SLP Nerdcast
by Kate Grandbois, MS, CCC-SLP, BCBA, LABA; Amy Wonkka, MA, CCC-SLP.
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Recent episodes
Treating Persistent Speech Sound Errors in School Aged Children
May 11, 2026
Unknown duration
How to Provide Specialized Instruction to Students with Language Impairment
Apr 27, 2026
Unknown duration
Empowering Early SLP Involvement for Tracheostomy Patients
Apr 13, 2026
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Down Syndrome and AAC Generative Language Intervention
Mar 30, 2026
Unknown duration
Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children
Mar 16, 2026
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| Date | Episode | Description | Length | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 5/11/26 | Treating Persistent Speech Sound Errors in School Aged Children | 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 | — | ||||||
| 4/27/26 | How to Provide Specialized Instruction to Students with Language Impairment | 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 | — | ||||||
| 4/13/26 | Empowering Early SLP Involvement for Tracheostomy Patients | 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. | — | ||||||
| 3/30/26 | Down Syndrome and AAC Generative Language Intervention | 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 | — | ||||||
| 3/16/26 | Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children | 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. | — | ||||||
| 3/2/26 | Chewing as Therapy: Rethinking Oral Preparation and Textures in Dysphagia | 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 | — | ||||||
| 2/16/26 | SLP Middle Managers: Untapped Champions of Change | 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. | — | ||||||
| 2/2/26 | Considerations for Design and Implementation of AAC for Clients with CVI | 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. | — | ||||||
| 1/19/26 | Freeing Language: Black Languaging is Translanguaging | 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 | — | ||||||
| 1/5/26 | Direction in Dementia: Assessment Considerations and Hard Conversations | 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 | — | ||||||
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| 12/15/25 | From Diagnosis to Therapy: Elevating Your Voice Rehab Skills | 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 | — | ||||||
| 12/1/25 | Teaching Interprofessional Communication Skills to Supervisees | 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 | — | ||||||
| 11/17/25 | Empowering Independence: Fostering Effective Communication for Adult Success | 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. | — | ||||||
| 11/3/25 | Health Literacy & Vascular Cognitive Impairment: Missing Links in Stroke Care | 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 | — | ||||||
| 10/20/25 | Bibliotherapy and Other Twenty Dollar Words | 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 | — | ||||||
| 10/6/25 | Interdisciplinary Management of Concussion | 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: concussioncenter@utulsa.edu Phone Number: 918-631-2504 | — | ||||||
| 9/22/25 | What Do I Do When Stuttering Meets Severe Articulation Concerns? | 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/ | — | ||||||
| 9/8/25 | Executive Function: Shifting from Adult-Regulated to Self-Regulated Learning | 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/ | — | ||||||
| 6/9/25 | Too Fast for Words: A Cluttering Story | 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. | — | ||||||
| 5/26/25 | AI in Clinical Practice | 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 | — | ||||||
| 5/12/25 | Active Ingredients for an Effective Supervisory Alliance | 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 | — | ||||||
| 4/28/25 | AAC Narrative Intervention | 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 | — | ||||||
| 4/14/25 | Developing Competency in Self-Advocacy Skills for Complex Communicators | 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 | — | ||||||
| 3/31/25 | Cluttering? What’s that? | 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 | — | ||||||
| 3/17/25 | Early feeding and developmental care in a Cardiac ICU | 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 | — | ||||||
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