Afleveringen

  • Goals and Accommodations for Executive Functioning

    Goals and Accommodations for Executive Functioning

    · De Facto Leaders

    In this episode, we dive into the often-overlooked art of writing clear, measurable goals for executive functioning.

    Unlike other academic or functional goals, executive functioning focuses on internal processes—making it harder to quantify and observe.

    Whether you're a teacher, therapist, or part of a school team, this episode will give you actionable tools to create meaningful IEP and therapy plan goals that truly support student growth.

    What You’ll Learn in This Episode:

    ✔️ Why executive functioning is all about the process—and why that’s tricky for traditional SMART goals.

    ✔️ Examples of goal formats that keep things simple, specific, and actionable.

    ✔️ How to differentiate between goals that focus on behavior versus those emphasizing strategies.

    ✔️ A sample list of accommodations to support executive functioning without over-accommodating.

    ✔️ Tips to ensure students build independence with their accommodations over time.

    📝Goals and Accommodations for Executive Functioning Blog post: https://drkarenspeech.com/goals-and-accommodations-for-executive-functioning/

    👂EP 178: Are we allowed to say “dyslexia” in the schools (with Tom Parton): https://drkarendudekbrannan.com/ep-178-are-we-allowed-to-say-dyslexia-in-the-schools-with-tom-parton/

    🎓 School of Clinical Leadership Program (A comprehensive course for service providers who want to lead their teams in supporting students socially, emotionally, and academically.): https://drkarendudekbrannan.com/clinicalleadership

    Key Takeaways:

    Writing effective executive functioning goals starts with a clear understanding of the behaviors and processes you’re targeting.

    The goal format “Given (cue/strategy), student will (behavior) with (accuracy/unit of measurement)” simplifies complex ideas into meaningful goals.

    Accommodations should empower students and build skills—not create over-reliance.

  • FAQs: Task-based goals vs. strategy goals, scaffolding for semantics and syntax, and going from decontextualized to contextualized

    FAQs: Task-based goals vs. strategy goals, scaffolding for semantics and syntax, and going from decontextualized to contextualized

    · De Facto Leaders

    This session is a Q & A I did in the Language Therapy Advance Foundations member’s group relating to how to support students through semantic study and working on complex syntax.

    I addressed the following FAQs:

    “How do I help students who struggle to define and describe words without making them prompt-dependent?”

    “How do I make semantic study more contextualized?”

    “What’s the difference between a “task-based” goal and a “strategy-based” goal, and which type of goal should I be using for language and executive functioning?”

    I also provide examples of goals for observable behaviors vs. goals that focus on the process of getting to that behavior or end output.

    Highlights of this session include:

    ✅Using the explicit instruction framework: “I do, we do, you do.”

    ✅Using pauses, reflective questions, sentence starters, direct repetition, and declarative statements (hint: we should be using a blend of all these things.)

    ✅Where we SHOULD use explicit, repetitive, “decontextualized” tasks in therapy for purposes of cognitive priming.

    ✅Why students need a blend of structured and unstructured tasks (from decontextualized to contextualized).

    This session came from a Q & A I did in Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy/

    The following resources were mentioned in this session:

    The Explicit Instruction Framework by Anita Archer and Charles Hughes: https://explicitinstruction.org/

    This video on scaffolding sentence combining for younger students: https://youtu.be/LDLYlZgqpQU

    The strategy-based goals for executive functioning came from information from the School of Clinical Leadership, my program that helps related service providers put executive functioning intervention in place. You can learn more about the School of Clinical Leadership here: https://drkarendudekbrannan.com/clinicalleadership

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  • Making professional development and programming goals meaningful (with John Mihalyo)

    Making professional development and programming goals meaningful (with John Mihalyo)

    · De Facto Leaders

    Having someone observe your therapy room or classroom can feel awkward; whether it’s your boss doing your evaluation, or whether it’s a special service provider who’s supporting students in your class.

    When I’ve talked with administrators and service providers about classroom observations, they say it can be a learning curve for the person coming into the classroom as well.

    Yet having another set of eyes on your students can often be a valuable learning experience for both the person observing and the person being observed.

    That’s why I invited John Mihalyo to the De Facto Leaders Podcast to talk about how school leaders can turn observations into meaningful learning experiences instead of an obligation.

    We also talk about what it takes to start new programs and initiatives, and how to take a proactive approach when it comes to marketing and communication.

    John Mihalyo is a highly accomplished education professional and the visionary founder of Elementary Advancement Solutions, a leading educational consulting company dedicated to empowering Catholic and faith-based school leaders. With a robust background encompassing over two decades of experience as an administrator and 15 years as a Catholic school principal, John Mihalyo has honed his expertise in addressing the multifaceted challenges encountered by educational leaders. John is also the host of the Catholic School Leaders podcast on the BE podcast network.

    In this conversation, we discuss:

    ✅Why good school leaders visit classrooms before the official employee evaluation.

    ✅Why starting a new program in a school can be a 3-year process (or more).

    ✅The importance of marketing and communication (for both staff and community).

    ✅The difference between running public, private, and faith-based schools.

    You can listen to my interview on the Catholic School Leaders Podcast here: Navigating Executive Functioning to Support Student Growth with Dr. Karen Dudek-Brannan (Link here: https://cslp.bepodcast.network/episodes/navigating-executive-functioning-to-support-student-growth-with-dr-karen-dudek-brannan)

    Connect with John on LinkedIn here: https://www.linkedin.com/in/johnmihalyo/

    Listen to the Catholic School Leaders Podcast here: https://cslp.bepodcast.network/

    Learn more about Elementary Advancement Solutions here: https://elementaryadvancement.com/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • Failure to launch, screen addiction, and preparing kids for life after high school (with Michael McLeod)

    Failure to launch, screen addiction, and preparing kids for life after high school (with Michael McLeod)

    · De Facto Leaders

    Many young adults enter their post-high school years without the executive functioning skills needed to thrive.

    This is often because the people supporting them underestimate the amount of support they’re getting, and there’s no plan in place to fade that prompting.

    When young adults enter college, they have to manage sleep hygiene, long-term projects, and manage screen time.

    This is why I talk so much about using multiple service delivery models when supporting executive functioning; whether it be in the schools or in private practice; because many essential life skills cannot be taught without the right environmental scaffolding in place.

    That’s why I invited Michael McLeod from GrowNOW therapy to talk about why he uses a combination of direct sessions, summer camps with community-based activities, parent coaching, and educator training.

    Michael partnered and worked with The Focus Foundation in 2015, learning from incredible doctors, neuropsychologists, and various specialists – gaining in-depth training and experience with ADHD and Executive Function research and development. He currently specializes in ADHD, Executive Functioning, Social Executive Functioning, and Parent Coaching. From his experiences as an Executive Function Specialist, Michael developed a distinct model of Internal Skills Coaching to enhance these skills. Michael is a Keynote Speaker and has presented nationwide and internationally, training families and professionals on his unique GrowNOW Treatment Model for fostering Executive Functions & Resiliency.

    In this conversation, we discuss:

    ✅Do graduate programs prepare clinicians to work on executive functioning out in the field?

    ✅Frontloading vs. traditional social skills sessions.

    ✅Why helping families set boundaries around screen time is an essential part of the services clinicians offer.

    ✅Defining failure to launch and what it looks like in young adults.

    ✅Situational awareness and its impact on safety for college students.

    You can connect with Michael at:

    GrowNOWADHD.com, here: http://grownowadhd.com/

    GrowNOW Instagram, here: http://instagram.com/GrowNOWADHD

    GrowNOW School Trainings, here: https://www.grownowadhd.com/training/

    ADHD Parenting Podcast, here: https://open.spotify.com/show/7xATyVhNZU3abIejNIggvD

    Listen to my previous conversations with Michael here:

    EP 008: Building accountability and motivation in kids with ADHD (with Mike McLeod), here: https://drkarendudekbrannan.com/ep-008-building-accountability-and-motivation-in-kids-with-adhd-with-mike-mcleod/

    EP 009: Time management and device use boundaries in kids with ADHD (with Mike McLeod), here: https://drkarendudekbrannan.com/ep-009-time-management-and-device-use-boundaries-for-kids-with-adhd-with-mike-mcleod/

    The following previous episodes were mentioned in this episode:

    EP 122: Executive functioning for college students: Beyond checklists and planners (with Jill Fahy), here: https://drkarendudekbrannan.com/ep-122-executive-functioning-for-college-students-beyond-checklists-and-planners-with-jill-fahy/

    EP 193: Using Distance Learning to Increase Access and Opportunity (with Seth Fleischauer), here: https://drkarendudekbrannan.com/ep-193-using-distance-learning-to-increase-access-and-opportunity-with-seth-fleischauer/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • FAQs: What if my district is still promoting three-cueing?

    FAQs: What if my district is still promoting three-cueing?

    · De Facto Leaders

    For episode 206 of De Facto Leaders, I share a Q & A session where I discuss Reading Recovery and cueing strategies for decoding, and I make some recommendations for additional information that will give you more information on this topic.

    I also share what you can do if you're in a district that uses Fountas and Pinnell reading levels, which often don't give detailed or consistent information about a kid's language skills.

    You’ll also hear commentary on the Matthew Effect and vocabulary development.

    Finally, I discuss the role of executive dysfunction and mental health, a guide I created that dives into this topic further, and what clinicians can do to support executive functioning in schools.


    This Q & A session was done in the member’s group for Language Therapy Advance Foundations, my program that helps SLPs build a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy

    Additional resources mentioned in this episode:

    You can find Angie Neal’s Presentation on Speechpathology.com about using a collaborative approach to language and literacy here (you need a paid subscription to access): https://www.speechpathology.com/slp-ceus/course/language-and-literacy-collaborative-approach-9342


    You can listen to Sold a Story here: https://podcasts.apple.com/us/podcast/sold-a-story/id1649580473


    You can download the Executive Functioning Implementation Guide here: https://drkarendudekbrannan.com/efguide

  • Using the essential 5 to build vocabulary and syntax in secondary school (with Amy Baugh)

    Using the essential 5 to build vocabulary and syntax in secondary school (with Amy Baugh)

    · De Facto Leaders

    Today I’m sharing an interview I did with Amy Baugh, a member of Language Therapy Advance Foundations.

    Amy Baugh is an experienced SLP, a life-long learner and truly enjoys listening to podcasts, joining SLP groups on social media and collaborating with her besties about all things’ speech, language and being a business owner. She is the proud mother of two college aged daughters and enjoys learning and practicing functional health, working out, reading, and cooking. She is the owner of Elation Speech and Language Services. Link here: https://www.elationspeech.com/

    When Amy took a position at a high school with a large caseload, she knew she needed a solid strategy for keeping intervention intensive, but also ensuring teachers and paraprofessionals had the information they needed to support students in class, which is what inspired her to join Language Therapy Advance Foundations.

    When many clinicians come to me for support, they’re often focused on the “micro”, such as planning sessions. That’s why one of the first things I give clinicians I support is a framework clinicians can use for language therapy in direct intervention.

    However, once clinicians have their heads above water and they have the mental bandwidth to focus on the “macro”, they realize what else is possible when it comes to the impact they can make, as well as career opportunities.

    In Amy’s case, it meant being able to focus on training teachers and paraprofessionals to implement language intervention in the classroom, as well as having an intervention framework to use when she started a private practice.

    In this conversation, we discuss:

    ✅The power of consultation and coaching when you have a large caseload.

    ✅The “house” strategy for initiating collaborations with teachers and adjacent disciplines.

    ✅Why focusing on your “systems”, like your schedule, habits, and frameworks can help you get buy-in from teachers and administration.

    ✅The importance of syntax, vocabulary, and word study at the secondary level.

    You can connect with Amy at the Elation Speech and Language website here: https://www.elationspeech.com/

    You can also connect with her on LinkedIn here: https://www.linkedin.com/in/amy-baugh-m-a-ccc-slp-20bb974b/

    Amy is a member of Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/

    We mentioned the follow previous De Facto Leaders episode in this conversation:

    EP 147: High school language therapy: Do we still have time to make an impact? (with Tiffany Shahoumian-Ruiz) Here: https://drkarendudekbrannan.com/ep-147-high-school-language-therapy-do-we-still-have-time-to-make-an-impact-with-tiffany-shahoumian-ruiz/

    EP 180: The relationship of literacy and language skills and involvement with the justice system (with Dr. Shameka Stewart) Here: https://drkarendudekbrannan.com/ep-180-the-relationship-of-literacy-and-language-skills-and-involvement-with-the-justice-system-with-dr-shameka-stewart/

    EP 181: Developmental language disorder: Impact of literacy and life beyond school (with Dr. Karla McGregor) Here: https://drkarendudekbrannan.com/ep-181-developmental-language-disorder-impacts-on-literacy-and-life-beyond-school-with-dr-karla-mcgregor/

  • Using digital resources to improve team collaboration and combat therapist burnout (with Dr. Karen Rose)

    Using digital resources to improve team collaboration and combat therapist burnout (with Dr. Karen Rose)

    · De Facto Leaders

    Finding the right amount of therapy materials is a struggle for many clinicians. It’s hard to find the balance between having enough options, without having so many choices it feels overwhelming.

    Now that we have access to digital resources, we also have to think about how to use technology responsibly and effectively.

    That’s why I invited Dr. Karen Rose to episode 204 of the De Facto Leaders podcast to discuss how digital platforms can minimize cognitive fatigue and improve communication on multidisciplinary teams.

    Dr. Karen Rose has over two decades of experience as a pediatric speech and language pathologist, fueling her passion for improving healthcare. As the former Vice President of Research and Clinical Development at Cognishine, she provided clinical and academic guidance and contributed to numerous research projects. She is now engaged in postdoctoral research and continues to work with Cognishine as an external advisor. Her work has been published in numerous internationally renowned journals.

    In this conversation, we discuss:

    ✅How different clinical disciplines can collaborate with each other, as well as IT professionals to create engaging therapy resources.

    ✅Using technology to enhance (but not replace) interactive in-person experiences.

    ✅Thinking of digital platforms and therapy materials as a communication tool for team collaboration and parent coaching.

    ✅Leveraging online materials to provide scaffolding for therapists so they don’t have to start from scratch; while still allowing room for engagement and creativity.

    Learn more about Cognishine here: https://www.cognishine.com/

    Follow Cognishine on LinkedIn here. https://www.linkedin.com/company/cognishine-therapy-and-education-ltd/

    Explore some of Congishine’s Educational Resources and Free Activities here: https://app.cognishine.com/en-us/free-activities

    Connect with Dr. Karen on LinkedIn directly here: https://www.linkedin.com/in/karen-rose-ph-d-228757327/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • Frontloading, explicit instruction, and providing the “right” amount of support

    Frontloading, explicit instruction, and providing the “right” amount of support

    · De Facto Leaders

    In this episode, I’m answering FAQs from the School of Clinical Leadership members about supporting students’ executive functioning.

    I answer the following questions:

    What is frontloading, and why is it useful for students experiencing executive dysfunction and anxiety?

    When is it best to use structured, explicit instruction, and when is it best to let students figure things out on their own?

    How do you help students who won’t complete work unless they have an adult sitting next to them?

    How do we provide ENOUGH support for students who need explicit instruction, but not so much that we’re making students prompt dependent?

    What can school staff do if parents aren’t setting boundaries with kids at home?

    How can we support parents who are struggling with bed times and morning routines?

    This Q & A was done for members of the School of Clinical Leadership, my program that teaches related service providers how to support executive functioning in the K-12 setting. You can learn more about the program here: https://drkarenspeech.lpages.co/lta-foundations-enrollment-2-web-fb

    I also mentioned my Time Tracking Journal tool, which provides a strategy that helps children build the executive functioning skills they need to complete multistep tasks. You can learn more about the Time Tracking Journal here: https://drkarendudekbrannan.com/timejournal

    You can sign up for the free executive functioning training called “How to be evidence-based and neurodiversity-affirming with executive functioning support” here: https://drkarendudekbrannan.com/efleadership

    I mentioned an additional examples of frontloading for social situations in this previous podcast episode: EP 167: Executive Functioning Support: Three Paradigm Shifts for School Teams. Link here: https://drkarendudekbrannan.com/ep-167-a-framework-for-executive-functioning-intervention-three-shifts-for-school-teams/

    Finally, I mention the explicit instruction framework by Anita Archer and Charles Hughes. Link here: https://explicitinstruction.org/

  • Public perception of education, positive role models, and keeping good leaders in schools (featuring Dan Kelley, Dr. Joseph Williams, and Danny Bauer)

    Public perception of education, positive role models, and keeping good leaders in schools (featuring Dan Kelley, Dr. Joseph Williams, and Danny Bauer)

    · De Facto Leaders

    A good school leader knows how to protect their staff from initiatives and fires they may need to put out on a regular basis. In many cases if you’re unaware of everything your school administrator is dealing with, it means they’re doing their job well.

    This lack of awareness of what happens behind-the-scenes may mean little appreciation for everything administrators are dealing with. While negative perceptions exist towards teachers and other school staff members as well, the public tends to be even more unforgiving towards those in leadership positions.

    Yet despite all the negativity, I’m optimistic. Part of that is because of the many conversations I’ve had with public sector leaders. When you remove the parts from the whole, and speak with the individuals who are part of the bigger system, it's easier to see past the politics and have an appreciation for the work being done.

    That’s why I’m highlighting impactful clips from three past interviews focused on the struggles of school leaders, as well as what’s possible when we put the right supports in place for students, teachers, and the people leading them.

    These interviews feature discussions on:

    ✅The impact of social media on the perception of education, and shedding light on the “behind-the-scenes” challenges of principals.

    ✅The importance of positive adult role models in shaping kids’ beliefs about what’s

    ✅The power of K-12 education in creating life opportunities.

    ✅Using meditation to decrease disciplinary write-ups and increase your own creative problem-solving.

    ✅How to use the 85% rule to support your mental health and show up for your students.

    You can listen to the full interviews here along with guest bios:

    EP 114: Do school leaders need coaching? (with Dan Kelley) Link here: https://drkarendudekbrannan.com/ep-114-do-school-leaders-need-coaching-with-dan-kelley/

    EP 128: Using K-12 education to create opportunities and find your calling (with Dr. Joseph Williams) Link here: https://drkarendudekbrannan.com/ep-128-using-k-12-education-to-create-opportunities-and-find-your-calling-with-dr-joseph-williams-iii/

    EP 124: Meditation for educators and the art of giving 85% (with Danny Bauer) Link here: https://drkarendudekbrannan.com/ep-124-meditation-for-educators-and-the-art-of-giving-85-with-danny-bauer/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • Swallowing and feeding intervention in the schools (with Carolyn Dolby)

    Swallowing and feeding intervention in the schools (with Carolyn Dolby)

    · De Facto Leaders

    Many people classify swallowing and feeding intervention as a “medical” service that shouldn’t be addressed in the schools.

    This is a very black and white (and inaccurate) way of thinking.

    Children with complex medical needs have a right to FAPE.

    Measuring whether or not students are accessing their curriculum can’t be solely based on grades; which is unfortunately what many teams default to when it comes to determining if services and accommodations are educationally relevant.

    That’s why I invited pediatric swallowing and feeding specialist Carolyn Dolby to the De Facto Leaders podcast to talk about what school teams can, and SHOULD be doing for swallowing and feeding in the schools.

    Carolyn Dolby, MS, CCC-SLP, specializes in pediatric feeding and swallowing evaluations and interventions as the Dysphagia Support Speech Language Pathologist for a large public school in the Pacific NorthWest. In her prior experience as a clinician, she has served populations across the lifespan in medical, in-home, and private practice settings. Her graduate-level courses for the University of Houston prepare the next generation of school-based dysphagia providers. In her ‘Bite-Sized Advice’ private practice, she provides consultation services and dysphagia support nationwide. She presents locally and nationally with a focus on delivering dynamic dysphagia services.

    In this conversation, we discuss:

    ✅The phases of swallowing, including the “pre-oral phase” schools need to consider.

    ✅How the environment and events leading up to meal times impact a kid's ability to eat safely and efficiently in the lunchroom.

    ✅Why the “curriculum” isn’t just about academic areas, and removing a child from an opportunity to socialize can be a violation of their rights.

    ✅Children need to be able to access their LRE. They can’t do this if they can’t maintain adequate nutrition and hydration across the school day.

    ✅Court cases, legal mandates, and which “medical” services schools should be providing.

    You can connect with Carolyn at [email protected].

    Listen to the School of Speech Podcast here: https://www.youtube.com/playlist?list=PLAqLI0-BOrrL4ftJWyDf1HewdiHAjKGuJ

    Listen to my interview on the School of Speech Podcast called “Positioning Yourself as a Literacy and Executive Functioning Expert on Your School Team” here: https://www.youtube.com/watch?v=XmY0MR6H7QM&list=PLAqLI0-BOrrL4ftJWyDf1HewdiHAjKGuJ&index=4

    Resources mentioned in this episode:

    Emily Homer’s Students Eat Safely Website. Link here: https://www.emilymhomer.com

    The International Dysphagia Diet Standardisation Initiative (IDDSI) website: https://iddsi.org

    In this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy/

  • Supporting underrepresented families with “Families and Educators Together” Teams (with Ari Gerzon-Kessler)

    Supporting underrepresented families with “Families and Educators Together” Teams (with Ari Gerzon-Kessler)

    · De Facto Leaders

    Helping families feel involved in their child’s school experience is a challenge; and underrepresented populations may often feel like their voices aren’t being heard.

    While it can help if school staff buy in to the idea of family engagement, it’s difficult for schools to make it happen without the right systems in place.

    That’s why I invited Ari Gerzon-Kessler to episode 200 of De Facto Leaders to talk about the “Families and Educators Together”, or FET team framework he’s developed.

    Ari Gerzon-Kessler is a sought after speaker and professional learning provider. He is the author of “On The Same Team: Bringing Educators & Underrepresented Families Together,” which won the Gold Medal from the Independent Publishers Book Awards for outstanding education book of 2024. Ari is a speaker, trainer, and coach working with schools and districts committed to forging stronger school-family partnerships. He also leads the Family Partnerships department for the Boulder Valley School District (CO).

    Ari has been an educator since 2000, having served as a principal and bilingual teacher. In 2006, Ari was a recipient of the Japan Fulbright Memorial Fund. As principal, his school received the Governor’s Distinguished Improvement Award in 2013. His leadership efforts to strengthen partnerships with underrepresented families and dismantle unjust practices was featured in Education Week in 2015.

    In this conversation, we discuss:

    ✅How to get and keep families engaged in the “Families and Educators Together” (FET) Team

    ✅What’s the difference between the PTO and the FET team, and how can these two teams work together.

    ✅“Event-based” planning versus “Engagement-based” planning?

    ✅Using a combination of technology and in-person events to increase equity and help families feel more included in their children’s school experience.

    ✅How to set up systems that enable educators to have regular positive communication with families.

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

    Learn more about Ari’s workshops, articles, and resources here: https://tinyurl.com/4yaszykn

    You can connect with Ari on LinkedIn here: www.linkedin.com/in/arigerzon-kessler

    Connect with him on Facebook here: https://www.facebook.com/ari.gerzonkessler/

    Get his book “On The Same Team: Bringing Educators & Underrepresented Families Together,” here: https://www.solutiontree.com/on-the-same-team.html

    Email him at [email protected].

  • How to run a high-value, no-drama PTO (with Christina Hidek)

    How to run a high-value, no-drama PTO (with Christina Hidek)

    · De Facto Leaders

    Finding the resources and funding for learning tools and enriching events is a consistent challenge for many districts.

    The PTO is often a largely underutilized resource, but most people cringe at the thought of having to attend one more committee meeting, especially in the evenings.

    Yet a well-run PTO can help take some of the load off of school staff and leverage resources in the community.

    That’s why I was excited to talk to Christina Hidek from PTO Answers about how school staff and PTOs can work together.

    Christina Hidek is a recovering attorney turned Professional Organizer and certified PTO volunteer nerd. She founded PTO Answers 7 years ago to boost family engagement in schools and empower parents to improve their child’s educational experience and school community through PTA/PTO involvement. She’s been an active PTO leader for the past 14 years and hosts the vibrant 7900 plus member Super Star PTO Leaders Facebook Group. When she’s not volunteering, you can find her in her garden, listening to the latest Katherine Center audiobook or walking the family dogs.

    In this conversation, we discuss:

    ✅How to get people to show up to the first PTO meeting (hint: It’s not by asking, “Hey, want to join the PTO?”)

    ✅Ways people can get involved if they can’t come to PTO meetings.

    ✅Examples of low-maintenance, high-profit fundraisers.

    ✅Deciding what events and initiatives are a priority for your district.

    ✅Creative ways to get resources, funding, and donations.

    Here’s where you can go to connect with Christina:

    On Facebook here: https://www.facebook.com/ptoanswers

    On Pinterest here: https://www.pinterest.com/ptoanswers

    On YouTube here: https://www.youtube.com/c/ptoanswers

    Take a look at her website here: https://ptoanswers.com/

    Sign up for the PTO/Teachers Collaboration Guide here: https://ptoanswers.com/teachers/

    Join the PTO Super Star Leaders Facebook Group: https://ptoanswers.com/community

  • Empowering educators to support mental health at the Tier 1 level (with Dr. Hayley Watson)

    Empowering educators to support mental health at the Tier 1 level (with Dr. Hayley Watson)

    · De Facto Leaders

    Teachers and school leaders often feel like they have to be “everything to everyone”.

    Not only are educators expected to deliver high-quality instruction in traditional academic areas, they’re also expected to provide social-emotional support, vocational training, and everything in between.

    When it comes to supporting mental health, this can be a tricky ethical line to walk when you’re trained as a teacher and not as a clinician.

    Additionally, school staff are constantly trying to manage their own mental health needs, which is a challenge when the public tends to be unforgiving.

    That’s why I invited Dr. Hayley Watson to episode 198 of De Facto Leaders to talk about how to help teachers support mental health in a way that falls within their scope.

    Dr. Hayley Watson is the founder and CEO of Open Parachute, a Tier 1 K-12 curriculum program that supports the mental health of students, teachers, and parents. She is also an author and Clinical Psychologist and holds a PhD in school bullying interventions. She has been creating and delivering programs for youth and practitioners across the US, Canada, the UK, and Australia for the past 20 years.

    In this conversation, we discuss:

    ✅Special education accommodations feel like “extra” work for teachers: Embedding mental health into Tier 1 curriculum solves this problem.

    ✅Why talking about mental health in general education helps educate peers on diverse learning needs.

    ✅Destigmatizing mental health and giving youth the language to talk about self-regulation and self-care.

    ✅Service delivery models: Why we need BOTH structured, explicit intervention and real-life practice in social-emotional curriculums.

    You can learn more about Open Parachute and Dr. Watson’s mental health curriculum for schools on her website here: https://openparachuteschools.com/

    Listen to her TEDx talk “Youth Mental Health is not as complicated as we make it out to be” here: https://www.youtube.com/watch?v=QVZdMXK4kvk&t=2shttps://www.youtube.com/watch?v=QVZdMXK4kvk&t=2s

    Connect with Dr. Watson on LinkedIn here: https://www.linkedin.com/in/dr-hayley-watson-2b249a16/

    In this conversation, I mentioned this previous episode: EP 151: Does your system support your policy and your curriculum (with Jalita Johnson) here: https://drkarendudekbrannan.com/ep-151-does-your-system-support-your-policy-and-your-curriculum-with-jalita-johnson/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • Scaffolding, fading prompts, and the importance of parent and teacher coaching (with Rebecca Robbins)

    Scaffolding, fading prompts, and the importance of parent and teacher coaching (with Rebecca Robbins)

    · De Facto Leaders

    “Scaffolding” has become a buzzword when it comes to helping kids become more independent with academic and functional tasks, but it's only useful if people know what it means.

    Watching students or your own children struggle to transition or complete daily tasks can be uncomfortable for both the adults and children.

    As a result, it can be easy to get pulled in to a situation where kids become prompt-dependent.

    That’s why I invited Rebecca Robbins to De Facto Leaders to talk about how to use declarative statements and strategic pausing to increase independence.

    Rebecca Robbins is a speech language pathologist who has spent the bulk of her career helping children, young adults, and families impacted by autism. She has worked in various settings over the course of her career including a private school for children with autism, Early Intervention & Preschool agency work, as well as a public school. She is now the proud owner of Mind ShaperSLP, LLC where she provides 1:1 speech therapy, executive functioning and life skills coaching for individuals and social skills groups. In addition, Rebecca provides parent online training programs and consultation services. Rebecca currently lives in Pennsylvania, and provides services in The Hudson Valley, NY and in Montgomery County, PA.

    In this conversion, we discuss:

    ✅Parent coaching: It’s emphasized in early intervention, so why aren’t we doing it for school-age kids and adolescents?

    ✅What does it mean to “act as kids’ executive functioning”?

    ✅Directive statements, explicit teaching, reflective questions, and pauses: How to use these strategies to fade prompts.

    ✅Getting started with coaching and consulting: What strategies can we teach adjacent disciplines and caregivers to improve carryover?

    You can connect with Rebecca and learn about her therapy services and online programs for Autistic clients here: https://mindshaperslp.com/

    Connect with her on Instagram here: https://www.instagram.com/mindshaperslp/

    Connect with her on Facebook here: https://www.facebook.com/MindShaperSLP/

    In this episode, we mention Linda Murphy’s Declarative Handbook and website. You can learn more about Linday Murphy’s work on her website here: https://www.lindakmurphy.com/declarative-language

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • FAQs: Language therapy goals and

    FAQs: Language therapy goals and "observable behaviors" vs "strategy goals".

    · De Facto Leaders

    For episode 196 of De Facto Leaders, I share a Q & A session where I talk through how to write language therapy goals that are both trackable and functional.

    This is just one of many Q & A sessions I’m planning on sharing where I talk through how to find the balance between focusing on external behaviors that allow us to document progress and internal cognitive processes.

    I also talk about when to focus on “observable” language skills vs. strategy-based goals; especially when addressing both language and executive functioning skills.

    Throughout the session, you’ll hear examples related to working on skills like syntax, semantic feature study, vocabulary, and cognitive processes that support language comprehension.

    This Q & A session was done in the member’s group for Language Therapy Advance Foundations, my program that helps SLPs build a system for language therapy. You can learn more about Language Therapy Advance Foundations here : https://drkarenspeech.com/languagetherapy

  • FAQs: Language evaluations, data, doctoral programs and expanding clinical career options.

    FAQs: Language evaluations, data, doctoral programs and expanding clinical career options.

    · De Facto Leaders

    For episode 195 of De Facto Leaders, I share a Q & A session where I talk through ways to navigate evaluations; including considering a test's psychometric properties, how detailed it gets, and how to supplement with non-standardized protocols.

    In the second half, I talked about SLP career transitions and things to think about if you want to explore other ways to use your clinical credentials or are considering getting a doctorate or additional certifications.

    *This discussion on career pathways is also relevant for other clinical disciplines outside of speech-language pathology.

    I also talk about how to do "micro-experiments" that help you build skills and explore other ways to use your skills and build up a portfolio of experience you can use to transition to the next stage of your career.

    his Q & A session was done in the member’s group for Language Therapy Advance Foundations, my program that helps SLPs build a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy

    Additional episodes mentioned in this discussion:
    EP 80: Career test runs and calming your inner critic with Stephanie Hayes
    (Link here: https://drkarendudekbrannan.com/ep-80-career-test-runs-and-calming-your-inner-critic-with-stephanie-hayes/)

    EP 108: How to do multilingual evaluations as a monolingual therapist (with Meg Morgan)
    (Link here: https://drkarendudekbrannan.com/ep-108-how-to-do-multilingual-evaluations-as-a-monolingual-therapist-with-meg-morgan/)

    EP 186: Supporting multilingual students and taking part in state and national advocacy work (with Puja Goel and Prabhu Eswaran)
    (Link here: https://drkarendudekbrannan.com/ep-186-supporting-multilingual-students-and-taking-part-in-state-and-national-advocacy-work-with-puja-goel-and-prabhu-eswaran/)

    EP 187: Dynamic assessment: Evaluations are a process, not a test (with Destiny Johnson)
    (Link here: https://drkarendudekbrannan.com/ep-187-dynamic-assessment-evaluations-are-a-process-not-a-test-with-destiny-johnson/)

  • Salary and caseload negotiations and expanding your career opportunities (with Rachel Archambault)

    Salary and caseload negotiations and expanding your career opportunities (with Rachel Archambault)

    · De Facto Leaders

    Many therapists feel as though they have limited upward mobility in their careers.

    Graduate programs understandably focus on direct clinical practice and understanding evidence-based practices.

    Unfortunately, this leaves many clinicians unprepared to navigate policy work, salary negotiations, or running a business.

    This makes many therapists less confident in advocating for reasonable caseloads or better compensation because they feel they have limited options for earning a living.

    That’s why I invited Rachel Archambault to episode 194 to talk about how state and local policy impacts clinical disciplines and how therapists can expand their career options.

    Rachel Archambault M.A. CCC-SLP is an award-winning speaker and consultant for trauma-informed care as well as a licensed speech-language pathologist (SLP). She collaborates with service providers (SLPs, doctors, PT/OT, etc.), parents, businesses (schools, hospitals, universities, rehab), and communities to incorporate trauma-informed care into their setting.

    In 2018, Rachel was an SLP at Marjory Stoneman Douglas High School in Parkland, FL when an internationally publicized traumatic event happened at her workplace. After wondering how she could better work with her students (and self) who had undergone trauma, she found trauma-informed care. Her lived experience of trauma in combination with her profession allow her to bridge the gap for SLPs and other service providers who want to learn about and implement trauma-informed care in any setting. Rachel is a neurodivergent SLP, (PTSD & ADHD) and advocates for mental health trainings for SLPs.

    Rachel uses her unique journey to help put a face to trauma for healthcare providers, parents, and universities.

    In this conversion, we discuss:

    ✅Negotiating salary for SLPs at the district level and giving public comment.

    ✅Making a case for districts to hire additional clinicians; including how to show the negative impact of high caseload numbers.

    ✅How to stay informed and understand how state and local policy impacts your ability to provide quality services.

    ✅Common knowledge gaps for clinicians; including people management, business operations, sales, marketing, and personal finance.

    Listen to Rachel’s previous interview on De Facto Leaders here: EP 115: Trauma-informed care for therapists, teachers, and school leaders (with Rachel Archambault) Link here: https://drkarendudekbrannan.com/ep-115-trauma-informed-care-for-therapists-teachers-and-school-leaders-with-rachel-archambault/

    You can learn more about Rachel’s services or how to book her for a speaking engagement here: https://www.ptsdslp.com/

    Follow her on Instagram here: https://www.instagram.com/ptsd.slp/

    Follow her on Facebook here: https://www.facebook.com/PTSD.SLP/

    Connect with her on LinkedIn here: https://www.linkedin.com/in/rachel-archambault/

    Listen to the Speech Science Podcast here: https://www.speechsciencepodcast.com/episodes

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • Using Distance Learning to Increase Access and Opportunity (with Seth Fleischauer)

    Using Distance Learning to Increase Access and Opportunity (with Seth Fleischauer)

    · De Facto Leaders

    Most people agree that the “online learning” that happened during COVID was a challenge for many students; especially those with disabilities.

    However, what happened during the pandemic wasn’t a true version of what “distance learning” or “telehealth” should be.

    There’s a difference between leveraging technology to enhance in-person experiences vs. using it as a temporary solution in an emergency situation.

    There’s also a difference between using technology to provide opportunities that wouldn’t be possible in-person vs. having an unhealthy relationship with social media.

    That’s why I invited Seth Fleischauer to De Facto Leaders to discuss distance learning best practices, social media, and how to use technology responsibly in education.

    Seth Fleischauer is the President of Banyan Global Learning, which he founded in 2008 after teaching elementary school with NYC Teaching Fellows. Banyan pioneered daily international EFL distance learning and has since expanded to train teachers and educate K-12 students across three continents. His programs focus on teaching digital and cultural competencies through a global lens and have delivered over 40,000 live teaching sessions. Seth has also hosted nearly 100 podcast episodes, including Make It Mindful and Why Distance Learning?

    In this conversation, we discuss:

    ✅Why “COVID online learning” wasn’t an accurate representation of true distance learning.

    ✅Opportunities, access, and equity: Using distance learning experiences when IRL isn’t possible.

    ✅How do we know when kids are ready for social media?

    ✅Defining the “digital footprint” and how to talk to kids about safe online practices.

    You can learn more about Seth’s company, Banyan Global Learning at: https://banyangloballearning.com/

    Listen to the Make it Mindful Podcast at: https://feeds.transistor.fm/make-it-mindful-an-education-podcast

    Listen to the Why Distance Learning Podcast at: https://whydistancelearning.transistor.fm/

    Learn more about the Center for Interactive Learning and Collaboration here: https://www.cilc.org/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • Building confidence, positive self-talk, and strategic planning skills for writing (with Dr. Nelly Kaakaty)

    Building confidence, positive self-talk, and strategic planning skills for writing (with Dr. Nelly Kaakaty)

    · De Facto Leaders

    The writing process comes with internal resistance, even for strong writers.

    Most people who say they enjoy writing don’t enjoy the entire process; particularly the “getting started” part.

    This is why writing is a common challenge when executive functioning is impacted.

    Layer on issues with background knowledge, language, and decoding, and it becomes even more complex.

    Kids need support with the “puzzle pieces” that fit together to support writing. Things like vocabulary, syntax, the ability to decode words, and the ability to spell.

    But while we’re working on these foundational skills, we also need to make sure kids get support with the “glue” that holds them together.

    This is where self-regulated strategy development (SRSD) can be really powerful. SRSD is a metacognitive strategy designed to help students with the planning and execution of challenging academic tasks like writing.

    That’s why I invited Dr. Nelly Kaakaty to episode 192 of the De Facto Leaders podcast to talk about her research and work in the field with SRSD and supporting students with learning differences.
    Dr. Nelly Kaakaty is an educational therapist and psychology professor dedicated to creating a more accessible world, one classroom at a time. She has spent the last 12 years as a teacher, learning specialist, and researcher, designing academic programs to support all types of learners. She earned a Bachelor’s degree in Psychology and Child Learning and Development from the University of Texas at Dallas, a Master’s degree in Psychology from Texas A&M University-Commerce, and a doctorate in Educational Psychology with an emphasis in Special Education from A&M-Commerce. Her current work is twofold: she is learning specialist at an independent school, where she provides academic support to high school students, and she is a professor at a community college, where she teaches courses in psychology.

    In this conversation, we discuss:

    ✅Why so many writing challenges are tied to executive functioning.

    ✅The power of micro-commitments and working through the struggle.

    ✅Scaffolding, fading prompts, and giving “just enough” support.

    ✅“We start writing before we start writing” and why starting with 5 minutes is okay.

    ✅Self-talk is for strategy and self-image: We need to model and explicitly teach both.

    You can connect with Dr. K on Instagram @learningwithdrk, or on her website here: https://learningwithdrk.com/?ref=collabs.io

    Learn about the resources she offers on her Amazon page here: https://www.amazon.com/shop/learningwithdr.k?ref_=cm_sw_r_cp_ud_aipsfshop_aipsflearningwithdr.k_BMWF4ZEERV80HH7SES3B

    Connect with her on LinkedIn here: https://www.linkedin.com/in/nellykaakaty/?ref=collabs.io

    In this episode, I mentioned the following resources:

    Think SRSD : https://thinksrsd.com/

    IRIS Center: SRSD Resources : https://iris.peabody.vanderbilt.edu/module/srs/

    EP 130: Using private practice to offer accessible services and advocate for your profession (with Ebony Green) : https://drkarendudekbrannan.com/ep-162-the-summer-slide-real-phenomenon-or-invented-by-tutoring-companies-with-david-schipper/

    EP 176: Building the language skills for reading, writing, and spelling (with Dr. Jan Wasowicz): https://drkarendudekbrannan.com/ep-176-building-the-language-skills-for-reading-writing-and-spelling-with-dr-jan-wasowicz/

    “Explicit Instruction: Effective and Efficient Teaching” by Anita L. Archer and Charles A. Hughes : https://explicitinstruction.org/

    “The War of Art” by Steven Pressfield : https://stevenpressfield.com/books/the-war-of-art/

    “Bird by Bird” by Anne Lamott : https://www.goodreads.com/book/show/12543.Bird_by_Bird

    Tim Ferriss Show Episode Episode 263: Master Filmmaker Darren Aronofsky-Exploring Creativity, Ignoring Critics, and Marking Art: https://tim.blog/2017/09/09/darren-aronofsky/

    Tim Ferriss Show Episode 154: The Habits of a Master-Paulo Coehlo, Author of the Alchemist: https://tim.blog/2016/04/23/paulo-coelho-the-alchemist/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

  • High-impact tutoring and branding your academic coaching services (with David Schipper)

    High-impact tutoring and branding your academic coaching services (with David Schipper)

    · De Facto Leaders

    High-impact tutoring has a wide body of evidence to support its efficacy, but how do you know what is and isn’t “high-impact”?

    Is it better to brand yourself as an academic coach or an executive functioning coach?
    Should “executive functioning” be a class in school, or should it be embedded into all the classes?
    I invited my colleague David Schipper to episode 191 of De Facto Leaders to ponder some of these questions.

    David Schipper is the director of Strategic Learning Clinic, a position he has held since 2013. David obtained a B.A. in English Literature from Concordia University in 1998 as well as a B.Ed. in Secondary Education (English and History) from McGill University in 2002. After some work as a local teacher in Montreal, David founded 2Torial Educational Centre in 2007. Aside from his ability to put both parents and students at ease, David uses his clinic's fairly unique approach to help get to the root of students' learning challenges and propose the most suitable remediation to resolve these weaknesses. As a father of two children, David knows how to relate to the concerns of parents and as an experienced educator, thoroughly understands the struggles of students. His passion and dedication to teaching and learning is second to none.

    In this conversation, we discuss:

    ✅The features of high-impact tutoring vs. traditional tutoring.

    ✅How are “COVID high schoolers” doing now that they’re in college?

    ✅Strategies are important, but can you use a strategy without content knowledge?

    ✅Executive functioning in the schools: How should it look across Tiers 1, 2, and 3?

    You can connect with David on LinkedIn here: https://www.linkedin.com/in/david-schipper-1537972a/

    You can learn more about Strategic Learning Clinic on their website here: https://strategiclearning.ca/
    on their Facebook page here: https://www.facebook.com/SLCStrategicLearningClinic
    or on Instagram @strategiclearningclinic (https://www.instagram.com/strategiclearningclinic/)

    You can find the National Education Association article on High-Impact Tutoring here: https://www.nea.org/nea-today/all-news-articles/high-impact-tutoring, and can find additional research on the impact of High-Impact Tutoring and COVID learning loss here: https://educationlab.uchicago.edu/2024/03/national-study-finds-in-school-tutoring-programs-are-successfully-accelerating-student-learning-reversing-pandemic-era-learning-loss/

    We also mentioned Natalie Wexler’s work in this episode. You can learn more about her work on her website here: https://nataliewexler.com/

    Listen to David’s previous interview on De Facto Leaders here: https://drkarendudekbrannan.com/ep-162-the-summer-slide-real-phenomenon-or-invented-by-tutoring-companies-with-david-schipper/

    In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

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