SLP Nerdcast

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Practical and Systems-Level Strategies to Address SLP BurnoutGet 0.1 ASHA CEUs and view the full course landing page: 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/SLPNERDCASTTo 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:Identifying at least three research-supported contributors to burnout specific to speech-language pathology practice.Comparing Individual-level coping strategies with systems-level interventions that influence workplace sustainability. Designing one actionable strategy to address burnout risk within their current professional setting.References & Resources:Ruiz-Fernández, M. D., Ramos-Pichardo, J. D., Ibanez-Masero, O., & Carmona-Abellan, M. M. (2020). Burnout in speech and language therapists: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17(18), 6668. Giddens, K., Kelly-Campbell, R., & Naswall, K. (2022). Compassion satisfaction, occupational stress, burnout syndrome, and resilience among experienced audiologists. American Journal of Audiology, 31, 1078-1087. Hines, T. (2026). The Effectiveness of Specific Resilience Strategies in Reducing Burnout Among Speech-Language Pathologists: A Quantitative Study. [Manuscript in Preparation]ASHA. (2024). Workforce and professional issues in speech-language pathology. Ewen, C., Jenkins, H., Jackson, C., Jutley-Neilson, J., & Galvin, J. (2021). Well-being, job satisfaction, stress and burnout in speech-language pathologists: A review. International Journal of Speech-Language Pathology, 23, 180-190. Marante, L., Hall-Mills, S., & Farquharson (2022). School-based Speech-Language Pathologists’ stress and burnout: A cross-sectional survey at the height of the COVID-19 pandemic. Language, Speech, and Hearing Services in Schools, 34. 456-471. Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. McCann, C., Beddoe, E., McCormick, K., Huggard, P., Kedge, S., Adamson, C., & Huggard, J. (2013). Resilience in the health professions: a review of recent literature. International Journal of Wellbeing, 3(1), 60-81. Rothbart, A. and Sohlberg, M. (2021). Resilience as a mainstream clinical consideration for speech-language pathologists providing post–acquired brain injury neurorehabilitation. Perspectives of the ASHA Special Interest Groups, 6(5), 1026-1032. Wu, G., Feder, A., Cohen, H., Kim, J., Calderon, S., Charney, D., & Mathe, A. (2013). Understanding resilience. Frontiers in Behavioral Neuroscience, 7, 1-15

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Treating Persistent Speech Sound Errors in School Aged ChildrenGet 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/treating-persistent-speech-sound-errors-in-school-aged-children-abje0176Earning 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/SLPNERDCASTTo 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:Explain the use of nonwords, facilitative contexts, contrastive stress, and repetitive drills to stimulate the production of difficult speech sounds.Describe essential motor learning principles for speech remediation.References & Resources:SATPAC: https://satpac.com/sacks-workshops/intro-to-satpac-program-and-approach Free SATPAC course: https://satpac.com/free-ceus-online-course 

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: How to Provide Specialized Instruction to Students with Language ImpairmentGet 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/how-to-provide-specialized-instruction-to-students-with-language-impairment-abje0175Earning 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/SLPNERDCASTTo 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 quick and effective tools to assess children’s language abilities through language sampling and narrative contextsDescribe components of specialized language instructionReferences & Resources:Grammar Fundamentals (6 videos) - https://m.youtube.com/playlist?list=PL2toYybtLe6_ptroTMsl93Hlc20tjgJgz  Advanced Grammar Fundamentals (4 videos) - https://m.youtube.com/playlist?list=PL2toYybtLe6_R-NiwMMouYIoFrT4pXK-C A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)https://www.sciencedirect.com/science/article/abs/pii/S0885200609000933 Sampling Utterances and Grammatical Analysis Revised (SUGAR): https://www.sugarlanguage.org/ Monitoring indicators of scholarly language: A progress monitoring tool for documenting changes in narrative complexity over timehttps://cehs.usu.edu/csf/israelsen-augensteinmisl-2022.pdf Monitoring Indicators of Scholarly Language (MISL) Scoring Guide scoring rubric: https://cdn-links.lww.com/permalink/tld/a/tld_2015_12_07_sandra_1500023_sdc2.pdf The LEADERSProject - https://www.leadersproject.org 

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Empowering Early SLP Involvement for Tracheostomy PatientsGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-early-slp-involvement-for-tracheostomy-patients-abje0174Earning 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/SLPNERDCASTTo 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:Identify at least four research-based findings that impact the evaluation and treatment of dysphagia in tracheostomy patientsAnalyze clinical indicators impacting appropriateness for oral intake trials for tracheostomy patientsDiscuss the relevance of a decision tree in guiding the care of tracheostomy patients in current clinical practice References & Resources:Baumgartner CA, Bewyer E, Bruner D. Management of communication and swallowing in intensive care: the role of the speech pathologist. AACN Adv Crit Care. 2008; 19(4):433–443.Goff D, Patterson J. Eating and drinking with an inflated tracheostomy cuff: a systematic review of the aspiration risk. Int J Lang Commun Disord. 2019;54(1):30–40.Leder SB, Ross DA. Investigation of the causal relationship between tracheotomy and aspiration in the acute care setting. Laryngoscope. 2000;110(4):641–644.Leder SB, Joe JK, Ross DA, et al. Presence of a tracheotomy tube and aspiration status in early, postsurgical head and neck cancer patients. Head Neck. 2005;27(9):757–761.McGowan SL, Ward EC, Wall LR, et al. UK survey of clinical consistency in tracheostomy management. Int J Lang Commun Disord. 2014;49(1):127–138.Pryor L, Ward E, Cornwell P, et al. Patterns of return to oral intake and decannulation post-tracheostomy across clinical populations in an acute inpatient setting. Int J Lang Commun Disord. 2016;51(5):556–567.Speed L, Harding KE. Tracheostomy teams reduce total tracheostomy time and increase speaking valve use: a systematic review and meta-analysis. J Crit Care. 2013;28(2):216 e1.Suiter DM, McCullough GH, Powell PW. Effects of cuff deflation and one-way tracheostomy speaking valve placement on swallow physiology. Dysphagia. 2003;18(4):284–292.Ward EJ, Solley C, Cornwell M. P. Clinical consistency in tracheostomy management. J Med Speech-Language Pathol. 2007;15(1):7–26.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Down Syndrome and AAC Generative Language InterventionGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/down-syndrome-and-aac-generative-language-intervention-abje0173Earning 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/SLPNERDCASTTo 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:List 2 reasons why AAC should be considered for young children with Down syndromeDescribing the three main components of AAC Generative Language InterventionDescribing the grammar findings from the AAC-GLI Down syndrome studyReferences & Resources:Kent-Walsh, J., Harrington, N., Hahs-Vaughn, D., & Binger, C. (2025). Generative language intervention for young children with Down syndrome using augmentative and alternative communication: A randomized controlled trial. Language, Speech, and Hearing Services in Schools, 56(3), 542–564. https://doi.org/10.1044/2025_LSHSS-24-00117  

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Re-Defining Effective Communication with Black, Disabled AAE-Speaking ChildrenGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/re-defining-effective-communication-with-black-disabled-aae-speaking-children-abje0172Earning 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/SLPNERDCASTTo 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 differences between the medical, social, and critical / radical models of disability Describe the difference between impairment and disability.Describe black disability politics and how this impacts the work of speech language pathologistsReferences & Resources:Canagarajah, S. (2023). A decolonial crip linguistics. Applied Linguistics, 44(1), 1-21. https://doi.org/10.1093/applin/amac042Henner, J., & Robinson, O. (2023). Unsettling languages, unruly bodyminds: A crip linguistics manifesto. Journal of Critical Study of Communication and Disability, 1(1), 7-37. DOI: 10.48516/jcscd_2023vol1iss1.4Toliver, S. R. (2022). Recovering Black storytelling in qualitative research: Endarkened storywork. Routledge.Privette, C. (2023). Embracing theory as liberatory practice: Journeying toward a critical praxis of speech, language, and hearing. Language, Speech, and Hearing Services in Schools, 54(3), 688–706. https://doi.org/10.1044/2023_LSHSS-22-00134Puar, J. K. (2017). The right to maim: Debility, capacity, disability. Duke University Press.Withers, A. J. (2012). Disability politics and theory. Fernwood Publishing.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Chewing as Therapy: Rethinking Oral Preparation and Textures in DysphagiaGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/chewing-as-therapy-rethinking-oral-preparation-and-textures-in-dysphagia-abje0171Earning 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/SLPNERDCASTTo 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 neurophysiological role of chewing in activating cortical and brainstem networks involved in swallowingIdentify the clinical implications of disrupted oral-phase sensory input due to texture modified dietsEvaluate the potential benefits of functional food textures in supporting oral-motor engagement and swallow efficiency in individuals with dysphagiaReferences & Resources:Steele, C.M., & Miller, A.J. (2010). Sensory Input Pathways and Mechanisms in Swallowing: A Review. Dysphagia, 25, 323 - 333.Jean A (1990) Brainstem control of swallowing: localization and organization of the central pattern generator for swallowing. In: Taylor A, ed. Neurophysiology of the Jaws and Teeth. Basingstoke: Macmillan. pp 294–321. Raut VV, McKee GJ, Johnston BT. Effect of bolus consistency on swallowing--does altering consistency help?. Eur Arch Otorhinolaryngol. 2001;258(1):49-53. doi:10.1007/s004050000301Savorease: https://savorease.com/ National Foundation of Swallowing Disorders: https://swallowingdisorderfoundation.comIDDSI stands for International Dysphagia Diet Standardisation Initiative 

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: SLP Middle Managers: Untapped Champions of ChangeGet 0.1 ASHA CEUs and view the full course landing page: 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/SLPNERDCASTTo 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 barriers to using evidence-based practice in real world clinical settings2. Explain the role of knowledge brokering in healthcare and education3. Describe action steps that SLP managers can take to shift culture and share best practices within their organizationsReferences & Resources:Engle, R. L., Lopez, E. R., Gormley, K. E., Chan, J. A., Charns, M. P., & Lukas, C. V. (2017). What roles do middle managers play in implementation of innovative practices? Health Care Management Review, 42(1), 14–27. https://doi.org/10.1097/HMR.0000000000000090Willmott, T. J., Pang, B., & Rundle-Thiele, S. (2021). Capability, opportunity, and motivation: an across contexts empirical examination of the COM-B model. BMC Public Health, 21(1), 1014.Grandbois, K., Penrod, S., McGrath, S., & Douglas, N. F. (2024). Middle-Level Managers: Untapped Champions of Evidence-Based Practice?. Perspectives of the ASHA Special Interest Groups, 9(1), 192-200.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Considerations for Design and Implementation of AAC for Clients with CVIGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/considerations-for-design-and-implementation-of-aac-for-clients-with-cvi-abje0169 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/SLPNERDCASTTo 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:The 10 characteristics and 3 Phases of CVIReasons clinicians should consider prelinguistic and/or presymbolic communication when planning AAC for clients who have been diagnosed with CVIImportant considerations when using aided AAC symbols with clients who have been diagnosed with CVIReferences & Resources:Perkins school for the blind: https://www.perkins.org/perkins-academy/?gad_source=1&gad_campaignid=21901933384#coursesPrevious episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148 Symbolic formation: https://doi.org/10.1177/1354067X13500327Susan Bruce:  Congenital DeafBlindness and the Struggle for Symbolism: https://www.tandfonline.com/doi/abs/10.1080/10349120500252882Other works by Susan Bruce: https://www.bc.edu/bc-web/schools/lynch-school/faculty-research/faculty-directory/susan-bruce.htmlDr. Bashinsky (Bashinski) have studies on symbolism and intentional communication actsInformation on promising practices, practice based evidence and evidence based practice: https://ncuih.org/ebp-pbe/ Matt Tietjen: what’s the complexity sequence: https://pcvis.vision/educators-and-therapists/the-whats-the-complexity-framework/Pediatric cortical visual society website: https://pcvis.vision/ great example written by a parent of a child with CVI that shows the process of developing from calendar/object system to more advanced symbol system  https://www.pathstoliteracy.org/transitioning-object-schedule-system-photos-child-cvi/Anthony, T. (1997). Adapted version of Koenig and Holbrook's Sensory Channel Form. https://cms-pattan-live.ae-admin.com/getmedia/cae8b6e3-e958-43ba-90ad-f4e11000ee7f/6russpm_devfunctroutinesBrady, N. C., & Bashinski, S. M. (2008). Increasing communication in children with concurrent vision and hearing loss. Research and Practice for Persons with Severe Disabilities, 33(1-2), 59-70.Bruce, S. M. (2003). The importance of shared communication forms. Journal of Visual Impairment & Blindness, 97(2), 106-109.Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development and Education, 52(3), 233-251. https://doi.org/10.1080/10349120500252882Bruce, S. M., Mann, A., Jones, C., & Gavin, M. (2007). Gestures expressed by children who are congenitally deaf-blind: Topography, rate, and function. Journal of Visual Impairment & Blindness, 101(10), 637-652.Bruce, S. M., & Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 23(4), 300-311. https://doi.org/10.1080/07434610601179960Malloy, P. (2008). The path to symbolism. Practice Perspectives - Highlighting Information on Deaf-Blindness, 3. National Consortium on Deaf-Blindness.Pizzo, L., & Bruce, S. M. (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness. Journal of Visual Impairment & Blindness, 104(5), 287-297.Russell, C. (2020). Supporting availability for learning: Student-centered biobehavioral assessment and intervention for children and youth with deafblindness/multiple disabilities. VIDBE-Q, 65(2), 56-72.Russell, C. (2024). Assessment of biobehavioral states: Supporting availability for learning for students with multiple disabilities including deaf-blindness & profound intellectual & multiple disabilities. New York Deaf-Blind Collaborative.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Freeing Language: Black Languaging is TranslanguagingGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/freeing-language-black-languaging-is-translanguaging-abje0168 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/SLPNERDCASTTo 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:Concepts of translanguagingDescribing language as a sociopolitical constructReferences & Resources:https://pubs.asha.org/doi/abs/10.1044/2024_PERSP-23-00297  Developing a critical practice of speech language and hearing by chelsea privette: https://doi.org/10.1044/2023_LSHSS-22-00134

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Direction in Dementia: Assessment Considerations and Hard ConversationsGet 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/direction-in-dementia-assessment-considerations-and-hard-conversations-abje0167Earning 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/SLPNERDCASTTo 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:Self report knowledge gains related to 4 key elements to consider when initially assessing a person with confirmed or suspected dementia. Self report knowledge gains related to at least 3 strategies to promote memory. Self report knowledge gains related to the role of an SLP in collaboration with individuals with dementia and their caretakers during initial evaluation and the creation of memory strategies.References & Resources:Arvanitakis, Z., Shah, R. C., & Bennett, D. A. (2019). Diagnosis and management of dementia: A review. JAMA, 322(16), 1589–1599. https://doi.org/10.1001/jama.2019.4782 Diagnosis and Management of Dementia: A Review - PMC Douglas, N. F., Browning, S., & Claypool, K. (2023). Preliminary evidence for dementia collaborative coaching. American Journal of Speech-Language Pathology, 32(5), 2146–2157. https://doi.org/10.1044/2023_AJSLP-22-00367 Preliminary Evidence for Dementia Collaborative Coaching | American Journal of Speech-Language Pathology Mahendra, N., & Apple, A. (2007, November 27). Human memory systems: A framework for understanding dementia. The ASHA Leader, 12(16), 8–12. https://doi.org/10.1044/leader.FTR1.12162007.8 Human Memory Systems: A Framework for Understanding Dementia | The ASHA Leader Archive

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: From Diagnosis to Therapy: Elevating Your Voice Rehab SkillsGet 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/from-diagnosis-to-therapy-elevating-your-voice-rehab-skills-abje0166 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/SLPNERDCASTTo 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:Self report knowledge gains related to the importance of Differentiating Common Voice PathologiesSelf report knowledge gains related to the Impact of Vocal Technique and RehabilitationSelf report knowledge gains related to understanding the difference between balancing the subsystems of voice vs strengtheningReferences & Resources:Vocal Cord Atrophy: Zeitels, S. M., Hillman, R. E., Desloge, R., Mauri, M., & Doyle, P. (2002). Management of common voice problems: Committee report. Otolaryngology–Head and Neck Surgery, 126(5), 333-348. JOURNALS.SAGEPUB.COM  Vocal Rest After Phonosurgery: Zeitels, S. M., Hillman, R. E., Desloge, R., Mauri, M., & Doyle, P. (2002). Management of common voice problems: Committee report. Otolaryngology–Head and Neck Surgery, 126(5), 333-348. JOURNALS.SAGEPUB.COM  Muscle Tension Dysphonia Therapy: Van Houtte, E., Van Lierde, K., & Claeys, S. (2011). Pathophysiology and treatment of muscle tension dysphonia: A review of the current knowledge. Journal of Voice, 25(2), 202-207. JVOICE.ORGVocal Function Exercises for Normal Voice: With and Without Semi-Occlusion - https://scispace.com/pdf/vocal-function-exercises-for-normal-voice-with-and-without-545rhxksvl.pdf Phonation Resistance Training Exercises (PhoRTE) with Expiratory Muscle Strength Training (EMST) - https://emst150.com/event/phonation-resistance-training-exercises-phorte-with-expiratory-muscle-strength-training-emst-presented-by-edie-hapner-ph-d-ccc-slp-and-aaron-ziegler-phd-ccc-slp Melissa’s Youtube Channel Link: https://www.youtube.com/@thevoicerehab Pitch Perfect app (android) - https://play.google.com/store/apps/details?id=depollsoft.pitchperfect&hl=enPitch Perfect app (IOS) - https://apps.apple.com/us/app/pitch-perfect-pitch-pipe/id539417298MedBridge - https://www.medbridge.comMedSLP Collective - https://medslpcollective.comThe Voice Rehab  - https://www.thevoicerehab.com

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Teaching Interprofessional Communication Skills to SuperviseesGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/teaching-interprofessional-communication-skills-to-supervisees-abje0165 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/SLPNERDCASTTo 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:Self report knowledge gains related to interprofessional collaboration (IPC) competencies for BCBAs (Board Certified Behavior Analysts) and SLPs (Speech-Language Pathologists)Self report knowledge gains related to key components of interprofessional communication when interacting with at least one other discipline.Self report knowledge gains related to ways to incorporate direct modeling, role play, and in-situ opportunities for supervisees to utilize interprofessional communication skills.References & Resources:American Speech-Language-Hearing Association. (2023). Code of ethics [Ethics]. Available from www.asha.org/policy/Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/Bowman, K. S., Suarez, V. D., & Weiss, M. J. (2021). Standards for Interprofessional Collaboration in the Treatment of Individuals With Autism. Behavior analysis in practice, 14(4), 1191–1208. https://doi.org/10.1007/s40617-021-00560-0Caredon, T., Griffith, A.K., Koutsoftas, A.D., Riekan, C.J., & Eaton, A. (2024) What Is Working for Practitioners: A Mixed Method Analysis Using the Collaborative Practice Assessment Tool. Seminars in Speech and Language 45(3): 213 – 227. DOI: 10.1055/s-0044-1787098 Hyman, S. L., Levy, S. E., Myers, S. M., & COUNCIL ON CHILDREN WITH DISABILITIES, SECTION ON DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS (2020). Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Pediatrics, 145(1), e20193447. https://doi.org/10.1542/peds.2019-3447Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied behavior analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120–131.Kunze, M., & Machalicek, W. (2022). Interdisciplinary teams: A model to support students with autism. Psychology in the Schools, 59(7), 1350–1362. https://doi.org/10.1002/pits.22618Slim, L., & Reuter-Yuill, L. M. (2021). A behavior-analytic perspective on interprofessional collaboration. Behavior Analysis in Practice, 14(4), 1238–1248. https://doi.org/10.1007/s40617-021-00602-7Spencer, T.., Slim, L., Cardon, T., & Morgan, L. (n.d.). Interprofessional collaborative practice between behavior analysts and speech-language pathologists. Association for Behavior Analysts International. Retrieved October 19, 2023, from https://www.abainternational.org/media/180194/abai_interprofessional_collaboration_resource_document.pdf

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Empowering Independence: Fostering Effective Communication Skills for Adult SuccessGet 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-independence-fostering-effective-communication-skills-for-adult-success-abje0164Earning 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/SLPNERDCASTTo 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:Self report knowledge gains related to client-driven goal setting and explain its importance in fostering independence for neurodiverse teens and young adults.Self report knowledge gains related to social and communication skills essential for success in adulthood, including self-advocacy and perspective-taking. Self report knowledge gains related to tools and strategies to implement effective group therapy sessions for neurodiverse teens and young adultsReferences & Resources:1. LaRue, R. H., et al. "Employment and Vocational Skills for Individuals with Autism."Handbook of Quality of Life for Individuals with Autism Spectrum Disorder, edited byJustin B. Leaf et al., Springer Nature Switzerland AG, 2022, pp. 377–395.https://doi.org/10.1007/978-3-030-98507-3_21. 2. Foster, S. K., Wiczer, E., and Eberhardt, N. B. "What’s So Hard about Soft Skills?:When They Enter the Work World, Our Former Students Can No Longer Count on IEPSupport. To Succeed, They Need 'Soft Skills.' And We Can Help Students CultivateThem." The ASHA Leader, vol. 24, no. 12, 2019, pp. 52–60.https://doi.org/10.1044/leader.FTR2.24122019.52. 3. Flores, Deirdre. "SLP-Run Group Sessions Help Neurodivergent Young Adults Managethe Often Overwhelming Social World of Dating." The ASHA Leader, 30 Jan. 2025.https://leader.pubs.asha.org/do/10.1044/leader.FTR2b.30012025.slp-dating-skills-neurodivergent.53/full/. 4. EdSurge. "Why Soft Skills Matter More Than Ever." EdSurge, 20 Nov. 2024,https://www.edsurge.com/news/2024-11-20-why-soft-skills-matter-more-than-ever#:~:text=In%20our%20tech%2Ddriven%20world,to%20thrive%20beyond%20the%20classroom .5. Laugeson, Elizabeth A. PEERS® for Young Adults: Social Skills Training for Adults with Autism Spectrum Disorder and Other Social Challenges. Routledge, 2017. 6. Pallathra, A. A., et al. "Psychosocial Interventions Targeting Social Functioning inAdults on the Autism Spectrum: A Literature Review." Current Psychiatry Reports, vol.21, no. 1, 2019, article 5. https://doi.org/10.1007/s11920-019-0989-0. 7. Hendricks, D. R., and Wehman, P. "Transition from School to Adulthood for Youth withAutism Spectrum Disorders: Review and Recommendations." Focus on Autism andOther Developmental Disabilities, vol. 24, no. 2, 2009, pp. 77–88.https://doi.org/10.1177/1088357608329827. 8. Andrés-Gárriz, C., et al. "Promoting Self-Determination in Young Adults with Autism: AMulticenter, Mixed Methods Study." Journal of Autism and Developmental Disorders,2025, Open Access. https://link.springer.com/article/10.1007/s10803-025-06045-9. (Replace with exact link if different) 9. Yaar, E., et al. "SPAN-ASD: Pilot Implementation to Promote Functional Goals of Autistic Adolescents and Young Adults." Research in Developmental Disabilities, vol. 155, 2024, article 104864. https://pubmed.ncbi.nlm.nih.gov/37769395/. 10. McDonald, T. A. M., et al. "Appropriateness, Acceptability, and Feasibility of aNeurodiversity-Based Self-Determination Program for Autistic Adults." Journal of Autismand Developmental Disorders, vol. 53, no. 8, 2023, pp. 2933–2953. https://pubmed.ncbi.nlm.nih.gov/36848588/. 11. Martino, D. C., et al. "The Role of Self-Advocacy and Self-Determination in PositiveAdjustment for Autistic Adolescents and Young Adults: A Mini-Review." Frontiers in Child and Adolescent Psychiatry, vol. 4, 2025, article 1542543. https://pubmed.ncbi.nlm.nih.gov/38629412/. 12. Laugeson, Elizabeth A., et al. "Evidence-Based Social Skills Training for Adolescentswith Autism Spectrum Disorders: The UCLA PEERS Program." Journal of Autism andDevelopmental Disorders, vol. 42, no. 6, 2012, pp. 1025–1036.https://doi.org/10.1007/s10803-011-1339-1. 13. Autism Speaks. "Collaboration Addresses Transition to Adulthood for Autism Patients." Autism Speaks, 14 July 2023,https://www.autismspeaks.org/press-release/collaboration-addresses-transition-adulthood-autism-patients. Accessed 29 June 2025.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Health Literacy & Vascular Cognitive Impairment: Missing Links in Stroke CareGet 0.15 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/health-literacy-vascular-cognitive-impairment-missing-links-in-stroke-care-abje0163 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/SLPNERDCASTTo 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:Self report knowledge gains related to vascular cognitive impairment and identify identification of symptoms in their patients. Self report knowledge gains related to ways to increase accessibility to speech therapy services in a language that their patients can understand. Self report knowledge gains related to holistic therapy ideas to incorporate health literacy into speech therapy services.References & Resources:Babiak. (2018). Thinking Outside the Diagnostic Box: Risk Factors for Cognitive–Communication Impairment. Perspectives of the ASHA Special Interest Groups 2018-01-01 3(2): 51-58. https://pubs.asha.org/doi/abs/10.1044/persp3.SIG2.51 4100 - https://pubs.asha.org/doi/full/10.1044/persp3.SIG2.51 Centers for Disease Control, 2023. What is Health Literacy? Retrieved from https://www.cdc.gov/healthliteracy/learn Department of Health and Human Services, 2023. Social Determinants of Health. Retrieved from https://health.gov/healthypeople/priority-areas/social-determinants-health Centeno, J.G., et al. (2023). Focusing Our Attention on Socially Responsive Professional Education to Serve Ethnogeriatric Populations With Neurogenic Communication Disorders in the United States. American Journal of Speech Language Pathology.32(4)1782-1792.Retrieved from https://doi.org/10.1044/2023_AJSLP-22-00325 Dichgans & Leys. (2017). Vascular Cognitive Impairment. Circ Res. 2017;120:573-591. DOI: 10.1161/CIRCRESAHA.116.308426. Ellis, C. and Jacobs, M. (2021). The Complexity of Health Disparities: More than Just Black and White Differences. Perspectives of the ASHA Special Interest Group. 6(1)112-121. https://doi.org/10.1044/2020_PERSP-20-00199 Hasselkus, A. and Moxley, A. (2009). Health Literacy at the Intersection of Cultures. The ASHA Leader. 14(4). https://doi.org/10.1044/leader.MIW.14042009.30 Murray, L. (2008). Cognitive and Communicative Consequences of Cardiovascular Disease. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders. 18(4). https://doi.org/10.1044/nnsld18.4.152 Y2 - 2024/12/21 Marte, M.J., Adesso, D., and Kiran, S., (2024). Association Between Social Determinants of Health and Communication Difficulties in Postroke U.S. Hispanic and Non-Hispanic White Populations. American Journal of Speech-Language Pathology. 33(1)248-261. https://doi.org/10.1044/2023_AJSLP-23-00232

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Bibliotherapy and Other Twenty Dollar WordsGet 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/bibliotherapy-and-other-twenty-dollar-words-abje0161 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/SLPNERDCASTTo 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:Review how bibliotherapy the way this practice can be integrated into a treatment plan.Describe at least two ways to use a book in a therapy session to address thoughts and feelings.References & Resources:Story Stream: https://cdn.prod.website-files.com/66ff1af58e71edb911ba455e/679a51848baf4bad8da405cd_Spero%20Stuttering%20Story%20Stream-FINAL.pdf Franky Banky: https://www.frankybanky.com/Gerlach, H., & Subramanian, A. (2016). Qualitative analysis of bibliotherapy as a tool for adults who stutter and graduate students. Journal of fluency disorders, 47, 1–12. https://doi.org/10.1016/j.jfludis.2015.12.001  Using Bibliotherapy to Teach Problem Solving by James W. Forgan - https://journals.sagepub.com/doi/10.1177/10534512020380020201#:~:text=Research%20article,Volume%2038%2C%20Issue%202 A Way Through the Forest: One Boy's Story With a Happy Ending by David Shapiro - https://ahn.mnsu.edu/services-and-centers/center-for-communication-sciences-and-disorders/services/stuttering/information-about-stuttering/serious-information/from-people-who-stutter-pws/pws-speak-for-themselves/a-way-through-the-forest-one-boys-story-with-a-happy-ending-by-david-shapiro/ Reaching In Reaching Out: https://www.wellington.ca/programmes-services/child-care-early-years/resiliency-training/resources

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Interdisciplinary Management of ConcussionGet 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/interdisciplinary-management-of-concussion-abje0162 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/SLPNERDCASTTo 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:Self report knowledge gains related to the importance of the SLPs role in concussion management.  Self report knowledge gains related to the best practices for interdisciplinary management of clients with acute and persistent post-concussive symptoms. Self report knowledge gains related to the process for development of a concussion center.References & Resources:Jennings, T., & Islam, M. S. (2023). Examining the interdisciplinary approach for treatment of persistent post-concussion symptoms in adults: A systematic review. Brain Impairment, 24(2), 290–308. https://doi.org/10.1017/BrImp.2022.28 Ketcham, C. J., Bowie, M., Buckley, T. A., Baker, M., Patel, K., & Hall, E. E. (2017). The value of speech-language pathologists in concussion management. Current Research: Concussion, 04(1), e8–e13. https://doi.org/10.1055/s-0037-1603645 PHQ-9: https://med.stanford.edu/fastlab/research/imapp/msrs/_jcr_content/main/accordion/accordion_content3/download_256324296/file.res/PHQ9%20id%20date%2008.03.pdf Tilton-Bolowsky, V. E., Davis, A. S., & Zipse, L. (2023). Mapping meta-therapy onto the treatment of cognitive-communication and language disorders in adults. Perspectives of the ASHA Special Interest Groups, 8(4), 640–658. https://doi.org/10.1044/2022_PERSP-22-00072-Could go after and email them for link to “The Columbia Suicide Severity Rating Scale” to add to show notes: https://cssrs.columbia.edu/wp-content/uploads/C-SSRS_Pediatric-SLC_11.14.16.pdf REAP program: https://reapconcussion.com/ BIAA - Brain Injury Association of America - https://biausa.org/ Buffalo Concussion Treadmill Test: https://cdn-links.lww.com/permalink/jsm/a/jsm_2020_01_28_haider_19-313_sdc1.pdf ACRM - American Congress of Rehabilitation Medicine: https://acrm.org/ Turner-Stokes L. Goal attainment scaling (GAS) in rehabilitation: a practical guide. Clinical Rehabilitation. 2009;23(4):362-370. doi:10.1177/0269215508101742 Grant, M., & Ponsford, J. (2014). Goal Attainment Scaling in brain injury rehabilitation: Strengths, limitations and recommendations for future applications. Neuropsychological Rehabilitation, 24(5), 661–677. https://doi.org/10.1080/09602011.2014.901228 Guests Contact information:Email: [email protected] Phone Number: 918-631-2504

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: What Do I Do When Stuttering Meets Severe Articulation Concerns?Get 0.05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/what-do-i-do-when-stuttering-meets-severe-articulation-concerns-abje0160 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/SLPNERDCASTTo 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:Explain 3 treatment approaches for addressing both stuttering and phonological disordersDescribe at least 2 ways to foster healthy communication attitudes toward stuttering while addressing phonological concernsReferences & Resources:Arndt, J., & Healey, E. C. (2001). Concomitant disorders in school-age children who stutter. Language, Speech, and Hearing Services in Schools, 32(2), 68–78. https://doi.org/10.1044/0161-1461(2001/006)Bernstein Ratner, N. (1995). Treating the child who stutters with concomitant language or phonological impairment. Language, Speech, and Hearing Services in Schools, 26(2), 180-186. https://doi.org/10.1044/0161-1461.2602.180 Logan, K. J. (2004, September 7). When children who stutter present co-occuring speech-language disorders: Some clinical considerations. Minnesota State University Mankato. https://ahn.mnsu.edu/services-and-centers/center-for-communication-sciences-and-disorders/services/stuttering/professional-education/convention-materials/archive-of-online-conferences/isad2004/when-children-who-stutter-present-co-occuring-speech-language-disorders-some-clinical-considerations/ Nippold, M. A. (2002). Stuttering and phonology: Is there an interaction? American Journal of Speech-Language Pathology, 11(2), 99-110.Tichenor, S. E. & Yaruss, J. S. (2019). Stuttering as defined by adults who stutter. Journal of Speech, Language, and Hearing Research, 62(12), 4356-4369. https://pubs.asha.org/doi/10.1044/2019_JSLHR-19-00137 Spero stuttering Resource: https://www.sperostuttering.org/therapist-resources/resource-libraryStuttering therapy resources: https://stutteringtherapyresources.com/

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Executive Function: Shifting from Adult-Regulated to Self-Regulated LearningGet 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/executive-function-shifting-from-adult-regulated-to-self-regulated-learning-abje0159 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/SLPNERDCASTTo 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:How situational awareness, self talk, forethought and episodic memory are the foundational skills for successful task execution. How mental simulation of movement through space and time supports more accurate time estimation and effective task planningReferences & Resources:Cognitive Connections website: https://www.efpractice.com/ 

This course will review how the DYMOND reduces test bias, can be used for screenings, and how dynamic assessment improves clinical practice. This course will also review the importance of dynamic assessment for development language disorder (DLD).

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Too Fast for Words: A Cluttering StoryGet 0.05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/too-fast-for-words-a-cluttering-story-abje0157 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/SLPNERDCASTTo 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:List at least one variable that may have an impact on the lives of a person who cluttersList at least one way an individual’s experience with cluttering might differ between childhood and adulthoodReferences & Resources:Too Fast for Words: https://toofastforwords.com/ Too Fast for Words: YouTube channel: https://www.youtube.com/@toofastforwords Thank you to our Corporate Sponsor, Spero Stuttering - https://www.sperostuttering.org for helping to make this course possible.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: AI in Clinical PracticeGet 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/AI-in-clinical-practice-abje0156 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/SLPNERDCASTTo 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:Identify current AI applications that might be used in speech-language pathology practiceDescribe the ethical considerations in AI implementation, including privacy and consentDescribe tasks suitable for AI assistance versus those requiring human expertiseReferences & Resources:Chat GPT - https://chatgpt.com/ Perplexity.ai - https://www.perplexity.ai/Claude AI https://claude.ai/ Scite AI https://scite.ai Udio AI https://www.udio.com/ Padlet - https://padlet.com/dradockens/dr_dockens_ai_in_academia_series 

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Active Ingredients for an Effective Supervisory AllianceGet 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/active-ingredients-for-an-effective-supervisory-alliance-abje0155 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/SLPNERDCASTTo 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:Identify key components of the supervisory alliance. Explain attitudes, behaviors, and practices that contribute to an effective supervisory alliance. Describe the impact of a positive supervisory alliance.References & Resources:Storytime Planning Guide Clinical Writing Checklist Active Ingredients for an Effective Supervisory Alliance

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: AAC Narrative InterventionGet 0.1 ASHA CEUs and view the full course landing page: 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/SLPNERDCASTTo 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 benefits of narrative intervention for AAC usersDescribe the active ingredients of story champs that lead to generative repertoires References & Resources:Story champs: https://www.languagedynamicsgroup.com/story-champs/ Story champs for AAC: https://www.languagedynamicsgroup.com/story-champs-2/story-champs-aac-2/ Spencer, T. D., Tonsing, K., & Dada, S. (2024). Augmentative and alternative communication (AAC) interventions that promote labeling, commenting, and telling: A systematic review [Manuscript submitted for publication]. Juniper Gardens Children’s Project, University of Kansas.Almubark, N. M., Spencer, T. D., & Foster, M. E. (2024). AAC narrative intervention for children with autism. [Manuscript submitted for publication]. Juniper Gardens Children’s Project, University of Kansas: https://www.tandfonline.com/doi/full/10.1080/07434618.2024.2433959

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Developing Competency in Self-Advocacy Skills for Complex CommunicatorsGet 0.1 ASHA CEUs and view the full course landing page: 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/SLPNERDCASTTo 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. Identify at least three skills to target to develop communication competency2. Identify at least three activities or tools for students to learn and practice self-advocacy skills.3. Explain how to use coaching strategies to support communication partners in utilizing skillsexplicitly taught during natural moments in the learning environment.References & Resources: Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138. Burkhart, L., Mussel White, C. (2001). Can We Chat? Co-Planned Sequenced Social Scripts. Litchfield Park: Special Communications.  Finke, E. H., Davis, J. M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., . . . Waters, S. (2017). Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 26(1), 81-98. doi:10.1044/2016_ajslp-14-0187  Geist, L., & Erickson, K. (2022). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. TEACHING Exceptional Children, 54(4), 296–304.  Hartmann, A & Sheldon, E. (2019). Just Ask: What we can learn from AAC users. [Blog post] Sheldon, E., & Hartmann, A. How to be an AAC supporter - AssistiveWare. https://www.assistiveware.com/learn-aac/how-can-i-help-be-an-aac-supporter Karimi, L. (2024, February 9). Erika Fundelius - Department of Educational and Counselling Psychology, and Special Education. Department of Educational and Counselling Psychology, and Special Education. https://ecps.educ.ubc.ca/erika-fundelius/  Light, J., & Mcnaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85-96.  Hayden, N. K., Bradshaw, J., Hayward, S., Murphy, J., Boa, S., Eden, V., Mischo, S., Pampoulo, E., Macrae, A.-M., Reid, J., Darvell, C., Lauer, N., Mundt, I., Clark, L., Nagawa, M., Duner, A., and Talking Mats Research Network (2023). Summary of Talking Mats Studies. Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.  Samuelsson, J., Holmer, E., Johnels, J. Å., Palmqvist, L., Heimann, M., Reichenberg, M., & Thunberg, G. (2024). My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats. British Journal of Learning Disabilities, 52, 23–35. https://doi.org/10.1111/bld.12543  Singer, B.D., & Morgensen Jennifer. (2021). Getting students to Self-Advocacy—Step by step. In ASHA LeaderLive. https://doi.org/10.1044/leader.ftr1.26082021.32 Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). Minneapolis, MN: University of Minnesota, TIES Center. Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., ... & Johnson, D. R. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19(1), 6-18. Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113-120.  Witkowski D., Baker B. (2012). Addressing the content vocabulary with core: Theory and practice for non-literate or emerging literate students. Perspectives on Augmentative and Alternative Communication, 21, 74–81. Wood, W. M., Fowler, C. H., Uphold, N., & Test, D. W. (2005). A review of self-determination interventions with individuals with severe disabilities. Research and Practice for Persons with Severe Disabilities, 30(3), 121-146. Van Tatenhove G. (2009). Building language competence with students using AAC devices: Six challenges. Perspectives on Augmentative and Alternative Communication, 18, 38–47.Communication Bill of Rights - https://www.asha.org/njc/communication-bill-of-rights

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Cluttering? What’s that?Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/cluttering-whats-that-abje0152 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/SLPNERDCASTTo 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:List at least two characteristics of clutteringList at least two myths about clutteringDescribe at last two best practices for treating clutteringReferences & Resources:The Source for Stuttering and Clutteringhttps://www.proedinc.com/Products/40031/the-source-stuttering-and-clutteringsecond-edition.aspx Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses, https://www.amazon.com/Fluency-Plus-Disorders-Individuals-Diagnoses/dp/1630913103 Managing Cluttering: A Comprehensive Guidebook of Activities, https://www.amazon.com/Managing-Cluttering-Comprehensive-Guidebook-Activities/dp/1416405429 Cluttering: A Handbook of Research, Intervention, and Educationhttps://www.amazon.com/Cluttering-Intervention-Education-18-Feb-2011-Hardcover/dp/B013J970WY Podcast Cluttering Conversations: https://soundcloud.com/paula-kathy Too Fast for Words: https://toofastforwords.com/ Fluency Bank Resources for Cluttering: https://fluency.talkbank.org/ Debunking Myths About Fluency Disorders: https://leader.pubs.asha.org/do/10.1044/leader.FTR2.28112023.slp-cluttering-id.50/full/International Association of Cluttering: https://sites.google.com/view/icaclutteringThe Personal Report of Communication Apprehension: https://assessment.ucmerced.edu/sites/assessment.ucmerced.edu/files/page/documents/personal_report_of_communication_apprehension.pdf Giuffre, L. A., & Scaler Scott, K. (2025). Life impact of cluttering: The adult perspective. American Journal of Speech-Language Pathology, 1–13. https://doi.org/10.1044/2024_AJSLP-24-00262Here is the too fast for words book: https://www.amazon.com/Too-fast-words-discovering-stutter/dp/B08NDVKM3PCluttering Curriculum Resources: https://docs.google.com/document/d/1Wti_QmkE8YBwNcfVFvX2CJ9gFDR_RLT4YAdDweXwaiU/edit?usp=sharing

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Early feeding and developmental care in a Cardiac ICUGet 0.1 ASHA CEUs and view the full course landing page: 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/SLPNERDCASTTo 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. Participants will be able to identify 3 reasons for the importance of neurodevelopmental care in the Cardiac ICU.2. Participants will demonstrate the ability to accurately identify a minimum of 3 feeding problems commonly observed in infants with congenital heart disease.3. Participants will be able to identify 3 strategies to improve culture/education on PO feeding in a cardiac unit.References & Resources:Gakenheimer-Smith, L., Glotzbach, K., Ou, Z.,Presson, A. P., Puchalski, M., Jones, C., Lambert, L., Delgado-Corcoran, C., Eckhauser, A., & Miller, T. (2019). The impact of neurobehavior on feeding outcomes in neonates with congenital heart disease. The Journal of Pediatrics, 214, 71-78.e2. https://doi.org/10.1016/j.jpeds.2019.06.047Howell, H. B., Zaccario, M., Kazmi, S. H., Desai, P., Sklamberg, F. E., & Mally, P. (2019).Neurodevelopmental outcomes of children with congenital heart disease: A review. Current Problems in Pediatric and Adolescent Health Care, 49(10), 100685. https://doi.org/10.1016/j.cppeds.2019.100685Interdisciplinary approach to support developmentally appropriate care of infants born withcomplex congenital heart disease. Clinics in Perinatology, 43(1), 147–156.https://doi.org/10.1016/j.clp.2015.11.010Peterson, J. K. (2018). Supporting optimal neurodevelopmental outcomes in infants and children with congenital heart disease. Critical Care Nurse, 38(3), 68–74. https://doi.org/10.4037/ccn2018514Sadhwani, A., Wypij, D., Rofeberg, V., Gholipour, A., Mittleman, M., Rohde, J., Velasco-Annis, C., Calderon, J., Friedman, K. G., Tworetzky, W., Grant, P. E., Soul, J. S., Warfield, S. K., Newburger, J. W., Ortinau, C. M., & Rollins, C. K. (2022). Fetal brain volume predicts neurodevelopment in congenital heart disease. Circulation, 145(15), 1108–1119. https://doi.org/10.1161/CIRCULATIONAHA.121.056305Skotting, M. B., Eskildsen, S. F., Ovesen, A. S., Fonov, V. S., Ringgaard, S., Hjortdal, V. E., &Lauridsen, M. H. (2021). Infants with congenital heart defects have reduced brain volumes. Scientific Reports, 11, 4191. https://doi.org/10.1038/s41598-021-83690-3

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Free Websites to Target Tier 2 VocabularyGet 0.05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/free-websites-to-target-tier-2-vocabulary-abje0149 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/SLPNERDCASTTo 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. Describe the benefits of working on vocabulary with your older speech students.2. List at least items and resources available to SLPs for quick vocabulary activities.3. Describe how to make vocabulary activities meaningful and fun for your older speech students.References & Resources:Vocab Gabber by Visual Thesaurus - https://www.visualthesaurus.com/vocabgrabber/# Bamboozle - https://www.baamboozle.com/ Ed Puzzle - https://edpuzzle.com/ Glued - https://youtu.be/rW2g5cwxrqQCoin operated - https://youtu.be/5L4DQfVIcdgSnack Attack - https://youtu.be/6YSxJnqCr8IBringing Words to Life by Isabel L Beck, Margaret G McKeown, and Linda Kucan - https://www.guilford.com/books/Bringing-Words-to-Life/Beck-McKeown-Kucan/9781462508167Vocabulary Word List Sites - https://blogs.sd41.bc.ca/ell/files/2017/12/Tier-2-vocab-K-12.pdf Blooket - https://www.blooket.comThe knowledge anyone has about a topic is based on the vocabulary of that information (Marzano & Pickering, 2005).“There is evidence for an association between vocabulary knowledge and academic attainment.” – Spencer et al., 2017“. . .children with lower levels of vocabulary knowledge may be less likely to acquire vocabulary successfully in an incidental fashion.” — Dixon et al., 2022

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Literacy Development for AAC UsersGet 0.05 ASHA CEUs and view the full course landing page: 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/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Podcaster10” to save.Learning Objectives:1. Identify the relationship between data collection, target selection, and goal writing2. Identify at least two different types of data collection that can be used when working with AAC usersReferences & Resources:Hill, K. (2009). Data collection and monitoring AAC intervention in the schools. Perspectives on Augmentative and Alternative Communication, 18(2), 58-64. https://doi.org/10.1044/aac18.2.58 https://courses.slpnerdcast.com/courses/copy-of-handout-good-data-infographichttps://courses.slpnerdcast.com/courses/podcast-quiz-data-collection-abje0003https://courses.slpnerdcast.com/courses/podcast-quiz-language-development-and-aac-back-to-basics-abje0069

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: AAC Considerations for Students with CVIGet .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148Earning 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/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Podcaster10” to save.Learning Objectives:List at least three characteristics of CVIList 2 reasons why SLPs working in AAC should be familiar with CVIIdentify 3 considerations when using the Communication Matrix with a person who has CVIReferences & Resources:CVI Range Assessment: A Tool for CVI range: https://www.perkins.org/our-work/cvi/the-perkins-cvi-protocol/Article: “Self-Stimulation in the Pursuit of Leisure, or I’m Okay, You Have a Mannerism” by Robbie Blaha and Kate Hurst: https://txdeafblindproject.org/wp-content/uploads/2021/04/LookingSelf-StimulationPursuitLeisureImOkayYouHaveMannerism.pdfArticle by Susan Bruce “The Path to Symbolism”: https://www.nationaldb.org/media/doc/The-Path-to-Symbolism_a.pdfAAC Back to Basics with Jennifer Kent-Walsh and Cathy Binger: https://courses.slpnerdcast.com/courses/podcast-quiz-language-development-and-aac-back-to-basics-abje0069Article by Emily Laubsure Janice Light: “Core Vocabulary Lists and Considerations for Language Development” : https://pubmed.ncbi.nlm.nih.gov/32172598/ TVI Communication Matrix tool: https://www.perkins.org/wp-content/uploads/2021/07/aac-cvi_matrix_final_9.9_2.pdfCynthia Cress presentation on communication signal inventory - https://arpdcresources.ca/wp-content/uploads/2017/09/Cynthia-Cress-Oct-2018.pdf

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Literacy Development for AAC UsersGet .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/feeding-the-infant-with-congenital-heart-disease-abje0146Earning 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/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Podcaster10” to save.Learning Objectives:1.identify three common feeding problems observed in infants with congenital heart disease.2. describe at least three medical considerations that directly impact feeding in infants with congenital heart disease.3. describe at least two feeding strategies utilized in therapy to enhance oral feeding skills for infants with congenital heart disease.References & Resources:Arvedson J.C. & Brodsky L. (2002). Pediatric swallowing and feeding: Assessment and management (2nd ed.). Albany, NY: Singular Publishing Group.Hehir D.A., Easley R.B., & Byrnes J. (2016). Noncardiac Challenges in the Cardiac ICU: Feeding, Growth and Gastrointestinal Complications, Anticoagulation, and Analgesia. World Journal for Pediatric and Congenital Heart Surgery. 7(2), pp. 199-209.Jadcherla, S.R., Vijayapal A.S., & Leuthner S. (2009). Feeding abilities in neonates withcongenital heart disease: a retrospective study. Journal of Perinatology. 29(2), pp. 112-8.Jones, C. E., Desai, H., Fogel, J. L., Negrin, K. A., Torzone, A., Willette, S., Fridgen, J. L., Doody, L. R., Morris, K., Engstler, K., Slater, N. L., Medoff-Cooper, B., Smith, J., Harris, B. D., & Butler, S. C. (2021). Disruptions in the development of feeding for infants with congenital heart disease. Cardiology in the Young, 31(4), 589–596.Narawane, A., Rappazzo, C., Hawney, J., Clason, H., Roddy, D. J., & Ongkasuwan, J. (2022).Vocal fold movement and silent aspiration after congenital heart surgery. The Laryngoscope, 132(3), 701–705. https://doi.org/10.1002/lary.29817Raulston JEB, Smood B, Moellinger A, Heinemann A, Smith N, Borasino S, Law MA, & Alten JA. (2019). Aspiration After Congenital Heart Surgery. Pediatric Cardiology. 2019. 40(6), pp. 1296-1303.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: When can I discharge my client with CAS?Get 0.05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/When-can-I-discharge-my-client-with-CAS-ABJE0147Earning 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/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Podcaster10” to save.Learning Objectives:List at least two potential adverse impacts on educational performance for children with apraxia of speechDescribe the role of specially designed instruction on dismissal criteriaReferences & Resources:Campbell, T. (1999). Functional treatment outcomes in young children with motor speech disorders. In Caruso, A. & Strand, E. (Eds.), Clinical management of motor speech disorders in children (p. 394). Thieme Medical Publishers Inc.Edeal, D. & Gildersleeve-Neumann, C. (2011). The importance of production frequency in therapy for childhood apraxia of speech. American Journal of Speech-Language Pathology, 20(2), 95-110.Kaipa, R., & Peterson, A. M. (2016). A systematic review of treatment intensity in speech disorders. International Journal of Speech-Language Pathology, 18(6), 507-520. https://doi.org/10.3109/17549507.2015.1126640 Lewis, B. A., Freebairn, L. A., Hansen, A. J., Iyengar, S. K., & Taylor, H. G. (2004). School-age follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing Services in Schools, 35(2), 122-140. https://doi.org/10.1044/0161-1461(2004/014Murray, E., McCabe, P., & Ballard, K. J. (2014). A systematic review of treatment outcomes for children with childhood apraxia of speech. American Journal of Speech-Language Pathology, 23(3), 486-504. https://doi.org/10.1044/2014_AJSLP-13-0035 Namasivayam, A. K., Pukonen, M., Goshulak, D., Hard, J., Rudzicz, F., Rietveld, T., Maassen, B., Kroll, R., & van Lieshout, P. (2015). Treatment intensity and childhood apraxia of speech. International Journal of Language & Communication Disorders, 50(4), 529-546. https://doi.org/10.1111/1460-6984.12154

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Literacy Development for AAC UsersGet .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/why-language-development-matters-in-aac-abje0145Earning 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/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Podcaster10” to save.Learning Objectives:List three reasons to use a developmental model in planning AAC intervention for childrenDescribe aspects of a developmental language framework when planning AAC intervention Describe the benefits of ensuring access to both core and fringe vocabulary for aided communicatorsReferences & Resources:Binger, C., Harrington, N., & Kent-Walsh, J. (2024). Applying a developmental model to preliterate aided language learning. American Journal of Speech-Language Pathology, 33(1), 33–50. https://doi.org/10.1044/2023_ajslp-23-00098Binger, C., Magallanes, P., Miguel, V. S., Harrington, N., & Hahs-Vaughn, D. (2024). How toddlers use core and fringe vocabulary: What’s in an utterance? American Journal of Speech-Language Pathology, 33(4), 1718–1747. https://doi.org/10.1044/2024_ajslp-23-00366

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Literacy Development for AAC UsersGet .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/Counseling-Children-and-Adolescents-Executive-Functioning-and-Relationships-abje0144Earning 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/SLPNERDCASTTo 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 key knowledge areas, attributes and skills of child counselors to incorporate into speech sessions, as they intersect, from the Competencies for Counseling Children and Adolescents (Clark et al., 2022).Describe three relationship based counseling strategies that can be easily included in speech sessions.Identify how the mental health strategies discussed intersect with executive functioning treatment in the Relationship-based model of Executive Functioning.References & Resources:Declarative Language Handbook: Using a Thoughtful Language Style to Help Kids with Social Learning Challenges Feel Competent, Connected, and UnderstoodThe Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing MindAxline, V. M. (1947). Play therapy; the inner dynamics of childhood. Houghton Mifflin.Barkley, R. A. (2020). Executive functions: What they are, how they work,and why they evolved. Guilford.Barkley, Russell A., Murphy, Kevin R., Fischer, Mariellen (2008). ADHD in Adults: What theScience Says (pp 171–175). New York, Guilford Press.Bratton, S., & Ray, D. (2000). What the research shows about play therapy. International Journal of Play Therapy, 9(1), 47.Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional psychology: research and practice, 36(4), 376.Brown, Thomas E. (2005). Attention Deficit Disorder: The Unfocused Mind in Children andAdults (pp 20–58). New Haven, CT, Yale University Press Health and WellnessClark, C., Dunbar, A., & Horton, E. (2022). Developing a competency system for counseling children: A Delphi study. Journal of Child and Adolescent Counseling, 8(1), 31-45.Dickson, K. S., Kenworthy, L., Anthony, L., & Brookman-Frazee, L. (2023). Mental HealthTherapist Perspectives on the Role of Executive Functioning in Children’s Mental HealthServices. Evidence-Based Practice in Child and Adolescent Mental Health, 8(1), 39–54.https://doi.org/10.1080/23794925.2021.2013142Edwards, J. H. (2002). Evidence-based treatment for child ADHD: 'Real-world' practiceimplications. Journal of Mental Health Counseling, 24, 126-140.Gioia G. A., Isquith P. K., Guy S. C., Kenworthy L. (2015). Behavior Rating Inventory ofExecutive Function®, Second Edition (BRIEF®2). Lutz, FL: PAR Inc.Kaufman, C. (2010). Executive function in the classroom: Practical strategies for improving and enhancing skills for all students. Grand Rapids, MI: Brookes Publishing.Landreth, G. L. (2012). Play therapy: The art of the relationship. Routledge.McCloskey, G. (2016). The McCloskey Executive Functions Scales: Professional manual.Sparta, WI: Schoolhouse Educational Services.Portrie-Bethke, T. L., Hill, N. R., & Bethke, J. G. (2009). Strength-Based Mental HealthCounseling for Children with ADHD: An Integrative Model of Adventure-Based Counseling and Adlerian Play Therapy. Journal of Mental Health Counseling, 31(4), 323–337.https://doi.org/10.17744/mehc.31.4.908822151555t5x7Sumpter, T. (2021). The seeds of learning: A cognitive processing model for speech, language, literacy and executive functioning. ELH Publishing.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Literacy Development for AAC UsersGet .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/enhancing-collaboration-in-speech-language-pathology-abje0143Earning 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/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Podcaster10” to save.Learning Objectives:1. List the Six Competencies for Interprofessional Collaboration2. Describe Generational Communication Styles3. Describe Collaboration Through Personality AwarenessReferences & Resources:Angelini, G. Big five model personality traits and job burnout: a systematic literature review. BMC Psychol 11, 49 (2023). https://doi.org/10.1186/s40359-023-01056-yArrington, G. B., & Dwyer, R. J. (2018). Can four generations create harmony within a public-sector environment? International Journal of Applied Management and Technology, 17(1). https://doi.org/10.5590/ijamt.2018.17.1.01Bainbridge, Lesley PT, PhD, MEd; Nasmith, Louise MD, MEd, FCFP, FRCPSC (Hon); Orchard, Carole RN, EdD; Wood, Victoria MA. Competencies for Interprofessional Collaboration. Journal of Physical Therapy Education 24(1) 6-11, Winter 2010.Raslie, H. (2021). Gen Y and gen Z communication style. Studies of Applied Economics, 39(1). https://doi.org/10.25115/eea.v39i1.4268https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8844017/

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Literacy Development for AAC UsersGet .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/literacy-development-for-aac-users-abje0142Earning 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/SLPNERDCASTTo 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. Describe why literacy is important for all, especially AAC users. 2. Describe the two primary components of reading comprehension. 3. Describe three strategies to support word identification for AAC users.4. Describe three strategies to support language comprehension for AAC users.5. List strategies to embed literacy supports within AAC users' systems. References & Resources:Pennsylvania State University. (n.d.). AAC learning center. Retrieved November 2, 2024, from https://aac-learning-center.psu.edu/Tobii Dynavox. (n.d.). Accessible literacy learning. Retrieved November 2, 2024, from https://us.tobiidynavox.com/products/accessible-literacy-learningAttainment Company. (n.d.). GoVisual. Retrieved November 2, 2024, from https://www.attainmentcompany.com/govisualTherapy Box. (n.d.). Scene and Heard Pro. Retrieved November 2, 2024, from https://therapy-box.co.uk/scene-and-heard-proFlorida Center for Reading Research. (n.d.). Florida Center for Reading Research. Retrieved November 2, 2024, from https://fcrr.org/University of Florida Literacy Institute. (n.d.). Foundations toolbox. Retrieved November 2, 2024, from https://ufli.education.ufl.edu/foundations/toolbox/Complete References List Holyfield & DeLuca.pdf

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Learning Health Systems: Theory to PracticeGet .05 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/learning-health-systems-theory-to-practice-abje0141Earning 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/SLPNERDCASTTo 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 a Learning Health SystemDefine PDCA cyclesReferences & Resources:1. Hardin, S. R., & Kaplow, R. (2022). Improving the work environment in critical care settings: An examination of organizational practices, teamwork, and patient safety.  Journal of Patient Safety and Risk Management, 28(4), 137–144. https://doi.org/10.1177/251604352210740422. Agency for Healthcare Research and Quality. (2019, February). Human factors engineering. Patient Safety Network. https://psnet.ahrq.gov/primer/human-factors-engineering3. Center for Health & Research Transformation. (2014, July 23). Creating a learning health state in Michigan: Working together to change health care in our state. Center for Health & Research Transformation. https://chrt.org/2014/07/creating-a-learning-health-state-in-michigan-working-together-to-change-health-care-in-our-state/4. Shah, S., Bell, J., & Wilson, R. (2022). Artificial intelligence in health care: Enhancing quality and patient outcomes. Journal of Medical Internet Research, 24(8), Article e32857. https://doi.org/10.2196/328575. University of Michigan Medicine. (n.d.). Learning health systems. https://medicine.umich.edu/dept/lhs/service-outreach/learning-health-systems6. Veritasium. (2016, March 13). This will revolutionize education [Video]. YouTube. https://www.youtube.com/watch?v=U5VbM95rY587. Rubin, J. C. (n.d.). Harnessing data for health care improvements. University of Michigan Medicine. Retrieved from https://medicine.umich.edu/dept/lhs/service-outreach/learning-health-systems

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Advocacy and You: Be the Change Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/advocacy-and-you-be-the-change-abje0140Earning 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/SLPNERDCASTTo 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 advocacy and the importance of state level and nationallevel efforts in the field of SLP.2. Identify 4 advocacy roles that exist at a state level for speech-languagepathologists. 3. Outline 5 ways SLPs can get involved with advocacy at a state and national level.References & Resources: Contact Jennifer Henderson via email [email protected]. Swanson, L. A., & Perry, H. (2021). Effects of telepractice on services provided to students with disabilities in rural schools. Language, Speech, and Hearing Services in Schools, 52(4), 1119-1132. https://doi.org/10.1044/2021_LSHSS-21-001372. American Speech-Language-Hearing Association (ASHA). (2023, November 28). SLPs and audiologists: Join the advocacy movement. The ASHA Leader. https://doi.org/10.1044/leader.FTP.28112023.slps-auds-advocacy.83. American Speech-Language-Hearing Association (ASHA). (n.d.). Early childhood education: Foundations for literacy development. Perspectives of the ASHA Special Interest Groups, 13(1), 13 17. https://doi.org/10.1044/ffd13.1.134. American Speech-Language-Hearing Association (ASHA). (2003, August 17). SLPs and school reform: The role we play. The ASHA Leader. https://doi.org/10.1044/leader.GR.08172003.15. Cummings, J. (2022). Recent advances in dysphagia research and treatment. Seminars in Speech and Language, 43(2), 1-4 https://doi.org/10.1055/s-0042-17435436. American Speech-Language-Hearing Association (ASHA). (2008, October 13). SLPs in private practice: Navigating the changing landscape. The ASHA Leader. https://doi.org/10.1044/leader.FTP.13102008.207. American Speech-Language-Hearing Association (ASHA). (n.d.). Advocacy. https://www.asha.org/advocacy/8. American Speech-Language-Hearing Association (ASHA). (n.d.). ASHA member advocacy. https://www.asha.org/advocacy/asha-member-advocacy/

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Stuttering as Verbal Diversity: Redefining SLP rolesGet .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/stuttering-as-verbal-diversity-redefining-slp-roles-abje0139Earning 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/SLPNERDCASTTo 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 how the neurodiversity movement is impacting our work with people who stutterList two ways to create a paradigm shift that is meaningful for people who stutterList two ways SLPs roles have changed to meet the needs of students who stutterReferences & Resources: The Happiness TrapMore Than FluencyHow to Talk so Kids Will Listen & Listen so Kids Will TalkAssessment of Fluency Disorders in the Context of the WHO ICF FrameworkLSHSS Forum Invites School Based SLPs to Resist AbleismTichenor, S. E., Herring, C., & Yaruss, J. S. (2022). Understanding the Speaker's Experience of Stuttering Can Improve Stuttering Therapy. Topics in language disorders, 42(1), 57–75. https://doi.org/10.1097/tld.0000000000000272

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Empowering Caregivers in the Everyday Lives of Children Who StutterGet .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/Empowering-Caregivers-in-the-Everyday-Lives-of-Children-Who-Stutter-abje0138Earning 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/SLPNERDCASTTo 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 importance of caregiver involvement in the therapy process for children who stutter and how this can impact the effectiveness of the therapyDescribe how technological advancements can facilitate support for families within SLPDescribe the collaboration between healthcare professionals and technology developers in creating applications like "Penguin: Stammering Support"References & Resources: Abernethy, A., Adams, L., Barrett, M., Bechtel, C., Brennan, P., Butte, A., ... & Valdes, K. (2022). The promise of digital health: then, now, and the future. NAM perspectives, 2022.Berquez, A., & Kelman, E. (2018). Methods in stuttering therapy for desensitizing parents of children who stutter. American journal of speech-language pathology, 27(3S), 1124-1138.Carey, B., Erickson, S., & Block, S. (2023). A preliminary investigation of the mental health of parents of young children who stutter. Journal of Communication Disorders, 103, 106329.Gerlach-Houck, H., Kubart, K., & Cage, E. (2023). Concealing Stuttering at School: “When You Can't Fix It… the Only Alternative Is to Hide It”. Language, Speech, and Hearing Services in Schools, 54(1), 96-113.Islam, M. M., Poly, T. N., Walther, B. A., & Li, Y. C. (2020). Use of mobile phone app interventions to promote weight loss: meta-analysis. JMIR mHealth and uHealth, 8(7), e17039.Plexico, L. W., & Burrus, E. (2012). Coping with a child who stutters: A phenomenological analysis. Journal of Fluency Disorders, 37(4), 275-288.Rustin, L., & Cook, F. (1995). Parental involvement in the treatment of stuttering. Language, Speech, and Hearing Services in Schools, 26(2), 127-137.Spadaro, B., Martin-Key, N. A., & Bahn, S. (2021). Building the digital mental health ecosystem: opportunities and challenges for mobile health innovators. Journal of Medical Internet Research, 23(10), e27507.Cheater, S. (2019). The NHS long-term plan. International Journal of Health Promotion and Education, 57(3), 174-175.Murphy, W.P. (2021). Stuttering and the Role of Caregivers: A New Perspective. Journal of Speech and Family Engagement.Logan, K.J., & Yaruss, J.S. (2019). Supporting Family Involvement in Stuttering Treatment: Applications of Research Findings. American Journal of Speech-Language Pathology.Smith, A., & Kelly, E. (2022). Innovations in Caregiver Support: Utilizing Mobile Applications in Stuttering Therapy. International Journal of Speech-Language Pathology.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: From IEP to Adulthood: Transition Assessment, Planning, and ServicesGet .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/From-IEP-to-Adulthood-Transition-Assessment-Planning-and-Services-abje0137Earning 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/SLPNERDCASTTo 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:List at least three postsecondary goal areas required for IEP transition planningIdentify two components of IDEA that impact transition planningDefine transition assessment and transition servicesList at least two components of a comprehensive transition assessment processReferences & Resources:https://www.linkedin.com/pulse/what-transition-planning-kelley-challen-s7mle/?trackingId=%2F2rjZEuUS1eLFLz%2F0Nu30w%3D%3Dhttps://nesca-newton.com/transition/https://www.pacer.org/transition/learning-center/laws/idea.asphttps://transitionta.org/topics/secondary-education/transition-planning/https://fcsn.org/information-center-2/https://www.massadvocates.org/helplinehttps://www.elmbrookschools.org/uploaded/Documents/District_Documents/Transition_Resources/Life_Skills_Inventory.pdfhttps://www.ocali.org/up_doc/Quickbook_of_Transition_Assessment.pdf

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Stronger Together: Empowerment through Allyship and Cultural Humility in CSDGet .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-abje0136Earning 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/SLPNERDCASTTo 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 endeavorDescribe the importance of allyship in speech language pathologyList at least two action steps that clinicians can take to show professional allyshipReferences & Resources:Asian Pacific Islander Speech-Language-Hearing CaucusDisability Caucus: [email protected] CaucusHispanic CaucusJewish CaucusL'GASP–LGBTQIA+ CaucusMen's Constituency Caucus: [email protected] East and North Africa Caucus: [email protected] Black Association for Speech-Language and Hearing (NBASLH)Native American CaucusSouth Asian CaucusGaudry, A.J.P. (2011). Insurgent Research. Wicazo Sa Review 26(1), 113-136. https://doi.org/10.1353/wic.2011.0006.

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse 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-abje0135Earning 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/SLPNERDCASTTo 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 curriculumList two action steps for implementing a social justice curriculum with staff and colleaguesList two action steps for implementing a social justice curriculum with studentsReferences & Resources:White People Challenging Racism WorkshopRaising Race Conscious ChildrenSEEDLearning for JusticeResponsive Classroom

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: The Four Fundamentals of Business with Martin HollandGet .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/the-four-fundamentals-of-business-with-martin-holland-abje0134Earning 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 businessList 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

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Bridging the Research-to-Practice Gap Part 2: We can make it betterGet .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/bridging-the-research-to-practice-gap-part-2-abje0133Earning 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 projectList the five key dimensions of Research to Practice PartnershipsList at least two real world examples of Research to Practice Partnerships in actionReferences & Resources:IAP2Family Guided Routines Based InterventionImplementation Science ConferenceResearchGateAlonzo, 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 

Get .1 ASHA CEU: https://courses.slpnerdcast.com/courses/podcast-quiz-foundational-knowledge-in-adult-dysphagia-abje0044Episode SummaryDɪsfeʒə?  Dɪsfɑʒə? 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 EditorLearning Outcomes1. Describe the difference between restorative exercises and compensatory strategies 2. Relate three restorative treatment techniques to the targeted physiological impairment3. Identify two devices used in dysphagia rehabilitationReferencesBhutada, 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 LAPTOPOnline Resources:IOPI: https://iopimedical.comEMST (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 SocietyKate 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 Disclosures20 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 ClosingDisclaimerThe 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 instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Access Research Beyond the PaywallGet .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/access-research-beyond-the-paywall-abje0132Earning 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 articlesExplain 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/166642421185693286412 Foot LadderUnpaywallPaperPanda

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-abje0131Earning 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 pathologyList two components of infrastructure that support social justice curriculums in schoolsDescribe how social justice is related to curriculum in an educational setting References & Resources:White People Challenging Racism WorkshopRaising Race Conscious ChildrenSEEDLearning for JusticeResponsive Classroom

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: S4 Ep4: Beyond Bilingualism: The role of culture in speech-language pathologyGet .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/SLPNERDCASTTo 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 ResourcesThe Bold SLP Collective InstagramCulturally Responsive Practices in Speech, Language and  Hearing Sciences (Y.D. Hyter & M.B. Salas-Provance, 2023)ASHA Evidence-Based PracticeStrategies for Equitable Family EngagementBlue-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/10.1177/001440290407000203Cioè-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/10.21832/9781800410053-005Drisko, J. (2017). Active collaboration with clients: An underemphasized but vital part of evidence-based practice. Social Work. https://doi.org/10.1093/sw/swx003Hidecker, 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