SLP Nerdcast

By Kate Grandbois, MS, CCC-SLP, BCBA, LABA; Amy Wonkka, MA, CCC-SLP.Education Courses

SLP Nerdcast episodes

October 19 AAC Family Camp: Radical Inclusion of Autistic AAC Users
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: AAC Family Camp: Radical Inclusion of Autistic AAC users
Get 0.05 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:
Describing at least three barriers faced by minimally speaking autistic individuals with intellectual disabilities in accessing recreational programs and identify how a camp-based model addresses each barrier.
Explaining the rationale for embedding partner-augmented input (PAI) training within naturalistic, leisure-based activities and identify at least two evidence-based strategies for teaching communication partners to model AAC.
Applying key principles of neurodiversity-affirming, client-centered AAC practice including respecting multimodal communication and following the AAC user's lead to their own clinical or educational settings.
27 min
October 05 Developing with Developmental Language Disorder
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Developing with Developmental Language Disorder
Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/developing-with-developmental-language-disorder-abje0180
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:
Recognizing the signs of possible DLD in children and adults
Understanding the impact DLD can have on a person’s family, social life, academics, and mental health
Understanding how to best support a person with DLD academically, emotionally, and in the workplace
References & Resources:
• Bishop, D. V., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of child psychology and psychiatry, 31(7), 1027-1050.
• Bishop, D. V. M., & Edmundson, A. (1987). Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of speech and hearing disorders, 52(2), 156-173.
• Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Catalise‐2 Consortium, Adams, C., ... & Boyle, C. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080.
https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.12721
• Bornstein, M. H., Hahn, C. S., Putnick, D. L., & Suwalsky, J. T. (2014). Stability of core language skill from early childhood to adolescence: A latent variable approach. Child development, 85(4), 1346-1356.
• Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research, 51(6), 1569-1579.
• Chen, J., Justice, L. M., Rhoad‐Drogalis, A., Lin, T. J., & Sawyer, B. (2020). Social networks of children with developmental language disorder in inclusive preschool programs. Child development, 91(2), 471-487.
• Clegg J, Hollis C, Mawhood L, Rutter M (2005). Developmental language disorders—a follow-up in later adult life. Cognitive, language and psychosocial outcomes. J Child Psychol Psychiatry 46 (2): 128–49
• Dubois, P., St-Pierre, M. C., Desmarais, C., & Guay, F. (2020). Young adults with developmental language disorder: a systematic review of education, employment, and independent living outcomes. Journal of Speech, Language, and Hearing Research, 63(11), 3786-3800.
• Lloyd-Esenkaya, V., Russell, A. J., & Clair, M. C. S. (2020). What are the peer interaction strengths and difficulties in children with developmental language disorder? A systematic review. International Journal of Environmental Research and Public Health, 17(9), 3140.
• McKean, C., Wraith, D., Eadie, P., Cook, F., Mensah, F., & Reilly, S. (2017). Subgroups in language trajectories from 4 to 11 years: the nature and predictors of stable, improving and decreasing language trajectory groups. Journal of Child Psychology and Psychiatry, 58(10), 1081-1091.
• McGregor, K.K. (2020). How we fail children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 51(4), 981-992. • McGregor, K. K., Eden, N., Arbisi-Kelm, T., & Oleson, J. (2020). The fast-mapping abilities of adults with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(9), 3117-3129.
• McGregor, K.K., Ohlmann, N., Eden, N., Arbisi-Kelm, T., & Young, A. (2023).
Abilities and disabilities among children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 54(3), 927-951. • McGregor, K. K., Oleson, J., Bahnsen, A., & Duff, D. (2013). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders, 48(3), 307-319.
• Mok, P. L. H., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2014). Longitudinal trajectories of peer relations in children with specific language impairment. Journal of Child Psychology and Psychiatry, 55, 516–527. https://
doi.org/10.1111/jcpp.12190
• Munro, N. (2022). Direct interventions for under-fives: 10 reasons why they help families and our profession. Keynote address at the International Developmental Language Disorder Conference, September.
• Norbury, C. F., Griffiths, S., Vamvakas, G., Baird, G., Charman, T., Simonoff, E., & Pickles, A. (2021). Socioeconomic disadvantage is associated with prevalence of developmental language disorders, but not rate of language or literacy growth in children from 4 to 11 years: evidence from the Surrey Communication and Language in Education Study (SCALES).
• Orrego, P. M., McGregor, K. K., & Reyes, S. M. (2023). A first-person account of developmental language disorder. American Journal of Speech-Language Pathology, 32(4), 1383-1396.
• Pomper, R., McGregor, K.K., Arbisi-Kelm, T., Eden, N., & Ohlmann, N. (2022). Direct instruction improves word learning for children with developmental language disorder. Manuscript in press.
• Ramos, M.M, Collins, P., & Pena, E. (2022). Sharpening our tools: a systematic review to identify diagnostically accurate language sample measures. Journal of Speech, Language, and Hearing Research,
https://doi.org/10.1044/2022_JSLHR-22-00121
• Rice, M. L. (2013). Language growth and genetics of specific language impairment. International journal of speech-language pathology, 15(3), 223-233. • Rice, M. L., & Hoffman, L. (2015). Predicting vocabulary growth in children with and without specific language impairment: A longitudinal study from 2; 6 to 21 years of age. Journal of Speech, Language, and Hearing Research, 58(2), 345-359.
• State of Nebraska. Special Education – Nebraska Department of Education • Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41(2), 407-418.
• Tomblin, J. B., Zhang, X., Buckwalter, P., & O'Brien, M. (2003). The stability of primary language disorder: Four years after kindergarten diagnosis. Journal of Speech, Language, and Hearing Research, 46(6), 1283-1296.
• Ukoumunne, O. C., Wake, M., Carlin, J., Bavin, E. L., Lum, J., Skeat, J., ... & Reilly, S. (2012). Profiles of language development in pre‐school children: A longitudinal latent class analysis of data from the Early Language in Victoria
Study. Child: care, health and development, 38(3), 341-349.
• Windsor, J., Scott, C. M., & Street, C. K. (2000). Verb and noun morphology in the spoken and written language of children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43(6), 1322-1336.
• World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization.
• Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry, 43(5), 635-645.
• Ziegenfusz, S., Paynter, J., Flückiger, B., & Westerveld, M. F. (2022). A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder. Autism & Developmental Language Impairments, 7, 23969415221099397.
35 min
September 21The Importance of Interprofessional Collaborative Practice in Brain Injury
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: The Importance of Interprofessional Collaborative Practice in Brain Injury
Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/the-importance-of-interprofessional-collaborative-practice-in-brain-injury-abje0178
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Define and explain the benefits of Interprofessional Collaborative Practice (ICP) in post brain injury rehabilitation and care.
Describe the barriers and analyze the negative impacts that fragmented care and communication have on patient satisfaction and recovery.
Identify and highlight the role of the patient and family in the ICP team.
Describe and identify practical strategies and ways to advocate for Interprofessional Collaborative Practice across the entire care team inclusive of the patient and family.
References & Resources:
American Speech-Language-Hearing Association. (2016). Code of Ethics [Ethics]. Available from www.asha.org/policy/. American Occupational Therapy Association. (2024). Interprofessional collaborative practice: Importance across populations and settings. American Journal of Occupational Therapy, 78(Suppl. 1), 7810410140. https://doi. org/10.5014/ajot.2024.78S107 American Occupational Therapy Association. (2022).
Importance of interprofessional education for occupational therapy. American Journal of Occupational Therapy, 76(Suppl. 3), 7613410250. https://doi.org/ 10.5014/ajot.2022.76S3007 Bruce, S. M., & Bashinski, S. M. (2017). The TRIFOCUS framework and Interprofessional Collaborative Practice in severe disabilities. American Journal of Speech-Language Pathology, 26(2), 162–180. Cooper-Duffy, K., & Eaker, K. (2017).
Effective team practices: Interprofessional contributions to communication issues with a parent’s perspective. American Journal of Speech-Language Pathology, 26(2), 181–192. IPEC. (2022). IPEC Core Competencies. Www.ipecollaborative.org. https://www.ipecollaborative.org/ipec-core- competencies Larsson-Lund, M., Pettersson, A., & Strandberg, T. (2022).
Team-based rehabilitation after traumatic brain injury: A qualitative synthesis of evidence of experiences of the rehabilitation process. Journal of Rehabilitation Medicine, 54. Ogletree, B. T., Brady, N., Bruce, S., Dean, E., Romski, M., Sylvester, L., & Westling, D. (2017).
Mary’s case: An illustration of interprofessional collaborative practice for a child with severe disabilities. American Journal of Speech-Language Pathology, 26(2), 217–226. Ogletree, B. T. (2017).
Addressing the communication and other needs of persons with severe disabilities through engaged interprofessional teams: Introduction to a clinical forum. American Journal of Speech-Language Pathology, 26(2), 157–161. While, L. W., Smith, K. G., Batess, C., Saale, B., Drake, S. M., Thomspon, T., & Davis , T. M. (2024).
The Bright Ideas TBI Camp: fostering innovation in interprofessional education and collaborative practice for traumatic brain injury by students in rehabilitation professions. JOURNAL OF INTERPROFESSIONAL CARE, 38(6), 1140–1146. https://doi.org/https://doi.org/10.1080/13561820.2024.2395970 ©️ 2024
Taylor & Francis Group, LLC World Health Organization. (n.d.). Framework for action on Interprofessional Education & Collaborative Practice. World Health Organization. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
35 min
September 07 Practical and Systems-Level Strategies to Address SLP Burnout
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
34 min
May 11Treating Persistent Speech Sound Errors in School Aged Children
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Treating Persistent Speech Sound Errors in School Aged Children
Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/treating-persistent-speech-sound-errors-in-school-aged-children-abje0176
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Explain the use of nonwords, facilitative contexts, contrastive stress, and repetitive drills to stimulate the production of difficult speech sounds.
Describe essential motor learning principles for speech remediation.
References & Resources:
SATPAC: https://satpac.com/sacks-workshops/intro-to-satpac-program-and-approach
Free SATPAC course: https://satpac.com/free-ceus-online-course
18 min
April 27How to Provide Specialized Instruction to Students with Language Impairment
Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: How to Provide Specialized Instruction to Students with Language Impairment
Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/how-to-provide-specialized-instruction-to-students-with-language-impairment-abje0175
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Describe quick and effective tools to assess children’s language abilities through language sampling and narrative contexts
Describe components of specialized language instruction
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
24 min
April 13 Empowering Early SLP Involvement for Tracheostomy Patients
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.
32 min
March 30 Down Syndrome and AAC Generative Language Intervention
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
38 min
March 16 Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children
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.
32 min
March 02 Chewing as Therapy: Rethinking Oral Preparation and Textures in Dysphagia
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
34 min

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SLP Nerdcast offers ASHA CEUs through podcasts and online learning. We discuss clinical issues and best practices relevant to speech and language pathologists… kind of like a conference in your car.