AAC Communication Decisions: https://www.asha.org/public/speech/disorders/communicationdecisions/ Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. deser Time Ordered Agenda: 10 minutes: Introductions and disclosures 20 minutes: Discussion of barriers for successful implementation across different environments 20 minutes: Discussions of successful strategies across different environments and profiles 10 minutes: Overview, discussion, and closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	01 Feb 2020	Episode Zero: About & FAQ	00:19:41
You asked, and we listened. Tune into this episode to have (hopefully) all of your questions answered about who we are, what this show is about, our process, and continuing education. We review our professional work history and interests, what this show is about and how it was born, and how you can use this podcast for ASHA CEUs. We hope this episode gives you some answers, but if not please email us anytime! We love hearing from our listeners. Give it a listen, be our nerdy friend, and then enjoy an episode for credit. Thank you for being a listener and supporter of SLP Nerdcast! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	17 Aug 2020	Bringing it all Together: Aided Language Modeling	00:56:55
Get .1 ASHA CEU here We were lucky enough to publish an article for the incredible blog, PrAACtical AAC. If you interact with AAC at all in your clinical work this blog contains a wealth of information. This episode is meant to be an auditory companion to the original article published on July 6th, 2020. Below is a brief excerpt from that article: Most SLPs working in AAC have come across a variety of different interventions in their practice. Some, like aided language modeling, are popular and commonly seen at conferences. They are the most popular option on the intervention buffet. Others, like discrete trial training, are like the mystery meat – you think you know what it is, you don’t think you’re going to like it, and you’re going to watch while someone else tries it first. Sometimes these teaching procedures are straightforward, and sometimes they are confusing, intimidating, or complicated. You may find that choosing which intervention to use is influenced by your goals, your workplace norms, or the direct needs of the AAC user; but when it comes down to actually implementing that intervention it can feel like a very complicated experience. What is the intervention supposed to look like? What materials should I use? What goals are going to be supported by this intervention? How am I possibly going to take data on this while I’m also trying to do therapy? It can feel like a doozy, and we hear you. Our goal for this episode is to demystify the main item on the intervention buffet and give a “how to” for implementation. This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes Define aided language modeling and describe how it is differentiated from instructional modeling Identify strategies for planning for and implementing aided modeling interventions Identify strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environments References Allen, A., Schlosser, R., Brock, K., Shane, H. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative Alternative Communication, 33(3), 149-159. Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30–43. doi: 10.1080/07434610600807470. Cafiero, J. M. (2001). The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16(3), 179–189. doi: 10.1177/108835760101600306. Drager, D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112-125. Goossens,’ C. (1989). Aided communication intervention before assessment: a case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5(1), 14–26. doi: 10.1080/07434618912331274926. Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Madison, WI: Trace Center Reprint Service. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentde-livery/servlet/ERICServlet?accno=ED287275 Romski M.A., & Sevcik R.A. (2003). Augmented input: Enhancing communication development. In Light JC, Beukelman DR, Reichle J, editors. Communicative competence for individuals who use AAC: From research to effective practice. Baltimore, MD: Paul H. Brookes; 2003. pp. 147–162. Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115. https://doi.org/10.1177/1540796916638822 Sevcik, R. A., Romski, M. A., Watkins, R. V., & Deffebach, K. P. (1995). Adult partner-augmented communication input to youth with mental retardation using the System for Augmenting Language (SAL). Journal of Speech, Language, and Hearing Research, 38(4), 902–912. doi: 10.1044/jshr.3804.902 Online Resources Our original blog post on PrAACtical AAC: https://praacticalaac.org/praactical/aactual-therapy-using-aided-language-modeling/ Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introductions and disclosures 10 minutes: Discussion of aided language modeling and describe how it is differentiated from instructional modeling 20 minutes: Discussions of strategies for planning for and implementing aided modeling interventions 15 minutes: Discussions of strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environments 5 minutes: Overview, discussion, and closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	24 Aug 2020	Feeding and Swallowing Interventions: Sensory Considerations	01:05:35
Get .1 ASHA CEU here As discussed in our second episode on feeding and swallowing (Feeding and Swallowing Intervention), treating feeding and swallowing can be challenging, especially when there are questions as to whether or not sensory issues are at play. Is it a feeding behavioral issue or is it a feeding issue? Is your client a picky eater or is there a problem worthy of clinical intervention? Which treatment approach should you use and why? We had the pleasure of welcoming back Tracey Callahan for third episode on feeding and swallowing to walk us through it. Thank you again for joining us Tracey! In this episode we review some of the questions above as well as some popular treatment approaches, including the SOFFI approach, the SOS Feeding Approach, and Food Chaining. Join us for some great information, some giggles, and of course several moments where one of us admits she knows nothing about feeding and swallowing. This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. List factors to consider before starting treatment of feeding and swallowing. 2. Identify two formal approaches to feeding treatment. 3. In general, explain what sensory components should be considered during therapy. References Fraker, C. (2007). Food chaining: The proven 6-step plan to stop picky eating, solve feeding problems, and expand your child's diet. New York: Marlowe. Fraker, C., Dawson, M. L (2019, October 9). Food Chaining with Cheri Fraker, MS, CCC-SLP, CLC [Audio Podcast] Online Resources SOFFI: Supporting Oral Feeding in Fragile Infants in the NICU: https://www.feedingfundamentals.com/ SOS Feeding Approach: https://sosapproachtofeeding.com/ The Oucher Pain Scale: http://www.oucher.org/downloads/instructions_english.pdf Disclosures: Financial: Tracey is currently employed in a private practice setting in Boston MA, owns her own practice and is launching a new online learning platform called guest monster games. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Tracey is a member of ASHA and the corresponding special interest group for Dysphagia (SIG 13). Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review factors to consider before beginning feeding therapy 15 minutes: Review common approaches to feeding therapy and common sensory components 10 minutes: Review a case study 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	07 Sep 2020	Integrating AAC into Behavioral Programming	01:07:52
Get .1 ASHA CEU here Whether we like it or not, we (as SLPs) share a lot of “territory” with behaviorally oriented professionals. While we like to feel like we own the majority of the real estate on Communication Island, the truth is we share it with several other professionals (teachers, neuropsychologists, etc.) including BCBAs. Similarly, BCBAs feel that they own the majority of the real estate on Behavior Island, even though several articles we reviewed consider writing functional behavior assessments within our “tool box.” As we discussed in an earlier episode (see Collaborating with BCBAs) this feeling of “ownership” can be a real show stopper. This is a big problem when we have students / clients who are complex learners and benefit from structured behavioral interventions and communicate with augmentative alternative communication strategies. Using augmentative alternative communication within the context of a behavior plan is a clinical issue that should visit both islands. There are AAC users with complex behavior needs that require the expertise of a BCBA, and there are individuals under the care of a BCBA without functional speech who need an SLP to evaluate and prescribe AAC strategies. When a situation arises that requires the expertise of both professions it is crucial that we know our roles and responsibilities, where our scope of competence ends, what to do when a communication tool isn’t supported within an environment and / or behavior plan, and how we can effectively collaborate with one another to benefit our client. Only through effective collaboration can we build bridges between these isolated islands and make treatment more effective for our students and clients. Tune in for an hour of commentary and literature review about collaboration specifically related to AAC within the context of behavioral programming. Learn about scope of competence, roles and responsibilities, and how to meet in the middle at Collaboration Station (get it?) This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. Identify roles and responsibilities when collaborating around AAC within a behavior plan 2. Identify when to modify a tool or select a different tool for integration into a behavior plan 3. Identify environmental variables that may play a role in tool modification for behavior plan integration References Drumb, L. (2018). Analysis of Collaboration between Board Certified Behavior Analysts and Educators to Address Challenging Behaviors [ProQuest LLC]. In ProQuest LLC. Brodhead M. T. (2015). Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism. Behavior analysis in practice, 8(1), 70–78. https://doi.org/10.1007/s40617-015-0042-7 Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied behavior analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120–131. MORGAN, L. (2020). Building Working Relationships With Applied Behavior Analysts: Interprofessional collaboration can help clients become better communicators. ASHA Leader, 25(3), 8–9. https://doi-org.proxy18.noblenet.org/10.1044/leader.fmp.25042020.8 Mitteer, D. R., Randall, K. R., Van Winkle, L. J., & Greer, B. D. (2020). Incorporating discriminative stimuli into functional communication training with augmentative and alternative communication devices: a tutorial. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 1–8. https://doi-org.proxy18.noblenet.org/10.1080/07434618.2020.1731761 Andzik, N. R., Cannella-Malone, H. I., & Sigafoos, J. (2016). Practitioner-Implemented Functional Communication Training: A Review of the Literature. Research and Practice for Persons with Severe Disabilities, 41(2), 79–89. Mancil, G. (2006). Functional Communication Training: A Review of the Literature Related to Children with Autism. Education and Training in Developmental Disabilities, 41(3), 213-224. Retrieved May 6, 2020, from www.jstor.org/stable/23880196 McEvoy, M. A., & Neilsen, S. L. (2001). Using Functional Behavioral Assessment and Functional Communication Training to Assess and Prevent Challenging Behavior. Perspectives on Augmentative and Alternative Communication, 10(1), 6-8. doi:doi:10.1044/aac10.1.6 Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Discussion of the different roles and responsibilities between SLPs and BCBAs 15 minutes: Discussion about different communication modalities within behavioral programming 10 minutes: Discussion of environmental variables that may impact decisions about AAC and behavioral programming 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	14 Sep 2020	Tele-AAC as a Continuum of Service Delivery	01:06:21
Get .1 ASHA CEU here 2020. Or 2
	21 Sep 2020	Comprehensive Speech and Language Evaluations: Beyond the Standard Score	01:04:25
Get .1 ASHA CEU here In what is becoming a common occurrence around the SLP Nerdcast virtual office, the reading and research we conducted to prepare for an episode presented us with a wealth of information that refused to be condensed into a single hour. Initially driven by a listener’s question - we trundled off into the weeds of assessments. Why do we do them? Are standardized, norm-referenced or criterion-referenced tools required? What really makes up a quality assessment? These questions and more bounced around in our brains until we read enough to feel somewhat satisfied. In this episode we continue our earlier conversation, where we focused heavily on standardized assessments - particularly norm-referenced standardized assessments. Here, we will cover equally, or possibly even more, important non-standardized measures. What are they? Why should you use them? What considerations should enter into the decision making process when getting ready to assess a client? Listen in to find the answers to these questions, and more. As always, we’ve shared our references below, so you too can read more of the sources we found to be particularly helpful in answering our assessment - related questions. This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. State 3 potential functions of a comprehensive assessment 2. Describe the difference between a norm-referenced and criterion-referenced assessment 3. Identify at least 3 components that should be considered within a comprehensive assessment References Austin, L. (2010). Dynamic Assessment: Whys and Hows. Perspectives on School-Based Issues, 11(3), 80-87. doi:10.1044/sbi11.3.80 Eichstadt, T. (2016). Best Assessment Ever? You. The ASHA Leader, 21(3), 32-33. doi:10.1044/leader.scm.21032016.32 Ebert, K. D., & Pham, G. (2017). Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools, 48(1), 42-55. doi:10.1044/2016_lshss-16-0007 Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic Decisions in Child Language Assessment: Findings From a Case Review Assessment Task. Language, Speech, and Hearing Services in Schools, 50(3), 385-398. doi:10.1044/2019_lshss-18-0044 Maloney, E. S., & Larrivee, L. S. (2007). Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests. Contemporary Issues in Communication Science and Disorders, 34(Fall), 86-93. doi:10.1044/cicsd_34_f_86 Prath, S. (2019). Using Informal Measures to Separate Language Impairment From Language Influence When Working With Diverse Students. Perspectives of the ASHA Special Interest Groups, 4(5), 1121-1127. doi:10.1044/2019_pers-sig16-2019-0002 Power-Defur, L., & Flynn, P. (2012). Unpacking the Standards for Intervention. Perspectives on School-Based Issues, 13(1), 11-16. doi:10.1044/sbi13.1.11 Wilson, K. S., Blackmon, R. C., Hall, R. E., & Elcholtz, G. E. (1991). Methods of Language Assessment. Language, Speech, and Hearing Services in Schools, 22(4), 236-241. doi:10.1044/0161-1461.2204.236 Online Resources: ASHA Practice Portal. (n.d.). Assessment Tools, Techniques, and Data Sources. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/ ASHA Practice Portal - Clinical Topics. (n.d.). Intellectual Disability. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/ Rowland, C., PhD. (n.d.). Communication Matrix: Description, Research Basis and Data. Retrieved August 29, 2020, from https://www.communicationmatrix.org/Uploads/Pdfs/CommunicationMatrixDataandResearchBasis.pdf Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Discussion of the functions of the comprehensive assessment 15 minutes: Discussion of the different qualities / parameters of criterion referenced assessments and how that compares to norm-referenced assessments 10 minutes: Discussion of components that should be considered within the comprehensive assessment 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	28 Sep 2020	Even More Data Collection: Data Collection Systems and Strategies	00:58:35
Get .1 ASHA CEU here So, our dirty little secret is out. We are pretty into data. Not just for the sake of collecting data, but thinking about why we are collecting it, what the best methods are for collecting it (so - meaningful and doable), and how and when we should use it to inform all sorts of things. Data is a thread that runs through our field, from assessments, to recertifications for third payer funding sources, to helping understand and tweak what you are doing from day to day as a clinician. It is not just sticky notes filled with pluses and minuses (although one of us loves her office full of sticky notes!). Join us as we continue to deepen the discussion about data, in hopes that you will join our club, too! By making better friends with data, we can see it as a helper rather than an hindrance. In this episode, we’ll cover topics such as data collection methods that tend to be less frequently used in the field of speech language pathology, benefits of certain data collection methods and modalities (e.g., high and low tech) depending upon the target task and/or environment, as well as practical, as well as real-life tips and examples to illustrate how different approaches may be easier and result in better quality data. Join us for a special blend of commentary, literature reviews, and hopefully even some fun, as you learn more about why and how you really could hop on the “data is cool” train! This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. Describe at least 5 different types of data collection not commonly used in speech and language therapy 2. Describe pros and cons of using both low-tech and high-tech measurement tools 3. Describe strategies for choosing which kind of data to take References Cooper, J., Heron, T., & Heward, W. (2020). Applied Behavior Analysis. Harlow: Pearson Education UK. Online Resources ASHA’s FAQ for Health and Privacy Information: https://www.asha.org/practice/reimbursement/hipaa/privacy/ Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of less commonly used data collection system in speech and language pathology 15 minutes: Descriptions of the pros and cons related to both low-tech and high-tech data collection systems 10 minutes: Describe the decision making process that may go into deciding which kind of data to take 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	05 Oct 2020	AAC & Literacy with Venita Litvack	01:03:47
Get .1 ASHA CEU here We were so excited to have the opportunity to speak with Venita Litvack MA, CCC-SLP of Speechie Side Up! In our interview with Venita, she shared her extensive experience and passion for literacy instruction with individuals who use AAC. You can find more information about her podcast and other materials available on her website! Listen and learn more about best practice when it comes to literacy instruction (spoiler alert: sight words in isolation isn’t it). Venita shares her enthusiasm, along with a number of actionable tips and resources for SLPs, educators, and others seeking to improve their skills and efficacy in the area of literacy instruction for AAC users. Along with examples for working individually with clients, you’ll also come away with ideas for group instruction and support. We wrapped this interview feeling educated, invigorated, and inspired to share this new information with others and implement it in our own clinical work. We hope our listeners will feel the same way! You can read more about Venita, her background, and current projects here. Thank you for joining us Venita! This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. Describe at least 3 evidenced-based strategies for teaching literacy to children who use AAC. 2. Describe at least 3 resources that are available to teach literacy to individuals who use AAC. 3. Describe at least 3 activities to use in group lessons that incorporate AAC and literacy. References Cunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326-335. doi:10.1598/RRQ.36.3.5 Erickson, K. A., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Baltimore, MD: Paul H. Brookes Publishing. Hall, D.P., & Williams, E. (2001). Predictable Charts: Shared writing for kindergarten and 1st grade. Greensboro, NC: Carson-Dellosa. Hanser, G. (2006). Promoting emergent writing for students with significant disabilities. OT Practice, 11(9), 1-8. Jones, C.D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41, 81-89. doi:10.1007/s10643-012-0534-9 Kent-Walsh, J., Binger, C., & Malani, M. D. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT program. Early Childhood Services, 4, 155-170. Mathis, H.J. (2010). The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication. (Master's thesis, University of Canterbury, Christchurch, New Zealand). Retrieved from https://ir.canterbury.ac.nz/handle/10092/3878 Treiman, R., Levin, I., & Kessler, B. (2007). Learning of letter names follow similar principles across languages: Evidence from Hebrew. Journal of Experimental Psychology, 96, 87-106. doi:10.1016/j.jecp.2006.08.002 Online Resources: Tarheel Reader: https://tarheelreader.org Core Calendar Club: https://speechiesideup.com/core-calendar-club-challenge/ Speechie Side Up Podcast: https://speechiesideup.com/ Iowa Department of Education: https://www.youtube.com/watch?v=dCjV5sSPJR8 Tar heel gameplay: https://tarheelgameplay.org/ Epic Books: https://www.getepic.com/ Overdrive: https://www.overdrive.com Literacy through Unity: https://aaclanguagelab.com/ Saltillo Calendar Supports: https://saltillo.com/chatcorner/content/67 Tell Me Curriculum: https://www.attainmentcompany.com/tell-me-program The Center for Literacy and Disability Studies: https://www.med.unc.edu/ahs/clds/ Disclosures: Financial: Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of strategies for teaching literacy to AAC users 15 minutes: Review of available resources for teaching literacy to AAC users 10 minutes: Review of Activities and group lessons that incorporate AAC and literacy 5 minutes: Discussion and closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	12 Oct 2020	Bringing it All Together: Chaining Procedures in AAC	01:03:30
Get .1 ASHA CEU here In this series “Bringing it all Together,” we review different intervention strategies with a focus on implementation. In the last episode of this series, we reviewed Aided Language Modeling, a popular AAC interventions that is commonly used throughout the field of AAC. But there are other interventions, like chaining, that don’t quite get the time in the limelight that they deserve. Chaining interventions in the AAC world might be best known for their role in the PECS ® protocol, however chaining is commonly used throughout AAC interventions without being named. We are excited to present to you the second episode in our series of Bringing it All Together: Chaining Procedures in AAC. Our goal is that you read this article and leave feeling like chaining is the friend you never knew you had. This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. Describe a task analysis and relationship to chaining interventions 2. Describe the difference between forward chaining, backward chaining, and total task chaining approaches 3. Identify specific variables that may make a certain chaining approach a better fit for your clinical needs compared with other chaining approaches or non-chaining approaches References Adams, A. E., Rogers, W. A., & Fisk, A. D. (2013). Skill components of task analysis. Instructional Science, 41(6), 1009-1046. doi:10.1007/s11251-013-9270-9 Frost, L., & Mcgowan, J. S. (2011). Strategies for Transitioning From PECS to SGD. Part I: Overview and Device Selection. Perspectives on Augmentative and Alternative Communication, 20(4), 114-118. doi:10.1044/aac20.4.114 Preston, J. L., & Leece, M. C. (2017). Intensive Treatment for Persisting Rhotic Distortions: A Case Series. American Journal of Speech-Language Pathology, 26(4), 1066-1079. doi:10.1044/2017_ajslp-16-0232 Preston, J. L., Leece, M. C., & Storto, J. (2019). Tutorial: Speech Motor Chaining Treatment for School-Age Children With Speech Sound Disorders. Language, Speech, and Hearing Services in Schools, 50(3), 343-355. doi:10.1044/2018_lshss-18-0081 Slocum, S. K., & Tiger, J. H. (2011). An Assessment Of The Efficiency Of And Child Preference For Forward And Backward Chaining. Journal of Applied Behavior Analysis, 44(4), 793-805. doi:10.1901/jaba.2011.44-793 Stevenson, B. S., Flynn, P. F., & Test, D. W. (2016). Evidence-Based Practices and Predictors: Improving Post-School Outcomes for Students with Disabilities. Perspectives of the ASHA Special Interest Groups, 1(16), 47-62. doi:10.1044/persp1.sig16.47 Online Resources Embrey, D., PhD. (n.d.). TASK ANALYSIS TECHNIQUES - Human Reliability. Retrieved August 28, 2020, from http://www.humanreliability.com/downloads/Task-Analysis-Techniques.pdf Velleman, S., PhD. (1970, November 28). Backward Build-Ups: A Therapy Technique for Multisyllabic Words. Retrieved August 28, 2020, from https://www.apraxia-kids.org/apraxia_kids_library/backward-build-ups-a-therapy-technique-for-multisyllabic-words/ When Everything Clicks: The Power Of Judgment-Free Learning. (2018, June 05). Retrieved August 28, 2020, from https://www.npr.org/transcripts/616127481 Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of Task Analyses and their role in chaining 15 minutes: Descriptions the different types of chaining 10 minutes: Describe the pros and cons of chaining and what to consider when choosing to use each type 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	19 Oct 2020	Early Markers of Dyslexia with Alex Loos, M.Ed., A/AOGPE	00:56:45
Get .1 ASHA CEU here Dyslexia. What is it? What is the role of the speech language pathologist with respect to identifying, referring, and/or treating clients who have dyslexia or suspected dyslexia? We had the pleasure of speaking with Alex Loos, M.Ed, A/AOGPE, and learning SO much! Alex talks us (and you!) through an informative overview of dyslexia, including early markers in oral language, the importance of early identification, and specific screening tools and skill areas to be aware of as an SLP. She’ll discuss differences between screening measures and comprehensive assessments, as well as provide specific examples of what features to look for in an intervention approach. Finally, Alex gives us the deets on considerations for interdisciplinary collaboration with other professionals in the case of a shared client who has dyslexia. The hour flew by for us, and we’re pretty sure you’ll feel the same way. Even better, at the end, you’ll probably know quite a bit more about dyslexia than you did before you listened! You can read more about Alex and her experience here. This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes Identify at least 5 early markers of dyslexia Describe at least 2 screening and diagnostic tools for dyslexia Describe at least 2 components of evidence-based intervention Online Resources International Dyslexia Association: https://dyslexiaida.org/Touchstone Developmental Center: https://www.touchstonema.com/ Disclosures: Financial: Alex works as the the Director of Education Services at Touchstone Neurodevelopmental Center. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Alex is certified by the Academy of Orton-Gillingham Practitioners and Educators. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of early markers for Dyslexia 15 minutes: Descriptions of screeners and assessment tools appropriate to use when concerns about dyslexia arise 10 minutes: Descriptions of fundamental components of dyslexia treatment 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	26 Oct 2020	AAC Camp: Communication Partners, Language Immersion, and Fun	01:04:00
Get .1 ASHA CEU here As we reviewed in a previous episode, 2020 has thrown us some serious curveballs and forced many of us to quickly learn the ropes of telepractice. For this episode we had the pleasure of welcoming back Dr. Nerissa Hall PhD. CCC-SLP, ATP, and Hillary Jellison MS, CCC-SLP, ATP of Commūnicāre, LLC, two incredible and inspiring clinicians who are well seasoned in the telepractice game. Not only are Nerissa and Hillary well versed in tele-AAC, but they created an AAC Camp that also transitioned to a virtual experience in the summer of 2020. We came away from this conversation with excitement and enthusiasm we think you will too! Throughout the course of this episode you will learn about the important role of the stakeholder and communication partner, and how that might be slightly different in a camp setting when compared to a typical treatment environment. Hillary and Nerissa also review themes, immersion, embedded icons, and how these variables were integrated to create an enriching camp experience. Hillary and Nerissa started Commūnicāre in February of 2011 and provide tailored AAC and AT services, including tele-AAC. They offer AAC/AT assessment, intervention, consultation, training, tele-AAC, run an AAC camp and they have a range of information and webinars housed on their three websites (see links below). You can read their full bio here. This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. List 3 primary stakeholders involved in AAC Camp 2. Detail strategies for addressing immersion in AAC Camp 3. Describe embedded icons and list 3 potential benefits of embedded icons Online Resources: The AAC Camp Curriculum is available on the Communicare, LLC website Disclosures: Financial: Hillary and Nerissa are paid to provide consultation, intervention, training and assessments in the areas of AAC, AT and tele-AAC. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Hillary and Nerissa are members of ASHA’s Special Interest Groups 12 and 18 (AAC and Telepractice) and RESNA. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of primary stakeholders involved in AAC camp 15 minutes: Review and discussion of language immersion within AAC Camp 10 minutes: Review and discussion of embedded icons within AAC Camp 5 minutes: Closing Remarks Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	01 Dec 2020	Engagement, Behavior Management, and Fun in Tele-Practice	01:02:16
Get .1 ASHA CEU here So many of us still feel as though we’ve been thrown in the deep end of telepractice without much notice at all. Sometimes it really feels like we are splashing around in our clothes, trying to learn how to swim, (or at least keep from drowning!) with this new way of delivering speech and language services to our clients. Maybe you’ve learned a bit - you can doggy paddle - but are starting to hit some roadblocks, or you just feel like you are ready to move your services to the next level but aren’t quite sure how to get there. Enter Nerissa Hall PhD. CCC-SLP, ATP, and Hillary Jellison MS, CCC-SLP, ATP of Commūnicāre, LLC. Not only are they SLPs who are experienced in AAC teletherapy, but they are also incredibly generous with their time and knowledge. They’ve come back to SLP Nerdcast to answer some listener questions about troubleshooting engagement and behavior within tele-AAC sessions. Do you wish you knew more about how to set the stage for success before your session even begins? Would knowing more about both tech and non-tech strategies to support your client’s interest and participation in your teleAAC sessions be helpful? Well, this is the episode for you! Tune in to learn about these topics and more! Learning Outcomes Detail at least two on-site elements that are not necessarily replicated in virtual settings List at least three ways to support engagement in a live, synchronous session List at least three on-site tools that can be used to support engagement and/or participation Online Resources: The AAC Camp Curriculum is available on the Communicare, LLC website Disclosures: Financial: Hillary and Nerissa are paid to provide consultation, intervention, training and assessments in the areas of AAC, AT and tele-AAC. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Hillary and Nerissa are members of ASHA’s Special Interest Groups 12 and 18 (AAC and Telepractice) and RESNA. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of how to replicate on-site elements into a tele-practice environment 15 minutes: Review and discussion of ways to support engagement in a live, synchronous session 10 minutes: Review and discussion of on-site tools that can support tele-engagement 5 minutes: Closing Remarks Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	06 Dec 2020	The Language and Literacy Connection: A Beginner's Guide for Pediatric SLPs	01:01:54
Get .1 ASHA CEU here In this episode we had the great pleasure of welcoming Liz Willis, MS, CCC-SLP/L-BCBA and Stephanie Willis, MS, Literacy Specialist onto our show to discuss all things language and literacy. Throughout this episode they remind us that foundations of language play a critical role in literacy development, and while we as SLPs can play a unique and critical role in helping clients and students in improving literacy skills. Liz and Stephanie are sisters with a shared passion for literacy. You can learn more about them and their professional backgrounds here. _____ According to a 2001 position statement by ASHA, “the reciprocal and multiple relationships between spoken and written language make it appropriate for SLPs to play an integral role in helping children become literate.” Based on this statement and other similar recommendations from ASHA, it appears as though knowledge in the area of literacy is just one more thing to add to the very long list of what we are responsible for as SLPs. But have no fear, we are here to provide you with the information you need to know! In this episode we will provide a beginner’s guide to literacy development for SLPs. We will start by discussing the connection between language and literacy (spoiler alert: it’s very intertwined, especially in the early years), and how the presence of speech and language disorders can impact literacy development. We will also share literacy milestones from birth through preschool age, so that you know what to look for in the assessment or therapy process. Lastly, we will describe the speech therapist’s role in the area of literacy, as well as provide some fun and engaging ways to incorporate literacy-based activities into therapy with your younger population. Our overall goal is to equip you with the foundational knowledge you need to feel confident and excited about supporting your EI and preschool age clients in this area! This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. Explain the connection between language and early literacy development, and how the presence of speech and language disorders may impact literacy development 2. Identify early literacy milestones from infancy through preschool 3. Describe the speech therapist's role in the area of literacy and how to incorporate literacy-based activities into therapy in early intervention through preschool References: American Speech-Language-Hearing Association. (2001). Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents [Technical Report]. Available from https://www.asha.org/policy/ps2001-00104/ Roth, F.P., Paul, D.R., & Pierotti, A.M. (2006). Emergent Literacy: Early Reading and Writing Development. Let’s Talk: For People with Special Communication Needs, American Speech-Language-Hearing Association. Retrieved from: http://www.asha.org/public/speech/emergent-literacy/ Sices, L., Taylor, H.G., Freebairn, L., Hansen, A., Lewis, B. Relationship between speech-sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairment. J Dev Behav Pediatr. 2007; 28(6):438-447. doi:10.1097/DBP.0b013e31811ff8ca Spracher M. M. (2000). Learning about literacy: Speech-language pathologists play key role in reading, writing. The ASHA Leader, 5(1), 1–19. Online Resources: The Language and Literacy Collective Podcast @languageandliteracycollective Instagram accounts that review children's books: @theliteracyparty @hereweeread @toddlers.who.read @sunnyseedco MILESTONES OF EARLY LITERACY DEVELOPMENT Getting Your Child Ready for Reading and Writing Disclosures: Financial: Liz is an employee of a public education entity and owner of Communication and Behavior Solutions. Stephanie is an employee of a public school system. Stephanie also owns a teachers pay teachers store (@theliteracyparty). Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Stephanie and Liz host the podcast “The Language and Literacy Collective.” Liz is a Member of ASHA and the BACB. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is also a member of the BACB Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of how the presence of speech and language disorders may impact literacy development 15 minutes: Review and discussion of early literacy milestones from infancy through preschool 10 minutes: Review and discussion of the speech therapist's role in the area of literacy and how to incorporate literacy-based activities into therapy in early intervention through preschool 5 minutes: Closing Remarks Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	13 Dec 2020	Probe Data: The Good, The Bad, and The Ugly	01:02:47
Get .1 ASHA CEU here As the resident SLP Nerdcasters, we are doing our best to bring you interviews and other content that aligns with your learning needs and enhances your practice. Turns out sometimes that content scratches an itch deep inside our nerd brains and leads us on a crazy, sometimes circuitous, quest to learn more. Perhaps we read an article, which leads us to another article, rinse and repeat, over and over and over and…we have a conversation about said articles, and another conversation, and another...you get the idea. Sometimes the SLP Nerd in question’s name rhymes with plate. Sometimes it rhymes with plamy. We’ll let you be the judge of which SLP Nerd was afflicted with the “Curse of the Article Hole” in this instance, but rest assured, this was one of those times. So what is probe data anyway, and why do you care about it? Why did we care about it so much? For starters, it can make data collection easier. It can also make the analysis and interpretation of that data easier (and what is the point in collecting data if you aren’t actually going to review it and think about what it means for your client?). Think about the possibilities! If a clinician doesn’t have to spend so much time and focus collecting data, they free up a lot of bandwidth to engage in authentic interactions with their clients! BUT - in our reading we found some interesting information that may lead you to make certain choices about the manner in which you collect the probe data. It turns out not all probe data is created equal. We found there are a lot of variables to consider, and by making informed choices about the frequency and type of data you collect, you can make it much more likely that your probe data is a better estimate of your client’s true performance. Tune in and learn more about probe data, including the questions you didn’t even know you should be asking. Even better if you find yourself at the end of the episode with an itchy SLP Nerd brain, a plan for good data collection, and more time to focus on client interactions! This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages. Learning Outcomes 1. Define continuous and discontinuous data collection 2. Identify variations on trial-based probe/discontinuous data that may be more likely yield “good data” 3. Describe clinical scenarios in which one approach may be better than another References Cooper, J., Heron, T., & Heward, W. (2020). Applied Behavior Analysis. Harlow: Pearson Education UK. Cummings, A. R., & Carr, J. E. (2009). Evaluating Progress In Behavioral Programs For Children With Autism Spectrum Disorders Via Continuous And Discontinuous Measurement. Journal of Applied Behavior Analysis, 42(1), 57-71. doi:10.1901/jaba.2009.42-57 Fiske, K., & Delmolino, L. (2012). Use of Discontinuous Methods of Data Collection in Behavioral Intervention: Guidelines for Practitioners. Behavior Analysis in Practice, 5(2), 77-81. doi:10.1007/bf03391826 Lerman, D. C., Dittlinger, L. H., Fentress, G., & Lanagan, T. (2011). A Comparison of Methods for Collecting Data on Performance During Discrete Trial Teaching. Behavior Analysis in Practice, 4(1), 53-62. doi:10.1007/bf03391775 Najdowski, A. C., Chilingaryan, V., Bergstrom, R., Granpeesheh, D., Balasanyan, S., Aguilar, B., . . . Roane, H. (2009). Comparison Of Data-Collection Methods In A Behavioral Intervention Program For Children With Pervasive Developmental Disorders: A Replication. Journal of Applied Behavior Analysis,42(4), 827-832. doi:10.1901/jaba.2009.42-827 Disclosures: Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast. Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of continuous and discontinuous data collection 15 minutes: Descriptions of variations on trial-based probe/discontinuous data that may be more likely yield “good data” 10 minutes: Descriptions of clinical scenarios in which one approach may be better than another 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	17 Jan 2021	Perspectives in Cultural Responsiveness: Working with Trans/GNC Individuals	01:30:18
Get .15 ASHA CEU here In this episode we had the pleasure of welcoming AC Goldberg, Ph. D. CCC-SLP and Barb Worth, MS, CCC-SLP to walk us through the critical work that is cultural responsiveness training for transgender and gender non-conforming (GNC) individuals. While gender aligning voice modification is something that is within the scope of practice of a speech and language pathologist, it is imperative to do the work of cultural responsiveness first before engaging in the clinical work. Cultural competency is a piece of our clinical practice that should be continually changing and evolving, and without it we cannot effectively create safe spaces or provide effective clinical services. Through engaging in active allyship, changing your language and your perspective, you can create a true safe space and transform your encounters with transgender/gender nonconforming students, campers, patients and clients. AC is a speech and language pathologist and person of transgender experience and Barb has a decade of experience working with the T/GNC population. You can learn more about AC and Barb here. This course is offered for .15 ASHA CEU. Learning Outcomes 1. Identify ASHA policy and resources, as well as federal legislation guiding inclusion and service provision to gender diverse populations. 2. Describe appropriate workplace/educational practice policies and processes for inclusivity of gender diverse populations 3. Provide two clinical recommendations for successful service delivery of services for patients, clients and students regardless of gender presentation. Online Resources Pew Research Center: About one-in-five U.S. adults know someone who goes by a gender-neutral pronoun The Trevor Project WPATH ASHA Practice Portal: Voice and Communication services for transgender/gender diverse populations Good Practices: Names and Pronouns: https://lgbt.umd.edu/good-practices-names-and-pronouns My Pronouns.org: Resources on Personal Pronouns: https://www.mypronouns.org/ Practice with Pronouns: www.practicewithpronouns.com Providing Quality Care to LGBT Patients: An Intro for Staff Training: https://www.lgbthealtheducation.org/courses/providing-quality-care-to-lesbian-gay-bisexual-and-transgender-patients-an-introduction-for-staff-training/ Affirming LGBT People Through Effective Communication (specifically the Learning through Case Study section): https://www.lgbthealtheducation.org/courses/affirming-lgbt-people-through-effective-communication/lessons/module-affirming-lgbt-people-through-effective-communication/ Transgender Training Institute (for a cost): www.transgendertraininginstitute.com Disclosures: Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder of SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. AC Goldberg financial disclosures: AC works for a K-12 school district and runs a cultural responsiveness learning platform called transplaining. AC Goldberg non-financial disclosures: AC is a person of transgender experience, which gives me (him) personal perspective. Barb Worth financial disclosures: Barb is a Clinical and Academic Instructor in Communication Sciences and Disorders at Emerson College. She instructs students in the delivery of voice services to all populations. Barb Worth non-financial disclosures: Barb has a decade of experience working with the TGNC population. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 30 minutes: Review of defining terms and use of appropriate pronouns 25 minutes: Review of federal legislation guiding inclusion and service provision to gender diverse populations 20 minutes: Review of applicable clinical practices, such appropriate client interactions and creating safe spaces 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	03 Jan 2021	AAC Evaluation Basics Part 1: Foundational Knowledge	01:10:28
Get .1 ASHA CEU here While we both conduct AAC assessments as a core function of our jobs, we found this episode a little challenging to write. Why, you might ask? It was hard to know where to start. There are SO many skills that are encompassed in an effective AAC evaluator. How on earth would we distill all of that information into an hour? Turns out, we couldn’t. After lots of research and discussion we dedicated it was best to explore the vast landscape of AAC evaluations through a series. In this episode, the first in our AAC evaluation series, we review some foundational knowledge required to conduct a thorough AAC evaluation, including the fundamental differences between typical speech and language evaluations and the necessary areas of competency. We review sound foundational literature and review a handful of resources where listeners and learn more. Join us, be our nerdy friends, and enjoy our tour of the landscape that is AAC assessments! This course is offered for .1 ASHA CEU. Learning Outcomes 1. Identify three features that make augmentative and alternative communication (AAC) assessments different from other speech and language assessments 2. Identify two additional types of learning experiences SLPs should undertake in order to learn more about the AAC assessment process 3. Define four domains related to communicative competence in augmentative alternative communication (AAC) References Janice Light (1989) Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5:2, 137-144, DOI: 10.1080/07434618912331275126 Janice Light & David McNaughton (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?, Augmentative and Alternative Communication, 30:1, 1-18, DOI: 10.3109/07434618.2014.885080 Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and alternative communication (Baltimore, Md. : 1985), 22(2), 85–99. https://doi.org/10.1080/07434610500483588 Moorcroft, A., Scarinci, N. and Meyer, C. (2020), ‘We were just kind of handed it and then it was smoke bombed by everyone’: How do external stakeholders contribute to parent rejection and the abandonment of AAC systems? . International Journal of Language & Communication Disorders, 55: 59-69. https://doi.org/10.1111/1460-6984.12502 Online Resources National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) Communication Bill or Rights: https://www.asha.org/siteassets/uploadedfiles/njc-communication-bill-rights.pdf Disclosures: Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder of SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of features that make augmentative and alternative communication (AAC) assessments different from other speech and language assessments 15 minutes: Review of additional types of learning experiences SLPs should undertake in order to learn more about the AAC assessment process 10 minutes: Review of four domains related to communicative competence in augmentative alternative communication (AAC) 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA CEUs, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	07 Feb 2021	AAC and Inclusion During Remote Learning	01:11:08
Get .1 ASHA CEU here In this episode we had the great pleasure of welcoming Sarah Gregory, MS, CCC-SLP onto our show to discuss AAC and Inclusion in a virtual environment. Throughout she reminds us that inclusion is a mindset, not a location. She also highlights what we can do as SLPs to embrace the continuum of service delivery and collaborate with stakeholders and communication partners. You can learn more about Sarah here. _____ Inclusion of students with disabilities, specifically those with Complex Communication Needs (CCN), is an evidence-based practice that is becoming more common in general education (Quirk, Ryndak & Taub, 2016). School inclusion reduces the risk of social isolation that is endemic for students with CCN, while fostering opportunities to learn the regular curriculum.Educating students with CCN in general education classrooms creates dilemmas for SLPs and educators on a normal day, but has become even more challenging during this time of remote learning. In the absence of carefully planned interventions, we risk that students with CCN will be physically present (in-person or virtually) but not authentically included in the social or academic learning environment of their classrooms. SLPs can play an important role in including students with CCN in general education classrooms by co-teaching and including peers in all stages of instruction. Assistive technology supports can be utilized to make classroom material more universally designed. The beauty of inclusion is that when we design instruction for students with complex needs we create lessons that are more accessible to the whole class. The global pandemic and resulting pivot to remote learning has created many challenges in education and including students with CCN. With collaboration and support, authentic inclusion is still possible and absolutely worth pursuing for all students. Learning Outcomes Describe two benefits of including students with complex communication needs in general education classrooms List one strategy to increase authentic inclusion during remote learning Describe one model of co-teaching in a virtual environment References Erickson, K. & Koppenhaver, D. (2020) Comprehensive Literacy for All: Teaching Children with Significant Disabilities to Read and Write. Baltimore, MD: Brookes. Erickson, K., & Sheldon, E. (2020). Emergent Literacy Instruction for Students with Significant Disabilities in the Regular Classroom. Assistive Technology Outcome and Benefits, 14(1), 135-160.Moore, S. (2016). One without the other: Stories of unity through diversity and inclusion. Winnipeg, Manitoba: Portage & Main Press.Quirk, C., Ryndak, D., & Taub, D. (2017) Research and evidence-based practices to promote membership and learning in general education for students with extensive support needs. Inclusion, 5(2), 94-109. doi:10.1352/2326-6988-5.2.94 Disclosures: Sarah Gregory Financial: Sarah receives a salary from the Ithaca City School District, income from speaking honorariums and online courses. Sarah has received codes to trial therapy products/tools. Sarah Gregory Non-financial: Sarah is a member of ASHA and the corresponding SIG 12. She is also on the SIG 12 professional development committee Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of benefits of including students with complex communication needs in general education classrooms 15 minutes: Descriptions of strategies to increase authentic inclusion during remote learning 10 minutes: Descriptions of co-teaching in a virtual environment 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	14 Feb 2021	School-Age Stuttering Therapy: What SLPs need before they start	01:03:05
Get .1 ASHA CEU here Wow. Nina Reeves comes to us by way of a listener request, and we are doubly grateful! Thank you to our listener for bringing our attention to such a fantastic resource, and so many thanks to Nina Reeves for being generous with her time and knowledge! Those of you who are regular listeners know that fluency is one of the areas Kate and Amy identify when talking about Scope of Practice versus Scope of Competence (namely that we’d both have an awful lot of professional development to do if we were needing to provide clinical services for a fluency client). That didn’t matter here! Nina provided us with valuable information regarding assessment considerations, principles to consider when planning therapy, and techniques for helping clients improve observable speech fluency. That’s not all - she engaged us in thoughtful conversations and posed questions that made us consider our current clinical work even though we do not currently have any clients working on speech fluency. She also made us feel comfortable and confident that we could learn what we would need to do to provide effective therapy in this area of the field. Tune in to this one if you are looking to learn more about school age fluency assessment and intervention, but also tune in if you aren’t. We suspect, like us, you will walk away thinking deep thoughts and asking yourself questions that just might enhance your practice anyway. Nina Reeves, M.S. CCC-SLP, BCS-F is a board-certified specialist in fluency disorders. You can learn more about Nina here. Learning Outcomes 1. Describe best practice for fluency assessment 2. Describe at least one principle behind the practice of effective stuttering therapy 3. List 3 techniques for helping children enhance their ease of communication References Reardon, N.A. & Yaruss, J.S., (2013). School Age Stuttering Therapy: A Practical Guide. McKinney, TX: Stuttering Therapy Resources, Inc. Yaruss, J.S., & Reeves, N. (2017). Early Childhood Stuttering Therapy: A Practical Guide. McKinney, TX: Stuttering Therapy Resources, Inc. Chmela, K., & Reardon, N. (1999). The School Age child who Stutters: working effectively with attitudes and emotions. Memphis: Stuttering Foundation. Online Resources Nina Reeves’ Website: www.NinaReeves.com Stuttering Therapy Resources Website: https://www.stutteringtherapyresources.com Stuttering Therapy Resources Online Contacts and Resources: Instagram: https://www.instagram.com/stutteringtherapyresources/ or @stutteringtherapyresources Facebook: https://www.facebook.com/StutteringTherapyResources/ YouTube: https://www.youtube.com/user/StutteringTherapyRes Twitter: https://twitter.com/StutterResource Disclosures Nina Reeves Financial: Author and Co-owner: Stuttering Therapy Resources, Inc. Royalties and Ownership Interest, Intellectual property. Nina Reeves Non-financial: Past volunteer for both National Stuttering Association and Stuttering Foundation of America Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of best practice for fluency assessment 15 minutes: Review of principles behind the practice of effective stuttering therapy 10 minutes: Review of techniques for helping children enhance their ease of communication 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	24 Jan 2021	Collaborating with BCBAs: Attitudes, Training, and Collaborative Practices	01:30:04
Get .15 ASHA CEU here Collaboration - one of our soapboxes. Something we SLPs are required to do regardless of our work environment (hello, Code of Ethics, we see you there), but that doesn’t make it easy. In particular - collaboration between BCBAs and SLPs may result in some difficult conversations from time to time. In researching for an earlier episode, Kate found an article by Amy Kelly and Matt Tincani. It made her so excited she read the whole thing - and then reached out to the article’s suggested contact to share her enthusiasm! In this episode we begin with a discussion about some of the differences between the two fields, as well as share some commentary about that article that got Kate’s jazz hands going. Then we had the great please of speaking with one of the authors, Dr. Matt TIncani - who shares his perspective as a BCBA-D and chairperson of the Department of Teaching and Learning at Temple University. You can learn more about our guest Dr. Matt TIncani here. This episode is offered for .15 ASHA CEUs (Introductory Level, Related Area) Learning Outcomes 1. Identify at least 2 variables that contribute to the complex relationship between SLPs and BCBAs 2. Discuss the importance of collaborative practices that are not unidirectional 3. Identify at least two functional differences between field structures, job roles and responsibilities of SLPs and BCBAs in school environments 4. Identify at least two differences in the evolution of the fields of speech language pathology and applied behavior analysis that may serve as barriers to collaboration References Kelly, Amy & Tincani, Matt. (2013). Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilitites. 48. 120-131. Johnston, James & Carr, James & Mellichamp, Fae. (2017). A History of the Professional Credentialing of Applied Behavior Analysts. The Behavior Analyst. 40. 10.1007/s40614-017-0106-9. Lafrance, Danielle & Weiss, Mary & Kazemi, Ellie & Gerenser, Joanne & Dobres, Jacqueline. (2019). Multidisciplinary Teaming: Enhancing Collaboration through Increased Understanding. Behavior Analysis in Practice. 12. 10.1007/s40617-019-00331-y. Maul, C. A., Findley, B. R., & Adams, N. A. (2016). Behavioral principles in communicative disorders. San Diego, CA: Plural Publishing. Tysinger, Dawn & Tysinger, Jeffrey & Diamanduros, Terry. (2009). Teacher expectations on the directiveness continuum in consultation. Psychology in the Schools. 46. 319 - 332. 10.1002/pits.20378. Disclosures: Matt Tincani Financial: Matt is a professor at Temple University within the College of Education and Human Development working within the departments of special education and applied behavior analysis. He is also the Chairperson of the department of teaching and learning. Matt Tinanci non-financial: Matt is a BCBA-D Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the history of the complex relationship between SLPs and BCBAs 10 minutes: Descriptions of the results of the article reviewed for this episode 20 minutes: Descriptions of the importance of collaborative practices that are not unidirectional 15 minutes: Descriptions of functional differences between field structures, job roles and responsibilities of SLPs and BCBAs in school environments 10 minutes: Descriptions of difference in the evolution of the fields of speech language pathology and applied behavior analysis that may serve as barriers to collaboration 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	14 Mar 2021	Enhancing Motor Learning in Childhood Apraxia of Speech	01:03:53
Get .1 ASHA CEU here Episode Summary: How prevalent is CAS REALLY? Is it true that CAS is the most over-diagnosed of the speech sound disorders? How does treatment for motor speech challenges differ from “traditional” arctic treatment? The Nerd crew doesn’t dance around these hot topics in this week’s episode, although there is a catchy Kate jingle to start things off. Before you dive in, you might want to listen to a previous episode (Maybe it’s Apraxia?: diagnostic considerations for childhood apraxia of speech) for a refresher on important diagnostic stuff to help set the stage for “...hitting the sweet spot in your [CAS intervention] dance”. Mike Bright is an SLP in the Boston area currently supporting kids with motor speech challenges in a private practice setting after more than a decade at Boston Children’s Hospital. Mike has us digging deep into the grad school motor speech caverns of our brains to recall those sound intervention principles like mass vs distributed practice and constant vs variable practice. Even with so much jargon floating around, this practical discussion provides a child-centered and movement-centered lens from which to approach this complicated clinical niche, and has some awesome tips to keep drill sessions rooted in motor learning, client interests, and FUN! That’s right, fun drill-who doesn’t need some advice on making drills fun? Tune in and learn about the role of prevalence in clinical perspective-taking when supporting kids who struggle with hard to understand speech. You’ll also dance away with some solid “stock” and individualized ideas for materials and strategies that go beyond your K-SLP Kit, but still to hold research evidence and motor learning principles at their core. You’ll no doubt walk away with some big ah-ha moments because “When you look at it through the lens of movement, it makes so much sense!” You can learn more about Mike here. Learning Outcomes 1. Describe the prevalence of childhood apraxia of speech?2. Describe three considerations for target selection for children with CAS.3. Describe five ways to vary speech production practice that support motor learning. References Maas, E., Gildersleeve-Neumann, C.E., Jakielski, K.J. et al. Motor-Based Intervention Protocols in Treatment of Childhood Apraxia of Speech (CAS). Current Developmental Disorders Reports. 1, 197–206 (2014). https://doi.org/10.1007/s40474-014-0016-4 Maas, E., Gildersleeve-Neumann, C., Jakielski, K., Kovacs, N., Stoeckel, R., Vradelis, H., & Welsh, M. (2019). Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech. Journal of Speech, Language, and Hearing Research, 62(9), 3160-3182. doi:10.1044/2019_jslhr-s-18-0212 Murray, E., McCabe, P., & Ballard, K.J. (2014). A Systematic Review of Treatment Outcomes for Children With Childhood Apraxia of Speech. American Journal of Speech-Language Pathology, 23, 486–504. https://doi.org/10.1044/2014_AJSLP-13-0035 Online Resources: Integral Stimulation: https://www.apraxia-kids.org/apraxia_kids_library/integral-stimulation-method-adapted-for-children-as-dttc/ The PROMPT Institute: https://promptinstitute.com/page/WIPforClincian Dynamic Temporal and Tactile Cueing: A Treatment Strategy for Childhood Apraxia of Speech Principles of Motor Learning in Treatment of Motor Speech Disorders A Systematic Review of Treatment Outcomes for Children With Childhood Apraxia of Speech Interventions for childhood apraxia of speech A Randomized Controlled Trial for Children With Childhood Apraxia of Speech Comparing Rapid Syllable Transition Treatment and the Nuffield Dyspraxia Programme–Third Edition Treating Speech Subsystems in Childhood Apraxia of Speech With Tactual Input: The PROMPT Approach Feedback Frequency in Treatment for Childhood Apraxia of Speech Ultrasound Biofeedback Treatment for Persisting Childhood Apraxia of Speech REST - Rapid Syllable Transition Treatment: A free self directed learning resource for speech pathologists to learn how to deliver ReST treatment to children with Childhood Apraxia of Speech (CAS) and information for parents and the general community. https://rest.sydney.edu.au/ CAS Treatment Methods Supported by Evidence Based Research: This website has different Evidence Based methods and free resources for parents and free videos and learning content for clinicians. https://www.childapraxiatreatment.org/cas-treatment-supported-by-research-evidence/ Episode Key Terms and Additional Information Definitions were obtained through the ASHA website. Under Childhood Apraxia. https://www.asha.org/practice-portal/clinical-topics/childhood-apraxia-of-speech/#collapse_6 Sensory Cueing approach: Treatments that include sensory input (e.g., visual, auditory, proprioceptive and/or tactile cues) to teach the movement sequences for speech. Sensory cues can be used separately or in combination. PROMPT: PROMPT is an acronym for Prompts for Restructuring Oral Muscular Phonetic Targets. The technique is a tactile-kinesthetic approach that uses touch cues to a patient’s articulators (jaw, tongue, lips) to manually guide them through a targeted word, phrase or sentence. Integral Stimulation: This is a treatment method that involves imitation, and emphasizes both visual and auditory models. It requires a person to imitate utterances modeled by the clinician. Attention is focused both on the auditory model as well as visual attention to the clinician’s face. It is often considered the “watch me, listen, do as I do” approach. Dynamic Temporal and Tactile Cueing (DTTC): This approach is like Integral Stimulation the only difference is that it adds layers of cueing to improve children’s production accuracy. Biofeedback: This refers to the use of visual information to report on how sound productions are physically made. Biofeedback provides "knowledge of performance", which provides information about the persons' actual movement of speech sound targets. This can be demonstrated through several means, the most popular are through ultrasounds and electropalatography. Childhood apraxia of speech: Childhood apraxia of speech (CAS) is a motor speech disorder. Children with CAS have problems saying sounds, syllables, and words. This is due to brain having planning problems to move speech parts like the lips, jaw, tongue. Therefore, the issue is not muscle weakness or paralysis instead, the child knows what he or she wants to say, but his/her brain has difficulty coordinating the muscle movements necessary to say the words. Disclosures: Mike Bright Financial Disclosures: Mike is the owner of Bright Speech and Language, LLC. Mike Bright Non-financial: "Recognized by Apraxia Kids for Advanced Training and Expertise in Childhood Apraxia of Speech" Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the prevalence of childhood apraxia of speech 15 minutes: Descriptions of considerations for target selection for children with CAS 10 minutes: Descriptions of ways to vary speech production practice that support motor learning 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Key Terms and Additional Information provided by Maria De Leon, MS, CCC-SLP, Contributing Editor Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	21 Mar 2021	School-Age Stuttering Therapy: I’m So Confused About the Strategies!	01:02:55
Get .1 ASHA CEU here Episode Summary If you’re like me, you left grad school crossing your fingers that you could avoid clinically working with fluency so the world would never know how much you don’t know. Or maybe you’re not like me, and fluency is your jam (thank you!). Either way, this episode has something for every SLP, calling out some really big elephants in the room, including how to avoid bad goal writing that leads to ineffective therapy. Nina Reeves is back with her no-nonsense approach, sharing current, evidence-based intervention strategies to help school-aged children who stutter. If you haven’t already listened, pop back to the previous Nerdcast with Nina to set a strong foundation of principles and attitudes that puts these techniques into perspective. Nina’s got some tough love for you and me, but don’t worry, as Kate assures “Nobody’s hitting anybody with a stick” (it will makes sense when you listen, trust me). There’s plenty of grace, humor, and solid how-to in this info-packed episode as Nina empties your bucket of the “cr@p” and loads it full of fluency intervention gold to start your journey towards comfort, competence, and confidence with students who stutter. Tune in and learn about the nuts and bolts alongside the incredible role of social-emotional experience in effective stuttering intervention. Nina Reeves, M.S. CCC-SLP, BCS-F is a board-certified specialist in fluency disorders and the co-founder of StutteringTherapy Resources, Inc. You can learn more about Nina here. Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Learning Outcomes 1. List 3 techniques for helping children reduce the severity and frequency of stuttering behaviors. 2. List 3 techniques for helping children enhance their observable speech fluency 3. Describe how integrating communication skills into stuttering therapy can enhance therapy outcomes References Van Riper, C. (1971). The Nature of Stuttering. Englewood Cliffs, NJ: Prentice Hall Van Riper, C. (1973). The treatment of stuttering. Englewood Cliffs, NJ: Prentice Hall. Online Resources SISSKIN: Avoidance Reduction Therapy (ARTS): https://www.stutteringhelp.org/training/avoidance-reduction-therapy-group-setting https://leader.pubs.asha.org/do/10.1044/avoidance-reduction-therapy-a-success-story/full/ https://www.sisskinstutteringcenter.com/arts Nina Reeves’ Website: www.NinaReeves.com Stuttering Therapy Resources Website: https://www.stutteringtherapyresources.com Stuttering Therapy Resources Online Contacts and Resources: Instagram: https://www.instagram.com/stutteringtherapyresources/ or @stutteringtherapyresources Facebook: https://www.facebook.com/StutteringTherapyResources/ YouTube: https://www.youtube.com/user/StutteringTherapyRes Twitter: https://twitter.com/StutterResource Disclosures Nina Reeves Financial: Author and Co-owner: Stuttering Therapy Resources, Inc. Royalties and Ownership Interest, Intellectual property. Nina Reeves Non-financial: Past volunteer for both National Stuttering Association and Stuttering Foundation of America Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of techniques for helping children reduce the severity and frequency of stuttering behaviors 15 minutes: Review of techniques for helping children enhance their observable speech fluency 10 minutes: Review of integrating communication skills into stuttering therapy can enhance therapy outcomes 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	28 Mar 2021	Language Ideology and Linguistic Diversity in Speech and Language Pathology	01:00:04
Get .1 ASHA CEU here Episode Summary: In this week’s episode, guest expert Chelsea Privette helps us get real about language ideology and our responsibilities to shift the “standard” as language professionals supporting linguistically and culturally diverse communicators. There was more than one “ah-ha” moment across this Nerdcast as Chelsea helps us consider tangible strategies to shift our thinking and practice around core issues in the field. There’s also a healthy dose of challenging the status-quo, urging us to question many of our long-standing speech-language pathology paradigms. Come along with us on the journey - you might get a little uncomfortable - but open your mind, fill up your wine glass, and tune in to learn about language ideology in the United States and what it has to do with you as an SLP. Chelsea is a doctoral candidate at the University of Arizona researching bilingualism and the interactions of Spanish and African American English in preschoolers. You can learn more about Chelsea here. Learning Outcomes 1. Define the dominant language ideology in the United States. 2. Describe linguistic environment in inclusive terms. 3. Distinguish between inclusive and anglocentric terminology in clinical documentation and professional meetings. References Artiles, A. J. (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32(1), 32-36. Berthele, R. (2002). Learning a second dialect: A model of idiolectal dissonance. Multilingua, 21, 327-344. Blum, S. D. (2017). Unseen WEIRD assumptions: The so-called language gap discourse and ideologies of language, childhood, and learning. International Multilingual Research Journal, 11(1), 23-38. Brandt, D. (1998). Sponsors of literacy. College Composition and Communication, 49(2), 165-185. Baugh, J. (2003). Linguistic profiling. In S. Makoni, G. Smitherman, A. F. Ball, & A. K. Spears (Eds.), Black linguistics: Language, society, and politics in Africa and the Americas (pp. 155-168). Routledge. Boser, U., Wilhelm, M., & Hanna, R. (2014). The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion. Center for American Progress. Retrieved from https://files.eric.ed.gov/fulltext/ED564606.pdf Carter, P. M. (2013). Shared spaces, shared structures: Latino social formation and African American English in the U.S. South. Journal of Sociolinguistics, 17(1), 66-92. Goldstein, L. M. (1987). Standard English: The only target for nonnative speakers of English? TESOL Quarterly, 21(3), 417-436. Hill, J. H. (2008). The everyday language of white racism. Wiley-Blackwell. Minow, M. (1990). Making all the difference: Inclusion, exclusion, and American law. Cornell University Press. Oetting, J. B. (2020). General American English as a dialect: A call for change. The ASHA LeaderLive. https://leader.pubs.asha.org/do/10.1044/leader.FMP.25112020.12/full/. Oetting, J. B., Gregory, K. D., & Rivière, A. M. (2016). Changing how speech-language pathologists think and talk about dialect variation. Perspectives of the ASHA Special Interest Groups SIG 16, 1(1), 28-37. Purnell, T., Idsardi, W., & Baugh, J. (1999). Perceptual and phonetic experiments on American English dialect identification. Journal of Language and Social Psychology, 18, 10-30. Stanford, S., & Muhammad, B. (2018). The confluence of language and learning disorders and the school-to-prison pipeline among minority students of color: A critical race theory. American University Journal of Gender, Social Policy & the Law, 26(2), 691-718 Online Resources: Larson, A. (2021). Bias in Bilingualism: Changing How We Talk About Language Learners. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/bias-in-bilingualism/ Summarizes Soto, Larson, & Olszewski paper (forthcoming?) Stanford, S. (2021). Transforming Our Language to Change Clinical Narratives for Youth with Disorders. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/transforming-your-language/ Baugh, J. (2019). The significance of linguistic profiling. TEDxEmory. https://www.youtube.com/watch?v=GjFtIg-nLAA Disclosures: Chelsea Privette financial disclosures: Chelsea’s research is funded by the National Institute on Deafness and other Communication Disorders. Chelsea has no non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the dominant language ideology in the United States. 15 minutes: Descriptions of linguistic environment in inclusive terms 10 minutes: Descriptions of the differences between inclusive and anglocentric terminology in clinical documentation and professional meetings. 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Key Terms and Additional Information provided by Maria De Leon, MS, CCC-SLP, Contributing Editor Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	09 May 2021	AAC Evaluation Basics Part 2: The Feature Matching Process	01:30:21
Get .1 ASHA CEU here Episode Summary AAC evaluations got you reaching for the Advil? Breathe, there’s a framework for that! In this week’s episode, learn how to eliminate the guesswork in AAC system decision-making as Kate and Amy tag-team Part 2 of the AAC Evaluation Basics Series. If you are new to AAC evaluations and haven’t listened to Part 1 in this series, you might want to take a quick detour to set your foundation. If your mindset is in the AAC-foundational principles zone already, jump right in to this week’s meaty discussion to broaden your scope of competence as an SLP supporting communication development with AAC. The Nerdcast crew is certainly in their zone here as they unpack tangible tools and tips to help you execute an AAC evaluation that is rooted in evidence based practice and person-centered care. Your challenge if you choose to accept it: learn how to rise above the social media and marketing buzz about the next best AAC craze to hit the app stores by getting a firm grasp on key areas of AAC assessment, invaluable assessment strategies, and the importance of a features versus fad approach to choosing tools for trial. Learning Outcomes 1. Define feature matching and describe its role in the AAC assessment process 2. Identify at least 3 components of a comprehensive AAC assessment 3. Identify at least 3 client considerations when conducting a comprehensive AAC assessment References Gosnell, J., Costello, J., & Shane, H. (2011). Using a Clinical Approach To Answer “What Communication Apps Should We Use?”. Perspectives on Augmentative and Alternative Communication, 20(3), 87-96. doi:10.1044/aac20.3.87 Light, J. (1989) Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5:2, 137-144, DOI: 10.1080/07434618912331275126 Light, J. & McNaughton, D. (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?, Augmentative and Alternative Communication, 30:1, 1-18, DOI: 10.3109/07434618.2014.885080 Schlosser, R. W., Koul, R., & Costello, J. (2007). Asking well-built questions for evidence-based practice in augmentative and alternative communication. Journal of Communication Disorders, 40(3), 225-238. doi:10.1016/j.jcomdis.2006.06.008 Shane, H., & Costello, J. (1994, November). Augmentative communication assessment and the feature matching process. Mini-seminar presented at the annual convention of the American Speech-LanguageHearing Association, New Orleans, LA. Disclosures: Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder of SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Review of feature matching and descriptions of its role in the AAC assessment process 15 minutes: Review of the components of a comprehensive AAC assessment 10 minutes: Review of client considerations when conducting a comprehensive AAC assessment 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA CEUs, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	02 May 2021	Applications of Dynamic Assessment Related to Language and Literacy	01:05:33
Get .1 ASHA CEU here Episode Summary How does the opening scene of Star Trek 2: The Wrath of Khan help us better understand test validity? Tune in to find out as Dr. Doug Peterson and Dr. Trina Spencer return to the Nerdcast to continue the discussion on dynamic assessment (DA). If you haven’t already, beam back to Part 1 of the series to set the scene. In this follow-up, Trina and Doug weave just the right amount of side-tracked laughter, nerdy sci-fi narrative, and evidence-based discussion to rev up your DA engines and have you racing to the literature to explore a different assessment frontier that is more ethical, less biased, and much more versatile than norm-referenced assessment alone. Crack the jargon of norm-referenced assessment and gain some tangible DA tips and rationale as this crew unpacks the value of uncovering how children learn rather than what they’ve already learned when making a diagnosis and setting a functional and effective intervention plan across learning domains. Boldly go where few SLP’s have gone before, enjoy some leftover cake and sandwiches, and get those CEU’s that give you the gold you can apply to your caseload today! You can learn more about Trina and Doug here. Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Learning Outcomes 1. Explain how dynamic assessment differentiates between language disability and language difference. 2. Describe different applications of dynamic assessment that identify a disorder. 3. Explain how dynamic assessment can inform intervention. References Petersen, D. B., Tonn, P., Spencer, T. D., & Foster, M. E. (2020). The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children. Language, Speech, and Hearing Services in Schools, 51(1), 144-164. doi:10.1044/2019_lshss-18-0129 Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students. Journal of Speech, Language, and Hearing Research, 60(4), 983-998. doi:10.1044/2016_jslhr-l-15-0426 Petersen, D. B., Allen, M. M., & Spencer, T. D. (2014). Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten. Journal of Learning Disabilities, 49(2), 200-215. doi:10.1177/0022219414538518 Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy. Language, Speech, and Hearing Services in Schools,49(4), 875-888. doi:10.1044/2018_lshss-dyslc-18-0021 Disclosures: Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of how dynamic assessment differentiates between language disability and language difference. 15 minutes: Descriptions of different applications of dynamic assessment that identify a disorder. 10 minutes: Descriptions of how dynamic assessment can inform intervention. 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! Credits: Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Key Terms and Additional Information provided by Maria De Leon, MS, CCC-SLP, Contributing Editor Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	16 May 2021	Building AAC Competence through Interdisciplinary Collaboration and Mentorship	01:04:32
Get .1 ASHA CEU here Episode Summary Let’s hear a Woot! Woot! (with an emphasis on the OT) for this week’s episode featuring Instagrammers and AAC enthusiasts, Mara Jonet (SLP) and Annabeth Knight (OT) of The Fanny Pack Therapist. This collaborative duo shares their tips and experiences tackling AAC assessment and intervention through the evidence-based practice of interdisciplinary collaboration. Learn how to utilize creative partnerships with your friendly neighborhood OT to fill the gaps in and expand the borders of your scope of competence in AAC service delivery for children with complex needs. Annabeth and Mara are a shining example of “paying it forward” as they describe strategies for creating a mutually beneficial partnership that lends unparalleled benefits for clients and professionals alike. Even Mabel the dog is listening, and so should you! You can learn more about Mara and Annabeth here. Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Learning Outcomes 1. Identify at least 3 resources which provide evidence supporting an interdisciplinary collaboration approach in evaluation and treatment for children with complex communication needs. 2. Describe 3 unique roles of each the OT and SLP throughout the AAC and AT service provision process. 3. Explore gaps in basic competencies for AAC practitioners, and learn at least 4 tangible strategies for enabling practitioner growth through training and collaboration. References American Occupational Therapy Association. (2010). Specialized knowledge and skills in technology and environmental interventions for occupational therapy practice American Journal of Occupational Therapy, 64.American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology [Scope of Practice]. Available from www.asha.org/policy/. Angelo, J., & Smith, R. (1989). The critical role of occupational therapy in augmentative and alternative communication services. In Technology review 1989: Perspective on occupational therapy practice(pp. 49-53). Rockville, MD: American Occupational Therapy Association. Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B., . . . Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121, 121-138. Copley, J., & Ziviani, J. (2007). Use of a team-based approach to assistive technology assessment and planning for children with multiple disabilities: a pilot study. Assistive Technology, 19, 109-125. Cunningham, B. (2014). Rethinking occupational therapy’s role with assistive technology. OT Practice,19(11), CE-1-CE-7. Dukhovny, E., & Kelly, E. B. (2015). Practical resources for provision of services to culturally and linguistically diverse users of AAC. Perspectives on Cultural and Linguistic Diversity, 22, 25–39. Farber, J.G., & Goldstein, M.K. (1998). Parents working with speech-language pathologists to foster partnerships in education. Language, Speech, and Hearing Services in Schools, (29), 24-35. Hill, K., & Corsi, V. (2012). Role of speech-language pathologists in assistive technology assessments. In S. Federici & M. J. Scherer (Eds.), Assistive technology assessment handbook (pp. 301–327). Boca Raton. FL: CRC Press. Lahm, E.A., Bell, J.K., & Blackhurst, A.E. (2002). Using interdisciplinary teams: University of Kentucky Assistive Technology (UKAT) toolkit. Retrieved from http://edsrc.coe.uky.edu/www/ukatii/resources/index.html Moyers, P.A., & Metzler, C.A. (2014). Health Policy Perspectives-Interprofessional collaborative Practice in care coordination. American Journal of Occupational Therapy, 68, 500-505. National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities [Guidelines]. Available from www.asha.org/policy or www.asha.org/njc. Orentlicher, M.L., Handley, M., Ehrenberg, R., Frenkel, M., & Markowitz, L. (2014). Interprofessional collaboration in schools: a review of current evidence. Early Intervention & School Special Interest Section Quarterly, 21(2), 1-3. Parette, H. P., VanBiervliet, A., & Hourcade, J. J. (2000). Family-centered decision making in assistive technology. Journal of Special Education Technology, 15, 45–55. Polgar, J.M. (2006). Assistive technology as an enabler to occupation: What’s old is new again. Canadian Journal of Occupational Therapy, 73, 199-204. Post, K.M. (2009, September). Advancing your knowledge and skills in assistive technology. Technology Special Interest Section Quarterly, 19(3), 1-4. Skuller, J. (2017). Interprofessional education in an assistive technology program for children with special needs. OT Practice, 22(14), 12–16. Topia, M., & Hocking, C. (2012). Enabling development and participation through early provision of augmentative and alternative communication. New Zealand Journal of Occupational Therapy, 59, 24-30. Wallis, S; Bloch, SJ; Clarke, M; (2017) Augmentative and alternative communication (AAC) training provision for professionals in England. Journal of Enabling Technologies , 11 (3) pp. 101-112. Zangari, C., & Kangas, K. (1997). Intervention principles and procedures. In L. Lloyd, D. Fuller, & H. Arvidson (Eds.), Augmentative and alternative communication (pp. 235–253). Boston, MA: Allyn & Bacon. Disclosures: Mara and Annabeth financial disclosures: Mara is employed as a speech language pathologist working in AAC. Annabeth is employed as an OT working in AAC. Mara and Annabeth non-financial disclosures: Annabeth and Mara run the Instagram account, @thefannypacktherapist, which provides free information on collaborative AAC practice and a minimalist approach to pediatric therapy. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of resources which provide evidence supporting an interdisciplinary collaboration approach in evaluation and treatment for children with complex communication needs. 15 minutes: Descriptions of unique roles of each the OT and SLP throughout the AAC and AT service provision process 10 minutes: Descriptions of basic competencies for AAC practitioners, and learn at least 4 tangible strategies for enabling practitioner growth through training and collaboration 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! Credits: Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	23 May 2021	Essential Elements of MTSS for Language	01:03:50
Get .1 ASHA CEU here Episode Summary Pssst! SLP! Yep, you over there in the speech closet. Did you know that you are likely the most knowledgeable professional in your school when it comes to language development, assessment, and intervention? Ok, so maybe you already knew that, but do your education colleagues and administrators know? This week’s episode tackles the basics of Multi-Tiered Systems of Supports (MTSS) in schools and provides an incredibly strong argument for why SLP’s need a leadership seat at the MTSS table. Return offenders, Dr. Trina Spencer and Dr. Doug Peterson, lay out the relationship between an SLP’s expertise and the MTSS mission of preventing “dysteachia.” They do this by highlighting the truth: that listening and speaking are the foundation for reading and writing. Not a school-based SLP? If you’re working with kids in any context, this cast will offer some amazing gems to add to your EBP tool-box for supporting kids with language learning differences. Tune in to learn more about why the domain of language needs to be included in MTSS frameworks and walk away with some key actionables to start the conversation and build the foundation on MTSS collaboration for language support in your school’s culture. You can learn more about Trina and Doug here. Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Learning Outcomes 1. Explain why language needs to be included in schools’ MTSS efforts. 2. Describe what the purpose of MTSS is and its key features. 3. List the characteristics of language intervention and assessment tools necessary for MTSS. Online Resources You can access the free CUBED Assessment mentioned in this episode here. References Petersen, D. B., Mesquita, M. W., Spencer, T. D., & Waldron, J. (2020). Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing. Topics in Language Disorders, 40(4). doi:10.1097/tld.0000000000000227 Petersen, D., & Spencer, T. D. (2014). Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 21(1), 5-21. doi:10.1044/cds21.1.5 Spencer, T. D., Petersen, D. B., Slocum, T. A., & Allen, M. M. (2014). Large group narrative intervention in Head Start preschools: Implications for response to intervention. Journal of Early Childhood Research, 13(2), 196-217. doi:10.1177/1476718x13515419 Spencer, T. D., Petersen, D. B., & Adams, J. L. (2015). Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. American Journal of Speech-Language Pathology, 24(4), 619-636. doi:10.1044/2015_ajslp-14-0101 Ukrainetz, T. A. (2006). The Implications of RTI and EBP for SLPs: Commentary on L. M. Justice. Language, Speech, and Hearing Services in Schools, 37(4), 298-303. doi:10.1044/0161-1461(2006/034) Weddle, S. A., Spencer, T. D., Kajian, M., & Petersen, D. B. (2016). An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification. School Psychology Review, 45(1), 109-133. doi:10.17105/spr45-1.109-132 Disclosures: Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of why language needs to be included in schools’ MTSS efforts 15 minutes: Descriptions of the purpose of MTSS is and its key features. 10 minutes: Descriptions of the characteristics of language intervention and assessment tools necessary for MTSS 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! Credits: Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	13 Jun 2021	Get it Write! Why and How to Incorporate Writing into School-Based SLP Practice	01:00:22
Get .1 ASHA CEU here Episode Summary:This just in! Students do better when they are engaged and motivated! Okay... maybe that’s not a newsflash for you, but perhaps you haven’t yet thought about the role of engagement and motivation in academics, specifically writing endeavors for students who struggle with language. In this week’s episode, Dr. Robin Danzack of Emerson College in Boston floods the podcast newswaves with her expertise on the role of “authentic” student writing intervention in school-based SLP practice. Tune in to discover why you should be thinking about writing (specifically “authentic” writing) as an SLP and how you can join forces with your fellow educators to integrate meaningful, dual-purpose, curriculum-based, writing interventions into your assessment and support practices. Got any comic book or video game fans on your caseload? You’ll get some great tips to further bolster your existing strength as an SLP in customizing interventions to meet your students’ unique needs and interests while fostering growth in language and literacy, simultaneously. As with many thought-provoking episodes in the Nerdcast library, you won’t take your ear off this one, and I guarantee you’ll leave inspired to weave writing into the fabric of your language intervention, and to spread the news across the virtual or physical break room! Learn more about Robin here Learning Outcomes 1. Explain the value of “authentic writing” to promote student engagement, motivation, and sociocultural-linguistic identity. 2. Analyze a student writing sample for microstructural vs. macrostructural features. 3. Connect writing goals to language and speech outcomes, as well as to grade-level curriculum and learning standards. References Collins, G., & Wolter, J. A. (2019). Morphological awareness strategies to promote academic success at tier 1 through interprofessional collaboration. Perspectives of the ASHA Special Interest Groups, 4, 781-789. Danzak, R. L. (2011). Defining identities through multiliteracies: ELL teens narrate their immigration experiences as graphic stories. Journal of Adolescent and Adult Literacy, 55, 187-196. Harris, R. K. (2008). Powerful writing strategies for all students. Paul H. Brookes. Kamhi, A. G., & Catts, H. W. (2012). Language and reading disabilities (3rd ed.). Boston, MA: Pearson. Moll, L. C., Amanti, D., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 21 (2), 132–141. Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20. Ukrainetz, T. A. (2015). Telling a good story: Teaching the structure of narrative. In T. A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices, pp. 335-377. Austin, TX: Pro-Ed. Westby, C. (2014). A language perspective on executive functioning, metacognition, and self-regulation in reading. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed.), pp. 339-358. New York, NY: Guilford Press. Online Resources: ASHA Position statement on Reading and Writing in Children and Adolescents: https://www.asha.org/policy/ps2001-00104/ Self-Regulated Strategy Development (SRSD): https://www.thinksrsd.com/ Comic Life Software: http://plasq.com/apps/comiclife/macwin/ Disclosures: Robin Danzak Financial Disclosures: Robin is an employee of Emerson College. Robin Danzak non-financial disclousres: Robin is a member of ASHA and the corresonding SIG 14. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of “authentic writing” to promote student engagement, motivation 15 minutes: Descriptions of microstructural vs. macrostructural features 10 minutes: Descriptions of writing goals to language and speech outcomes 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	06 Jun 2021	Screening and Progress Monitoring of Language	01:02:04
Get .1 ASHA CEU here Episode Summary You’re an awesome school-based SLP, the resident language expert, the speech closet hostess with the mostest. You’re chugging along, doing your assessment thing, determining eligibility here, pushing into the classroom there, pulling kids out, chattin’ with the teacher- you’ve got this! Then BAM!! This episode comes out of nowhere and reveals an unknown blind spot in our educational system, putting a serious snag in your assessment status quo. No worries, the Nerds and their experts have your back! This week, Dr. Trina Spencer and Dr. Doug Peterson step up once again with an eye-opening follow-up to their previous episodes on dynamic assessment (DA) and Multi-Tiered Systems of Supports (MTSS) for language assessment and intervention in schools. Tune in to go the extra MTSS and DA mile and learn about your essential role in the screening and prevention domain, an area of SLP not often explored, but so essential to a student’s academic success. You’ll drive away with a better understanding of the roles of language assessment beyond eligibility determination, along with (free but fabulous) tools you’ll need to adjust for that screening blindspot and to help your education team set students up for language (and therein, academic) success. There’s free stuff, witty banter, soap boxes, and MacGyvering. Don’t miss out! You can learn more about Trina and Doug here. Learning Outcomes 1. List the purpose of assessment and identify those necessary for MTSS. 2. Describe the characteristics of curriculum-based measures. 3. Explain how/why oral narrative retells are appropriate for screening and progress monitoring of language. Online Resources You can access the free CUBED Assessment mentioned in this episode here. References Petersen, D. B., Spencer, T. D., Konishi, A., Sellars, T. P., Robertson, D., & Foster, M. E. (2020). Using parallel, narrative-based measures to examine the relationship between listening and reading comprehension. Language, Speech, and Hearing Services in Schools, 51(4), 1097-1111. https://doi.org/10.1044/2020_LSHSS-19-00036 Petersen, D. B., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 21, 5-21. https://doi.org/10.1044/cds21.1.5 Petersen, D. B., & Spencer, T. D. (2012). The Narrative Language Measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129. https://doi.org/10.1044/lle19.4.119 Disclosures: Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the purpose of assessment and identify those necessary for MTSS 15 minutes: Descriptions of the characteristics of curriculum-based measures. 10 minutes: Descriptions of oral narrative retells are appropriate for screening and progress monitoring of language 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! Credits: Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor Episode Summary __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	30 May 2021	School Re-entry After a Brain Injury	01:01:38
Get .1 ASHA CEU here Episode Summary:How common is it for children to acquire a brain injury and what does that have to do with you as a school-based SLP? Tune in this week to find out as pediatric brain injury specialist and SLP, Jenny Traver, shares her expertise in helping children and families transition back to school after brain injury. This episode is a great reminder that although you may not be a “cog-com expert” like Jenny, as an SLP with a neural base in your graduate training, you have the basic tools you need to consider the acquired side, not just the development side, of our field. Jenny shares info and strategies to build on your basics, including: the importance of considering the whole child when determining what supports will be needed for reentry success, the need for regular monitoring and collaboration between the professionals supporting the child and family, and the value of discovering gradual and meaningful ways to get children back into the school environment without over-taxing their systems. Despite the dense nature of this neuro topic, this episode has a wonderful mix of science, practicality, and compassion that will certainly spark your interest and broaden your competence as you are inspired to take a more active role in supporting these vulnerable students as they navigate big life changes. Learn more about Jenny here Learning Outcomes Participants will understand the role of the SLP in supporting clients with brain injuries in returning to school. Participants will identify key considerations for clients in the school re-entry planning process. Participants will identify at least strategies and resources to support patient/family education on the return to school process. Online Resources: The Brain Injury Association of America: https://www.biausa.org/ The CDC Heads Up Campaign: https://www.cdc.gov/headsup/index.html Brainline: https://www.brainline.org/ ASHA Resources on pediatric brain injury: https://www.asha.org/practice-portal/clinical-topics/pediatric-traumatic-brain-injury/ The Model Systems Knowledge Translation Center: https://msktc.org/ Disclosures: Jenny Traver financial disclosures: She is the founder and owner of Cognitive SLP. Non-financial disclosures: Jenny is a member of ASHA and the Academy of Certified Brain Injury Specialists. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Tracey Callahan financial disclosures: Tracey is an employee of SLP Nerdcast, owns a private practice, and is the owner of an online learning platform called Guest Monster Games. Tracey Callahan non-financial disclosures: Tracey a member of ASHA and the corresponding special interest group (SIG 13) for Dysphagia. You can learn more about Tracey here. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the role of the SLP in supporting clients with brain injuries in returning to school. 15 minutes: Descriptions of key considerations for clients in the school re-entry planning process. 10 minutes: Descriptions of strategies and resources to support patient/family education on the return to school process 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	05 Sep 2021	Translating Research to Practice: Implementation Science to the Rescue?	01:02:32
Get .1 ASHA CEU here Episode Summary:You’re a rockstar SLP. You read the research. You eat, drink, sleep EBP- but something still feels like it’s missing... Reading the literature makes your brain hurt. You feel like you just can’t make this research-based practice stuff work. It’s like you’re jumping into the research-to-practice gap without a parachute. Enter implementation science-the game changer, your parachute. Ok, you’re probably like “Implementation what now? Never heard of it!” I’m with you. SIt tight, it will all make sense soon... In this episode, Dr. Cathy Bringer and Dr. Natalie Douglas uncover the what and why of implementation science and how it stands to change the EBP face of your day-to-day SLP life. There’s ah-ha moments, pats on the back, validation, and more as this down-to earth research duo acknowledge the short-comings of the traditional research model and promise a brighter research-to-practice future- tearing down hierarchies, building up clinicians, and using implementation science to study clinical practices that will actually work in the “real world”. Learn more about Cathy and Natalie here. Learning Outcomes 1. Describe a brief history of implementation science and its recent intersection with SLP 2. Distinguish between the traditional research pipeline and alternative research designs focused on implementation 3. List barriers and facilitators to SLPs engaging in clinical research References Douglas, N. F., Campbell, W. N., & Hinckley, J. J. (2015). Implementation Science: Buzzword or Game Changer? Journal of Speech, Language, and Hearing Research, 58(6). https://doi.org/10.1044/2015_jslhr-l-15-0302 Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231) Olswang, L. B., & Prelock, P. A. (2015). Bridging the Gap Between Research and Practice: Implementation Science. Journal of Speech, Language, and Hearing Research, 58(6). https://doi.org/10.1044/2015_jslhr-l-14-0305 Disclosures: Dr. Natalie Douglas financial disclosures: Dr. Douglas receives a salary from Central Michigan University and The Informed SLP; She also receives book royalties from Plural Publishing and has research funding from The American Speech-Language-Hearing Foundation. Dr. Douglas has no non-financial relationships to disclose. Dr. Cathy Binger financial disclosures: Dr. Binger is employed by the University of New Mexico. Dr. Binger non-financial disclosures: Dr. Binger is a member of ASHA and special interest group (SIG) 12. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of implementation science and its recent intersection with SLP 15 minutes: Descriptions of the traditional research pipeline and alternative research designs focused on implementation 10 minutes: Descriptions of barriers and facilitators to SLPs engaging in clinical research 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	09 May 2022	Communication and Complex Medical Needs with Dr. Margaret Bauman	01:00:03
Get .1 ASHA CEU here Remember the last time you had a headache that Advil just wouldn’t touch as you powered through your back to back sessions? Or maybe you can recall the last bout of GI revenge that ensued following some poor decisions at a fast food drive-through for lunch? Perhaps you weren’t as peppy with your clients, made a bit less small talk with your colleagues, and were a bit short with your partner. “When we don’t feel well, we don’t do well” (ain't’ that the truth!) and our students with complex communication needs (CCN) are no different. In this episode, Dr. Margaret Bauman and Jennifer Leighton share their experiences and advice, encouraging SLP’s to consider potential, underlying medical conditions that may be leading to behavioral changes in individuals with CCN. Through stories of her clinical experiences with struggling patients, Dr. Bauman describes several scenarios within which a child’s change in behavior was an indication of an underlying condition of pain or illness that was not obvious. Gear up for some detective work as this observant duo share compassionate tips for digging deeper, asking questions, and supporting our clients with CCN in new ways that recognize how strongly pain and illness shape behavior, and how loudly behavior communicates. Learning Outcomes Discuss the importance of considering medical conditions for individuals with complex communication needs Discuss ways to identify when individuals with complex communication needs may be expressing pain Identify at least 3 medical conditions that could be associated with complex communicators Disclosures: Jennifer Leighton financial disclosures: Jen is an employee of a school system. Jennifer Leighton non-financial disclosures: Jen is a member of the American Speech and Hearing Association (ASHA) and the Massachusetts Speech and Hearing Association (MSHA) Dr Bauman financial disclosures: employed as a neurologist in various outpatient hospital settings. She is also a researcher through the Boston University School of Medicine. Dr Bauman non-financial disclosures: Dr. Bauman is a member of the American Academy of Neurology, American Academy of Pediatrics, the International Society for Autism Research, and the Society for Neuroscience, and serves on various advisory boards Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the importance of considering medical conditions for individuals with complex communication needs 15 minutes: Descriptions of individuals with complex communication needs and they may be expressing pain 10 minutes: Descriptions of medical conditions that could be associated with complex communicators 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	27 Jun 2021	Creating a Home Program for Mild Aphasia with Leigh Ann Porter	01:00:36
Get .1 ASHA CEU here Episode Summary:Hey cog-com SLP’s, looking for an episode that’s just right? This one’s for you! This week, the talented, outpatient adult SLP and host of the Speech Uncensored podcast - Leigh Ann Porter-joins Kate to talk about modifying CARTs and spot on ARCS in the creation of home programs for patients with mild aphasia. I promise, it will all make sense when you listen-Leigh Ann does an awesome job explaining so that even Kate (and I) can understand (haha, a little peds SLP humor, this stuff starts out as Greek to us!). You’ll learn some tangible, holistic strategies to tackle patient needs across reading, writing, and speaking and get a good sense of how to stay within that magic “Goldilocks Zone” - not too hard, not too easy, just right for each individual client. Leigh Ann lays out a few down-to-earth home program ideas that build on a patient’s strengths and foster the autonomy, independence, and the intrinsic motivation required for the hard work of rehab. And of course, there are great resources to explore as you implement these ideas, because Leigh Ann’s got your back! Find a chair that’s not too soft, some coffee that’s not too hot, and cozy up for some nerdy aphasia learning! Learn more about Leah Ann here. Learning Outcomes 1. Identify two evidence-based practices to use with patients with mild aphasia. 2. Describe how to modify treatment protocols to increase complexity level for mild aphasia. 3. Identify at least three resources for implementing treatment approaches with mild aphasia Online Resources: The Speech Uncensored Podcast: Episode 107: Discourse Treatment in Aphasia Therapy: Attentive Reading Constrained Summarization (ARCS) with Yvonne Rogalski PhD, CCC-SLP Episode 14: Meaningful Aphasia Therapy with Sarah Baar MA, CCC-SLP. Aditional aphasia episodes on Speech Uncensored Podcast: References: Beeson, P.M. (1999). Treating acquired writing impairment: Strengthening graphemic representations. Aphasiology, 13, 367-386. Beeson, P.M., Hirsch, F., & Rewega, M. (2002). Successful single-word writing treatment: Experimental analysis of four cases. Aphasiology, 16, 456-473-491. Beeson, P. M., Rising, K., & Volk, J. (2003). Writing treatment for severe aphasia. Journal of Speech, Language, Hearing Research, 46, 1038-1060. Beeson, P.M. & Egnor, H. (2006). Combining treatment for written and spoken naming. Journal of the International Neuropsychological Society, 12, 816-827. Obermeyer, J. A., & Edmonds, L. A. (2018). Attentive Reading With Constrained Summarization Adapted to Address Written Discourse in People With Mild Aphasia. American Journal of Speech-Language Pathology, 27(1S), 392. Obermeyer, J. A., Rogalski, Y., & Edmonds, L. A. (2019). Attentive Reading with Constrained Summarization-Written, a multi-modality discourse-level treatment for mild aphasia. Aphasiology, 1-26. Rogalski, Y., Altmann, L., & Rosenbek, J. (2014). Retrieval practice and testing improve memory in older adults. Aphasiology, 28:4, 381-400. Rogalski, Y. & Edmonds, L. (2008). Attentive Reading and Constrained Summarisation (ARCS) treatment in primary progressive aphasia: A case study. Aphasiology. 22. 763-775. Rogalski, Y., Edmonds, L., Daly, V., & Gardner, M. (2013). Attentive Reading and Constrained Summarisation (ARCS) discourse treatment for chronic Wernicke’s aphasia. Aphasiology, 27:10, 1232-125 Disclosures: Leigh Ann Financial Disclosures: Leigh Ann is employed by The University of Kansas Health System and receive honorariums from SpeechTherapyPD.com. Non-financial Disclosures: Leah Ann is the host of the Speech Uncensored Podcast. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the role evidence-based practices to use with patients with mild aphasia. 15 minutes: Descriptions of modified treatment protocols to increase complexity level for mild aphasia. 10 minutes: Descriptions of resources for implementing treatment approaches with mild aphasia 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	12 Sep 2021	Dyslexia in the Schools: Assessment and Identification	01:00:46
Get .1 ASHA CEU here Episode Summary:Did you know that dyslexia not only affects literacy development but language as well? I didn’t…. But now I do (and you will too!) thanks to this week’s super cool episode with Jeannette Washington of Bearly Articulating. Jeannette has many super powers, including SLP spidey senses and mad tech skills, which she uses daily to support students with dyslexia in Detroit, Michigan. Jeannette walks us through the SLP’s role in supporting students with dyslexia using practical suggestions and a contagious sense of humor. You’ll learn to leave your ego at the IEP room door as you step into this shared, literacy support role. But don’t worry, this isn’t yet another thing you need to be an “expert” at. Jeannette assures us that your involvement as an SLP in supporting students with dyslexia doesn’t always mean you’re in the driver’s seat. Tune in and you’ll ride away with some great tips, including some high tech and not so high tech, multisensory intervention strategies you can add to your therapy toolbox right now. Even if you’re not looking to be a dyslexia guru anytime soon, this episode is a must listen for anyone serving in the schools. Buckle up for a goodie! Learn more about Jeannette here. Learning Outcomes 1. Define how speech pathologists fit into the intervention process of Dyslexia in the schools. 2. Provide a comprehensive list of the components of a Dyslexia diagnosis. 3. Identify strategies/techniques/programs that speech pathologists can implement to target phonemic awareness. Online Resources: Technical Difficulties: Why Dyslexic Narratives Matter in Tech, by Jeanette Washington International Dyslexia Association The Test of Integrated Language and Literacy Skills The Academy of Orton-Gillingham Practitioners and Educators Decoding Dyslexia Disclosures: Jeannette Washington Financial Relationships: Jeannette is the owner of Bearly Articulating and the author of “Technical Difficulties: Why Dyslexic Narratives Matter in Tech”. Jeannette Washington non-financial relationships: Jeannette is a member of the International Dyslexia Association and the Michigan Speech Language and Hearing Association. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of how speech pathologists fit into the intervention process of Dyslexia in the schools. 15 minutes: Descriptions of a comprehensive list of the components of a Dyslexia diagnosis 10 minutes: Descriptions of strategies/techniques/programs that speech pathologists can implement to target phonemic awareness 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	31 Jan 2022	AAC Evaluations Part 3: Documentation and Funding	01:31:37
Get .15 ASHA CEU here Episode Summary: This is the audio of our first live podcast recording! Given that this course was live there are slides available for download. We reviewed the purpose of AAC evaluation documentation and the components of a well written AAC evaluation. We also reviewed the role of data collection and how they relate to results and recommendations within AAC evaluations. Finally, this course provides a discussion and overview of ethical considerations throughout the evaluation and funding process. Learning Outcomes After attending participants will be able to: 1. Identify the purpose of AAC evaluation documentation. 2. Identify the components of a well written AAC evaluation. 3. Identify the role of data collection and how they relate to results and recommendations. 4. Describe ethical considerations throughout the evaluation and funding process. References Navrotski, D. (2015). Role and Responsibilities of AAC Manufacturers' Consultants in the SGD Funding Process. Perspectives on Augmentative and Alternative Communication, 24(4), 147–154. https://doi.org/10.1044/aac24.4.147 Slawson, D. C., & Shaughnessy, A. F. (2005). Teaching Evidence-Based Medicine: Should We Be Teaching Information Management Instead? Academic Medicine, 80(7), 685–689. https://doi.org/10.1097/00001888-200507000-00014 Wiles Higdon, C., & Hill, K. (2015). Five SGD Funding Rules of Commitment. Perspectives on Augmentative and Alternative Communication, 24(4), 129–134. https://doi.org/10.1044/aac24.4.129 Online Resources: ASHA: https://www.asha.org/slp/healthcare/medicare-speech-generating-devices-information/ ASHA: https://www.asha.org/practice/reimbursement/medicare/sgd_policy/ PRC/SALTILLO: https://www.aacfunding.com/ TOBII DYNAVOX: https://efunding.tobiidynavox.com/ Speaker Disclosures: Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosures: Funding for this course was provided by one of our Corporate Sponsors, Vooks Time Ordered Agenda: Introduction and Background - 5 mins Review of AAC evaluation documentation - 5 mins Review of components in an AAC evaluation document - 15 mins Review of data collection and it's role in AAC evaluations - 15 mins Review of ethical considerations within AAC evaluations - 15 mins Closing, Discussion and Questions - 5 mins Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! A big thank you to our corporate sponsor, Vooks, for providing the financial support to make this course possible! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	19 Sep 2021	Multi-Tiered Language Instruction and Intervention	01:04:54
Get .1 ASHA CEU here Episode Summary Hey school-based SLP’s, Want to learn how to do more for your students struggling with language, using less time and less direct instruction from just you? Well then, shimmy on over to this week’s episode, where Dr. Trina Spencer and Dr. Doug Peterson return to share some “friggin awesome” intervention-focused follow-up to their previous talks on MTSS and dynamic assessment (DA). If you’ve listened to this duo on prior episodes, you know they are dynamos, dedicated to natural and holistic language approaches that help students across the board. In this chapter,, Trina and Doug walk us through their 10 principles to multi-tiered language intervention, providing the simple but highly effective tools we need to foster oral, written, and academic language skills that really stick for our students. This one got me thinking, made me cringe a bit at my past practices, and inspired me to further harness the power of narrative to make big impacts on language proficiency for students at risk and those with known disabilities. As with any good SLP Nerdcast story, you’ll learn something, you’ll laugh, and you’ll meet a strange frog with shapeshifting powers. Well, maybe that last part isn’t like every Nerdcast story, but who doesn’t love a good plot twist in the series! You can learn more about Trina and Doug here. Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor Learning Outcomes Describe the characteristics of effective language instruction. Explain how academic language can be addressed through narrative intervention. Explain how response to intervention within multi-tiered systems of support reduces the number of evaluations SLPs will need to do. References Kelley, E., & Spencer, T. D. (2021). Feasible and Effective Language Intervention Strategies that Accelerate Students' Academic Achievement. Seminars in Speech and Language, 42(02), 101-116. doi:10.1055/s-0041-1723839 Kirby, M. S., Spencer, T. D., & Chen, Y. I. (2021). Oral Narrative Instruction Improves Kindergarten Writing. Reading & Writing Quarterly, 1-18. doi:10.1080/10573569.2021.1879696 Nelson, B. S., Petersen, D. B., & Rai, A. (2021). The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India. Language and Education, 1-21. doi:10.1080/09500782.2021.1898633 Petersen, D. B., Mesquita, M. W., Spencer, T. D., & Waldron, J. (2020). Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing. Topics in Language Disorders, 40(4). doi:10.1097/tld.0000000000000227 Spencer, T. D., & Petersen, D. B. (2018). Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes. Language, Speech, and Hearing Services in Schools, 49(3), 569-581. doi:10.1044/2018_lshss-17-0030 Spencer, T. D., Moran, M., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2020). Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language. AERA Open, 6(1), 233285841989788. doi:10.1177/2332858419897886 Weddle, S. A., Spencer, T. D., Kajian, M., & Petersen, D. B. (2016). An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification. School Psychology Review, 45(1), 109-133. doi:10.17105/spr45-1.109-132 Online Resources Shift to Workload Model Shows Enhanced Learning, Reduced Referrals Trina’s Toolbox Language Dynamics Group A big THANK YOU to our Corporate Sponsor, Med Travelers for the financial support to make this course possible! To learn more about Med Travelers visit https://www.medtravelers.com/ Disclosures: Dr. Petersen financial disclosures: Dr. Petersen is a co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Petersen has no financial relationships to disclose. Dr. Spencer financial disclosures: Dr. Spencer is a co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer has no financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of the characteristics of effective language instruction and MTSS fundamentals 15 minutes: Descriptions of how academic language can be addressed through narrative intervention 10 minutes: Descriptions of how response to intervention within multi-tiered systems of support reduces the number of evaluations SLPs will need to do. 5 minutes: Summary and Closing __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	07 Mar 2022	Bridging the Research-to-Practice Gap Part 1: It’s Not Your Fault	01:02:17
Get .1 ASHA CEU here Episode Summary:It’s no secret that being a clinician and being a researcher are two entirely different experiences. But, If you’re like me, you might wonder exactly what is going on in that “ivory research tower” and if you will ever manage to trudge your way through your muddy, clinical practice swamp to access the answers it promises to offer. We’re heavy on the metaphors in this serious yet engaging episode with Dr. Cathy Binger and Dr. Natalie Douglas, repeat offenders on SLP Nerdcast and great representations of a dual perspective on research. These clinicians turned implementation scientists guide us through the barriers and potential solutions to the ever widening research-practice gap with a candid discussion that challenges listeners to take on the perspective from both sides of the gap. Tune in to learn how to confront the preconceptions, break down the paywalls, and collaborate to achieve practical, accessible, and effective evidence-based clinical practice. You’ll enjoy some straight talk, some humble confessions, and a few made up words-not to mention awesome Neverending Story analogies. Learn more about Cathy and Natalie here. Learning Outcomes 1. Identify at least two common approaches to research that contribute to the research-to-practice gap. 2. Identify at least two barriers to dissemination of clinically applicable research findings. 3. Identify at least two strategies within practice-based research that researchers and clinicians can use to close the research-to-practice gap. Online Resources: CSD Disseminate: https://www.csdisseminate.com/ References: Roberts, M. Y., Sone, B. J., Zanzinger, K. E., Bloem, M. E., Kulba, K., Schaff, A., . . . Goldstein, H. (2020). Trends in Clinical Practice Research in ASHA Journals: 2008–2018. American Journal of Speech-Language Pathology, 29(3), 1629-1639. Speaker Disclosures: Dr. Natalie Douglas financial disclosures: Dr. Douglas receives a salary from Central Michigan University and The Informed SLP; She also receives book royalties from Plural Publishing and has research funding from The American Speech-Language-Hearing Foundation. Dr. Douglas non-financial disclosures: is a member of ASHA SIG 2 and SIG 15, the Gerentilogical society for America, and the aphasia access group. Dr. Cathy Binger financial disclosures: Dr. Binger is employed by the University of New Mexico. Dr. Binger non-financial disclosures: Dr. Binger is a member of ASHA and special interest group 12 Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosures: Funding for this course was provided by one of our Corporate Sponsors, Vooks. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of common approaches to research that contribute to the research-to-practice gap.. 15 minutes: Descriptions of barriers to dissemination of clinically applicable research findings. 10 minutes: Descriptions of strategies within practice-based research that researchers and clinicians can use to close the research-to-practice gap. 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! A big THANK YOU to our Corporate Sponsor, Vooks, for the financial support to make this course possible! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	26 Sep 2021	Transcending Stuttering with Uri Schneider	01:08:19
Get .1 ASHA CEU here Episode SummaryIn this week’s episode Uri Schneider teachers us about the importance of approaching therapy with what works for our clients, not what works for us. He reminds us how important it is to bring humanity back into our therapy rooms, and to lead with one of the most important therapy tools we have: our ability to care - to really care - about our clients. Uri walks us through the transcending stuttering approach, which we learned is built around these fundamental principles. He walks us through aspects of the transcending stuttering model, including the importance of self-advocacy and self-knowledge. We learned so much from Uri and we know you will too! Learn more about Uri Schneider here. Learning Outcomes Explain the speech mechanism and neurophysiology of stuttering Identify more than one speech ("fluency") strategy Define at least two aspects of the transcending stuttering framework Online Resources Transcending Stuttering Course Transcending Stuttering Podcast Transcending Stuttering Documentaries Disclosures: Uri Schneider financial disclosures: Uri is the owner/founder of Transcending Stuttering and the director of Schneider Speech. Uri Schneider non-financial disclosures: Uri is a faculty member at the University of California Riverside School of Medicine. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Descriptions of implementation science and its recent intersection with SLP 15 minutes: Descriptions of the traditional research pipeline and alternative research designs focused on implementation 10 minutes: Descriptions of barriers and facilitators to SLPs engaging in clinical research 5 minutes: Summary and Closing A big THANK YOU to our Corporate Sponsor, Stuttering Therapy Resources for the financial support to make this course possible! To learn more about Med Travelers visit https://stutteringtherapyresources.com/ Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	03 Oct 2021	Unlocking the Mystery of Selective Mutism with Dr. Aimee Kotrba	01:03:38
Get .1 ASHA CEU here Episode SummarySelective mutism: the mystery that we hear about in graduate school but most of us don’t quite know a lot about. How can we better support students with selective mutism? What is our role as SLPs on the team? What accommodations do we need to consider in a school environment? How do we communicate and work with other professionals in this area? Dr. Aimee Kotrba walks us through all this and more in this week’s episode. Learn more about Dr. Kotrba here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes 1. Describe the evaluative and diagnostic process for selective mutism 2. Identify at least 1 strategies/action that caregivers, educators and communication partners can do to support children with Selective Mutism 3. List the overall components of an intervention plan Identify appropriate social and academic expectations for students with selective mutism Online Resources Frankfurt Scale for the Assessment of Selective Mutism Disclosures: Dr. Aimee Kotrba financial disclosures: Dr. Kotrba is the founder of Confident Kids Camp and the owner of Thriving Minds. She has authored the book Selective Mutism: An Assessment and Intervention Guide for Therapists, Educators, and Parents and the book Overcoming Selective Mutism: A Field Guide for Parents. She is also the instructor for an upcoming workshop titled “Unlocking the mystery of selective mutism” offered through Thriving Minds. Dr. Kotrba non-financial disclosures: Dr. Kotrba does not have any non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Review of the definition of and evaluative practices for Selective Mutism 15 minutes: Descriptions of 10 minutes: Descriptions of 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	10 Oct 2021	Fitness for Functional Neurorecovery	01:01:30
Get .1 ASHA CEU here Episode SummaryWouldn’t it be cool if you could find a job that beautifully married your career and your favorite hobby? Lucky for all of us, this week’s Nerdcast guest has managed to nail this amazing mash-up and maximizes client outcomes in the process. Jenna Muri-Rosenthal is an SLP, brian injury specialist, certified Level II Cross-Fit trainer, and an adaptive and Inclusive trainer who helps brain injury survivors to “find their way back to feeling like themselves' ' in her Boston-based practice, Fit to Function Recovery. Tune in to learn how Jenna integrates the principles of wellness, fitness, and rehabilitation to help her client’s achieve better than “good enough” outcomes after in-patient services end and the potential isolation of life after brain injury kicks into high gear. This episode is a true eye opener, exploring the relationship between physical activity and new learning, the need for community in the recovery process, and the positive impacts that functional movements practiced in safe and supportive fitness environments have for stroke survivors and others in life after injury. So get on your athleisures, dust off your Nikes, and pop in your Airpods- this one is worth listening to on your morning jog, or at least those trips from the couch to the fridge. Learn more about Jenna Muri-Rosenthal here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes 1. Describe the relationship between fitness, speech language pathology, and brain injury recovery 2. Describe the role of fitness in social engagement and community re-entry after a brain injury 3. Identify three movements in functional fitness and their real world application. Describe 2-3 cognitive-communication skills/domains and how they can be applied to treatment in a gym/fitness setting. References De la Rosa, A., Solana, E., Corpas, R. et al. Long-term exercise training improves memory in middle-aged men and modulates peripheral levels of BDNF and Cathepsin B. Sci Rep 9, 3337 (2019). https://doi.org/10.1038/s41598-019-40040-8 Griffin, É W., Mullally, S., Foley, C., Warmington, S. A., O'mara, S. M., & Kelly, Á M. (2011). Aerobic exercise improves hippocampal function and increases BDNF in the serum of young adult males. Physiology & Behavior, 104(5), 934-941. doi:10.1016/j.physbeh.2011.06.005 Loprinzi, P. D., & Frith, E. (2018). A brief primer on the mediational role of BDNF in the exercise-memory link. Clinical Physiology and Functional Imaging, 39(1), 9-14. doi:10.1111/cpf.12522 Ratey, J. J., & Hagerman, E. (2013). Spark: The revolutionary new science of exercise and the brain. Little, Brown. Wrann, C., White, J., Salogiannnis, J., Laznik-Bogoslavski, D., Wu, J., Ma, D., . . . Spiegelman, B. (2013). Exercise Induces Hippocampal BDNF through a PGC-1α/FNDC5 Pathway. Cell Metabolism,18(5), 649-659. doi:10.1016/j.cmet.2013.09.008 Online Resources Works by John Ratey: http://www.johnratey.com/ Adaptive Training Academy: https://www.ata.fit/ Disclosures: Jenna Muri-Rosenthal Financial disclosures: Jenna is the owner of Fit to Function a program for brain injury survivors in the gym and is a level cross-fit trainer. Jenna Muri-Rosenthal non-financial disclosures: Jenna has no non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Review of the relationship between fitness, speech language pathology, and brain injury recovery 15 minutes: Descriptions of physical movements and the role of fitness in social engagement and community re-entry after a brain injury 10 minutes: Descriptions of cognitive-communication skills/domains and how they can be applied to treatment in a gym/fitness setting 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	18 Oct 2021	Stuttering Therapy: I Don’t Know What To Tell Parents and Teachers!
Get .1 ASHA CEU here Episode Summary A wise Nerd once said “Stuttering doesn’t happen in a vacuum”, and neither should our stuttering therapy. That wise “stutter nerd” is Nina Reeves and she is back on the mic for this week’s episode sharing some straight talk about the how and why of involving the whole village in intervention for students who stutter. If you haven’t already listened to the other wise stuff that Nina has shared on the podcast, check them out here. Like so many of us in the field, you likely have some feels around the idea of stuttering intervention, let alone talking about stuttering with parents and teachers. This episode hits on the feels and lays out your mission- to create a long term support system for students who stutter by helping all stakeholders understand stuttering as well as the lived experience of the person who stutters. This episode has some warm-and-fuzzies with a strong core of evidence based practice, emphasizing the role of the SLP in not only the “head space” but the “heart space” of supporting clients and families on their stuttering journey. Listen to Nina, she knows the way! You can learn more about Nina and find tons of free stuttering resources at Stuttering Therapy Resources. Learn more about Nina here. Course Accommodations The transcript and video with subtitles for this course are provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes List 3 aspects of creating a long-term support system for children who stutter Identify at least 4 major concepts for educating stakeholders about the disorder of stuttering Describe 2 counseling concepts for learning to listen to and support stakeholders of children who stutter References Counseling Parents at the Time of Diagnosis: Moving Toward Client-Centered Practice. (2021). American Journal of Audiology, 30(1), 226–230. Mazlish, E. and Faber, A. (2012). How to Talk So Kids Will Listen and Listen So Kids Will Talk, New York: Scribner/Simon & Schuster. Previous Episodes Mentioned Counseling in Communication Sciences and Disorders with Dr. David Luterman Stress Management and Acceptance Commitment Therapy (ACT) Online Resources Early Childhood Stuttering Therapy: A Practical Guide School-Age Stuttering Therapy: A Practical Guide Early Childhood Stuttering: Information and Support for Parents School-Age Stuttering: Information and Support for Parents www.WeStutter.org www.FriendsWhoStutter.org www.Say.org www.Stamma.org ASHA Scope of practice ASHA practice portal for fluency disorders ASHA evidence maps-fluency disorders ASHA ICF The stutter notebook by STR Disclosures: Nina Reeves Financial: Author and Co-owner: Stuttering Therapy Resources, Inc. Royalties and Ownership Interest, Intellectual property. Nina Reeves Non-financial: Past volunteer for both National Stuttering Association and Stuttering Foundation of America Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Schneider Speech. Time Ordered Agenda: 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: Descriptions of aspects of creating a long-term support system for children who stutter 15 minutes: Descriptions of concepts for educating stakeholders about the disorder of stuttering 10 minutes: Descriptions of counseling concepts for learning to listen to and support stakeholders of children who stutter 5 minutes: Summary and Closing A big THANK YOU to our Corporate Sponsor, Schneider Speech, for the financial support to make this course possible! To learn more about Transcending Stuttering visit https://www.schneiderspeech.com/tsa Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	25 Oct 2021	AAC in Early Intervention with Tanna Neufeld	01:07:09
Get .1 ASHA CEU here Episode SummaryWhat is harder (and even more rewarding, I might add) than supporting the communication development of tiny humans? Well, providing early intervention to tiny humans with complex communication needs, of course. Graduate training certainly doesn’t prepare us for everything and most SLP’s get minimal to no didactic or clinical exposure to early intervention OR supporting complex communicators, making this mash-up a true head scratcher for many of us. I had the pleasure of joining Kate and Amy this week to geek out on AAC and try my best to demystify some of the barriers that SLP’s in the early intervention setting encounter when trying their darndest to serve complex communicators and their families. Tune in for some validation, some practical advice, and hopefully some reassurance as you navigate this complicated territory, given minimal resources across the board. We’ll chat about coaching, teaming, and joy, and offer some myth-busting insights to help you stop chasing those “unicorns” that often result in delayed introduction of AAC tools and strategies to children under the age of three years. Hang in there EI SLP-you got this, and your Nerds have your back! Learn more about Tanna here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Identify at least two barriers to AAC implementation in an early intervention setting Identify at least 5 strategies to overcome barriers to AAC implementation in an early intervention setting Identify at least 2 resources for expanding scope of competence in AAC for early intervention clinicians References Light, J., & Mcnaughton, D. (2015). Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs. Augmentative and Alternative Communication, 31(2), 85-96. doi:10.3109/07434618.2015.1036458 During this episode a stack of literature was references on AACcessible.org. You can access that stack here. Online Resources AAC Early Starts Conference: https://www.theaacacademy.org/course/aac-early-starts-conference AAC Early Starts Call for Papers: https://www.aaccessible.org/call-for-papers Perkins School for the Blind: https://www.perkins.org/ DIR / Floortime: https://www.icdl.com/ The Hanen Center: http://www.hanen.org/Home.aspx Speaker Disclosures: Tanna Neufeld financial disclosures: Tanna receives a salary from the University of Washington, and receives donations for consultation services, mentoring services, course offerings, and products on AACcessible.org. A portion of these donations is used to subsidize overhead costs for an organization which she founded and directs. Tanna receives honorariums for speaking at conferences and workshops in the Seattle Community. She is a paid advisor and consultant for Goally, an assistive technology company. She is also a seller on Teachers Pay Teachers and Boom Learning, for which she receives funds for her products.Tanna Neufeld non-financial disclosures: Tanna is a member of ASHA and ASHA SIG 1, 11, and 12. She is president on the board of AACcessible Foundation and a volunteer, contributing editor for SLP Nerdcast. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Medtravelers. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Descriptions of barriers to AAC implementation in an early intervention setting 15 minutes: Descriptions of strategies to overcome barriers to AAC implementation in an early intervention setting 10 minutes: Descriptions of resources for expanding scope of competence in AAC for early intervention clinicians 5 minutes: Summary and Closing A big THANK YOU to our Corporate Sponsor, Med Travelers for the financial support to make this course possible! To learn more about Med Travelers visit https://www.medtravelers.com/ Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	21 Sep 2021	Announcement: Pediatric Assessments in Speech and Language Pathology	00:19:41
You asked, and we listened. Research tells us that as SLPs we rely heavily on standardized assessments, even though the samples are often biased. Not to mention, our complex learners are not represented in these samples. Standardized tests are not designed to measure individual changes in functional communication, so when we use them in assessments for complex learners we often aren’t measuring the skills that are meaningful to our clients. So the question becomes - what can we as clinicians do to conduct and write better assessments? How can we measure meaningful skill change in our more complex learners? After a lot of feedback from all of you we decided it was time to offer something with a little more depth, where we can really dive into the practical application of quality assessment skills and measurement. After so much feedback from all of you, our SLP Masterclasses Comprehensive Assessments in speech and language pathology is finally up and running. It’s being offered for 1.5 ASHA CEUs AND 1 graduate level credit through our partnership with Fitchburg State University. The course is four weeks long and all asynchronous, which means you can learn on your own time. The course starts on October 13th but registration closes NEXT WEEK on September 29th 2021! If you can’t make it this go around don’t worry, we will open it again, but make sure you sign up on the waitlist to give you early access next time the course opens. If you have more questions or want to learn more, check out the course info page on our website www.slpnerdcast.com. __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	01 Oct 2021	Preview: October 2021	00:03:10
Happy October! We are trying out something new - at the beginning of each month we will publish a brief preview of podcast episodes and courses to come. Let’s take a look at what’s coming in the month of October! October 3rd, 2021 Podcast Course: Unlocking the Mystery of Selective Mutism with Dr. Aimee Kotrba. In this episode we review the role of the SLP in the evaluation and treatment of children who present with selective mutism. Dr. Kotrba was an incredible guest with tons of additional resources, including her own trainings and webinars. It’s a must listen! October 6th, 2021 Live Event: Using Music to Recover Speech and Language. We are thrilled to welcome Caitlin Hebb, MT-BC, Neurologic Music Therapist Fellow, to discuss the neuroscience of music and music-based interventions for speech and language disorders. So interesting - we are really looking forward to it! Register Here October 10th, 2021 Podcast Course: Fitness for Functional Neurorecovery This was such an inspirational episode. We had the pleasure of welcoming Jenna Muri-Rosenthal who is an SLP, a certified trainer, AND a brain injury specialist. She taught us about the wellness continuum and the role of fitness in recovery after a brain injury October 18th, 2021 Podcast Course: Stuttering Therapy: I don’t know what to tell parents and teachers! For those of you who have been with us on this podcasting journey for a while, you already know about the incredible Nina Reeves. We had the pleasure of welcoming her back for a third episode to discuss the counseling and communication components of supporting parents and stakeholders in the lives of children who stutter. October 25th, 2021 Podcast Course: AAC in Early Intervention with Tanna Neufeld Are you looking for more information about how to support complex learners in early intervention? This is the episode for you. Tanna Neufeld, fellow SLP and Founder of Aaccessible.org shared some incredible insights of the importance of AAC in the early intervention years. What’s Next? Stay tuned for a preview of November 2021! Lots of great stuff in store, including Podcast Courses on Childhood Apraxia of Speech, AAC, trauma informed care, AND another live course on the role of technology in workload management. Reach out anytime with questions! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	01 Nov 2021	Listening with a Clinical Ear: Motor Speech Case Studies with Mike Bright	01:08:19
Get .15 ASHA CEU here This week’s episode includes a free graphic organizer created by our guest. It may be helpful to download the handout first and have it handy while listening. Episode Summary I’m just going to put it out there-motor speech is hard. Is it Childhood Apraxia of Speech (CAS) or not? How do I know for sure? What do I do to help?! Are the speech police going to come take my C’s away if I don’t do it right? This week, Apraxia extraordinaire Mike Bright returns, offering illuminating tools and strategies to help you look at (and listen to) your students’ speech sound challenges in a whole new way. If you’re a CAS newbie, you might want to tune in to previous episodes with Mike to get the basics before diving in here. This episode is the first of its kind on SLP Nerdcast, blending engaging case study audio with a graphic organizer on steroids to help improve your clinical ear and motor speech-related reasoning. Get the scoop on what to listen for to help you answer those tough motor speech differential dx questions and apply theory to practice as you listen along with Kate and Amy for the unique speech features often present in children with motor speech difficulties. Tune in to get some new “ear glasses” and start seeing real progress in those tough speech cases. No speech police, promise. Learn more about Mike Bright here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes 1. Identify three symptoms suggestive of motor speech difficulty. 2. Identify a framework for prioritizing treatment objectives. References Shriberg, L. D., Lohmeier, H. L., Campbell, T. F., Dollaghan, C. A., Green, J. R., & Moore, C. A. (2009). A Nonword Repetition Task for Speakers With Misarticulations: The Syllable Repetition Task (SRT). Journal of Speech, Language, and Hearing Research, 52(5), 1189-1212. doi:10.1044/1092-4388(2009/08-0047) Speaker Disclosures: Mike Bright Financial Disclosures: Mike is the owner of Bright Speech and Language, LLC. Non-financial: "Recognized by Apraxia Kids for Advanced Training and Expertise in Childhood Apraxia of Speech" Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Easy Report Pro. Easy Report Pro did not contribute to the content of this course. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Descriptions of a framework for organizing symptoms of motor speech difficulty 45 minutes: Descriptions of case studies highlighting symptoms of motor speech difficulty 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! A big THANK YOU to our Corporate Sponsor, Easy Report Pro for the financial support to make this course possible! To learn more about Easy Report Pro visit https://www.easyreportpro.com/ __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	15 Nov 2021	Trauma and Communication	01:00:29
Get .1 ASHA CEU here Episode SummaryThere’s a bear in the hallway outside the break room. I know, highly unlikely for most of you, but stick with me. This is a legit bear, and he’s hungry. What do you do? Fight, flight, freeze, or fawn? Your past experiences will likely shape your response to this incredibly terrifying albeit highly unlikely situation, and that is what this week’s episode is all about. In this episode, Nicole Moore and Dr. Ali Arena joined Kate and Amy on the couch to have a real discussion about the impacts of trauma on our students and clients with communication challenges. This duo brings a unique collage of perspectives, merging the field of trauma counseling with communication and social support to help us understand where trauma can pop up for our clients and what we should and shouldn’t be doing about it as holistic care providers and trusted confidants. Tune in to learn about the impacts of “little T’s” and “big T’s” on executive functioning, and find out how you can be a better observer and listener to identify signs of trauma and to develop a plan for supporting potential impacts in your sessions. There’s fun brain stuff for Amy, soap boxes for Kate, and all jokes aside, a mindful and realistic look at a very important topic that anyone working with human beings should be aware of. Learn more about Ali and Nicole here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Define both Big T & Little T trauma Learn social and emotional tactics to address trauma Signs to be aware of when working with both kids and adults References: Harris, R. (2008). The Happiness Trap: How to stop struggling and start living. Boston, MA: Trumpeter. Online Resources: The Center Method Headspace: www.headspace.com Stop, Breathe, & Think: (for guided meditations): www.stopbreathethink.com Stop, Breathe, & Think Kids: https://www.stopbreathethink.com/kids/ Calm: www.calm.com Ten Percent Happier: www.tenpercent.com Timeless: www.timeless-meditation.us Insight Timer: www.insighttimer.com Breath+: https://apps.apple.com/us/app/breathe-simple-breath-trainer/id1106998959 Disclosures: Dr. Ali Arena Financial Disclosures: is the owner or Ali Arena Communications. Dr. Ali Arena non-financial disclosures: Dr. Arena is a member of ASHA and licensed speech and language pathologist and board certified behavior analyst Nicole Moore Financial Disclosures: is the owner of The Center Method. Nicole Moore non-financial disclosures: psychotherapist and licensed marriage and family therapist, trauma specialist and trauma related disorders Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Review of the definition of Bit T and Little T 15 minutes: Descriptions of social and emotional tactics to address trauma 10 minutes: Descriptions of working with both kids and adults who experience trauma 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	08 Nov 2021	Language Development & AAC: Back to Basics	01:04:57
Get .1 ASHA CEU here Episode Summary Hey SLP’s! Don’t be distracted by the shiny AAC penny! It’s all about language therapy and you’ve got this! This week, we welcome back Dr. Cathy Binger and Dr. Jennifer Kent-Walsh to share their pearls of wisdom around using typical language development to guide AAC practice. Tune in to focus on “the big C in AAC” as Dr. Binger and Dr. Kent-Walsh urge us to focus on language rather than technology as we support complex communicators to achieve their full communicative potential and give them access to the building blocks of language that they deserve. You’ll learn how to start off right with goals and objectives that hold language and communication at the center, you’ll hear all about the importance of getting a good grasp on receptive language using a variety of tools, and you’ll round out the hour learning how to use these starting points to develop a solid AAC intervention plan using what you already know about-pragmatics, semantics, and syntax. This is a passionate episode that emphasizes progress over perfection and acknowledges the messiness of learning language for all young communicators, not just those with complex needs. Learn more about Cathy Binger and Jennifer Kent-Walsh here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Discuss the importance of applying a developmental model to aided AAC language learning. List the language domains that should be considered when providing AAC language intervention. Describe evidence that supports an early focus on semantic and grammatical development for preliterate children who use aided AAC. References Binger, C., Kent-Walsh, J., & King, M. (2017). Dynamic Assessment for 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication: Evaluating Expressive Syntax. Journal of Speech, Language, and Hearing Research, 60(7), 1946-1958. doi:10.1044/2017_jslhr-l-15-0269 Binger, C., Kent-Walsh, J., King, M., & Mansfield, L. (2017). Early Sentence Productions of 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research, 60(7), 1930-1945. doi:10.1044/2017_jslhr-l-15-0408 Binger, C., Kent-Walsh, J., King, M., Webb, E., & Buenviaje, E. (2016). Early Sentence Productions of 5-Year-Old Children Who Use Augmentative and Alternative Communication. Communication Disorders Quarterly, 38(3), 131-142. doi:10.1177/1525740116655804 Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using Aided AAC Models, Recasts, and Contrastive Targets to Teach Grammatical Morphemes to Children Who Use AAC. Journal of Speech, Language, and Hearing Research, 54(1), 160-176. doi:10.1044/1092-4388(2010/09-0163) Soto, G., & Clarke, M. T. (2017). Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research, 60(7), 1980-1998. doi:10.1044/2016_jslhr-l-15-0246 Tönsing, K. M. (2015). Supporting the Production of Graphic Symbol Combinations by Children with Limited Speech: A Comparison of Two AAC systems. Journal of Developmental and Physical Disabilities, 28(1), 5-29. doi:10.1007/s10882-015-9425-5 Tönsing, K. M., Dada, S., & Alant, E. (2014). Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading. Augmentative and Alternative Communication, 30(4), 279-297. doi:10.3109/07434618.2014.965846 Speaker Disclosures: Cathy Binger financial disclosures: Cathy is employed by the University of New Mexico; she receives grant funding from the National Institute on Deafness and Other Communication Disorders that supports her work on the topic we'll be discussing today. Cathy Binger non-financial disclosures: Cathy does not have any non-financial relationships to disclose. Jennifer Kent-Walsh financial disclosures: Jennifer is employed by the University of Central Florida; she receives grant funding from the National Institute on Deafness and Other Communication Disorders that supports her work on the topic we'll be discussing today. Jennifer does not have any non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, DTA Schools. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Descriptions of the importance of applying a developmental model to aided AAC language learning 15 minutes: Descriptions of the language domains that should be considered when providing AAC language intervention 10 minutes: Descriptions of the evidence that supports an early focus on semantic and grammatical development for preliterate children who use aided AAC. 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	29 Oct 2021	Preview: November 2021	00:04:34
Fall is here. We hope everyone out there has settled into the season. Here in New England we are surrounded by beautiful leaves and pumpkin patches. Amy is in heaven. Kate is still in denial that the summer is over. Regardless, we are excited for whats in store over the next few months! Here’s what’s you can expect in the month of November: November 1st, 2021 Podcast Course: Listening with a Clinical Ear: Motor Speech Case Studies with Mike Bright. You asked, we listened: this is a much awaited episode where we listen to audio tracks with a motor speech specialist, Mike Bright. We’ve had Mike on the show before and it never disappoints. We couldn’t fit it all into an hour, so this hour and a half long episode is offered for .15 ASHA CEUs. Mike also created a free handout for our listeners to download that is a worksheet you can use to help you categorize and listen for different aspects of motor speech when working with clients. It might be helpful for you to download it before you listen. November 8th, 2021 Podcast Course: AAC and Language Development: Back to Basics In this episode we had the pleasure of welcoming two researchers onto the show, Dr. Cathy Binger and Dr. Jennifer Kent-Walsh. They walked us through the importance of continuing to revisit language development when working in the field of AAC. This episode is near and dear to our hearts and we are excited to share it with you all. Offered for .1 ASHA CEU. Pre-order here. November 15th, 2021 Podcast Course: Trauma and Communication We learned so much from our guests, Dr. Ali Arena, Ed. D., CCC-SLP, BCBA and Nicole Moore, MA, LMFT. Their different clinical backgrounds and collaboration bring an incredibly unique perspective to the concept of trauma and communication. After learning from them it was clear to us how critical it is to prioritize trauma informed care in the practice of speech and language pathology. Offered for .1 ASHA CEU. Pre-register here. November 22nd, 2021 We are taking a week off for Thanksgiving! We hope everyone has a warm, safe, and wonderful holiday. November 29th, 2021 Podcast Course: Diving into Gender Aligning Voice Work: Underlying Principles and Practice AC Goldberg, Ph. D., CCC-SLP and Barb Worth, MS, CCC-SLP joined us again to dive into the clinical principles of gender aligning voice work. If you haven’t already listened to our episode on cultural competency for this area of study we strongly recommend doing so. Offered for .1 ASHA CEU. Pre-register here. What’s Next? Stay tuned for a preview of December 2021 - we have a great live course coming out about technology and workload management with Dr. Michelle Boisvert - you can preregister for that now as well. We also have podcast episodes / courses on AAC in schools and SLPs working in an ICU - super interesting and really inspiring stuff. Reach out anytime with questions! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	29 Nov 2021	Diving into Gender Aligning Voice Work: Underlying Principles and Practice	01:00:29
Get .1 ASHA CEU here Update: This episode was recorded about 6 months before it was released. In that time several resources become available that we wanted to include as part of the show notes and resource list. This is a great example of how quickly resources can change and how important it is for us as clinicians to shift our thinking and stay on top of newly published work and resources! The updated resources are as follows: There is now a published voice questionnaire for non-binary folx: Shefcik, G., Tsai, P. (2021). Voice-related experience of nonbinary individuals (VENI) development and validity. Journal of Voice, published online 01/28/21. DOI: :https://doi.org/10.1016/j.jvoice.2020.12.037 The Trans Voice Initiative is an organization that seeks to open the gates for intersectional trans leadership in the field of Speech-Language Pathology, and ultimately drastically improve the quality of care to the transgender community. You can learn more about their work at www.transvoiceinitiative.com or on social media channels at @transvoiceinitiative. Transplaining has launched a 3 graduate credit course in partnership with Fitchburg State University on Intersectional Cultural Responsiveness in Speech and Language Pathology. It’s being offered for for 3 graduate level credits and ! That's an automatic ACE award! You can find more information on transplaining.info. There is also a new site that our episode guest, AC Goldberg, Ph. D., CCC-SLP, is developing for this work, thecreditsinstitute.com. CREDIT stands for Culturally Responsive Education Diversity & Inclusion Training. Episode Summary The voice is like a fingerprint-a source of identity and an instrument used for not just communication, but connection. For some, this fingerprint does not align with other elements of their identity, motivating them to take on the hard work of forming new voice “habits” to reach their goals. In this episode, SLP’s Barb Worth and AC Goldberg return to the podcast to share their perspective on how best to support individuals who are seeking gender aligning voice intervention. Tune in to explore tangible and compassionate evaluation and intervention strategies that are client-centered, culturally competent, and evidence-based. You’ll get a refresher on the larynx and the vocal process, as well as some helpful reminders on the importance of helping clients reach their goals, not yours, or those of society at large. Learn more about AC and Barb here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Identify at least two steps you can take towards cultural and clinical competency in the area of gender-affirming voice and communication training. Describe at least two components of a gender-affirming voice and communication evaluation. Describe at least three potential therapy targets areas for a client receiving gender-affirming voice and communication training. References: Adler, R. (2017). The SLP as counselor for the transgender client. Perspectives of the ASHA Special Interest Groups, 2(10), 92–101. https://doi.org/10.1044/persp2.SIG10.92 Adler, R., Hirsch, S., & Pickering, J. (Eds.). (2018). Voice and communication therapy for the transgender/gender diverse client: A comprehensive clinical guide (3rd ed.). San Diego, CA: Plural. American Speech-Language-Hearing Association. (2016). Code of ethics [Ethics]. Retrieved from www.asha.org/policy/ American Speech-Language-Hearing Association. (2017). Issues in ethics: Cultural and linguistic competence. Retrieved from www.asha.org/Practice/ethics/Cultural-and-Linguistic-Competence/ Carew, L., Dacakis, G., & Oates, J. (2007). The effectiveness of oral resonance therapy on the perception of femininity of voice in male-to-female transsexuals. Journal of Voice, 21,591–603. https://doi.org/10.1016/j.jvoice.2006.05.005 Dacakis, G., Davies, S. The Transwomen Voice Questionnaire (Formerly TVQ MTF) ). (2012) Retrieved from: http://www.shelaghdavies.com/questionnaire/ Dacakis, G., Davies, S., Oates, J. M., Douglas, J. M., & Johnston, J. R. (2013). Development and preliminary evaluation of the Transsexual Voice Questionnaire for male-to-female transsexuals. Journal of Voice, 27, 312–320. https://doi.org/10.1016/j.jvoice.2012.11.005 Dacakis, G., Oates, J. M., & Douglas, J. M. (2017b). Further evidence of the construct validity of the Transsexual Voice Questionnaire (TVQMtF) using principal components analysis. Journal of Voice, 31, 142–148. https://doi.org/10.1016/j.jvoice.2016.07.001 Davies, S. (2017). The evidence behind the practice: A review of WPATH suggested guidelines in transgender voice and communication. Perspectives of the ASHA Special Interest Groups, 2(10), 64–73. https://doi.org/10.1044/persp2.SIG10.64 Davies, S., Papp, V., & Antoni, C. (2015). Voice and communication for gender nonconforming individuals: Giving voice to the person inside. International Journal of Transgenderism, 1, 117–159. https://doi.org/10.1080/15532739.2015.1075931 Gender Spectrum Voice and Communication (Private Facebook Group) 2021 Goldberg, AC., (2019). Our transgender language choices make all the differences The ASHA Leader, 24(4). .https://doi.org/10.1044/leader.FMP.24042019.6 Hancock, A. B., & Garabedian, L. M. (2013). Transgender voice and communication treatment: A retrospective chart review of 25 cases. International Journal of Language and Communication Disorders, 45, 313–324. https://doi.org/10.1111/j.1460-6984.2012.00185.x Hirsch, S. (2017). Combining voice, speech science and art approaches to resonant challenges in transgender voice and communication training. Perspectives of the ASHA Special Interest Groups, 2(10), 74–82. https://doi.org/10.1044/persp2.SIG10.74 Mills, M., Stoneham, G. (2017). The voice book for trans and non-binary people. London: Jessica Kingsley. World Professional Association for Transgender Health. (2011). Standards of care for the health of transsexual, transgender, and gender nonconforming people (7th version). Retrieved from https://www.wpath.org/media/cms/Documents/Web%20Transfer/SOC/Standards%20of%20Care%20V7%20-%202011%20WPATH.pdf Disclosures: AC Goldberg financial disclosures: AC is employed full time as an speech pathologist working primarily in gender voice modifcation and is the founder and co-owner of transplaining.info AC Goldberg non-financial disclosures: AC is a person of transgender experience, which gives me (him) personal perspective. Barb Worth financial disclosures: Barb is a Clinical and Academic InstructorCommunication Sciences and Disorders at Emerson College. She instructs students in the delivery of voice services to all populations. Barb Worth non-financial disclosures: Barb has a decade of experience working with the TGNC population. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Review steps you can take towards cultural and clinical competency in the area of gender-affirming voice and communication training 15 minutes: Descriptions of components of a gender-affirming voice and communication evaluation 10 minutes: Descriptions of potential therapy targets areas for a client receiving gender-affirming voice and communication training 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	13 Dec 2021	Optimizing AAC Implementation in Schools: Barriers and Solutions	01:00:24
Get .1 ASHA CEU here Episode Summary Does the daunting task of delivering AAC services in your district have you “all up in a wad”?. Un-wad, keep calm, and tune in this week as a dynamic AAC-SLP leader, Vicki Clarke, walks us through the process of acknowledging and breaking down access and opportunity barriers to AAC service delivery in the school setting. Vicki offers a great combination of straight talk, humor, and expert guidance to help you and your team widen your focus to all stakeholders and environments so that you may offer wrap-around style services that extend beyond the shiny promises of the AAC tech alone. Learn about who to talk to and what to say as your entire school works together to adjust knowledge, skills, and attitudes for the sake of student success. Don’t work in the schools? You’ll still learn volumes from Vicki’s decades of experience putting frameworks and support programs in place that help educators, therapists, parents and other partners gain the positive perspective and confidence they need to help the most complex of communicators. Learn more about Vicki here. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Listeners will be able to identify the 2 primary categories of barriers to AAC implementation in schools as defined by Beukelman & Mirenda’s Participation Model Listeners will be able to Identify 3 specific barriers faced in their setting. Listeners will be able to Identify 3 solutions to explore to address barriers present in their setting References Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Paul H. Brookes. Heath, C., & Heath, D. (2010). Made to stick: Why some ideas survive and others die. Random House. Kent-Walsh, J., & Mcnaughton, D. (2005). Communication Partner Instruction in AAC: Present Practices and Future Directions. Augmentative and Alternative Communication, 21(3), 195-204. doi:10.1080/07434610400006646 Senner, J. E., & Baud, M. R. (2016). The Use of an Eight-Step Instructional Model to Train School Staff in Partner-Augmented Input. Communication Disorders Quarterly, 38(2), 89-95. doi:10.1177/1525740116651251 Soto, G. (1997). Special education teacher attitudes toward AAC: Preliminary survey. Augmentative and Alternative Communication,13(3), 186-197. doi:10.1080/07434619712331278008 Online Resources Praactical AAC: https://praacticalaac.org/ The SETT Framework by Dr. Joy Zabala: https://www.joyzabala.com/ Speaker Disclosures: Vicki Clarke financial disclosures: Vicki is a co-owner of Dynamic Therapy Associates and DTA Schools, AACchicks AT Teachers Pay Teacher, Xceptional Education Leader, and is a paid speaker at state and national venues. Vicki Clarke non-financial disclosures: Vicki has non-financial working relationships with SGD manufacturers, AAC app developers and materials developers for students with special needs including News-2-You, Tobii Dynavox, PRC Saltillo, Control Bionics, Forbes Rehab Services, Ablenet, Eye Tech and AhVAZ. Vicki consults pro bono for various speech generating device manufactures, app developers (educational, AAC and speech pathology related). Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Medtravelers. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Descriptions of primary categories of barriers to AAC implementation in schools as defined by Beukelman & Mirenda’s Participation Model 15 minutes: Descriptions of barriers faced in their setting 10 minutes: Descriptions of solutions to explore to address barriers present in their setting 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	20 Dec 2021	A Day in the ICU with Sara Penrod	01:00:14
Get .1 ASHA CEU here Episode Summary Critical thinking and collaboration are essential in our field as a whole, but perhaps even more so when life itself is at stake. In this week’s episode with Sara Penrod, you’ll learn just how essential these constructs are in the daily work of an ICU SLP. Sara is a career-long medical SLP who has gained a tremendous level of super power in the critical care arena through her dedication to transdisciplinary, continuing education and fearless on-the-job training. If you're a med SLP looking to add to your own critical care toolbox, this episode has thought-provoking and practice-changing info to help you assess, support, counsel, and collaborate like a boss for your most vulnerable patients. If you’re more of a looky-loo, curious about what the ICU SLP actually does that medical staff couldn’t do on their own, come on in! You’ll learn more than you expect and likely leave as I did, pleasantly surprised by just how much value a knowledgeable SLP can bring to a critical care team. This is a true, whole-body, whole-patient episode with lots of big words and even bigger ideas, including some shout outs to the power of a positive partnership with nurses- in many ways, the life-blood of the critical care unit and the thread that connects the intimate needs of the patient to the rest of the team. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Identify ways the SLP can address speech, language, communication, and swallowing disorders in the ICU. List the reasons for obtaining and synthesizing the most up to date medical information before seeing a patient in the ICU. List factors that can contribute to success in therapy or confound SLP-specific diagnoses. References Ashford, J. R. (2005, March). Pneumonia: Factors Beyond Aspiration. Perspectives in Swallowing and Swallowing Disorders (Dysphagia), 14, 10-16. Other Resources Podcast: Three Roles of the SLP in the ICU w/ Brooke Richardson, SLP Fellowship: Johns Hopkins ICU Fellowship by application ASHA: A Day in the Life of an Acute Care SLP Article: The role of speech and language therapy in critical care by Jackie McRae from St Geogre’s University Hospitals in London, UK Membership: MedSLP with Theresa Richard, SLP Membership: Dysphagia Research Society (DRS) Speaker Disclosures: Sara Penrod financial relationships: Sara is employed full time in an ICU setting. non-financial disclosures: Sara does not have any financial or non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Medtravelers. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Descriptions of ways the SLP can address speech, language, communication, and swallowing disorders in the ICU 15 minutes: Descriptions of reasons for obtaining and synthesizing the most up to date medical information before seeing a patient in the ICU 10 minutes: Descriptions of factors that can contribute to success in therapy or confound SLP-specific diagnoses. 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	23 Nov 2021	Preview: December 2021 & The SLP Nerdcast Sale Extravaganza	00:05:42
Tis the season… It’s the season… the season of holidays, family, sweets, some (hopefully) time off of work, the sun going down way too early…. oh and cramming for CEUs before the deadline of 12/31! We hope many of you got a chance to participate in our SLP Nerdcast Sale Extravaganza that started on Black Friday. If you missed it, no worries, the Sale Extravaganza is on until 9:00 AM EST on Friday December 3rd. Every day at 9:00 AM we spin a wheel - yes, it’s an actual wheel - to pick the deal of the day. The deal is available for 24 hours - we hope it helps everyone cram in the CEUs they need before the year comes to an end! We have some good stuff in store this month! Check it out: December 9th, 2021 Live Webinar: Time Saving Tips for SLPs: Technology to Manage Your Workload. Offered for .1 ASHA CEU. Our guest, Michelle Boisvert, will join us to review the top six most time-consuming workload responsibilities for school-based SLPs and provide time-saving tips to help reduce workload management. There will be a focus on strategies to prioritize technology and discussions of the software, collaborative platforms, websites, and apps currently in the market. This workshop will help SLP's of all levels understand technology as it will contain real-world applications and experiences. Register here. December 13th, 2021 Podcast Course: Optimizing AAC Implementation in Schools: Barriers and Solutions. In this episode, our expert guest, Vicki Clarke, walks us through the process of acknowledging and breaking down access and opportunity barriers to AAC service delivery in the school setting. Vicki offers a great combination of straight talk, humor, and expert guidance to help you and your team widen your focus to all stakeholders and environments to offer wrap-around style services that extend beyond the shiny promises of the AAC tech alone. Pre-order here. December 20th, 2021 Podcast Course: A Day in the ICU with Sara Penrod. In this episode, our expert guest Sara Penrod, who is a career-long medical SLP, walks us through thought-provoking and practice-changing info related to working in an intensive care unit. This is a true, whole-body, whole-patient episode with lots of big words and even bigger ideas, including some shout outs to the power of a positive partnership with nurses- in many ways, the life-blood of the critical care unit and the thread that connects the intimate needs of the patient to the rest of the team. Pre-register here. What’s Next? We everyone enjoys the holiday season and has a safe and Happy New Year! We have a lot of great stuff coming in the beginning of the new year, including two really great live webinars. The first is TOTALLY FREE - we are hosting a completely free live webinar on goal writing and progress monitoring in speech and language pathology. It will be offered for .1 ASHA CEUs - free to attend, and free ASHA CEU processing. Just because. The second is really exciting - we are welcoming an attorney to discuss the Individuals with Disabilities Education Act (IDEA) and the SLP. There are waitlists for both of these webinars on our website and you will be able to register soon. Our podcast course lineup for January is stellar too, including topics on executive functioning, supervision, and childhood apraxia of speech. Stay tuned for more info, follow us on our social media channels or subscribe to our email list for the most up to date information. As always, if you feel so included please leave us a review in your podcast player it would mean a ton to us - Thanks so much for listening! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	03 Jan 2022	The Critical Importance of Executive Functioning with Tera Sumpter	01:08:59
Get .1 ASHA CEU here Episode Summary It’s cozy on your private SLP island, but sometimes, you just gotta’ visit some neighboring islands to get the job done. This week’s episode with SLP-turned-cognitive-processing nerd, Tera Sumpter, invites you to leave Speech Island (figuratively and literally) and take an excursion to Brain Boss island so that you can help your clients learn the speech and language skills they (and you) strive for. Tune in to learn about a cognitive practice model that aims to improve client and student learning outcomes by developing and using the power of executive functioning - the foundation of all learning. You’ll explore many of the sub-skills involved in overall executive functioning and learn strategies to improve your client’s error awareness and therefore, your client’s success.. This one is super engaging, so you won’t need your Suduko or snacks, but Tera might try to sit in your auditory lap as she pours out this intervention gold that is bound to blow your mind as it did mine! Bon voyage! Learning Outcomes Define executive functioning and describe its relationship to learning Define the Cognitive Processes Model and how it relates to speech and language pathology. Identify at least two strategies for supporting executive functioning in speech and language therapy References Barkley, R. A. (2020). Executive functions: What they are, how they work,and why they evolved. Guilford. Eagleman, D. (2021). Livewired. Anchor Canada. Mccloskey, G., Perkins, L. A., & Divner, B. V. (2008). Interventions for Executive Function Difficulties. Assessment and Intervention for Executive Function Difficulties, 177-231. doi:10.4324/9780203893753-9 Sumpter, T. (2021). The seeds of learning: A cognitive processing model for speech, language, literacy and executive functioning. ELH PublisHing. Online Resources The Seeds of Learning Online Community Speaker Disclosures: Tera Sumpter financial disclosures: Tera receives royalties from ELH Publishing for her book, The Seeds of Learning: A Cognitive Processing Model for Speech, Language, Literacy and Executive Functioning. She is also the owner of a private practice Seeds of Learning, LLC. Tera Sumpter non-financial disclosures: Tera does not have any non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Course Disclosure - Course Content This course will focus on the Cognitive Processes model. As this model is unique, the majority of this course will focus on and cover information that pertains to this model. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Vooks. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 25 minutes: Descriptions of executive functioning and describe its relationship to learning 15 minutes: Descriptions of Cognitive Processes Model and how it relates to speech and language pathology. 10 minutes: Descriptions of strategies for supporting executive functioning in speech and language therapy 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	10 Jan 2022	Contribute to Your Field: Supervise A Clinical Fellow	01:03:46
Get .1 ASHA CEU here In this week's episode we are joined by Jill d'Braunstein, an experienced SLP passionate about supervision. Jill walks us through different components of ASHA requirements and highlights the importance of relationship building through the supervision process. Learning Outcomes Describe ASHA requirements and the role of the SLP Supervisor/Mentor. Identify at least 2 common areas new graduates need additional guidance. Describe the importance of using a needs-based approach to increase the success of your CF’s experience. Resources: Clinical Fellowship Skills Inventory ASHA RESOURCES: A Guide to the ASHA Clinical Fellowship Experience ASHA RESOURCES: Template for Tracking Supervisory Activities ASHA RESOURCES: Supervision Requirements for Clinical Educators and Clinical Fellowship Mentors ASHA RESOURCES: 2020 Clinical Fellowship Skills Inventory Disclosures: Jill D’Braunstein’s financial disclosures: Jill is the owner of a private practice and JDB Speech a Teachers pay Teachers store. Jill D’Braunstein has no non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 15 minutes: Review ASHA requirements and the role of the SLP Supervisor/Mentor 15 minutes: Descriptions of common areas new graduates need additional guidance 10 minutes: Descriptions of the importance of using a needs-based approach to increase the success of your CF’s experience 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	30 Dec 2021	Preview: January 2022	06:05:00
2022 is here… How is that possible? Does anyone else still feel like it’s the fall of 2019? The last year has flown by, but we are geared up for some really exciting stuff in 2022… And we are starting the year off with some of our favorite topics. We have a few surprises in store too. January 3rd, 2022 Podcast Course: The Critical Importance of Executive Functioning with Tera Sumpter. Offered for .1 ASHA CEU. This episode with SLP-turned-cognitive-processing nerd, Tera Sumpter, invites you to leave Speech Island (figuratively and literally) and take an excursion to Brain Boss island so that you can help your clients learn the speech and language skills they (and you) strive for. Tune in to learn about a cognitive practice model that aims to improve client and student learning outcomes by developing and using the power of executive functioning - the foundation of all learning. Register here January 7th, 2022 Call for Papers Opens! Would you like to come onto the show and present with us? Do you have something to teach your community? Our Call for Papers opens January 7th and we would love to read your submission. Our call for papers is analogue to a traditional conference. Your submission are reviewed by us in conjunction with our advisory board to create as close to a peer review process as possible. We accept submission across all topics related to the scope of speech and language pathology. We accept submissions that are rooted in EBP and give our listeners clinical takeaways that help them become better clinicians. We love topics that make us think or look at a problem through a different lense. To be accepted the presentation must include: 3 clear learning objectives principles of evidence-based practice with emphasis on clinical application and / or relevance? opportunities for listeners to extend their self-directed learning? align with previously identified learning needs of our audience To submit your proposal you will need to submit: your name or the authors names topic proposed title abstract learning objectives at least 3 relevant references bio relevant financial and non-financial relationships Submit your proposal here January 10th, 2022 Podcast Course: Contribute to your field: Supervise a Clinical Fellow In this episode, our expert guest, Jill D’Braunstein, walks us through what it means to supervise a clinical fellow, and how participating in a CF experience is a major contribution to our field. This course is registered with ASHA under Supervision and can count towards your Supervision requirement. Register Here January 19th, 2022 Registration Opens with Early Bird Pricing: SLP Live Conference We are so excited to announce that we are co-hosting a conference this year with Tassel, a speech pathology e-learning company. Tassel has hosted this conference before, and many of you have probably heard of it or attended it under the name SLP Live or SLP Connect. We are super excited about this. Follow our social media channels or subscribe to our email list to stay up to date on speakers, giveaways, vendor hall information, and more. January 20th, 2022 Live Webinar: Introduction to Special Education Law We are thrilled to welcome Danielle Green, Esq. for a live webinar to discuss all things special education law. This course is geared towards the school-based SLP who is interested in learning more about requirements under IDEA. Registration for this course is now open and seats are limited. This course is included in our Superfan Subscription. Register Here January 24th, 2022 Podcast Course: Childhood Apraxia of Speech with Nancy Kaufman We had the pleasure of interviewing a speechie household name - Nancy Kaufman. Nancy joined us for an interview about all things motor speech. She walked us through her perspectives on childhood apraxia of speech that she has gained over years of experience. Register Here. January 31st, 2022 Podcast Course: AAC Evaluation Basics Part 3: Documentation and Funding. This is the audio that came out of our first live podcast recording last spring! Join us for an hour and a half review of documentation and funding as it relates to augmentative and alternative communication (AAC) evaluations. We talk about data collection, how data relates to results and recommendations, and ethical considerations throughout the evaluation and funding process. Register Here What’s Next? Stay tuned for more great stuff in the next few months, including a few big things we’ve been working on, including a free course in the first few weeks of January related to goal writing and progress monitoring. We are also opening our SLP Masterclass on goal writing and progress monitoring for the second in April and early bird pricing for that starts in February too. If you aren’t on the waitlist, we highly recommend signing up to make sure you get a spot! Lots of great stuff to come - can’t wait to share it with you all! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	24 Jan 2022	Childhood Apraxia of Speech with Nancy Kaufman	01:00:20
Get .1 ASHA CEU here Episode Summary This week we had the pleasure of welcoming an SLP household name, Nancy Kaufman. Nancy joined us to discuss all things Childhood Apraxia of Speech (CAS), including the Kaufman Speech to Language Protocol. We reviewed the compensatory placement approach and how these variables relate to evidence based practice. A big thank you to Nancy for joining us! Course Accommodations You can read the transcript for this courses using this link. You can also email us at ceu@slpnerdcast.com Learning Outcomes Describe components involved in the Kaufman speech to language protocol Define compensatory placement and when this approach might be appropriate Describe how the K-SLP approach might be used as part of evidence based practice Resources: The Kaufman Speech to Language Protocol Using Tactile Techniques to Improve Speech Clarity in Children with Childhood Apraxia of Speech Carbone, V. J., Sweeney-Kerwin, E. J., Attanasio, V., & Kasper, T. (2010). Increasing The Vocal Responses Of Children With Autism And Developmental Disabilities Using Manual Sign Mand Training And Prompt Delay. Journal of Applied Behavior Analysis, 43(4), 705-709. doi:10.1901/jaba.2010.43-705 Course Disclosure - Course Content This course will focus on the Kaufman Speech to Language Protocol. Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Medtravelers. Disclosures: Nancy Kaufman financial disclosures: Nancy is the author of materials and e-courses relative to the K-SLP methods that are sold through Northern Speech Services. She receives royalties on the sales. Nancy Kaufman non-fiancial disclosures: Nancy is the author of two webinars produced for Apraxia Kids that are carried in their online library. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 15 minutes: Descriptions of components involved in the Kaufman speech to language protocol 15 minutes: Descriptions of compensatory placement and when this approach might be appropriate 10 minutes: Descriptions of how the K-SLP approach might be used as part of evidence based practice 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! A big THANK YOU to our Corporate Sponsor, Medtravelers for the financial support to make this course possible! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	21 Feb 2022	Putting Self-Care into Action to Prevent Burnout in the Helping Professions	01:06:55
Get .1 ASHA CEU here Episode Summary Hey overworked SLP - feeling like you want to find a rock to crawl under for a minute or two? Burnout is a topic that hits close to home for me as an SLP of 15 years. In some ways, I think I started to feel that burn even before I got my CCC’s. Why are we and others in the “helping professions” so much more likely to experience burnout than others braving the workforce? This week, burnout expert, Dr. Julie Slowiak, shares her own personal experience with overwhelm and under-joy in the workplace, and offers SLP’s the strategies we need to recognize burnout and to address it head on. Do you find yourself critical or cynical at work? Perhaps you’re not looking forward to your day-to-day grind, or you are consistently not meeting expectations (your own or those placed upon you). Whatever the sign, you might be experiencing or rapidly approaching burnout, which not only negatively impacts your personal health and happiness, but also your professional performance. Tune in to learn how to spot burnout and to learn why it might be happening. You’ll also gain some mindful self-care practices to deal with burnout as Dr. Slowiak challenges the misconceived notion of self-care as just a manicure and bubble bath. Pause today, tune it, and take an hour to discover how you can hit that optimal work life flow, feel better, and be the SLP you want to be for those students and clients you hold so dear. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Define the concept of burnout and give at least 3 examples of signs and symptoms of burnout. Describe why the “helping professions” are more susceptible to burnout. Give at least 1 example related to the 5 professional self-care strategies that can be used to prevent burnout. Describe how engaging in self-care practices supports ethical practice. References Brown, T. J. (2021). Ethics, burnout, and reported life and job attitudes among board-certified behavior analysts. Behavior Analysis: Research and Practice, 21(4), 364-375. doi:10.1037/bar0000219 David, S. (2017). Emotional agility: Get unstuck, embrace change, and thrive in work and life. Penguin Life. Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. doi:10.1037/0021-9010.86.3.499 Flaxman, P. E., Bond, F. W., & Livheim, F. (2013). The mindful and effective employee an acceptance and commitment therapy training manual for improving well-being and performance. New Harbinger Publications, Incorporated. HARRIS, R. (2022). HAPPINESS TRAP: How to stop struggling and start living. SHAMBHALA. Lee, J. J., & Miller, S. E. (2013). A Self-Care Framework for Social Workers: Building a Strong Foundation for Practice. Families in Society: The Journal of Contemporary Social Services, 94(2), 96-103. doi:10.1606/1044-3894.4289 Morse, G., Salyers, M. P., Rollins, A. L., Monroe-Devita, M., & Pfahler, C. (2011). Burnout in Mental Health Services: A Review of the Problem and Its Remediation. Administration and Policy in Mental Health and Mental Health Services Research, 39(5), 341-352. doi:10.1007/s10488-011-0352-1 Online Resources The Self Care Forum The Wellbeing Model The Happiness Trap The Happiness Trap Illustrated Version The Oldenburg Burnout Inventory Calculator Maslach Burnout Inventory (tm) (MBI) Speaker Disclosures: Julie Slowiak financial disclosures: Julie is employed by the University of Minnesota Duluth and the Owner / Founder of InJewel LLC, a coaching and consulting business. Julie Slowiak non-financial disclosures: Julie is the Executive Director of the Behavior Analysis in Health, Sport, and Fitness Special Interest Group, a 501(c)(3) not for profit organization and a special interest group of the Association for Behavior Analysis International (ABAI). Julie is also a current member of ABAI, the OBM Network, the Association for Contextual Behavioral Science (ACBS), the American Psychological Association (APA), and the Society for Occupational and Health Psychology (SOHP). Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 10 minutes: Descriptions of the concept of and examples of burnout 15 minutes: Descriptions of why the “helping professions” are more susceptible to burnout 10 minutes: Descriptions of professional self-care strategies and how engaging in self-care practices supports ethical practice. 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	28 Jan 2022	Preview: February 2022	00:09:02
It’s February… The shortest month of all… and the coldest depending on where you are… For us Nerdcasters it’s also one of the busiest! We have an amazing lineup for the month of February (and March too). Check it out! Call for Papers is Open! We are passionate about distributing knowledge, and we feel strongly that knowledge does not have to come from researchers. Working clinicians have so much to share with our community. With that in mind, just a reminder that our call for papers is still open! We’ve heard from several of you, and we are so thrilled to welcome you onto our show for Season 4. If you have something to teach your community, we encourage you to submit a topic and come onto the show and discuss it with us. The call for papers is analogue to a traditional conference. You will need a title, learning objectives, description, and a few references. Check out this link to learn more and submit! February 10th, 2022 FREE Webinar: Goal Writing and Progress Monitoring in Complex Communicators: A Brief Intro We remember times early in our career when it felt just impossible to take data on our clients. In particular I remember one day I was scheduled to take some data on a student for an upcoming meeting and I saw them in a group setting. That day in group I had one student playing with the blinds in the office I was in, one student trying to rip up my therapy materials, and two students who were legit hitting each other. There was zero way I was going to take data that day. Monitoring the progress of our students and clients can be SO HARD, especially in our more complex communicators. And how can we even talk about progress monitoring without goal writing? These two concepts go hand in hand and influence each other so much. It wasn’t until we took multiple graduate level courses after our masters degrees in data collection and measurement that we finally felt that we cracked the nut on how to take good data efficiently without compromising the connection with our students. We have an SLP Masterclass coming up on progress monitoring and goal writing, but we wanted to help as many people as possible and if you’ve been around the Nerdcast table a while you know we hate it when knowledge lives behind paywalls. So, we are hosting a FREE webinar on February 10th, 2022 to discuss progress monitoring and goal writing for your students. It’s from 7:00 to 7:30 PM EST and free to attend. The recording will be available on our YouTube channel forever, so if you can’t make it you can catch the information there. There will be an optional $6 ASHA CEU processing fee for those of you who’d like to earn ASHA CEUs for attending. Register here February 11th, 2022 Early Bird Registration Opens: SLP Masterclass: Goal Writing and Progress Monitoring in Complex Communicators Space is limited to 30 participants! If you are interested we encourage you to get on the waitlist for first come first serve access to this course. It’s four weeks long, from March 30th to April 30th. It can be completed completely on your own time - there are no live event requirements. it’s a self paced course within weekly modules. It’s being offered for 1.5 ASHA CEUs through with the option for 1 graduate level credit through Fitchburg State University. Register Now February 19th, 2022 Third Annual Podconference: SLP Live SLP Live is here! And it couldn't be more in line with our mission - to break barriers in continuing education. We started SLP Nerdcast because we were so tired of the status quo of continuing ed - high pricing, traveling to conferences, and let’s face it - huge companies profiting off of keeping knowledge behind a paywall. It shouldn't be so difficult - or expensive - to get knowledge that helps us be the best clinicians possible. Our mission is to change the field of continuing education and create PD that is convenient, helpful, and affordable. As SLPs our jobs are stressful. It should be easy for us to gain the knowledge we need to be the best clinicians we can be. We don't need the added stress of expensive conference pricing, traveling, and crowding into tiny conference rooms hoping for a chance to hear our favorite speakers.We teamed up with Speechie Side Up to co-host the third annual SLP Live Podconference, a podcast based conference that is affordable and convenient. . There is lineup of six incredible speakers to cover a range of topics, including neurodiversity, AAC, dyslexia, childhood apraxia of speech, and putting research to practice. SLP Live takes place on February 19th, 2022. The recorded podcourses will be FREE to listen to, with a small fee to earn a certificate or ASHA CEUs, attend the live event on February 19, 2022, or watch the webinars. The podcast courses that are part of the conference will release on February 21st, 2022, the Monday after the conference. Early Bird Registration is open until February 9th, 2022. Pay $29 to get access to ASHA CEUs and access to a private Facebook community, a playbook & episode transcriptions, course completion certificates, and ASHA CE reporting. You’ll also get access to the courses until April 19th, 2022. There’s also an option to upgrade to an All Access Pass that gets you access to a VIP Lounge with vendor perks and discounts AND Full membership access to Tassel Learning & SLP Nerdcast for 3 months. Use the code gettheworm22 to get early bird pricing and the discount before February 9th! Can’t make the live event? No problem. Recordings will be available through April 19th, 2022. Register Here February 21st, 2022 Podcast Course: Putting Self-Care into Action to Prevent Burnout in the Helping Professions We had the chance to welcome Dr. Julie Slowiak onto our show. Julie is a researcher who studies burnout in helping professions. After the two years that we have had, the concept of burnout is so relevant - we all feel it. Julie walks us through how science views burnout, what we can do about it, and more importantly, how we can advocate to our employers to prevent burnout. Register Here February 28th, 2022 Podcast Course: A Crucial Alliance: SLPs and Mental Health Professionals We were joined by an old friend, Beverly Montgomery, who came to talk to us about the critical importance of collaboration with mental health professionals. She also reviewed the purposes and benefits of interprofessional collaboration, interprofessional education, and interprofessional practice. Beverly was a wealth of information, talking us through a decision making process for making mental health referrals and identifying collaborative mental health partners. Register Here What’s Next? Stay tuned for more great stuff in the next few months, including our SLP Masterclass on Goal Writing and Progress Monitoring offered for a whopping 1.5 ASHA CEUs, courses related to the research to practice gap, developmental language disorder, and a webinar on allyship and neurodiversity. Follow us on social media for regular updates and announcements, and if you feel so inclined, leave us a review on your podcast player - it means the world to us! Write in anytime - we love hearing from all of you. __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	21 Mar 2022	DLD and Dyslexia: What Does It All Mean for the SLP?	01:06:32
Get .1 ASHA CEU here Episode Summary DLD isn’t a new text abbreviation or IG expression. It’s a real thing in the field of SLP and if you don’t know about it, you gotta’ tune in to get the scoop. This week, Tim DeLuca and Kate Radville- SLP’s and doctoral candidates basking in language and literacy nerdom - chat about all things DLD for the SLP. What is DLD? And why is it so important to get a handle on it in the vast and murky sea of semantics that we painfully stir in the SLP field? Kate and Tim explore how challenges with oral language have a domino effect on the attitudes and skills of students, impacting literacy, behavior, and more. You’ll gain assessment and intervention tips that hold fast to the golden thread of most SLP Nerdcast episodes - the importance of EBP and collaboration. There are some four letter words (ahem, “dysteachia”) and a big spotlight on resources in this engaging episode that confronts the strong connections between all aspects of the whole student and their whole future. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes Define DLD and dyslexia, understand how they are related, and report on at least five behavioral presentations across academic and social settings Understand the SLP’s role in assessing and treating both DLD and dyslexia as members of an interdisciplinary team across the lifespan Be able to locate at least five free resources to further explore both DLD and dyslexia and assessment and treatment options Resources: Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium. (2016). CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLOS ONE, 11(7), e0158753. https://doi.org/10.1371/journal.pone.0158753 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721 Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104 Mitchell, M. P., Ehren, B. J., & Towson, J. A. (2020). Collaboration in Schools: Let’s Define It. Perspectives of the ASHA Special Interest Groups, 5(3), 732–751. https://doi.org/10.1044/2020_PERSP-19-00125 Redmond, S. M., Ash, A. C., & Hogan, T. P. (2015). Consequences of Co-Occurring Attention-Deficit/Hyperactivity Disorder on Children’s Language Impairments. Language, Speech, and Hearing Services in Schools, 46(2), 68–80. https://doi.org/10.1044/2014_LSHSS-14-0045 Snow, P. C. (2021). Psychosocial Adversity in Early Childhood and Language and Literacy Skills in Adolescence: The Role of Speech-Language Pathology in Prevention, Policy, and Practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253–261. https://doi.org/10.1044/2020_PERSP-20-00120 The Simple View of Reading Multi-Tiered Language Instruction and Intervention Dyslexia in the Schools: Assessment and Identification DLD and Me The Florida Center for Reading Research The International Dyslexia Association Course Disclosure - Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Language Dynamics Group. Speaker Disclosures Tim DeLuca financial disclosures: Tim is employed by private practice and university.Tim DeLuca non-financial disclosures: Tim is an ASHA member, a certified speech-language pathologist and reading specialist, a doctoral student at the MGH Institute of Health Professions, and a member of the Sail Lab at the Massachusetts institute of health professions. Kate Radville financial disclosures: Kate does not have any financial relationships to disclose. Kate Radville non-financial disclosures: Kate is an ASHA member, a certified speech-language pathologist, and a doctoral student at the MGH Institute of Health Professions. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 15 minutes: Descriptions of DLD and dyslexia, how they are related, and behavioral presentations across academic and social settings 15 minutes: Descriptions of the SLP’s role in assessing and treating both DLD and dyslexia 10 minutes: Descriptions of resources to further explore both DLD and dyslexia and assessment and treatment options 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! A big THANK YOU to our Corporate Sponsor, Language Dynamics Group for the financial support to make this course possible! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	14 Mar 2022	Communication and Life Participation for a Person with Dementia	01:04:07
Get .1 ASHA CEU here This course is a podcast episode You can listen to this course for free on most podcast players (Apple Podcasts, Stitcher, Google Podcasts, etc.). Once you have listened to the episode / course you can access the post-test and earn your certificate / ASHA CEUs using the links above. Learning Outcomes and Course Description This course reviews elements of implementation practice as it relates to care partners of people with dementia. Techniques to support quality of life are reviewed, as are case studies highlighting evidence-based practice in life participation for persons with dementia. Describe elements of implementation practice that support training formal and informal care partners of people with dementia in techniques to support quality of life and communication Discuss case studies highlighting evidence-based practice approaches to manage communication and life participation for a person with dementia Summarize strategies to position SLPs as key members of the healthcare team within the SNF Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Speaker Disclosures Dr. Natalie Douglas financial disclosures: Dr. Douglas receives a salary from Central Michigan University and The Informed SLP; She also receives book royalties from Plural Publishing and has research funding from The American Speech-Language-Hearing Foundation. Dr. Natalie Douglas non-financial disclosures: Dr. Douglas is a member of ASHA SIG 2 and SIG 15, the Gerentilogical society for America, and the aphasia access group. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Course Disclosures Financial and In-Kind Funding for this course was provided by one of our Corporate Sponsors, Med Travelers. Time Ordered Agenda 10 minutes: Introduction, Disclaimers and Disclosures 20 minutes: descriptions of elements of implementation practice that support training formal and informal care partners of people with dementia 15 minutes: descriptions of case studies highlighting evidence-based practice approaches to manage communication and life participation for a person with dementia 10 minutes: descriptions of strategies to position SLPs as key members of the healthcare team within the SNF 5 minutes: Summary and Closing References and Resources Metz, A., Louison, L., Burke, K., Albers, B., & Ward, C. (2020). Implementation support practitioner profile: Guiding principles and core competencies for implementation practice. Chapel Hill, NC: National Implementation Research Network, University of North Carolina at Chapel Hill. Rogalski, E., Roberts, A., Salley, E., Saxon, M., Fought, A., Esparza, M., . . . Rademaker, A. (2021). Communication partner engagement: A relevant factor for functional outcomes in Montesorri for Dementia and Ageing Spaced Retrieval from the Brush Development Company Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! A big THANK YOU to our Corporate Sponsor, Medtravelers for the financial support to make this course possible __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	25 Feb 2022	Preview: March 2022	00:09:02
Spring has sprung… somewhere… It’s March, which means it’s spring… at least it’s spring somewhere… Here in Massachusetts it’s still winter until at least May, but we are getting there! We are looking forward to a great lineup this spring - here is what you can expect for the month of March! Our Call for Papers is still open, but closes March 15th! We are actively working on planning Season 4, and we would love to learn from you. We are passionate about distributing knowledge, and we feel strongly that knowledge does not have to come from researchers. Working clinicians have so much to share with our community. If you have something to teach your community, we encourage you to submit a topic and come onto the show and discuss it with us. The call for papers is analogue to a traditional conference. You will need a title, learning objectives, description, and a few references. Check out this link to learn more and submit! SLP Masterclass: Goal Writing and Progress Monitoring in Complex Communicators Early Bird Registration for our SLP Masterclass “Goal Writing and Progress Monitoring in Complex Communicators” is open! Get a discount on registration through March 18th. This class is being offered for 1.55 ASHA CEUs with the option for 1 graduate level credit, which may count towards a lane change or pay increase if you are a school based SLP. It’s a four week course designed to give clinicians clinically applicable information related to measuring student progress and writing goals for complex communicators. We review how to measure progress without sacrificing connection, how to choose targets that are meaningful and valuable to your client, and what you can do in your therapy this is reasonable. Register Now March 1st, 2022 Podcast Course: A Crucial Alliance: SLPs and Mental Health Professionals The podcast course reviews the purposes and benefits of interprofessional collaboration, interprofessional education, and interprofessional practice. This podcast course also reviews the the decision making process for making mental health referrals and identifying collaborative mental health partners. Register Here March 7th, 2022 Podcast Course: Bridging the Research to Practice Gap: It’s Not Your Fault This course reviewed common approaches to research that contribute to the research-to-practice gap. This course also reviewed barriers to dissemination of clinically applicable research findings and strategies within practice-based research that researchers and clinicians can use to close the research-to-practice gap. Register Here March 14th, 2022 Podcast Course: Communication and Life Participation for a Person with Dementia This course reviews elements of implementation practice as it relates to care partners of people with dementia. Techniques to support quality of life are reviewed, as are case studies highlighting evidence-based practice in life participation for persons with dementia. Register Here March 21st, 2022 Podcast Course: DLD and Dyslexia: What Does it All Mean for the SLP? This course reviews DLD and dyslexia, how they are related, and what behavioral presentations may be present across academic and social settings. This course also reviews the SLPs role in assessing and treating DLD as well as resources to further explore DLD and dyslexia. Register Here March 31st, 2022 Live Webinar: Elevating Autistic Voices: Recognizing your Power and Privelage In this course we will review components of allyship, including power, privilege, cultural competency, and how these constructs intersect with models of disability. We review intersectionality, professional humility, professional ethics, professional collaboration, and resources that highlight the Autistic community’s perspectives on practice. Register Here What’s Next? Every year we hang up our podcasting mics for the month of April to give us some time to plan for Season 4, so we won’t be releasing any podcast episodes between March 30th and April 30th. During that time though we’ll be running our SLP Masterclass and hosting a few live webinars, including one related to the SLP and breastfeeding and chestfeeding, and another about using technology to support students with ADHD. Waitlists are open for those courses if you are interested! Don’t forget to follow us on social media and if you have a moment, please leave us a review in your favorite podcast player - would mean the world to us. Reach out anytime at info@slpnerdcast.com - Here’s to hoping that Spring arrives quickly in New England. __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	02 May 2022	The Building Blocks of Private Practice	01:12:22
Get .1 ASHA CEU here Episode Summary Are you considering private practice but are too scared to take that plunge? Occupational therapist, private practice owner, and business consultant, Krista Covell-Pearson, joins Kate and Amy this week to give you the information and tools you need to ease that fear and take the next step. Learn how marketing your practice can make or break that successful business of your dreams. Krista discusses how unexpected endeavors like volunteering and presenting can get your foot in the marketing door and challenges you to make that “chicken list” as an essential first step in your personal marketing endeavors. After all, you don’t have a business without customers, right? Krista confronts the scaries of HIPAA in private practice, sorting out many of those unknowns you are likely toiling with-like, “what is a BAA exactly and do I need one?” She wraps up the hour with some awesome gems on private pay versus insurance, addressing those steadfast questions we all have when considering private work, including “what should I change for my services?”. Tune in to gain confidence as you slip on some new private practitioner garb. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes This course reviews marketing strategies for private practice as well as strategies for maintaining HIPAA compliance. This course also describes limitations of different funding sources and the importance of personal development in private practice. Identify 3 marketing strategies used in private practice Identify 2 strategies for maintaining HIPAA compliance in private practice Describe benefits and limitations of both private pay and insurance funding Describe the importance of personal development in private practice Resources: Gawenda Seminars and Consulting Speaker Disclosures Krista Covell-Pierson financial disclosures: Krista is the owner of covell-care and rehabilitation that offers rehabilitative services and business coaching for private practices, billing, and business development. Krista Covell-Pierson non-financial disclosures: Krista has no non-financial relationships to disclose. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast.Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 15 minutes: Review of strategies for marketing and HIPAA compliance 15 minutes: Review of benefits and limitations of different funding sources. 10 minutes: Review of the importance of personal development in private practice 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	01 Apr 2022	Preview: April 2022	00:09:02
****Update: Due to scheduling issues the course “ADHD and LD: Useful Techniques, Technologies, and Strategies” originally scheduled for April 28th has been cancelled. Stay tuned for a rescheduling date! ____ It’s Spring… and spring break… sort of… It’s April, and for us at Nerdcast Central it’s our Spring Break. We won’t be releasing any podcast episodes for the month of April, however we will be hosting one live course AND we’ve got a few big changes / surprises coming your way… We can’t reveal all the changes YET, but we can start with one… April 11th, 2022 On April 11th we are launching a Subscriber Community and Perks program. If you are a subscriber on our platform you already get access to a lot of great stuff. Subscribers can earn unlimited access to ASHA CEUs, discounts on Masterclasses, access to exclusive content, and office hours once a month with Amy and I. BUT, we just hired someone new to the Nerdcast team whose main focus is finding other great material for our subscribers to use. Starting Monday April 11th, our subscribers will also get access to a private community where we will post other freebies and perks on a regular basis. What do I mean when I say freebies and perks? Well, we wanted to give you things you can use - materials that help you apply your knowledge. In this community we will be posting discounts to other SLP small businesses - including TPT stores - as well as freebies donated by other SLPs. This community is also a place where you can connect with our presenters, ask questions about our courses, and network with other Nerdcasters. We have so many ideas for how to our subscriber community - things like ask an expert series, journal clubs, connecting you with researchers who are looking for clinical input - and so much more. In short, our subscriptions are about to get a WHOLE lot better, so if you aren’t already a subscriber don’t miss out! April 28th: ADHD and LD: Useful Techniques, Technologies And Strategies We get to welcome Dr. Michelle Boisvert back onto our platform to discuss common questions and concerns that SLPs have during the assessment process. She will also discuss resources and specific technology that supports both ADHD and language disorders will be presented and demonstrated. This course is available in our subscription. If you aren’t a subscriber you can register now. Register Here What’s Next? We will begin releasing the rest of season 3 in May, and there are some great topics in store, like private practice, complex airway management, and complex medical needs. Don’t forget to follow us on social media and if you have a moment, please leave us a review in your favorite podcast player - would mean the world to us. Reach out anytime at info@slpnerdcast.com. Hope everyone is enjoying spring!
	23 May 2022	Complex Airway Management with Dr. Lindsay Griffin
Get .1 ASHA CEU here Episode Summary Does the thought of working with complex airways make you lose your breath? Whether you find yourself breathless in fear or excitement, this episode has your name on it. Dr. Lindsay Griffin joins for a second round to discuss the ins and outs of the SLP’s role in the tracheostomy and laryngectomy. For newbies looking to get the basics of this specialized area of our field, you’ll leave with a firm foundation to answer questions like: What is the difference between a laryngectomy and a tracheostomy?; What is a speaking valve and what does it have to do with me?; and How do I not accidentally kill my patients? You more confident med SLP’s will leave with some great tips to level up your practice, including some powerful cautionary tales. Tune in to learn about the details of the SLP’s process and support for laryngectomy versus tracheostomy patients, and get some amazing guidance to get the knowledge and experience you need to get your foot into this incredibly complex clinical door. There’s talk of pulmonary toileting, canulas, cuffs, PMV’s, and body parts that do or do not grow back- (Nerdcast always delivers a bit more than you asked for :)). You can almost see Kate and Amy as dear in the headlight on this one-it’s classic! So hold your breath and take the plunge, it’s a good one! Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes 1. Describe the differences between tracheostomies and laryngectomies 2. Explain the SLPs' role in management of patients with tracheostomies and laryngectomies 3. Recognize external resources for acquiring deeper knowledge of complex airway management Resources: Passy Muir Speaking Valves Shiley Speaking Valve Blom-Singer Atos Speaker Disclosures Lindsay Griffin financial disclosures: Lindsay is an Assistant Professor at Emerson College. Lindsay Griffin non-financial disclosures: Lindsay is a member of ASHA, SIG 13 and the Dysphagia Research Society. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast.Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda: 15 minutes: Introduction, Disclaimers and Disclosures 15 minutes: Review of the differences between tracheostomies and laryngectomies 15 minutes: Review of the SLPs' role in management of patients with tracheostomies and laryngectomies 10 minutes: Review of external resources for acquiring deeper knowledge of complex airway management 5 minutes: Summary and Closing Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	29 Apr 2022	Preview: May 2022
May we have your attention please…. May is almost here - which means we have our final push of episode releases as we wrap up our Season 3 in the first week of June… We’ve got some updates and some exciting courses coming up - Subscriber Perks Program The subscriber perks program is up and running, and holy moly has it been a blast connecting with so many of you in the members only community. If you are already an SLP Nerdcast subscriber head on over to your Nerdcast Dashboard and in your menu you should see a Subscriber Community link. If you haven’t already, pop in and leave us a note, or ask a question about just about anything. A lot of our podcast guests are also members of this community so you can tag one of us or an available guest to ask a question or get more information. It’s been so great to see you all connecting with one another. If you aren’t a subscriber yet you should definitely consider it. Our subscribers get unlimited access to ASHA CEUs, plus access to this private community where we regularly post freebies, discounts, and other exclusive content / material. You get 25% off your first year of membership - sign up today. May 2nd, 2022 Podcast Course: The Building Blocks of Private Practice We are excited to welcome Krista Covell-Pierson, who is an OT, onto the podcast to discuss all things private practice. This course reviews marketing strategies for private practice as well as strategies for maintaining HIPAA compliance. This course also describes limitations of different funding sources and the importance of personal development in private practice. Register Here May 9th, 2022 Podcast Course: Communication & Complex Medical Needs with Dr. Margaret Bauman We are excited to welcome two colleagues that we worked with years ago in an outpatient clinic - Dr. Margaret Bauman and Jennifer Leighton, a fellow SLP. In this episode we cover the importance of considering physical well being and pain management in individuals with complex communication needs. Through stories of her clinical experiences with struggling patients, Dr. Bauman describes several scenarios within which a child’s change in behavior was an indication of an underlying condition of pain or illness that was not obvious. Register Here May 16th, 2022 Podcast Course: What’s Changed in Stuttering Therapy In this episode we welcome Dr. Scott Yarus of Stuttering Therapy Resources onto the show. In this episode Scott reviews updated research related to stuttering therapy, and as usual, the resources of Stuttering Therapy Resources do not disappoint. Register Here May 23rd, 2022 Podcast Course: Complex Airway Management with Dr. Lindsay Griffin In this episode, Dr. Lindsay Griffin returns to walk us through components of complex airway management. Not only does she drop the science, she drops some really great cautionary tales as well. Register Here May 30th, 2022 Podcast Course: Telehealth for dysphagia: Is it safe and evidence-based? This episode was just - wow. Dr. Georgia Malandraki joins us in this episode to talk about something we didn’t even know was possible: dysphagia management over telehealth. Georgia walks us through multiple aspects of this service delivery model, including issues related to safety and evidence based practices. Register Here June 6th, 2022 Podcast Course: Selecting Speech Treatment Targets that Optimize Gains In this hearty episode, we had the opportunity to welcome Kelly Vess onto our show to walk us through the process of selecting appropriate treatment targets. She went into detail and enthusiastically outlines the complexity approach to speech sound intervention. She also emphasizes how to get the most out of our speech therapy sessions using this approach. Register Here What’s next? We are looking ahead to the summer, which is the time when we record all of our episodes for next season. This summer we are also running our SLP Masterclass Complex Pediatric Evaluations in Speech-Language Pathology and the waitlist for that course is open! It’s a 4 week course being offered for 1.5 ASHA CEUs with an optional 1 graduate level credit through Fitchburg State University. The course is going to do a deep dive in how to conduct thorough and complex speech and language evaluations for our most complex learners, especially when standard scores don’t tell us exactly what we need to know. We will review many different kinds of assessment strategies as well as documentation needs in pediatric assessments. The course is only 4 weeks long, running from July 1st to July 30th. All the work is self-paced with weekly deadlines, and there are no live session requirements - it’s all asynchronous so you can work around your own schedule. Get on the waitlist today if you are interested - seats are limited and the waitlist gets first dibs PLUS a discount.
	30 May 2022	Telehealth for Dysphagia: Is It Safe and Evidence Based?
Get .1 ASHA CEU here Episode Summary Can you really do swallowing assessments via telehealth? You sure can! And this week’s guest panel has a wealth of info to tell you just how and why. SLP Nerdcast’s own dysphagia correspondent Tracey Callahan joins fellow dysphagia SLP and researcher, Dr. Georgia Malandraki, to address your fears and give you the tools to explore whether tele-services for swallowing are a right fit for you and your patients. Tune in to learn about regulations and safety considerations and get a great foundation to develop an assessment and treatment, and virtually plan a session with best practice in mind. The application of everyday technology and cutting edge wearable technology is a real treat in this info-packed discussion which highlights the roles and benefits of tech tools in data collection, feedback, buy-in, and progress for swallowing patients. This expert crew discusses honest limitations of the tele-service platform as well, offering a well-rounded picture of the similarities and differences, pros and cons of onsite versus online swallowing assessment and intervention. It is amazing to consider that some aspects of swallowing services are actually enhanced over telehealth with a patient in their own home- who knew? This is a meaty but incredibly innovative episode that you’re sure to enjoy! Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes and Course Description This course reviewed regulatory and clinical guidelines for the safe use of telehealth for dysphagia. This course also reviewed the research available for telehealth for dysphagia as well as current technology available. Describe basic regulatory guidelines for the safe use of telemanagement of dysphagia. Identify basic practical/clinical guidelines for the safe use of telemanagement of dysphagia. Summarize the research evidence available for the use of telehealth for dysphagia management. Describe new developments in wearable technologies for the tele-management of dysphagia. Speaker Disclosures Georgia Malandraki financial disclosures: Dr. Malandraki is an employee of Purdue University and receives a salary and grants to support her work. Dr. Malandraki also receives grants from the National Institute of Health related to work in Telehealth. Dr. Malandraki is the co-founder of a Purdue initiated startup. Georgia Malandraki non-financial disclosures: Dr. Malandraki is a member of and the president Elect of the Dysphagia Research Society. She is also the Indiana Speech and Hearing Association co-chair of the telehealth task force Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Tracey Callahan financial disclosures: Tracey is an employee of SLP Nerdcast, owns a private practice, and is the owner of an online learning platform called Guest Monster Games. Tracey Callahan non-financial disclosures: Tracey a member of ASHA and the corresponding special interest group (SIG 13) for Dysphagia. Tracey is a Certified Lactation Counselor through the Academy of Lactation Policy and Practice Time Ordered Agenda 15 minutes: Introduction, Disclaimers and Disclosures 15 minutes: Review of the regulatory and clinical guidelines for the safe use of telehealth for dysphagia 15 minutes: Review of the available evidence for the use of telehealth for dysphagia management 10 minutes: Review of wearable technologies for 5 minutes: Summary and Closing References and Resources Brates, D., Molfenter, S. M., & Thibeault, S. L. (2018). Assessing Hyolaryngeal Excursion: Comparing Quantitative Methods to Palpation at the Bedside and Visualization During Videofluoroscopy. Dysphagia, 34(3), 298-307. doi:10.1007/s00455-018-9927-2 IOPE Purdue "I eat lab" Direct I Eat Telehealth Resources ASHA State Telehealth Policies Australian Resources for Evidence on Telehealth Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	31 May 2022	Preview: June 2022
Spotify ・ Apple Podcasts ・ Stitcher ・ Google Play Summer is almost here! Summer is almost here, and we are thrilled…. We only have one podcast episode releasing in June and then we will be taking a podcasting break for the summer. Summer is the time we batch record all of our episodes for Season 4, so we will be super busy over the next few months plugging away. We have some additional updates about our platform and a Masterclass running this summer. Membership We have had such a great conversations with so many of you over the last few weeks in our private Member Community. One of our guest speakers, Dr. Scott Yaruss, joined us in the community and answered so many listener questions - thank you again Scott for joining us! If you are already an SLP Nerdcast Member head on over to your Nerdcast Dashboard and in your menu you should see a Member Community link. If you haven’t already, pop in and leave us a note, or ask a question about just about anything. A lot of our podcast guests are also members of this community so you can tag one of us or an available guest to ask a question or get more information. It’s been so great to see you all connecting with one another. If you aren’t a member yet, don’t wait! Our members get unlimited access to ASHA CEUs, plus access to this private community where we regularly post freebies, discounts, and other exclusive content / material. When you sign up for our newsletter you get 10% off - sign up today. June 6th, 2022 Podcast Course: Selecting Speech Treatment Targets to Optimize Gains We had the pleasure of welcoming Kelly Vess onto the show to teach us all about cluster treatment targets. This was a really unique topic for us and we learned alot! Register Here July, 2022 Masterclass Course: Comprehensive Pediatric Assessments in Speech Language Pathology Register Here This is a four week course focused on mastering your ability to conduct comprehensive pediatric evaluations, particularly for complex learners. This is a self-paced course with due dates each week. There aren’t any live requirements - it’s all completely asynchronous and work at your own pace. We will cover the foundational knowledge related to ethics and assessments, as well as the pros and cons of the standardized assessment, customized and informal assessment, and thorough documentation strategies. Early bird pricing ends June 3rd, and there’s even a payment plan available. Can’t wait to learn with so many of you this summer! What’s next? Stay tuned for more info about what’s coming in Season 4! Not on our mailing list? Sign up today and get 10% off our membership. Reach out anytime at info@slpnerdcast.com!
	06 Jun 2022	Selecting Speech Treatment Targets that Optimize Gains
Get .1 ASHA CEU here Episode Summary Effective and efficient speech sound therapy is like poker. Find out how in this week’s episode, entirely about the meat and potatoes of pediatric speech therapy-intervention for speech sound disorders. If you are working with kids who have complex speech sound delays or disorders, don’t miss this chat with Kelly Vess and find out just how to add some serious oomf to your speech sound therapy secret sauce. Kelly is a research-to-practice SLP and author who has dedicated her career to helping preschoolers with speech sound disorders gain stronger speech skills, faster. In this hearty episode, Kelly walks us through the process of selecting appropriate treatment targets and enthusiastically outlines the complexity approach to speech sound intervention. If you want to make the most out of your 30-60 minutes a week (or less!) with your speech sound students, tune in to learn how to take fireworks over a chisel to the rock of speech sound intervention and help your kiddos get to mastery faster. Course Accommodations The transcript for this course is provided below. You can also email us at ceu@slpnerdcast.com Learning Outcomes and Course Description This course reviews strategies for selecting cluster treatment targets and how multi-modal cueing can be used for accurate productions. This course also reviewed how to make informed clinical judgments in selecting treatment targets. After this course participants will be able to: 1) Select cluster treatment targets based on multiple phonological processes present to improve efficiency of treatment 2) Assess how stimulable treatment targets are to accurate production provided multi-modal cueing 3) Make informed clinical judgements in selecting treatment targets based on phonological processes (patterns), variability of production, stimulability for accuracy, and developmental complexity Speaker Disclosures Kelly Vess financial disclosures: Kelly is the author of, "Speech Sound Disorders: Comprehensive Evaluation and Treatment," for which she receives royalties. Kelly Vess non-financial disclosures: Kelly is a member of ASHA Special Interest Group 1: Language Learning and Education. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast.Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda 15 minutes: Introduction, Disclaimers and Disclosures 15 minutes: Review of how to select cluster treatment targets to improve efficiency of treatment 15 minutes: Review of how stimulable treatment targets are to accurate production provided multi-modal cueing. 10 minutes: Review of how to make informed clinical judgements in selecting treatment targets based on a variety of motor speech variables 5 minutes: Summary and Closing References and Resources Baker, E., Williams, A. L., Mcleod, S., & McCauley, R. (2018). Elements of phonological interventions for children with speech sound disorders: The development of a taxonomy. American Journal of Speech-Language Pathology, 27(3), 906-935. doi:10.1044/2018_ajslp-17-0127 Brumbaugh, K. M., & Smit, A. B. (2013). Treating children ages 3–6 who have speech sound disorder: A survey. Language, Speech, and Hearing Services in Schools, 44(3), 306–319. https://doi.org/10.1044/0161-1461(2013/12-0029) Case, J., & Grigos, M. I. (2020). A framework of motoric complexity: An investigation in children with typical and impaired speech development. Journal of Speech, Language, and Hearing Research, 63(10), 3326–3348. https://doi.org/10.1044/2020_jslhr-20-00020 Gierut, J. A. (2007). Phonological complexity and language learnability. American Journal of Speech-Language Pathology, 16(1), 6–17. https://doi.org/10.1044/1058-0360(2007/003) Storkel, H. L. (2018a). Implementing evidence-based practice: Selecting treatment words to boost phonological learning. Language, Speech, and Hearing Services in Schools, 49(3), 482-496. doi:10.1044/2017_lshss-17-0080 Storkel, H. L. (2018b). The complexity approach to phonological treatment: How to select treatment targets. Language, Speech, and Hearing Services in Schools, 49(3), 463-481. doi:10.1044/2017_lshss-17-0082 Thompson, H. & Cummings, A. (2012, Noveember). Phonological complexity: Using three-element clusters in speech sound disorder treatment. Poster presented at the American Speech, Language, and Hearing Association (ASHA) National Convention. Atlanta, GA. Vess, K. Burgess, R., Corless, E., Discenna, T. (2016, November). Selecting complex consonant cluster targets: Are certain sound combinations more efficacious than others? Poster session presented at Annual American Speech, Language and Hearing Association, Philadelphia, PA. Vess, K., Hansen, L., Mae-Smith, M., Ridella, M., & Steinberg, E. (2015, November). Evidence-based intervention strategies to effectively treat preschoolers with speech sound disorders. Poster session presented at Annual American Speech, Language and Hearing Association, Denver, CO. Vess, K., Coppiellie, Ingraham, B., Reidt, M. (2017, November). Targeting /ɹ/ consonant clusters: Does generalization occur across phonetic contexts? Poster session presented at Annual American Speech, Language and Hearing Association, Los Angeles, CA. Vess, K., Liovas, M., Mocny, A., Vuletic, D. (2018, November). Applying the complexity approach to effectively treat severe speech impairment in preschoolers with ASD. Poster session presented at Annual American Speech, Language and Hearing Association, Boston, MA. Disclaimer The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you! __ SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined! We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
	22 Aug 2022	Preview: Season 4	00:05:07
Loading…. Season 4 We’ve Got some awesome stuff happening at Nerdcast Headquarters! SLP Live An amazing digital podcast conference with the theme of multi-disciplinary care. Reserve your spot! Graduate Level Credit Courses Strategies and Considerations for AAC Implementation in Schools Goal Writing and Progress Monitoring in Complex Communicators Membership If you aren’t a member yet, don’t wait! Our members get unlimited access to ASHA CEUs, plus access to this private community where we regularly post freebies, discounts, and other exclusive content / material. The SLP Live Conference is included in the SLP Nerdcast Membership. Members also get 10% off our courses for Graduate Credit sign up today. Stay tuned for more info about what’s coming in Season 4! Not on our mailing list? Sign up today and get 10% off our membership. Reach out anytime at info@slpnerdcast.com!
	17 Oct 2022	Gender Expansive Voice Care: Working with Non-Binary Clients	01:04:10
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Gender Expansive Voice Care: Working with Non-Binary Clients Get .1 ASHA CEU here Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Nerdcaster10” to save. Do you have a desire to walk alongside non-binary individuals on their personal journeys? Whether you are a seasoned, voice professional or new to the domain, this episode will inspire and inform as you consider your potential role in this partnership. Voice experts, Barb Worth and AC Goldberg, return to the airwaves to share their strategies to help you maintain culturally responsive practices as you collaborate with non-binary clients seeking voice alignment communication services. Tune in to clear up confusion on terminology and to gain practical strategies rooted in cooperative goal-setting, creative application of shared narratives, and a professional relationship built on trust and understanding. _____ References and Resources Listen to AC and Barb's previous recording with SLP Nerdcast: Perspectives in Cultural Responsiveness: Working with Trans/GNC Individuals Listen to AC and Barb's previous recording with SLP Nerdcast: Diving into Gender Aligning Voice Work: Underlying Principles and Practice Transplaining Platform CREDIT Institute Gender Spectrum Voice & Communication Facebook page
	03 Oct 2022	Surprise! Science says more therapy isn’t always better…	01:06:08
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Surprise! Science says more therapy isn’t always better… Get .1 ASHA CEU here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Nerdcaster10” to save. Twice a week for 20 minutes or once a week for 50 minutes? How does an SLP decide? In this week’s episode, Dr. Mary Beth Schmitt brings a research-to-practice perspective to help you make the most of those treatment minutes! What is dose, exactly and how do you find that ideal combo of dosage, frequency, and active student engagement to realize the progress you’re looking for within the time you have? This chat will challenge the popular notion that “more is better” and give you the confidence to start powerful service delivery conversations with your fellow stakeholders. ——— References and Resources 1. Schmitt, M. B., Justice, L. M. & Logan, J. A. R. (2017). Intensity of language treatment: contribution to children’s language outcomes. International Journal of Language & Communication Disorders, 52(2), 155–167. https://doi.org/10.1111/1460-6984.12254 2. Schmitt, M. B. (2020). Children’s Active Engagement in Public School Language Therapy Relates to Greater Gains. American Journal of Speech-Language Pathology, 29(3), 1505–1513. https://doi.org/10.1044/2020_ajslp-19-001573. Justice, L. M., Logan, J., Schmitt, M. B., & Jiang, H. (2016). Designing effective speech-language interventions for children in the public schools: Leverage the spacing effect. Policy Insights from the Behavioral and Brain Sciences, 3(1), 85-91. University of Texas at Austin Children's Language, Literacy, and Learning Lab Intensity of Language Treatment: Contribution to Children's Language Outcomes Intensity of Language Treatment: Implementation Strategies UT Austin_Vocabulary Intervention & Treatment Intensity 2022.pdf Find the UTCL3 Lab on Instagram and Facebook @utcl3lab
	31 Oct 2022	Funding Sources in Private Practice: Medical Billing & Creative Solutions	01:04:22
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Funding Sources in Private Practice: Medical Billing & Creative Solutions Get .1 ASHA CEU here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Nerdcaster10” to save. In this session we will discuss the difference between private pay and insurance models of funding. We will also review creative funding solutions in private practice and strategies to minimize administrative burden when billing in private practice. _____ References and Resources Codify by AAPC ASHA CPT Codes
	28 Nov 2022	Beyond Bilingualism: Rebalancing the evidence-based practice triangle	01:13:53
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: S4 Ep5: Beyond Bilingualism: Rebalancing the evidence-based practice triangle Get .1 ASHA CEU and visit the course landing page here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Nerdcaster10” to save. _____ References and Resources The Bold SLP Collective Instagram Culturally Responsive Practices in Speech, Language and Hearing Sciences (Y.D. Hyter & M.B. Salas-Provance, 2023) ASHA Evidence-Based Practice Strategies for Equitable Family Engagement Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184. https://doi.org/10.1177/001440290407000203 Cioè-Peña, María. "3 Dual Language and the Erasure of Emergent Bilinguals Labeled As Disabled (EBLADs)". Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States, edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu, Bristol, Blue Ridge Summit: Multilingual Matters, 2021, pp. 63-87. https://doi.org/10.21832/9781800410053-005 Drisko, J. (2017). Active collaboration with clients: An underemphasized but vital part of evidence-based practice. Social Work. https://doi.org/10.1093/sw/swx003 Hidecker, M. J., Jones, R. S., Imig, D. R., & Villarruel, F. A. (2009). Using family paradigms to improve evidence-based practice. American Journal of Speech-Language Pathology, 18(3), 212–221. https://doi.org/10.1044/1058-0360(2009/08-0011) Westby, C., Burda, A., & Mehta, Z. (2003). Asking the right questions in the right ways. The ASHA Leader, 8(8), 4–17. https://doi.org/10.1044/leader.ftr3.08082003.4
	12 Dec 2022	Practice Marketing Success: Foundational Principles for Effective Marketing	01:10:33
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Practice Marketing Success: Foundational Principles for Effective Marketing Get .1 ASHA CEU and visit the course landing page here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Nerdcaster10” to save. ————— References and Resources Practice Momentum Website Practice Momentum Instagram Jill Woods Practice Momentum Youtube
	02 Jan 2023	Meeting Families in the Middle: Working with Deaf and Hard of Hearing Children	01:06:49
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Meeting Families in the Middle: Working with Deaf and Hard of Hearing Children Get .1 ASHA CEUs and visit the full course landing page here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. ————— Test of Early Grammatical Impairment (TEGI) Boys Town Dr. Krystal Werfel Boys Town Dr. Mary Pat Moeller Counseling in Communication Disorders: Facilitating the Therapeutic Relationship Hadley, P.A., & Rispoli, M. (2015). Toy talk strategies: An instructional resource. Retrieved from https://www.ideals.illinois.edu/ Lund, E., & Douglas, W. M. (2016). Teaching vocabulary to preschool children with hearing loss. Exceptional Children, 83(1), 26–41. https://doi.org/10.1177/0014402916651848 Werfel, K. L., & Douglas, M. (2017). Are we slipping them through the cracks? the insufficiency of norm-referenced assessments for identifying language weaknesses in children with hearing loss. Perspectives of the ASHA Special Interest Groups, 2(9), 43–53. https://doi.org/10.1044/persp2.sig9.43
	16 Jan 2023	Life After a Craniotomy: Supporting Patients and Families in the Healing Process	01:00:00
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Life After a Craniotomy: Supporting Patients and Families in the Healing Process Get .1 ASHA CEUs and visit the full course landing page here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	09 Jan 2023	[Revisit] Engaging Parents as Partners: An Interview with Dr. Jean Blosser	01:07:01
This episode is a rerun of a previous episode originally published on January 31st, 2021. Get .1 ASHA CEU here Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Engaging Parents as Partners: An Interview with Dr. Jean Blosser Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	06 Jan 2023	Preview: Childhood Apraxia of Speech and Its Place Amongst Complex Speech Disorders	00:09:38
Enroll in this 4 week course and learn best practices related to childhood apraxia of speech from speech-language pathologist, Mike Bright. Get on the waitlist to get early access, discounts, and sneak peaks. Class begins February 4th, 2023. Early bird pricing ends January 14th, 2023. Seats limited to 30 participants. Click the link below to learn more about this course and complete your registration: https://courses.slpnerdcast.com/courses/graduate-credit-optional-childhood-apraxia-of-speech
	30 Jan 2023	Stuttering Therapy: A View from Both Sides of the Table	01:13:19
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Stuttering Therapy: A View from Both Sides of the Table Get .1 ASHA CEU here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	23 Jan 2023	[Revisit] Service Delivery Models: Direct Service, Indirect Service, and Workload	01:05:46
This episode is a rerun of a previous episode originally published on July 27th, 2020. Get .1 ASHA CEU here Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Service Delivery Models: Direct Service, Indirect Service, and Workload Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	06 Feb 2023	[Revisit] Assessment and the Status Quo: The Pros and Cons of the Standardized Assessment	01:00:31
This episode is a rerun of a previous episode originally published on August 31, 2020. Get .1 ASHA CEU here Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Service Delivery Models: Direct Service, Indirect Service, and Workload Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	20 Feb 2023	[Revisit] “But I don’t know how to do that?”: Navigating Scope of Competence	01:03:30
This episode is a rerun of a previous episode originally published on November 15th, 2020. Get .1 ASHA CEU here The majority of this course content is focused on issues related to ethics as defined by ASHA (see Approved Course Content). The focus of this course is the navigation of ethical relationships, professionalism, and related ethical considerations. This course may count towards ethics certification maintenance requirements. Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: “But I don’t know how to do that?”: Navigating Scope of Competence Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	06 Mar 2023	[Revisit] Introduction to Dynamic Assessment and Why It is an Essential SLP Tool	01:00:47
This episode is a rerun of a previous episode originally published on March 7th, 2021. Get .1 ASHA CEU here. Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Introduction to Dynamic Assessment and Why It is an Essential SLP Tool Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	20 Mar 2023	[Revisit] Feeding and Swallowing in Schools: Foundational Knowledge	01:06:19
This episode is a rerun of a previous episode originally published on April 20th, 2020. Get .1 ASHA CEU here Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Feeding and Swallowing in Schools: Foundational Knowledge Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	12 Feb 2024	[RERUN] Receiving Critical Feedback: All the Icky Feelings	01:05:37
NOTE: This episode is a rerun of a previously published episode. Get .1 ASHA CEU here Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Receiving Critical Feedback: All the Icky Feelings Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	13 Feb 2023	You can do it! Finding and Implementing Evidence for the Busy SLP	01:08:51
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: You can do it! Finding and Implementing Evidence for the Busy SLP Get .1 ASHA CEU here. Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
	27 Feb 2023	Gender Aligning Voice Modification: The client's perspective	00:45:46
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Get .05 ASHA CEUs and view the full course landing page here. Course Title: Gender Aligning Voice Modification: The client's perspective Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.

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