SLP Nerdcast offers ASHA CEUs through podcasts and online learning. We discuss clinical issues and best practices relevant to speech and language pathologists… kind of like a conference in your car.
All of our online SLP courses can be used towards earning your 30 hours of required professional development. Simply choose the episode or course of your choice and head to the corresponding short post-test to earn your certificate of attendance and ASHA CEUs.
SLP Nerdcast. A great resource for SLP Continuing Education.
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Données mises à jour le 04/10/2026
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Dernières positions dans les classements Apple Podcasts et Spotify.
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Liens présents dans les descriptions d'épisodes et autres podcasts les utilisant également.
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Define and explain the benefits of Interprofessional Collaborative Practice (ICP) in post brain injury rehabilitation and care.
Describe the barriers and analyze the negative impacts that fragmented care and communication have on patient satisfaction and recovery.
Identify and highlight the role of the patient and family in the ICP team.
Describe and identify practical strategies and ways to advocate for Interprofessional Collaborative Practice across the entire care team inclusive of the patient and family.
References & Resources:
American Speech-Language-Hearing Association. (2016). Code of Ethics [Ethics]. Available from www.asha.org/policy/. American Occupational Therapy Association. (2024). Interprofessional collaborative practice: Importance across populations and settings. American Journal of Occupational Therapy, 78(Suppl. 1), 7810410140. https://doi. org/10.5014/ajot.2024.78S107 American Occupational Therapy Association. (2022).
Importance of interprofessional education for occupational therapy. American Journal of Occupational Therapy, 76(Suppl. 3), 7613410250. https://doi.org/ 10.5014/ajot.2022.76S3007 Bruce, S. M., & Bashinski, S. M. (2017). The TRIFOCUS framework and Interprofessional Collaborative Practice in severe disabilities. American Journal of Speech-Language Pathology, 26(2), 162–180. Cooper-Duffy, K., & Eaker, K. (2017).
Effective team practices: Interprofessional contributions to communication issues with a parent’s perspective. American Journal of Speech-Language Pathology, 26(2), 181–192. IPEC. (2022). IPEC Core Competencies. Www.ipecollaborative.org. https://www.ipecollaborative.org/ipec-core- competencies Larsson-Lund, M., Pettersson, A., & Strandberg, T. (2022).
Team-based rehabilitation after traumatic brain injury: A qualitative synthesis of evidence of experiences of the rehabilitation process. Journal of Rehabilitation Medicine, 54. Ogletree, B. T., Brady, N., Bruce, S., Dean, E., Romski, M., Sylvester, L., & Westling, D. (2017).
Mary’s case: An illustration of interprofessional collaborative practice for a child with severe disabilities. American Journal of Speech-Language Pathology, 26(2), 217–226. Ogletree, B. T. (2017).
Addressing the communication and other needs of persons with severe disabilities through engaged interprofessional teams: Introduction to a clinical forum. American Journal of Speech-Language Pathology, 26(2), 157–161. While, L. W., Smith, K. G., Batess, C., Saale, B., Drake, S. M., Thomspon, T., & Davis , T. M. (2024).
Taylor & Francis Group, LLC World Health Organization. (n.d.). Framework for action on Interprofessional Education & Collaborative Practice. World Health Organization. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
Practical and Systems-Level Strategies to Address SLP Burnout
Saison 8
lundi 7 septembre 2026 • Durée 33:12
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Practical and Systems-Level Strategies to Address SLP Burnout
Get 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/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:
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).
Treating Persistent Speech Sound Errors in School Aged Children
lundi 11 mai 2026 • Durée 17:29
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Treating Persistent Speech Sound Errors in School Aged Children
Get 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-abje0176
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
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.
How to Provide Specialized Instruction to Students with Language Impairment
Saison 7 · Épisode 16
lundi 27 avril 2026 • Durée 23:38
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: How to Provide Specialized Instruction to Students with Language Impairment
Get 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-abje0175
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Describe quick and effective tools to assess children’s language abilities through language sampling and narrative contexts
Describe components of specialized language instruction
Empowering Early SLP Involvement for Tracheostomy Patients
Saison 7 · Épisode 15
lundi 13 avril 2026 • Durée 31:46
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Empowering Early SLP Involvement for Tracheostomy Patients
Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-early-slp-involvement-for-tracheostomy-patients-abje0174
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Identify at least four research-based findings that impact the evaluation and treatment of dysphagia in tracheostomy patients
Analyze clinical indicators impacting appropriateness for oral intake trials for tracheostomy patients
Discuss 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.
Down Syndrome and AAC Generative Language Intervention
Saison 7 · Épisode 14
lundi 30 mars 2026 • Durée 37:36
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Down Syndrome and AAC Generative Language Intervention
Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/down-syndrome-and-aac-generative-language-intervention-abje0173
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
List 2 reasons why AAC should be considered for young children with Down syndrome
Describing the three main components of AAC Generative Language Intervention
Describing the grammar findings from the AAC-GLI Down syndrome study
References & 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
Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children
Saison 7 · Épisode 14
lundi 16 mars 2026 • Durée 31:33
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children
Get 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-abje0172
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Describe the 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 pathologists
References & Resources:
Canagarajah, S. (2023). A decolonial crip linguistics. Applied Linguistics, 44(1), 1-21. https://doi.org/10.1093/applin/amac042
Henner, 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_2023vol1iss1.4
Chewing as Therapy: Rethinking Oral Preparation and Textures in Dysphagia
Saison 7 · Épisode 12
lundi 2 mars 2026 • Durée 33:38
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Chewing as Therapy: Rethinking Oral Preparation and Textures in Dysphagia
Get 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-abje0171
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Describe the neurophysiological role of chewing in activating cortical and brainstem networks involved in swallowing
Identify the clinical implications of disrupted oral-phase sensory input due to texture modified diets
Evaluate the potential benefits of functional food textures in supporting oral-motor engagement and swallow efficiency in individuals with dysphagia
References & 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.
SLP Middle Managers: Untapped Champions of Change
Saison 7 · Épisode 12
lundi 16 février 2026 • Durée 34:10
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: SLP Middle Managers: Untapped Champions of Change
Get 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/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
1. List barriers to using evidence-based practice in real world clinical settings
2. Explain the role of knowledge brokering in healthcare and education
3. Describe action steps that SLP managers can take to shift culture and share best practices within their organizations
References & 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.0000000000000090
Willmott, 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.
Considerations for Design and Implementation of AAC for Clients with CVI
Saison 7 · Épisode 11
lundi 2 février 2026 • Durée 33:38
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Considerations for Design and Implementation of AAC for Clients with CVI
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
The 10 characteristics and 3 Phases of CVI
Reasons clinicians should consider prelinguistic and/or presymbolic communication when planning AAC for clients who have been diagnosed with CVI
Important considerations when using aided AAC symbols with clients who have been diagnosed with CVI
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
A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)
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.
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Réduire
Toliver, 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-22-00134
Puar, J. K. (2017). The right to maim: Debility, capacity, disability. Duke University Press.
Withers, A. J. (2012). Disability politics and theory. Fernwood Publishing.
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/s004050000301
Savorease: https://savorease.com/
National Foundation of Swallowing Disorders: https://swallowingdisorderfoundation.com
IDDSI stands for International Dysphagia Diet Standardisation Initiative
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.
Previous episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148
Brady, 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/10.1080/10349120500252882
Bruce, 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/10.1080/07434610601179960
Malloy, 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.
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