Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Practical and Systems-Level Strategies to Address SLP Burnout

Get 0.1 ASHA CEUs and view the full course landing page: 

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

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

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

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

Learning Objectives:

Identifying at least three research-supported contributors to burnout specific to speech-language pathology practice.

Comparing Individual-level coping strategies with systems-level interventions that influence workplace sustainability. 

Designing one actionable strategy to address burnout risk within their current professional setting.

References & Resources:

Ruiz-Fernández, M. D., Ramos-Pichardo, J. D., Ibanez-Masero, O., & Carmona-Abellan, M. M. (2020). Burnout in speech and language therapists: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17(18), 6668. Giddens, K., Kelly-Campbell, R., & Naswall, K. (2022). 

Compassion satisfaction, occupational stress, burnout syndrome, and resilience among experienced audiologists. American Journal of Audiology, 31, 1078-1087. Hines, T. (2026). 

The Effectiveness of Specific Resilience Strategies in Reducing Burnout Among Speech-Language Pathologists: A Quantitative Study. [Manuscript in Preparation]

ASHA. (2024). Workforce and professional issues in speech-language pathology. 

Ewen, C., Jenkins, H., Jackson, C., Jutley-Neilson, J., & Galvin, J. (2021). Well-being, job satisfaction, stress and burnout in speech-language pathologists: A review. International Journal of Speech-Language Pathology, 23, 180-190. Marante, L., Hall-Mills, S., & Farquharson (2022).

 School-based Speech-Language Pathologists’ stress and burnout: A cross-sectional survey at the height of the COVID-19 pandemic. Language, Speech, and Hearing Services in Schools, 34. 456-471. Maslach, C., & Leiter, M. P. (2016).

 Understanding the burnout experience: Recent research and its implications for psychiatry. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001).

 Job burnout. 

McCann, C., Beddoe, E., McCormick, K., Huggard, P., Kedge, S., Adamson, C., & Huggard, J. (2013). Resilience in the health professions: a review of recent literature. International Journal of Wellbeing, 3(1), 60-81. Rothbart, A. and Sohlberg, M. (2021). 

Resilience as a mainstream clinical consideration for speech-language pathologists providing post–acquired brain injury neurorehabilitation. Perspectives of the ASHA Special Interest Groups, 6(5), 1026-1032. Wu, G., Feder, A., Cohen, H., Kim, J., Calderon, S., Charney, D., & Mathe, A. (2013). Understanding resilience. Frontiers in Behavioral Neuroscience, 7, 1-15

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Treating Persistent Speech Sound Errors in School Aged Children

Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/treating-persistent-speech-sound-errors-in-school-aged-children-abje0176

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

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

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

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

Learning Objectives:

1. Explain the use of nonwords, facilitative contexts, contrastive stress, and repetitive drills to stimulate the production of difficult speech sounds.
2. Describe essential motor learning principles for speech remediation.

References & Resources:

SATPAC: https://satpac.com/sacks-workshops/intro-to-satpac-program-and-approach 

Free SATPAC course: https://satpac.com/free-ceus-online-course 

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: How to Provide Specialized Instruction to Students with Language Impairment

Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/how-to-provide-specialized-instruction-to-students-with-language-impairment-abje0175

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

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

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

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

Learning Objectives:

1. Describe quick and effective tools to assess children’s language abilities through language sampling and narrative contexts
2. Describe components of specialized language instruction

References & 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 time

https://cehs.usu.edu/csf/israelsen-augensteinmisl-2022.pdf 

Monitoring Indicators of Scholarly Language (MISL) Scoring Guide scoring rubric: https://cdn-links.lww.com/permalink/tld/a/tld_2015_12_07_sandra_1500023_sdc2.pdf 

The LEADERSProject - https://www.leadersproject.org 

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Empowering Early SLP Involvement for Tracheostomy Patients

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-early-slp-involvement-for-tracheostomy-patients-abje0174

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

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

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

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

Learning Objectives:

Identify at least four research-based findings that impact the evaluation and treatment of dysphagia in tracheostomy patients

Analyze clinical indicators impacting appropriateness for oral intake trials for tracheostomy patients

Discuss the relevance of a decision tree in guiding the care of tracheostomy patients in current clinical practice 

References & Resources:

Baumgartner CA, Bewyer E, Bruner D. Management of communication and swallowing in intensive care: the role of the speech pathologist. AACN Adv Crit Care. 2008; 19(4):433–443.

Goff D, Patterson J. Eating and drinking with an inflated tracheostomy cuff: a systematic review of the aspiration risk. Int J Lang Commun Disord. 2019;54(1):30–40.

Leder SB, Ross DA. Investigation of the causal relationship between tracheotomy and aspiration in the acute care setting. Laryngoscope. 2000;110(4):641–644.

Leder SB, Joe JK, Ross DA, et al. Presence of a tracheotomy tube and aspiration status in early, postsurgical head and neck cancer patients. Head Neck. 2005;27(9):757–761.

McGowan SL, Ward EC, Wall LR, et al. UK survey of clinical consistency in tracheostomy management. Int J Lang Commun Disord. 2014;49(1):127–138.

Pryor L, Ward E, Cornwell P, et al. Patterns of return to oral intake and decannulation post-tracheostomy across clinical populations in an acute inpatient setting. Int J Lang Commun Disord. 2016;51(5):556–567.

Speed L, Harding KE. Tracheostomy teams reduce total tracheostomy time and increase speaking valve use: a systematic review and meta-analysis. J Crit Care. 2013;28(2):216 e1.

Suiter DM, McCullough GH, Powell PW. Effects of cuff deflation and one-way tracheostomy speaking valve placement on swallow physiology. Dysphagia. 2003;18(4):284–292.

Ward EJ, Solley C, Cornwell M. P. Clinical consistency in tracheostomy management. J Med Speech-Language Pathol. 2007;15(1):7–26.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Down Syndrome and AAC Generative Language Intervention

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/down-syndrome-and-aac-generative-language-intervention-abje0173

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

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

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

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

Learning Objectives:

List 2 reasons why AAC should be considered for young children with Down syndrome

Describing the three main components of AAC Generative Language Intervention

Describing the grammar findings from the AAC-GLI Down syndrome study

References & Resources:

Kent-Walsh, J., Harrington, N., Hahs-Vaughn, D., & Binger, C. (2025). Generative language intervention for young children with Down syndrome using augmentative and alternative communication: A randomized controlled trial. Language, Speech, and Hearing Services in Schools, 56(3), 542–564. https://doi.org/10.1044/2025_LSHSS-24-00117  

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/re-defining-effective-communication-with-black-disabled-aae-speaking-children-abje0172

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

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

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

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

Learning Objectives:

Describe the differences between the medical, social, and critical / radical models of disability 

Describe the difference between impairment and disability.

Describe black disability politics and how this impacts the work of speech language pathologists

References & Resources:

Canagarajah, S. (2023). A decolonial crip linguistics. Applied Linguistics, 44(1), 1-21. https://doi.org/10.1093/applin/amac042

Henner, J., & Robinson, O. (2023). Unsettling languages, unruly bodyminds: A crip linguistics manifesto. Journal of Critical Study of Communication and Disability, 1(1), 7-37. DOI: 10.48516/jcscd_2023vol1iss1.4

Toliver, S. R. (2022). Recovering Black storytelling in qualitative research: Endarkened storywork. Routledge.

Privette, C. (2023). Embracing theory as liberatory practice: Journeying toward a critical praxis of speech, language, and hearing. Language, Speech, and Hearing Services in Schools, 54(3), 688–706. https://doi.org/10.1044/2023_LSHSS-22-00134

Puar, J. K. (2017). The right to maim: Debility, capacity, disability. Duke University Press.

Withers, A. J. (2012). Disability politics and theory. Fernwood Publishing.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Chewing as Therapy: Rethinking Oral Preparation and Textures in Dysphagia

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/chewing-as-therapy-rethinking-oral-preparation-and-textures-in-dysphagia-abje0171

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

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

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

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

Learning Objectives:

Describe the neurophysiological role of chewing in activating cortical and brainstem networks involved in swallowing

Identify the clinical implications of disrupted oral-phase sensory input due to texture modified diets

Evaluate the potential benefits of functional food textures in supporting oral-motor engagement and swallow efficiency in individuals with dysphagia

References & Resources:

Steele, C.M., & Miller, A.J. (2010). Sensory Input Pathways and Mechanisms in Swallowing: A Review. Dysphagia, 25, 323 - 333.

Jean A (1990) Brainstem control of swallowing: localization and organization of the central pattern generator for swallowing. In: Taylor A, ed. Neurophysiology of the Jaws and Teeth. Basingstoke: Macmillan. pp 294–321. 

Raut VV, McKee GJ, Johnston BT. Effect of bolus consistency on swallowing--does altering consistency help?. Eur Arch Otorhinolaryngol. 2001;258(1):49-53. doi:10.1007/s004050000301

Savorease: https://savorease.com/ 

National Foundation of Swallowing Disorders: https://swallowingdisorderfoundation.com

IDDSI stands for International Dysphagia Diet Standardisation Initiative 

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: SLP Middle Managers: Untapped Champions of Change

Get 0.1 ASHA CEUs and view the full course landing page: 

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

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

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

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

Learning Objectives:

1. List barriers to using evidence-based practice in real world clinical settings

2. Explain the role of knowledge brokering in healthcare and education

3. Describe action steps that SLP managers can take to shift culture and share best practices within their organizations

References & Resources:

Engle, R. L., Lopez, E. R., Gormley, K. E., Chan, J. A., Charns, M. P., & Lukas, C. V. (2017). What roles do middle managers play in implementation of innovative practices? Health Care Management Review, 42(1), 14–27. https://doi.org/10.1097/HMR.0000000000000090

Willmott, T. J., Pang, B., & Rundle-Thiele, S. (2021). Capability, opportunity, and motivation: an across contexts empirical examination of the COM-B model. BMC Public Health, 21(1), 1014.

Grandbois, K., Penrod, S., McGrath, S., & Douglas, N. F. (2024). Middle-Level Managers: Untapped Champions of Evidence-Based Practice?. Perspectives of the ASHA Special Interest Groups, 9(1), 192-200.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Considerations for Design and Implementation of AAC for Clients with CVI

Get 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/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. The 10 characteristics and 3 Phases of CVI
2. Reasons clinicians should consider prelinguistic and/or presymbolic communication when planning AAC for clients who have been diagnosed with CVI
3. Important considerations when using aided AAC symbols with clients who have been diagnosed with CVI

References & Resources:

• Perkins school for the blind: https://www.perkins.org/perkins-academy/?gad_source=1&gad_campaignid=21901933384#courses
• Previous episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148 
• Symbolic formation: https://doi.org/10.1177/1354067X13500327
• Susan Bruce:  Congenital DeafBlindness and the Struggle for Symbolism: https://www.tandfonline.com/doi/abs/10.1080/10349120500252882
• Other works by Susan Bruce: https://www.bc.edu/bc-web/schools/lynch-school/faculty-research/faculty-directory/susan-bruce.html
• Dr. Bashinsky (Bashinski) have studies on symbolism and intentional communication acts
• Information 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_devfunctroutines

Brady, N. C., & Bashinski, S. M. (2008). Increasing communication in children with concurrent vision and hearing loss. Research and Practice for Persons with Severe Disabilities, 33(1-2), 59-70.

Bruce, S. M. (2003). The importance of shared communication forms. Journal of Visual Impairment & Blindness, 97(2), 106-109.

Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development and Education, 52(3), 233-251. https://doi.org/10.1080/10349120500252882

Bruce, S. M., Mann, A., Jones, C., & Gavin, M. (2007). Gestures expressed by children who are congenitally deaf-blind: Topography, rate, and function. Journal of Visual Impairment & Blindness, 101(10), 637-652.

Bruce, S. M., & Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 23(4), 300-311. https://doi.org/10.1080/07434610601179960

Malloy, P. (2008). The path to symbolism. Practice Perspectives - Highlighting Information on Deaf-Blindness, 3. National Consortium on Deaf-Blindness.

Pizzo, L., & Bruce, S. M. (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness. Journal of Visual Impairment & Blindness, 104(5), 287-297.

Russell, C. (2020). Supporting availability for learning: Student-centered biobehavioral assessment and intervention for children and youth with deafblindness/multiple disabilities. VIDBE-Q, 65(2), 56-72.

Russell, C. (2024). Assessment of biobehavioral states: Supporting availability for learning for students with multiple disabilities including deaf-blindness & profound intellectual & multiple disabilities. New York Deaf-Blind Collaborative.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Freeing Language: Black Languaging is Translanguaging

Get 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/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. Concepts of translanguaging
2. Describing language as a sociopolitical construct

References & 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