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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Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Define allyship and list two reasons why allyship is not a selfless endeavor
Describe the importance of allyship in speech language pathology
List at least two action steps that clinicians can take to show professional allyship
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Describe effective components of a social justice curriculum
List two action steps for implementing a social justice curriculum with staff and colleagues
List two action steps for implementing a social justice curriculum with students
Ever feel under-equipped to deal with the counseling demands that often pop up in your daily SLP work? You’re not alone! So much of what we do as SLP’s is “grief work” and many of us find ourselves in over our heads at times with the counseling needs of our clients or students and their families. This week, Kate and Amy capitalize on their “forced friendship” with Beverly Montgomery of Lex Communicate to talk about the power of alliances with mental health professionals in addressing the holistic needs of individuals with communication differences and the caregivers who support them. Beverly discusses how mental health needs touch each case we serve and offers actionable suggestions for how Interprofessional Education (IPE) and Interprofessional Practice (IPP) can help us go beyond due diligence and realize better outcomes for those we serve. Tune in to explore which mental health professionals may be unexpected allies and obtain some simple strategies to help you manage these powerful relationships when scopes of practice overlap. Our clients and students are so complex, you may often feel that you “have a flashlight when you need a flood light” to recognize all of the facets that compose client and family needs. Beverly’s approach to interdisciplinary practice Illuminates the complexities of your toughest cases. If you find “other stuff” getting in the way of therapeutic progress for your clients or students, this is the episode for you.
Learning Outcomes
State the purpose(s) and benefit(s) of interprofessional collaboration
Define Interprofessional Education (IPE) and Interprofessional Practice (IPP)
Describe a decision-making process for when and how to make mental health referrals
Identify a variety of collaborative partners both within and outside their organization
School-Age Stuttering Therapy: What SLPs need before they start
Wow. Nina Reeves comes to us by way of a listener request, and we are doubly grateful! Thank you to our listener for bringing our attention to such a fantastic resource, and so many thanks to Nina Reeves for being generous with her time and knowledge! Those of you who are regular listeners know that fluency is one of the areas Kate and Amy identify when talking about Scope of Practice versus Scope of Competence (namely that we’d both have an awful lot of professional development to do if we were needing to provide clinical services for a fluency client). That didn’t matter here! Nina provided us with valuable information regarding assessment considerations, principles to consider when planning therapy, and techniques for helping clients improve observable speech fluency.
That’s not all - she engaged us in thoughtful conversations and posed questions that made us consider our current clinical work even though we do not currently have any clients working on speech fluency. She also made us feel comfortable and confident that we could learn what we would need to do to provide effective therapy in this area of the field. Tune in to this one if you are looking to learn more about school age fluency assessment and intervention, but also tune in if you aren’t. We suspect, like us, you will walk away thinking deep thoughts and asking yourself questions that just might enhance your practice anyway.
Nina Reeves, M.S. CCC-SLP, BCS-F is a board-certified specialist in fluency disorders. You can learn more about Nina here.
Learning Outcomes
1. Describe best practice for fluency assessment
2. Describe at least one principle behind the practice of effective stuttering therapy
3. List 3 techniques for helping children enhance their ease of communication
References
Reardon, N.A. & Yaruss, J.S., (2013). School Age Stuttering Therapy: A Practical Guide. McKinney, TX: Stuttering Therapy Resources, Inc.
In this episode we had the great pleasure of welcoming Sarah Gregory, MS, CCC-SLP onto our show to discuss AAC and Inclusion in a virtual environment. Throughout she reminds us that inclusion is a mindset, not a location. She also highlights what we can do as SLPs to embrace the continuum of service delivery and collaborate with stakeholders and communication partners. You can learn more about Sarah here.
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Inclusion of students with disabilities, specifically those with Complex Communication Needs (CCN), is an evidence-based practice that is becoming more common in general education (Quirk, Ryndak & Taub, 2016). School inclusion reduces the risk of social isolation that is endemic for students with CCN, while fostering opportunities to learn the regular curriculum.
Educating students with CCN in general education classrooms creates dilemmas for SLPs and educators on a normal day, but has become even more challenging during this time of remote learning. In the absence of carefully planned interventions, we risk that students with CCN will be physically present (in-person or virtually) but not authentically included in the social or academic learning environment of their classrooms.
SLPs can play an important role in including students with CCN in general education classrooms by co-teaching and including peers in all stages of instruction. Assistive technology supports can be utilized to make classroom material more universally designed. The beauty of inclusion is that when we design instruction for students with complex needs we create lessons that are more accessible to the whole class.
The global pandemic and resulting pivot to remote learning has created many challenges in education and including students with CCN. With collaboration and support, authentic inclusion is still possible and absolutely worth pursuing for all students.
Thinking Outside the “Box”: Applying Clinical Skills in Dyslexia Intervention
Season 5 · Episode 9
Monday, February 19, 2024 • Duration 01:03:34
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Thinking Outside the “Box”: Applying Clinical Skills in Dyslexia Intervention
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
1. List the 3 principles and 6 key elements of structured literacy intervention
2. Describe 3 evidence-based intervention techniques and approaches to manage dyslexia
3. Describe 3 ways to incorporate structured literacy interventions into your current treatment plans
References & Resources:
Jaskolski, J.E., & Moyle, M.J. (2017). Phonological awareness training program: A speech-language pathologist’s tool for training teachers. Rockville, MD:
ASHA Press.
Jennings, T.M & Haynes, C.W., (2018). From talking to writing strategies for supporting narrative and expository writing. Prides Crossing, MA: Landmark School Outreach Program.
Hogan, T.P. (2018). Five ways speech language pathologists can positively impact children with dyslexia. Language, Speech, and Hearing Services in Schools, 49, 902-905
[RERUN] Receiving Critical Feedback: All the Icky Feelings
Season 1 · Episode 17
Monday, February 12, 2024 • Duration 01:05:37
NOTE: This episode is a rerun of a previously published episode.
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Receiving Critical Feedback: All the Icky Feelings
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
You can't run your business from an iPhone app
Season 5 · Episode 8
Monday, February 5, 2024 • Duration 01:00:04
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: You can't run your business from an iPhone app
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Describe why keeping accurate accounting books is important to building a private practice
List at least two strategies to improve bookkeeping without a background in accounting
Define ‘break even’ and how it is relevant to private practice
References & Resources:
Holland, M. T. (2020). The profit problem: They say I make money so why don’t I have any? Anneal Publishing.
Proctor, E. K., Toker, E., Tabak, R., McKay, V. R., Hooley, C., & Evanoff, B. (2021, November 20). Market viability: A neglected concept in implementation science - implementation science. SpringerLink. https://link.springer.com/article/10.1186/s13012-021-01168-2
Episode Zero: About & FAQ
Season 1 · Episode 1
Saturday, February 1, 2020 • Duration 19:41
You asked, and we listened. Tune into this episode to have (hopefully) all of your questions answered about who we are, what this show is about, our process, and continuing education. We review our professional work history and interests, what this show is about and how it was born, and how you can use this podcast for ASHA CEUs.
We hope this episode gives you some answers, but if not please email us anytime! We love hearing from our listeners. Give it a listen, be our nerdy friend, and then enjoy an episode for credit. Thank you for being a listener and supporter of SLP Nerdcast!
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SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!
We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also:
We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
[RERUN] Writing Measurable Goals and Objectives: Working Outside the Percent Correct Box
Season 1 · Episode 18
Monday, January 15, 2024 • Duration 01:09:13
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Writing Measurable Goals and Objectives: Working Outside the Percent Correct Box
Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/podcast-quiz-writing-measurable-goals-and-objectives-abje0017
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
References & Resources:
Boavida, T., Aguiar, C., McWilliam, R., & Pimentel, J. S.(2010). Quality of Individualized Education Program goals of preschoolers with disabilities. Infants and Young Children, 23, 233–243.
Diehm, E. (2017). Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials. Perspectives of the ASHA Special Interest Groups, 2(16), 34-44. doi:10.1044/persp2.sig16.34 https://pubs.asha.org/doi/10.1044/persp2.SIG16.34
Goodman, J. F., & Bond, L. (1993). The Individualized Education Program: A retrospective critique. The Journal of Special Education, 26, 408–422.
Korsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13 (https://pubs.asha.org/doi/10.1044/aac11.3.10)
American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Professional Issues Statement]. Available from www.asha.org/policy.
Dobbs-Oates, J., & Wachter Morris, C. (2016). The case for interprofessional education in teacher education and beyond. Journal of Education for Teaching, 42(1), 50–65. https://doi.org/10.1080/02607476.2015.1131363
Elleseff, T. (2014). Creating Successful Team Collaboration: Behavior Management in the Schools. Perspectives on School-Based Issues, 15(1), 38–44.https://doi.org/10.1044/sbi15.1.38. Erickson, K. A. (2017). Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students with Severe Disabilities. Retrieved March 3, 2020, from https://doi.org/10.1044/2017_AJSLP15-0067
Farber, J. G., & Klein, E. R. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30, 83- 91.
Kent-Walsh, J., & Light, J. (2003). General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104–124.
Novak, J.M., & Kapolnek, K.M. (2001). Speech-language pathologists serving clients with mental illness: A collaborative treatment approach. Contemporary Issues in Communication Science and Disorders, 28, 111-122.
Pfeiffer, Danika L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019). A National Survey of Speech-Language Pathologists Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation. Language, Speech, and Hearing Services in Schools, 50(4), 639–655. https://doi.org/10.1044/2019_lshss-18-0100
Roepke, E., Greenwell, T., & Brosseau-Lapré, F. (2019). Service delivery for children with speech sound disorders: Evidence for the Quick Articulation! model. EBP Briefs, 14(2), 1–9. Bloomington, MN: NCS Pearson, Inc.
Throneberg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., & Paul, P. J. (2000). A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting. Retrieved March 21, 2020, from https://doi.org/10.1044/1058-0360.0901.10
Beverly Montgomery financial disclosures: Beverly is the owner and operator of Lex Communicate. Beverly Montgomery non-financial disclosures: Beverly has family members with diagnoses discussed in the course and has a professional bias towards integrated, collaborative social communication treatment.
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
Course Disclosure - Financial and In-Kind
Funding for this course was provided by one of our Corporate Sponsors, Vooks.
Time Ordered Agenda:
15 minutes: Introduction, Disclaimers and Disclosures
25 minutes: Descriptions of the purposes and benefits of interprofessional collaboration, interprofessional education, and interprofessional practice
15 minutes: Descriptions of the decision-making process for when and how to make mental health referrals
10 minutes: Descriptions of a variety of collaborative partners both within and outside their organization
5 minutes: Summary and Closing
Disclaimer
The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!
__
SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!
We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:
Nina Reeves Financial: Author and Co-owner: Stuttering Therapy Resources, Inc. Royalties and Ownership Interest, Intellectual property. Nina Reeves Non-financial: Past volunteer for both National Stuttering Association and Stuttering Foundation of America
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
Time Ordered Agenda:
10 minutes: Introduction, Disclaimers and Disclosures
20 minutes: Review of best practice for fluency assessment
15 minutes: Review of principles behind the practice of effective stuttering therapy
10 minutes: Review of techniques for helping children enhance their ease of communication
5 minutes: Summary and Closing
Disclaimer
The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!
__
SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!
We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:
Describe two benefits of including students with complex communication needs in general education classrooms
List one strategy to increase authentic inclusion during remote learning
Describe one model of co-teaching in a virtual environment
References
Erickson, K. & Koppenhaver, D. (2020) Comprehensive Literacy for All: Teaching Children with Significant Disabilities to Read and Write. Baltimore, MD: Brookes.
Erickson, K., & Sheldon, E. (2020). Emergent Literacy Instruction for Students with Significant Disabilities in the Regular Classroom. Assistive Technology Outcome and Benefits, 14(1), 135-160.
Moore, S. (2016). One without the other: Stories of unity through diversity and inclusion. Winnipeg, Manitoba: Portage & Main Press.
Quirk, C., Ryndak, D., & Taub, D. (2017) Research and evidence-based practices to promote membership and learning in general education for students with extensive support needs. Inclusion, 5(2), 94-109. doi:10.1352/2326-6988-5.2.94
Disclosures:
Sarah Gregory Financial: Sarah receives a salary from the Ithaca City School District, income from speaking honorariums and online courses. Sarah has received codes to trial therapy products/tools. Sarah Gregory Non-financial: Sarah is a member of ASHA and the corresponding SIG 12. She is also on the SIG 12 professional development committee
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
Time Ordered Agenda:
10 minutes: Introduction, Disclaimers and Disclosures
20 minutes: Descriptions of benefits of including students with complex communication needs in general education classrooms
15 minutes: Descriptions of strategies to increase authentic inclusion during remote learning
10 minutes: Descriptions of co-teaching in a virtual environment
5 minutes: Summary and Closing
Disclaimer
The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!
__
SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!
We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:
Olswang, L. B. & Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66
Ruble, L., McGrew, J., Dalrymple, N., & Jung, L. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40, 1460–1470.
Swigert, N. (2014). Patient Outcomes, NOMS, and Goal Writing for Pediatrics and Adults. Perspectives on Swallowing and Swallowing Disorders (Dysphagia), 23(2), 65-71. doi:10.1044/sasd23.2.65
ASHA Roles and Responsibilities of Speech-Language Pathologists (SLPs) in Schools DOs and DON’Ts Roles and Responsibilities of SLPs in Schools Working Group
SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!
We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:
