SLP Nerdcast – Details, episodes & analysis

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

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

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

Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.

On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.

To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST

To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.

Learning Objectives:

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

Describe the importance of allyship in speech language pathology

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

References & Resources:

Asian Pacific Islander Speech-Language-Hearing Caucus

Disability Caucus: 

SLPdisabilitycaucus@gmail.com

Haitian Caucus

Hispanic Caucus

Jewish Caucus

L'GASP–LGBTQIA+ Caucus

Men's Constituency Caucus: csdmen@gmail.com

Middle East and North Africa Caucus: MENAMCCG@gmail.com

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

Native American Caucus

South Asian Caucus

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

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

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

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

Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.

On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.

To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST

To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.

Learning Objectives:

Describe effective components of a social justice curriculum

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

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

References & Resources:

White People Challenging Racism Workshop

Raising Race Conscious Children

SEED

Learning for Justice

Responsive Classroom

Get .1 ASHA CEU here

Episode Summary

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

Learning Outcomes

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

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

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

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

References

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

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

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

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

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

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

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

Roepke, E., Greenwell, T., & Brosseau-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

Online Resources

World Health Organization: Interprofessional Education & Practice

American Speech and Hearing Association: Interprofessional Education and Practice

Speaker Disclosures:

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

Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.  Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. 

Amy Wonkka financial disclosures:  Amy is an employee of a public school system and co-founder for SLP Nerdcast.   Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.

Course Disclosure - Financial and In-Kind

Funding for this course was provided by one of our Corporate Sponsors, Vooks.

Time Ordered Agenda:

15 minutes: Introduction, Disclaimers and Disclosures

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

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

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

5 minutes: Summary and Closing

Disclaimer

The contents of this episode are not meant to replace clinical advice.  SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated.  We are NOT PhDs, but we do research our material.  We do our best to provide a thorough review and fair representation of each topic that we tackle.  That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared.  If you have something to add to the conversation, please email us! Wed love to hear from you!

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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 find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

Get .1 ASHA CEU here

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.

Yaruss, J.S., & Reeves, N. (2017). Early Childhood Stuttering Therapy: A Practical Guide. McKinney, TX: Stuttering Therapy Resources, Inc. 

Chmela, K., & Reardon, N. (1999). The School Age child who Stutters: working effectively with attitudes and emotions. Memphis: Stuttering Foundation.

Online Resources

Nina Reeves’ Website: www.NinaReeves.com 

Stuttering Therapy Resources Website: https://www.stutteringtherapyresources.com

Stuttering Therapy Resources Online Contacts and Resources:

Instagram: https://www.instagram.com/stutteringtherapyresources/ or @stutteringtherapyresources

Facebook: https://www.facebook.com/StutteringTherapyResources/

YouTube: https://www.youtube.com/user/StutteringTherapyRes

Twitter: https://twitter.com/StutterResource 

Disclosures

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!

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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 find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

Get .1 ASHA CEU here

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.

Learning Outcomes

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:

Follow us on instagram

Follow us on facebook

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

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

Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.

On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.

To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST

To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.

Learning Objectives:

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

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

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

References & Resources:

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

ASHA Press.

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

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

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

Soar with Words on Instagram

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

Get .1 ASHA CEU here

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Receiving Critical Feedback: All the Icky Feelings

Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.

On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.

To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST

To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

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

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

Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.

On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.

To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST

To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.

Learning Objectives:

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

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

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

References & Resources:

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

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

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:

Follow us on instagram

Follow us on facebook

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

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

Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.

On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.

To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST

To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.

References & Resources:

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

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

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

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

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

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

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

Online Resources

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

ASHA’s Code of Ethics

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

Massachusetts Teachers Association Center for Education, Policy, and Practice

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

Tricks to Take the Pain Out of Writing Treatment Goals

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

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

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

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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 find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!