Afleveringen

  • Stronger Together: Empowerment through Allyship and Cultural Humility in CSD

    Stronger Together: Empowerment through Allyship and Cultural Humility in CSD

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Stronger Together: Empowerment through Allyship and Cultural Humility in CSD

    Get .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/stronger-together-empowerment-through-allyship-and-cultural-humility-in-csd-abje0136

    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.

    Learning Objectives:

    Define allyship and list two reasons why allyship is not a selfless endeavor

    Describe the importance of allyship in speech language pathology

    List at least two action steps that clinicians can take to show professional allyship

    References & Resources:

    Asian Pacific Islander Speech-Language-Hearing Caucus

    Disability Caucus: 

    [email protected]

    Haitian Caucus

    Hispanic Caucus

    Jewish Caucus

    L'GASP–LGBTQIA+ Caucus

    Men's Constituency Caucus: [email protected]

    Middle East and North Africa Caucus: [email protected]

    National Black Association for Speech-Language and Hearing (NBASLH)

    Native American Caucus

    South Asian Caucus

    Gaudry, A.J.P. (2011). Insurgent Research. Wicazo Sa Review 26(1), 113-136. https://doi.org/10.1353/wic.2011.0006.

  • Community, Connection, and Social Justice in Speech-Language Pathology (Part 2)

    Community, Connection, and Social Justice in Speech-Language Pathology (Part 2)

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Community, Connection, and Social Justice in Speech-Language Pathology (Part 2)

    Get .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/community-connection-and-social-justice-part-2-abje0135

    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.

    Learning Objectives:

    Describe effective components of a social justice curriculum

    List two action steps for implementing a social justice curriculum with staff and colleagues

    List two action steps for implementing a social justice curriculum with students

    References & Resources:

    White People Challenging Racism Workshop

    Raising Race Conscious Children

    SEED

    Learning for Justice

    Responsive Classroom

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  • The Four Fundamentals of Business with Martin Holland

    The Four Fundamentals of Business with Martin Holland

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: The Four Fundamentals of Business with Martin Holland

    Get .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/the-four-fundamentals-of-business-with-martin-holland-abje0134

    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.

    Learning Objectives:

    Describe the four fundamentals of every business

    List two strategies for getting started in business

    References & Resources:

    Holland, M. T. (2020). The profit problem: They say I make money so why don’t I have any? Anneal Publishing. 

    Proctor, E. K., Toker, E., Tabak, R., McKay, V. R., Hooley, C., & Evanoff, B. (2021, November 20). Market viability: A neglected concept in implementation science - implementation science. SpringerLink. https://link.springer.com/article/10.1186/s13012-021-01168-2 

    The Four Fundamentals of a Successful Business.pdf

  • Bridging the Research-to-Practice Gap Part 2: We can make it better

    Bridging the Research-to-Practice Gap Part 2: We can make it better

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Bridging the Research-to-Practice Gap Part 2: We can make it better

    Get .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/bridging-the-research-to-practice-gap-part-2-abje0133

    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.

    Learning Objectives:

    Describe levels of involvement for researchers and non-researcher invested parties depending on the project

    List the five key dimensions of Research to Practice Partnerships

    List at least two real world examples of Research to Practice Partnerships in action

    References & Resources:

    IAP2

    Family Guided Routines Based Intervention

    Implementation Science Conference

    ResearchGate

    Alonzo, C. N., Komesidou, R., Wolter, J. A., Curran, M., Ricketts, J., & Hogan, T. P. (2022). Building sustainable models of research–practice partnerships within educational systems. American Journal of Speech-Language Pathology, 31(3), 1–13. https://doi.org/10.1044/2021_ajslp-21-00181 

    Baumann, A. A., Shelton, R. C., Kumanyika, S., & Haire‐Joshu, D. (2023). Advancing Healthcare Equity through dissemination and implementation science. Health Services Research, 58(S3), 327–344. https://doi.org/10.1111/1475-6773.14175 

  • [Revisit]: Foundational Knowledge in Adult Dysphagia

    [Revisit]: Foundational Knowledge in Adult Dysphagia

    · SLP Nerdcast

    Get .1 ASHA CEU: https://courses.slpnerdcast.com/courses/podcast-quiz-foundational-knowledge-in-adult-dysphagia-abje0044

    Episode Summary

    DÉȘsfeʒə?  DÉȘsfɑʒə? Təmeto, təmɑto?  That is one of the many questions tackled in this week’s episode with Dr. Lindsey Griffin, a leading professional in the field of adult dysphagia and assistant professor at Emerson College in Boston.  For those of you not practicing in the field of swallowing, this episode will certainly ring some grad school bells as Dr. Griffin walks us through some swallowing bascs that include a refresher on the phases of swallowing and some tried and true strategies to support individuals with swallowing challenges (You guys remember the good ol’ chin tuck, right?).  Working in this area of our field already?  You’ll enjoy some powerful discussions on evidence-based, person-centered decision-making in dysphagia practice amongst several remaining resource and research limitations.  

    Listen in and learn about the difference between restorative exercises and compensatory strategies, the why and how of tailoring intervention techniques to an individual’s physiological impairments, and the role of technology in dysphagia care.  You will no doubt find yourself following along with the maneuvers discussed, just make sure to swallow your coffee first!

    So, grab a plate of “minced and moist” snack foods and cozy up with Kate, Amy and Dr. Griffin for some nerdy swallow chat! You can learn more about Dr. Griffin here.

    Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

    Learning Outcomes

    1. Describe the difference between restorative exercises and compensatory strategies

    2. Relate three restorative treatment techniques to the targeted physiological impairment

    3. Identify two devices used in dysphagia rehabilitation

    References

    Bhutada, Ankita M., et al. “Factors Influencing Initiation of Pharyngeal Swallow in Healthy Adults.” American Journal of Speech-Language Pathology, vol. 29, no. 4, 2020, pp. 1956–1964., doi:10.1044/2020_ajslp-20-00027.

    Humbert, Ianessa A., et al. “Swallowing Kinematic Differences Across Frozen, Mixed, and Ultrathin Liquid Boluses in Healthy Adults: Age, Sex, and Normal Variability.” Journal of Speech, Language, and Hearing Research, vol. 61, no. 7, 2018, pp. 1544–1559., doi:10.1044/2018_jslhr-s-17-0417.

    Martin-Harris, Bonnie, et al. “MBS Measurement Tool for Swallow Impairment—MBSImp: Establishing a Standard.” Dysphagia, vol. 23, no. 4, 2008, pp. 392–405., doi:10.1007/s00455-008-9185-9.

    Valenzano, Teresa J., et al. “Respiratory–Swallow Coordination in Healthy Adults During Drinking of Thin to Extremely Thick Liquids: A Research Note.” Journal of Speech, Language, and Hearing Research, vol. 63, no. 3, 2020, pp. 702–709., doi:10.1044/2019_jslhr-19-00163.

    OTHER REFERENCE ON LAPTOP

    Online Resources:

    IOPI: https://iopimedical.com

    EMST (Expiratory Muscle Strength Training): https://emst150.com/

    IDSI (International Dysphagia Diet Standardization Initiative):  https://iddsi.org/ 

    Disclosures:

    Lindsay Griffin Financial Disclosures: Lindsay is an employee of Emerson College. Non-financial: 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:

    10 minutes: Introduction, Disclaimers and Disclosures

    20 minutes: Descriptions of the difference between restorative exercises and compensatory strategies

    15 minutes: Descriptions of restorative treatment techniques to the targeted physiological impairment

    10 minutes: Descriptions of devices used in dysphagia rehabilitation

    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 [email protected] 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!

  • Access Research Beyond the Paywall

    Access Research Beyond the Paywall

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Access Research Beyond the Paywall

    Get .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/access-research-beyond-the-paywall-abje0132

    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.

    Learning Objectives:

    Describe five free and legal strategies for accessing research articles

    Identify common myths about accessing research articles

    Explain the different versions of research articles that authors may share

    References & Resources:

    Pfeiffer, D. L., Long, H. L., & Amin, M. E. (2022). Access Research Beyond the Paywall: Five Strategies to Read What You Need. Leader Live. https://leader.pubs.asha.org/do/10.1044/2022-0919-slp-aud-research/full/ 

    Gaeta, L., & Harold, M. (2022, February). Clinical Access to Research in CSD: Myths and Money. Hosted by CSDisseminate. Available at: https://www.csdisseminate.com/events 

    El Amin, M., Borders, J. C., Long, H., Keller, M. A., & Kearney, E. (2022). Open science practices in communication sciences and disorders: A survey. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2022_JSLHR-22-00062 

    Long, H. L., Drown, L., & El Amin, M. (2023). The effect of open access on scholarly and societal metrics of impact in the ASHA Journals. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2022_JSLHR-22-00315 

    Twitter thread:

     https://twitter.com/AcademicChatter/status/1666424211856932864

    12 Foot Ladder

    Unpaywall

    PaperPanda

  • [Revisit]: What’s Changed in Stuttering Therapy?

    [Revisit]: What’s Changed in Stuttering Therapy?

    · SLP Nerdcast
  • Community, Connection, and Social Justice in Speech-Language Pathology (Part 1)

    Community, Connection, and Social Justice in Speech-Language Pathology (Part 1)

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Community, Connection, and Social Justice in Speech-Language Pathology (Part 1)

    Get .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/community-connection-and-social-justice-in-slp-abje0131

    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.

    Learning Objectives:

    Define social justice and how it relates to ethics in speech-language pathology

    List two components of infrastructure that support social justice curriculums in schools

    Describe how social justice is related to curriculum in an educational setting

    References & Resources:

    White People Challenging Racism Workshop

    Raising Race Conscious Children

    SEED

    Learning for Justice

    Responsive Classroom

  • [Revisit] Beyond Bilingualism: The role of culture in speech-language pathology

    [Revisit] Beyond Bilingualism: The role of culture in speech-language pathology

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: S4 Ep4: Beyond Bilingualism: The role of culture in speech-language pathology

    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.

    _____

    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

    CioÚ-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

  • Tackling Burnout in the School Setting: Get Ahead of the Dread

    Tackling Burnout in the School Setting: Get Ahead of the Dread

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Tackling Burnout in the School Setting: Get Ahead of the Dread

    Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/tackling-burnout-in-the-school-setting-get-ahead-of-the-dread-abje0130

    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.

    Learning Objectives:

    Define burnout as it relates to speech-language pathology

    List two reasons why the school-based SLP is susceptible to burnout

    List three strategies to mitigate burnout when working in a school setting

    References & Resources:

    Marante, L., & Farquharson, K. (2021). Tackling Burnout in the school setting: Practical tips for school-based speech-language pathologists. Perspectives of the ASHA Special Interest Groups, 6(3), 665–675. https://doi.org/10.1044/2021_persp-20-00262 

    School SLP Solutions

  • [Revisit] A Crucial Alliance: SLPs and Mental Health Professionals

    [Revisit] A Crucial Alliance: SLPs and Mental Health Professionals

    · SLP Nerdcast

    Get .1 ASHA CEU here

    Episode Summary

    Ever feel under-equipped to deal with the counseling demands that often pop up in your daily SLP work? You’re not alone! So much of what we do as SLP’s is “grief work” and many of us find ourselves in over our heads at times with the counseling needs of our clients or students and their families. This week, Kate and Amy capitalize on their “forced friendship” with Beverly Montgomery of Lex Communicate to talk about the power of alliances with mental health professionals in addressing the holistic needs of individuals with communication differences and the caregivers who support them. Beverly discusses how mental health needs touch each case we serve and offers actionable suggestions for how Interprofessional Education (IPE) and Interprofessional Practice (IPP) can help us go beyond due diligence and realize better outcomes for those we serve. Tune in to explore which mental health professionals may be unexpected allies and obtain some simple strategies to help you manage these powerful relationships when scopes of practice overlap. Our clients and students are so complex, you may often feel that you “have a flashlight when you need a flood light” to recognize all of the facets that compose client and family needs. Beverly’s approach to interdisciplinary practice Illuminates the complexities of your toughest cases. If you find “other stuff” getting in the way of therapeutic progress for your clients or students, this is the episode for you.

    Learning Outcomes

    State the purpose(s) and benefit(s) of interprofessional collaboration

    Define Interprofessional Education (IPE) and Interprofessional Practice (IPP)

    Describe a decision-making process for when and how to make mental health referrals

    Identify a variety of collaborative partners both within and outside their organization

    References

    American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Professional Issues Statement]. Available from www.asha.org/policy. 

    Dobbs-Oates, J., & Wachter Morris, C. (2016). The case for interprofessional education in teacher education and beyond. Journal of Education for Teaching, 42(1), 50–65. https://doi.org/10.1080/02607476.2015.1131363 

    Elleseff, T. (2014). Creating Successful Team Collaboration: Behavior Management in the Schools. Perspectives on School-Based Issues, 15(1), 38–44.https://doi.org/10.1044/sbi15.1.38. Erickson, K. A. (2017). Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students with Severe Disabilities. Retrieved March 3, 2020, from https://doi.org/10.1044/2017_AJSLP15-0067 

    Farber, J. G., & Klein, E. R. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30, 83- 91. 

    Kent-Walsh, J., & Light, J. (2003). General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104–124. 

    Novak, J.M., & Kapolnek, K.M. (2001). Speech-language pathologists serving clients with mental illness: A collaborative treatment approach. Contemporary Issues in Communication Science and Disorders, 28, 111-122.

    Pfeiffer, Danika L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019). A National Survey of Speech-Language Pathologists Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation. Language, Speech, and Hearing Services in Schools, 50(4), 639–655. https://doi.org/10.1044/2019_lshss-18-0100 

    Roepke, E., Greenwell, T., & Brosseau-LaprĂ©, F. (2019). Service delivery for children with speech sound disorders: Evidence for the Quick Articulation! model. EBP Briefs, 14(2), 1–9. Bloomington, MN: NCS Pearson, Inc. 

    Throneberg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., & Paul, P. J. (2000). A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting. Retrieved March 21, 2020, from https://doi.org/10.1044/1058-0360.0901.10

    Online Resources

    World Health Organization: Interprofessional Education & Practice

    American Speech and Hearing Association: Interprofessional Education and Practice

    Speaker Disclosures:

    Beverly Montgomery financial disclosures: Beverly is the owner and operator of Lex Communicate. Beverly Montgomery non-financial disclosures: Beverly has family members with diagnoses discussed in the course and has a professional bias towards integrated, collaborative social communication treatment. 

    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, Vooks.

    Time Ordered Agenda:

    15 minutes: Introduction, Disclaimers and Disclosures

    25 minutes: Descriptions of the purposes and benefits of interprofessional collaboration, interprofessional education, and interprofessional practice

    15 minutes: Descriptions of the decision-making process for when and how to make mental health referrals

    10 minutes: Descriptions of a variety of collaborative partners both within and outside their organization

    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 [email protected] 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!

  • Thinking Outside the “Box”: Applying Clinical Skills in Dyslexia Intervention

    Thinking Outside the “Box”: Applying Clinical Skills in Dyslexia Intervention

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Thinking Outside the “Box”: Applying Clinical Skills in Dyslexia Intervention

    Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/applying-clinical-skills-in-dyslexia-intervention-abje0129

    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.

    Learning Objectives:

    1. List the 3 principles and 6 key elements of structured literacy intervention

    2. Describe 3 evidence-based intervention techniques and approaches to manage dyslexia

    3. Describe 3 ways to incorporate structured literacy interventions into your current treatment plans

    References & Resources:

    Jaskolski, J.E., & Moyle, M.J. (2017). Phonological awareness training program: A speech-language pathologist’s tool for training teachers. Rockville, MD:

    ASHA Press.

    Jennings, T.M & Haynes, C.W., (2018). From talking to writing strategies for supporting narrative and expository writing. Prides Crossing, MA: Landmark School Outreach Program.

    Hogan, T.P. (2018). Five ways speech language pathologists can positively impact children with dyslexia. Language, Speech, and Hearing Services in Schools, 49, 902-905

    The Seeds of Learning: A Cognitive Processing Model for Speech, Language, Literacy and Executive Functioning

    Soar with Words on Instagram

  • [RERUN] Receiving Critical Feedback: All the Icky Feelings

    [RERUN] Receiving Critical Feedback: All the Icky Feelings

    · SLP Nerdcast

    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.

  • You can't run your business from an iPhone app

    You can't run your business from an iPhone app

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: You can't run your business from an iPhone app

    Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/you-cant-run-your-business-from-an-iphone-app-abje0128

    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.

    Learning Objectives:

    Describe why keeping accurate accounting books is important to building a private practice

    List at least two strategies to improve bookkeeping without a background in accounting

    Define ‘break even’ and how it is relevant to private practice

    References & Resources:

    Holland, M. T. (2020). The profit problem: They say I make money so why don’t I have any? Anneal Publishing. 

    Proctor, E. K., Toker, E., Tabak, R., McKay, V. R., Hooley, C., & Evanoff, B. (2021, November 20). Market viability: A neglected concept in implementation science - implementation science. SpringerLink. https://link.springer.com/article/10.1186/s13012-021-01168-2 

  • [RERUN] Writing Measurable Goals and Objectives: Working Outside the Percent Correct Box

    [RERUN] Writing Measurable Goals and Objectives: Working Outside the Percent Correct Box

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title:  Writing Measurable Goals and Objectives: Working Outside the Percent Correct Box

    Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/podcast-quiz-writing-measurable-goals-and-objectives-abje0017

    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.

    References & Resources:

    Boavida, T., Aguiar, C., McWilliam, R., & Pimentel, J. S.(2010). Quality of Individualized Education Program goals of preschoolers with disabilities. Infants and Young Children, 23, 233–243.

    Diehm, E. (2017). Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials. Perspectives of the ASHA Special Interest Groups, 2(16), 34-44. doi:10.1044/persp2.sig16.34 https://pubs.asha.org/doi/10.1044/persp2.SIG16.34

    Goodman, J. F., & Bond, L. (1993). The Individualized Education Program: A retrospective critique. The Journal of Special Education, 26, 408–422.

    Korsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13 (https://pubs.asha.org/doi/10.1044/aac11.3.10)

    Olswang, L. B. & Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66

    Ruble, L., McGrew, J., Dalrymple, N., & Jung, L. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40, 1460–1470.

    Swigert, N. (2014). Patient Outcomes, NOMS, and Goal Writing for Pediatrics and Adults. Perspectives on Swallowing and Swallowing Disorders (Dysphagia), 23(2), 65-71. doi:10.1044/sasd23.2.65

    Online Resources

    ASHA’s National Outcomes Measurement System: https://www.asha.org/noms/

    ASHA’s Code of Ethics

    https://www.asha.org/Code-of-Ethics/#:~:text=The%20ASHA%20Code%20of%20Ethics,making%20related%20to%20professional%20conduct.

    Massachusetts Teachers Association Center for Education, Policy, and Practice

    https://massteacher.org/-/media/massteacher/files/employment-licensure/ed-evaluation/mta-student-learning-guidance.pdf?la=en

    Tricks to Take the Pain Out of Writing Treatment Goals

    https://leader.pubs.asha.org/do/10.1044/tricks-to-take-the-pain-out-of-writing-treatment-goals/full/

    ASHA Roles and Responsibilities of Speech-Language Pathologists (SLPs) in Schools DOs and DON’Ts Roles and Responsibilities of SLPs in Schools Working Group

    https://www.asha.org/uploadedFiles/Roles-Responsibilities-SLP-Schools-DOs-and-DONTs.pdf

    __

    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 [email protected] 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!

  • SLPs Role in Palliative Care and How to Have Serious Illness Conversations

    SLPs Role in Palliative Care and How to Have Serious Illness Conversations

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: SLPs Role in Palliative Care and How to Have Serious Illness Conversations

    Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/slps-role-in-palliative-care-and-how-to-have-serious-illness-conversations-abje0127

    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.

    Learning Objectives:

    1. Define palliative care

    2. Describe knowledge and skills specific to the SLP role that can benefit patients/caregivers/clinicians navigating serious illness

    3. Identify at least one communication tool that uses patient-tested, person-centered language as a framework for discussions about serious illness

    References & Resources:

    Serious Illness Guide from Ariadne Labs

    American Geriatrics Society statement re: feeding tubes in patients with advanced dementia

    EAT-10

    MDADI 

    Honeycomb Speech Therapy Motivational Interviewing Cheat Sheet

  • [RERUN] Foundational Knowledge in Adult Dysphagia

    [RERUN] Foundational Knowledge in Adult Dysphagia

    · SLP Nerdcast

    NOTE: This episode is a rerun of a previously published episode.

    Get .1 ASHA CEU here

    Episode Summary

    DÉȘsfeʒə?  DÉȘsfɑʒə? Təmeto, təmɑto?  That is one of the many questions tackled in this week’s episode with Dr. Lindsey Griffin, a leading professional in the field of adult dysphagia and assistant professor at Emerson College in Boston.  For those of you not practicing in the field of swallowing, this episode will certainly ring some grad school bells as Dr. Griffin walks us through some swallowing bascs that include a refresher on the phases of swallowing and some tried and true strategies to support individuals with swallowing challenges (You guys remember the good ol’ chin tuck, right?).  Working in this area of our field already?  You’ll enjoy some powerful discussions on evidence-based, person-centered decision-making in dysphagia practice amongst several remaining resource and research limitations.  

    Listen in and learn about the difference between restorative exercises and compensatory strategies, the why and how of tailoring intervention techniques to an individual’s physiological impairments, and the role of technology in dysphagia care.  You will no doubt find yourself following along with the maneuvers discussed, just make sure to swallow your coffee first!

    So, grab a plate of “minced and moist” snack foods and cozy up with Kate, Amy and Dr. Griffin for some nerdy swallow chat! You can learn more about Dr. Griffin here.

    Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

    Learning Outcomes

    1. Describe the difference between restorative exercises and compensatory strategies

    2. Relate three restorative treatment techniques to the targeted physiological impairment

    3. Identify two devices used in dysphagia rehabilitation

    References

    Bhutada, Ankita M., et al. “Factors Influencing Initiation of Pharyngeal Swallow in Healthy Adults.” American Journal of Speech-Language Pathology, vol. 29, no. 4, 2020, pp. 1956–1964., doi:10.1044/2020_ajslp-20-00027.

    Humbert, Ianessa A., et al. “Swallowing Kinematic Differences Across Frozen, Mixed, and Ultrathin Liquid Boluses in Healthy Adults: Age, Sex, and Normal Variability.” Journal of Speech, Language, and Hearing Research, vol. 61, no. 7, 2018, pp. 1544–1559., doi:10.1044/2018_jslhr-s-17-0417.

    Martin-Harris, Bonnie, et al. “MBS Measurement Tool for Swallow Impairment—MBSImp: Establishing a Standard.” Dysphagia, vol. 23, no. 4, 2008, pp. 392–405., doi:10.1007/s00455-008-9185-9.

    Valenzano, Teresa J., et al. “Respiratory–Swallow Coordination in Healthy Adults During Drinking of Thin to Extremely Thick Liquids: A Research Note.” Journal of Speech, Language, and Hearing Research, vol. 63, no. 3, 2020, pp. 702–709., doi:10.1044/2019_jslhr-19-00163.

    OTHER REFERENCE ON LAPTOP

    Online Resources:

    IOPI: https://iopimedical.com

    EMST (Expiratory Muscle Strength Training): https://emst150.com/

    IDSI (International Dysphagia Diet Standardization Initiative):  https://iddsi.org/ 

    Disclosures:

    Lindsay Griffin Financial Disclosures: Lindsay is an employee of Emerson College. Non-financial: 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:

    10 minutes: Introduction, Disclaimers and Disclosures

    20 minutes: Descriptions of the difference between restorative exercises and compensatory strategies

    15 minutes: Descriptions of restorative treatment techniques to the targeted physiological impairment

    10 minutes: Descriptions of devices used in dysphagia rehabilitation

    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 [email protected] 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!

  • Thinking Outside the “Box”: Exploring the SLP’s Role in Dyslexia

    Thinking Outside the “Box”: Exploring the SLP’s Role in Dyslexia

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Thinking Outside the “Box”: Exploring the SLP’s Role in Dyslexia

    Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/thinking-outside-the-box-exploring-the-slps-role-in-dyslexia-abje0126

    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.

    Learning Objectives:

    Describe 3 additional service delivery domains outside of assessment and treatment that are essential when working with students with dyslexia.

    Describe three barriers to upstream thinking when discussing prevention and early identification.

    Describe 3 ways you can play a role in upstream thinking for early identification of students who are already struggling with early literacy skills.

    References & Resources:

    Catts, H.W. and Hogan, T. Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment. Reading League Journal, 2, 6-13, 2021. https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/Catts_Hogan_preprint.pdf

    Catts, H.W., and Petscher, Y. A cumulative risk and resilience model of dyslexia. Journal of learning disabilities. 2021. https://www.researchgate.net/publication/353804517_A_Cumulative_Risk_and_Resilience_Model_of_Dyslexia

    Adolf, S.M., & Hogan, T.P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49, 762-773.

  • [RERUN] It Can be Fun and Games: Modified Leisure Skills for Older Students

    [RERUN] It Can be Fun and Games: Modified Leisure Skills for Older Students

    · SLP Nerdcast

    NOTE: This episode is a rerun of a previously published episode.

    Get .1 ASHA CEU here

    Episode Summary:

    Want to put the fun and functional back into your intervention routine? Then you certainly strolled into the right podcast! In this week’s episode, SLP/BCBA Rose Griffin, shares her bag of tricks for supporting older students through leisure-based intervention activities. Learn how to harness the communication power that takes place outside of your therapy room through natural and meaningful leisure activities aimed at improving a wide range of skills and optimizing quality of life for students with complex learning needs. This episode is jam-packed, tackling assessment tools, data collection, community outings, game adaptations, and app ideas, all in the name of generalization and good old fashioned fun! High fives are flying around like crazy as Rose unpacks the value of using everyday materials and hangouts to build life skills that last a lifetime. Are you game? Then pull up a seat and grab your pen, you aren’t going to want to miss these game changer!s!

    You can learn more about Rose here.

    Learning Outcomes

    1. Identify 2 assessment tools to use to identify leisure skill needs

    2. Describe at least 1 data collection method for leisure activities

    3. List at least 5 modified leisure activities.

    References

    Barbera, M. L. & Rasmussen, T. (2007). The verbal behavior approach: How to teach children with autism and related disorders. London, England: Jessica Kingsley.

    Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological-age-appropriate and functional curricular content for severely handicapped adolescents and young adults. Journal of Special Education, 13, 81–90.

    Cannella-Malone, H. I., Miller, O., Schaefer, J. M., Jimenez, E. D., Justin Page, E., & Sabielny, L. M. (2016). Using Video Prompting to Teach Leisure Skills to Students With Significant Disabilities. Exceptional Children, 82(4), 463–478. https://doi.org/10.1177/0014402915598778

    Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education & Treatment of Children, 36(2), 33-57. Retrieved from https://search.proquest.com/docview/1391910402? accountid=166077 Copyright ABA SPEECH LLC

    Jerome, J., Frantino, E.P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40, 185-189.

    Koyama, T., & Wang, H., (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32, 2235-2242.

    Sundberg, Mark L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program :a language and social skills assessment program for children with autism or other developmental disabilities : guide Concord, CA : AVB Press.

    Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Upper Saddle River: Pearson Prentice Hall.

    Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism: What every parent, family member, and teacher needs to know. Hoboken: John Wiley & Sons, Inc.

    Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self determination. Exceptional Children, 78(2), 135-153. Retrieved from https://search.proquest.com/docview/ 916923324?accountid=166077

    Online Resources:

    Rose Griffin’s YouTube Chanel: https://www.youtube.com/channel/UCXRBJBfK_294R58U5bOyvUQ

    Help Kidz Learn app: https://www.helpkidzlearn.com/apps

    Yogarilla activity by Super Duper: https://www.superduperinc.com/products/view.aspx?pid=otsc8765#.YGoG2hRKigQ

    The “Grocery Store Game” by ABA Speech by Rose: https://abaspeech.org/2018/07/social-skills-game-for-mixed-groups/?fbclid=IwAR0w2bmmweLVg3a8bPJ0muRQeiZ_s2Er0c3ZoAHGOOnTNla4vjPJjCG4Bf4

    Disclosures:

    Rose Griffin Financial Disclosures: Rose is the founder of ABA SPEECH LLC and sells products, therapy services and courses. Rose 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 importance of addressing leisure skills and the assessment tools used to identify leisure skills

    15 minutes: Descriptions of data collection methods for leisure activities

    10 minutes: Descriptions of different leisure activities and modifications to those leisure activities.

    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 [email protected] 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!

  • Speech Therapy Through a Psychosocial and Trauma-Informed Lens

    Speech Therapy Through a Psychosocial and Trauma-Informed Lens

    · SLP Nerdcast

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

    Course Title: Speech Therapy Through a Psychosocial and Trauma-Informed Lens

    Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/speech-therapy-through-a-psychosocial-and-trauma-informed-lens-abje0125

    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.

    Learning Objectives:

    Describe the psychosocial & trauma informed approach to speech therapy

    Describe how speech therapy fits within a bottom-up brain-based framework

    Identify at least 3 psychosocial factors that can impact: the therapeutic relationship, communication development and learning the use of our communication skills

    References & Resources:

    Trauma-Informed Practice Guide (PDF) | Speech Pathologists

    Goddard, A. (2021). Adverse Childhood Experiences and Trauma-Informed Care. Journal of Pediatric Health Care, 35(2), 145-155. https://doi.org/10.1016/j.pedhc.2020.09.001.

    LaGrange, E. P. (2022, May 23). The Relentless Hurt of Trauma. The ASHA LeaderLive Speech-Language Pathology. https://leader.pubs.asha.org/doi/10.1044/leader.SPS.27052022.18

    Brumfitt S. Psychosocial aspects of aphasia: speech and language therapists' views on professional practice. Disabil Rehabil. 2006 Apr 30;28(8):523-34. doi: 10.1080/09638280500219349. PMID: 16513585.

    McLean, S. (2016). The effect of trauma on the brain development of children: Evidence-based principles for supporting the recovery of children in care (CFCA Practitioner Resource). Melbourne: Child Family Community Australia information exchange, Australian Institute of Family Studies.

    Binns AV, Hutchinson LR, Cardy JO. The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial. J Commun Disord. 2019 Mar-Apr;78:1-17. doi: 10.1016/j.jcomdis.2018.12.005. Epub 2018 Dec 21. PMID: 30605734.

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