SLP Nerdcast

Get .1 ASHA CEU here

Episode Summary:

You’re a rockstar SLP. You read the research. You eat, drink, sleep EBP- but something still feels like it’s missing... Reading the literature makes your brain hurt. You feel like you just can’t make this research-based practice stuff work. It’s like you’re jumping into the research-to-practice gap without a parachute. Enter implementation science-the game changer, your parachute. Ok, you’re probably like “Implementation what now? Never heard of it!” I’m with you. SIt tight, it will all make sense soon... In this episode, Dr. Cathy Bringer and Dr. Natalie Douglas uncover the what and why of implementation science and how it stands to change the EBP face of your day-to-day SLP life. There’s ah-ha moments, pats on the back, validation, and more as this down-to earth research duo acknowledge the short-comings of the traditional research model and promise a brighter research-to-practice future- tearing down hierarchies, building up clinicians, and using implementation science to study clinical practices that will actually work in the “real world”.

Learn more about Cathy and Natalie here.

Learning Outcomes

1. Describe a brief history of implementation science and its recent intersection with SLP 

2. Distinguish between the traditional research pipeline and alternative research designs focused on implementation 

3. List barriers and facilitators to SLPs engaging in clinical research

References

Douglas, N. F., Campbell, W. N., & Hinckley, J. J. (2015). Implementation Science: Buzzword or Game Changer? Journal of Speech, Language, and Hearing Research, 58(6). https://doi.org/10.1044/2015_jslhr-l-15-0302

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231)

Olswang, L. B., & Prelock, P. A. (2015). Bridging the Gap Between Research and Practice: Implementation Science. Journal of Speech, Language, and Hearing Research, 58(6). https://doi.org/10.1044/2015_jslhr-l-14-0305

Disclosures:

Dr. Natalie Douglas financial disclosures: Dr. Douglas receives a salary from Central Michigan University and The Informed SLP; She also receives book royalties from Plural Publishing and has research funding from The American Speech-Language-Hearing Foundation. Dr. Douglas has no non-financial relationships to disclose.

Dr. Cathy Binger financial disclosures: Dr. Binger is employed by the University of New Mexico. Dr. Binger non-financial disclosures: Dr. Binger is a member of ASHA and special interest group (SIG) 12. 

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of implementation science and its recent intersection with SLP

15 minutes: Descriptions of the traditional research pipeline and alternative research designs focused on implementation 

10 minutes: Descriptions of barriers and facilitators to SLPs engaging in clinical research

5 minutes: Summary and Closing

Disclaimer

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

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary:

Hey cog-com SLP’s, looking for an episode that’s just right?  This one’s for you!  This week, the talented, outpatient adult SLP and host of  the Speech Uncensored podcast - Leigh Ann Porter-joins Kate to talk about modifying CARTs and spot on ARCS in the creation of home programs for patients with mild aphasia.  I promise, it will all make sense when you listen-Leigh Ann does an awesome job explaining so that even Kate (and I) can understand (haha, a little peds SLP humor, this stuff starts out as Greek to us!).   You’ll learn some tangible, holistic strategies to tackle patient needs across reading, writing, and speaking and get a good sense of how to stay within that magic “Goldilocks Zone” - not too hard, not too easy, just right for each individual client.  Leigh Ann lays out a few down-to-earth home program ideas that build on a patient’s strengths and foster the autonomy, independence, and the intrinsic motivation required for the hard work of rehab.  And of course, there are great resources to explore as you implement these ideas, because Leigh Ann’s got your back!  Find a chair that’s not too soft, some coffee that’s not too hot, and cozy up for some nerdy aphasia learning!

Learn more about Leah Ann here.

Learning Outcomes

1. Identify two evidence-based practices to use with patients with mild aphasia. 

2. Describe how to modify treatment protocols to increase complexity level for mild aphasia. 

3. Identify at least three resources for implementing treatment approaches with mild aphasia

Online Resources:

The Speech Uncensored Podcast:

Episode 107: Discourse Treatment in Aphasia Therapy: Attentive Reading Constrained Summarization (ARCS) with Yvonne Rogalski PhD, CCC-SLP

Episode 14: Meaningful Aphasia Therapy with Sarah Baar MA, CCC-SLP.

Aditional aphasia episodes on Speech Uncensored Podcast:

References:

Beeson, P.M. (1999). Treating acquired writing impairment: Strengthening graphemic representations. Aphasiology, 13, 367-386. 

Beeson, P.M., Hirsch, F., & Rewega, M. (2002). Successful single-word writing treatment: Experimental analysis of four cases. Aphasiology, 16, 456-473-491.

Beeson, P. M., Rising, K., & Volk, J. (2003). Writing treatment for severe aphasia. Journal of Speech, Language, Hearing Research, 46, 1038-1060.

Beeson, P.M. & Egnor, H. (2006). Combining treatment for written and spoken naming. Journal of the International Neuropsychological Society, 12, 816-827.

Obermeyer, J. A., & Edmonds, L. A. (2018). Attentive Reading With Constrained Summarization Adapted to Address Written Discourse in People With Mild Aphasia. American Journal of Speech-Language Pathology, 27(1S), 392.

Obermeyer, J. A., Rogalski, Y., & Edmonds, L. A. (2019). Attentive Reading with Constrained Summarization-Written, a multi-modality discourse-level treatment for mild aphasia. Aphasiology, 1-26.

Rogalski, Y., Altmann, L., & Rosenbek, J. (2014). Retrieval practice and testing improve memory in older adults. Aphasiology, 28:4, 381-400.

Rogalski, Y. & Edmonds, L. (2008). Attentive Reading and Constrained Summarisation (ARCS) treatment in primary progressive aphasia: A case study. Aphasiology. 22. 763-775.

Rogalski, Y., Edmonds, L., Daly, V., & Gardner, M. (2013). Attentive Reading and Constrained Summarisation (ARCS) discourse treatment for chronic Wernicke’s aphasia. Aphasiology, 27:10, 1232-125

Disclosures:

Leigh Ann Financial Disclosures: Leigh Ann is employed by The University of Kansas Health System and receive honorariums from SpeechTherapyPD.com. Non-financial Disclosures: Leah Ann is the host of the Speech Uncensored Podcast.

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the role evidence-based practices to use with patients with mild aphasia. 

15 minutes: Descriptions of modified treatment protocols to increase complexity level for mild aphasia.

10 minutes: Descriptions of resources for implementing treatment approaches with mild aphasia

5 minutes: Summary and Closing

Disclaimer

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

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary:

Want to put the fun and functional back into your intervention routine? Then you certainly strolled into the right podcast! In this week’s episode, SLP/BCBA Rose Griffin, shares her bag of tricks for supporting older students through leisure-based intervention activities. Learn how to harness the communication power that takes place outside of your therapy room through natural and meaningful leisure activities aimed at improving a wide range of skills and optimizing quality of life for students with complex learning needs. This episode is jam-packed, tackling assessment tools, data collection, community outings, game adaptations, and app ideas, all in the name of generalization and good old fashioned fun! High fives are flying around like crazy as Rose unpacks the value of using everyday materials and hangouts to build life skills that last a lifetime. Are you game? Then pull up a seat and grab your pen, you aren’t going to want to miss these game changer!s!

You can learn more about Rose here.

Learning Outcomes

1. Identify 2 assessment tools to use to identify leisure skill needs

2. Describe at least 1 data collection method for leisure activities

3. List at least 5 modified leisure activities.

References

Barbera, M. L. & Rasmussen, T. (2007). The verbal behavior approach: How to teach children with autism and related disorders. London, England: Jessica Kingsley.

Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological-age-appropriate and functional curricular content for severely handicapped adolescents and young adults. Journal of Special Education, 13, 81–90.

Cannella-Malone, H. I., Miller, O., Schaefer, J. M., Jimenez, E. D., Justin Page, E., & Sabielny, L. M. (2016). Using Video Prompting to Teach Leisure Skills to Students With Significant Disabilities. Exceptional Children, 82(4), 463–478. https://doi.org/10.1177/0014402915598778

Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education & Treatment of Children, 36(2), 33-57. Retrieved from https://search.proquest.com/docview/1391910402? accountid=166077 Copyright ABA SPEECH LLC

Jerome, J., Frantino, E.P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40, 185-189.

Koyama, T., & Wang, H., (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32, 2235-2242.

Sundberg, Mark L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program :a language and social skills assessment program for children with autism or other developmental disabilities : guide Concord, CA : AVB Press.

Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Upper Saddle River: Pearson Prentice Hall.

Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism: What every parent, family member, and teacher needs to know. Hoboken: John Wiley & Sons, Inc.

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self determination. Exceptional Children, 78(2), 135-153. Retrieved from https://search.proquest.com/docview/ 916923324?accountid=166077

Online Resources:

Rose Griffin’s YouTube Chanel: https://www.youtube.com/channel/UCXRBJBfK_294R58U5bOyvUQ

Help Kidz Learn app: https://www.helpkidzlearn.com/apps

Yogarilla activity by Super Duper: https://www.superduperinc.com/products/view.aspx?pid=otsc8765#.YGoG2hRKigQ

The “Grocery Store Game” by ABA Speech by Rose: https://abaspeech.org/2018/07/social-skills-game-for-mixed-groups/?fbclid=IwAR0w2bmmweLVg3a8bPJ0muRQeiZ_s2Er0c3ZoAHGOOnTNla4vjPJjCG4Bf4

Disclosures:

Rose Griffin Financial Disclosures: Rose is the founder of ABA SPEECH LLC and sells products, therapy services and courses. Rose has no financial relationships to disclose.

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the importance of addressing leisure skills and the assessment tools used to identify leisure skills

15 minutes: Descriptions of data collection methods for leisure activities

10 minutes: Descriptions of different leisure activities and modifications to those leisure activities.

5 minutes: Summary and Closing

Disclaimer

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

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary:

This just in! Students do better when they are engaged and motivated! Okay... maybe that’s not a newsflash for you, but perhaps you haven’t yet thought about the role of engagement and motivation in academics, specifically writing endeavors for students who struggle with language. In this week’s episode, Dr. Robin Danzack of Emerson College in Boston floods the podcast newswaves with her expertise on the role of “authentic” student writing intervention in school-based SLP practice. Tune in to discover why you should be thinking about writing (specifically “authentic” writing) as an SLP and how you can join forces with your fellow educators to integrate meaningful, dual-purpose, curriculum-based, writing interventions into your assessment and support practices. Got any comic book or video game fans on your caseload? You’ll get some great tips to further bolster your existing strength as an SLP in customizing interventions to meet your students’ unique needs and interests while fostering growth in language and literacy, simultaneously. As with many thought-provoking episodes in the Nerdcast library, you won’t take your ear off this one, and I guarantee you’ll leave inspired to weave writing into the fabric of your language intervention, and to spread the news across the virtual or physical break room!

Learn more about Robin here

Learning Outcomes

1. Explain the value of “authentic writing” to promote student engagement, motivation, and sociocultural-linguistic identity. 

2. Analyze a student writing sample for microstructural vs. macrostructural features.

3. Connect writing goals to language and speech outcomes, as well as to grade-level curriculum and learning standards.

References

Collins, G., & Wolter, J. A. (2019). Morphological awareness strategies to promote academic success at tier 1 through interprofessional collaboration. Perspectives of the ASHA Special Interest Groups, 4, 781-789.

Danzak, R. L. (2011). Defining identities through multiliteracies: ELL teens narrate their immigration experiences as graphic stories. Journal of Adolescent and Adult Literacy, 55, 187-196.

Harris, R. K. (2008). Powerful writing strategies for all students. Paul H. Brookes.

Kamhi, A. G., & Catts, H. W. (2012). Language and reading disabilities (3rd ed.). Boston, MA: Pearson.

Moll, L. C., Amanti, D., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 21 (2), 132–141.

Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.

Ukrainetz, T. A. (2015). Telling a good story: Teaching the structure of narrative. In T. A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices, pp. 335-377. Austin, TX: Pro-Ed. 

Westby, C. (2014). A language perspective on executive functioning, metacognition, and self-regulation in reading. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed.), pp. 339-358. New York, NY: Guilford Press.

Online Resources:

ASHA Position statement on Reading and Writing in Children and Adolescents: https://www.asha.org/policy/ps2001-00104/

Self-Regulated Strategy Development (SRSD): https://www.thinksrsd.com/

Comic Life Software: http://plasq.com/apps/comiclife/macwin/

Disclosures:

Robin Danzak Financial Disclosures: Robin is an employee of Emerson College. Robin Danzak non-financial disclousres: Robin is a member of ASHA and the corresonding SIG 14.

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of “authentic writing” to promote student engagement, motivation

15 minutes: Descriptions of microstructural vs. macrostructural features

10 minutes: Descriptions of writing goals to language and speech outcomes

5 minutes: Summary and Closing

Disclaimer

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

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary

You’re an awesome school-based SLP, the resident language expert, the speech closet hostess with the mostest. You’re chugging along, doing your assessment thing, determining eligibility here, pushing into the classroom there, pulling kids out, chattin’ with the teacher- you’ve got this! Then BAM!! This episode comes out of nowhere and reveals an unknown blind spot in our educational system, putting a serious snag in your assessment status quo. No worries, the Nerds and their experts have your back!  

This week, Dr. Trina Spencer and Dr. Doug Peterson step up once again with an eye-opening follow-up to their previous episodes on dynamic assessment (DA) and Multi-Tiered Systems of Supports (MTSS) for language assessment and intervention in schools. Tune in to go the extra MTSS and DA mile and learn about your essential role in the screening and prevention domain, an area of SLP not often explored, but so essential to a student’s academic success. You’ll drive away with a better understanding of the roles of language assessment beyond eligibility determination, along with (free but fabulous) tools you’ll need to adjust for that screening blindspot and to help your education team set students up for language (and therein, academic) success. There’s free stuff, witty banter, soap boxes, and MacGyvering. Don’t miss out!

You can learn more about Trina and Doug here.

Learning Outcomes

1. List the purpose of assessment and identify those necessary for MTSS.

2. Describe the characteristics of curriculum-based measures.

3. Explain how/why oral narrative retells are appropriate for screening and progress monitoring of language.

Online Resources

You can access the free CUBED Assessment mentioned in this episode here.

References

Petersen, D. B., Spencer, T. D., Konishi, A., Sellars, T. P., Robertson, D., & Foster, M. E. (2020). Using parallel, narrative-based measures to examine the relationship between listening and reading comprehension. Language, Speech, and Hearing Services in Schools, 51(4), 1097-1111. https://doi.org/10.1044/2020_LSHSS-19-00036 

Petersen, D. B., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 21, 5-21. https://doi.org/10.1044/cds21.1.5 

Petersen, D. B., & Spencer, T. D. (2012). The Narrative Language Measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129. https://doi.org/10.1044/lle19.4.119 

Disclosures:

Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose.

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the purpose of assessment and identify those necessary for MTSS

15 minutes: Descriptions of the characteristics of curriculum-based measures.

10 minutes: Descriptions of oral narrative retells are appropriate for screening and progress monitoring of language

5 minutes: Summary and Closing

Disclaimer

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

Credits:

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor

Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor

Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor

Episode Summary

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary:

How common is it for children to acquire a brain injury and what does that have to do with you as a school-based SLP? Tune in this week to find out as pediatric brain injury specialist and SLP, Jenny Traver, shares her expertise in helping children and families transition back to school after brain injury. This episode is a great reminder that although you may not be a “cog-com expert” like Jenny, as an SLP with a neural base in your graduate training, you have the basic tools you need to consider the acquired side, not just the development side, of our field. Jenny shares info and strategies to build on your basics, including: the importance of considering the whole child when determining what supports will be needed for reentry success, the need for regular monitoring and collaboration between the professionals supporting the child and family, and the value of discovering gradual and meaningful ways to get children back into the school environment without over-taxing their systems. Despite the dense nature of this neuro topic, this episode has a wonderful mix of science, practicality, and compassion that will certainly spark your interest and broaden your competence as you are inspired to take a more active role in supporting these vulnerable students as they navigate big life changes.

Learn more about Jenny here

Learning Outcomes

Participants will understand the role of the SLP in supporting clients with brain injuries in returning to school.

Participants will identify key considerations for clients in the school re-entry planning process.

Participants will identify at least strategies and resources to support patient/family education on the return to school process.

Online Resources:

The Brain Injury Association of America: https://www.biausa.org/

The CDC Heads Up Campaign: https://www.cdc.gov/headsup/index.html

Brainline: https://www.brainline.org/

ASHA Resources on pediatric brain injury: https://www.asha.org/practice-portal/clinical-topics/pediatric-traumatic-brain-injury/

The Model Systems Knowledge Translation Center: https://msktc.org/

Disclosures:

Jenny Traver financial disclosures: She is the founder and owner of Cognitive SLP. Non-financial disclosures: Jenny is a member of ASHA and the Academy of Certified Brain Injury Specialists.

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

Tracey Callahan financial disclosures: Tracey is an employee of SLP Nerdcast, owns a private practice, and is the owner of an online learning platform called Guest Monster Games. Tracey Callahan non-financial disclosures: Tracey a member of ASHA and the corresponding special interest group (SIG 13) for Dysphagia. You can learn more about Tracey here.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the role of the SLP in supporting clients with brain injuries in returning to school.

15 minutes: Descriptions of key considerations for clients in the school re-entry planning process.

10 minutes: Descriptions of strategies and resources to support patient/family education on the return to school process

5 minutes: Summary and Closing

Disclaimer

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

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary

Pssst! SLP! Yep, you over there in the speech closet. Did you know that you are likely the most knowledgeable professional in your school when it comes to language development, assessment, and intervention? Ok, so maybe you already knew that, but do your education colleagues and administrators know? This week’s episode tackles the basics of Multi-Tiered Systems of Supports (MTSS) in schools and provides an incredibly strong argument for why SLP’s need a leadership seat at the MTSS table. Return offenders, Dr. Trina Spencer and Dr. Doug Peterson, lay out the relationship between an SLP’s expertise and the MTSS mission of preventing “dysteachia.” They do this by highlighting the truth: that listening and speaking are the foundation for reading and writing. Not a school-based SLP? If you’re working with kids in any context, this cast will offer some amazing gems to add to your EBP tool-box for supporting kids with language learning differences. Tune in to learn more about why the domain of language needs to be included in MTSS frameworks and walk away with some key actionables to start the conversation and build the foundation on MTSS collaboration for language support in your school’s culture.

You can learn more about Trina and Doug here.

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Learning Outcomes

1. Explain why language needs to be included in schools’ MTSS efforts.

2. Describe what the purpose of MTSS is and its key features.

3. List the characteristics of language intervention and assessment tools necessary for MTSS.

Online Resources

You can access the free CUBED Assessment mentioned in this episode here.

References

Petersen, D. B., Mesquita, M. W., Spencer, T. D., & Waldron, J. (2020). Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing. Topics in Language Disorders, 40(4). doi:10.1097/tld.0000000000000227

Petersen, D., & Spencer, T. D. (2014). Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 21(1), 5-21. doi:10.1044/cds21.1.5

Spencer, T. D., Petersen, D. B., Slocum, T. A., & Allen, M. M. (2014). Large group narrative intervention in Head Start preschools: Implications for response to intervention. Journal of Early Childhood Research, 13(2), 196-217. doi:10.1177/1476718x13515419

Spencer, T. D., Petersen, D. B., & Adams, J. L. (2015). Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. American Journal of Speech-Language Pathology, 24(4), 619-636. doi:10.1044/2015_ajslp-14-0101

Ukrainetz, T. A. (2006). The Implications of RTI and EBP for SLPs: Commentary on L. M. Justice. Language, Speech, and Hearing Services in Schools, 37(4), 298-303. doi:10.1044/0161-1461(2006/034)

Weddle, S. A., Spencer, T. D., Kajian, M., & Petersen, D. B. (2016). An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification. School Psychology Review, 45(1), 109-133. doi:10.17105/spr45-1.109-132

Disclosures:

Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose.

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of why language needs to be included in schools’ MTSS efforts

15 minutes: Descriptions of the purpose of MTSS is and its key features.

10 minutes: Descriptions of the characteristics of language intervention and assessment tools necessary for MTSS

5 minutes: Summary and Closing

Disclaimer

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

Credits:

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor

Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor

Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary

Let’s hear a Woot! Woot! (with an emphasis on the OT) for this week’s episode featuring Instagrammers and AAC enthusiasts, Mara Jonet (SLP) and Annabeth Knight (OT) of The Fanny Pack Therapist. This collaborative duo shares their tips and experiences tackling AAC assessment and intervention through the evidence-based practice of interdisciplinary collaboration. Learn how to utilize creative partnerships with your friendly neighborhood OT to fill the gaps in and expand the borders of your scope of competence in AAC service delivery for children with complex needs. Annabeth and Mara are a shining example of “paying it forward” as they describe strategies for creating a mutually beneficial partnership that lends unparalleled benefits for clients and professionals alike. Even Mabel the dog is listening, and so should you! You can learn more about Mara and Annabeth here.

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Learning Outcomes

1. Identify at least 3 resources which provide evidence supporting an interdisciplinary collaboration approach in evaluation and treatment for children with complex communication needs.

2. Describe 3 unique roles of each the OT and SLP throughout the AAC and AT service provision process.

3. Explore gaps in basic competencies for AAC practitioners, and learn at least 4 tangible strategies for enabling practitioner growth through training and collaboration. 

References

American Occupational Therapy Association. (2010). Specialized knowledge and skills in technology and environmental interventions for occupational therapy practice American Journal of Occupational Therapy, 64.

American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology [Scope of Practice]. Available from www.asha.org/policy/.

Angelo, J., & Smith, R. (1989). The critical role of occupational therapy in augmentative and alternative communication services. In Technology review 1989: Perspective on occupational therapy practice(pp. 49-53). Rockville, MD: American Occupational Therapy Association. 

Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B., . . . 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, 121-138.

Copley, J., & Ziviani, J. (2007). Use of a team-based approach to assistive technology assessment and planning for children with multiple disabilities: a pilot study. Assistive Technology, 19, 109-125.

Cunningham, B. (2014). Rethinking occupational therapy’s role with assistive technology. OT Practice,19(11), CE-1-CE-7. 

Dukhovny, E., & Kelly, E. B. (2015). Practical resources for provision of services to culturally and linguistically diverse users of AAC. Perspectives on Cultural and Linguistic Diversity, 22, 25–39.

Farber, J.G., & Goldstein, M.K. (1998). Parents working with speech-language pathologists to foster partnerships in education. Language, Speech, and Hearing Services in Schools, (29), 24-35.

Hill, K., & Corsi, V. (2012). Role of speech-language pathologists in assistive technology assessments. In S. Federici & M. J. Scherer (Eds.), Assistive technology assessment handbook (pp. 301–327). Boca Raton. FL: CRC Press.

Lahm, E.A., Bell, J.K., & Blackhurst, A.E. (2002). Using interdisciplinary teams: University of Kentucky Assistive Technology (UKAT) toolkit. Retrieved from 

http://edsrc.coe.uky.edu/www/ukatii/resources/index.html 

Moyers, P.A., & Metzler, C.A. (2014). Health Policy Perspectives-Interprofessional collaborative Practice in care coordination. American Journal of Occupational Therapy, 68, 500-505.

National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities [Guidelines]. Available from www.asha.org/policy or www.asha.org/njc.

Orentlicher, M.L., Handley, M., Ehrenberg, R., Frenkel, M., & Markowitz, L. (2014). Interprofessional collaboration in schools: a review of current evidence. Early Intervention & School Special Interest Section Quarterly, 21(2), 1-3. 

Parette, H. P., VanBiervliet, A., & Hourcade, J. J. (2000). Family-centered decision making in assistive technology. Journal of Special Education Technology, 15, 45–55.

Polgar, J.M. (2006). Assistive technology as an enabler to occupation: What’s old is new again. Canadian Journal of Occupational Therapy, 73, 199-204. 

Post, K.M. (2009, September). Advancing your knowledge and skills in assistive technology. Technology Special Interest Section Quarterly, 19(3), 1-4. 

Skuller, J. (2017). Interprofessional education in an assistive technology program for children with special needs. OT Practice, 22(14), 12–16.

Topia, M., & Hocking, C. (2012). Enabling development and participation through early provision of augmentative and alternative communication. New Zealand Journal of Occupational Therapy, 59, 24-30. 

Wallis, S; Bloch, SJ; Clarke, M; (2017) Augmentative and alternative communication (AAC) training provision for professionals in England. Journal of Enabling Technologies , 11 (3) pp. 101-112. 

Zangari, C., & Kangas, K. (1997). Intervention principles and procedures. In L. Lloyd, D. Fuller, & H. Arvidson (Eds.), Augmentative and alternative communication (pp. 235–253). Boston, MA: Allyn & Bacon.

Disclosures:

Mara and Annabeth financial disclosures: Mara is employed as a speech language pathologist working in AAC. Annabeth is employed as an OT working in AAC. Mara and Annabeth non-financial disclosures: Annabeth and Mara run the Instagram account, @thefannypacktherapist, which provides free information on collaborative AAC practice and a minimalist approach to pediatric therapy.

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of resources which provide evidence supporting an interdisciplinary collaboration approach in evaluation and treatment for children with complex communication needs.

15 minutes: Descriptions of unique roles of each the OT and SLP throughout the AAC and AT service provision process

10 minutes: Descriptions of basic competencies for AAC practitioners, and learn at least 4 tangible strategies for enabling practitioner growth through training and collaboration

5 minutes: Summary and Closing

Disclaimer

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

Credits:

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor

Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor

Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary

AAC evaluations got you reaching for the Advil? Breathe, there’s a framework for that! 

In this week’s episode, learn how to eliminate the guesswork in AAC system decision-making as Kate and Amy tag-team Part 2 of the AAC Evaluation Basics Series. If you are new to AAC evaluations and haven’t listened to Part 1 in this series, you might want to take a quick detour to set your foundation. If your mindset is in the AAC-foundational principles zone already, jump right in to this week’s meaty discussion to broaden your scope of competence as an SLP supporting communication development with AAC. The Nerdcast crew is certainly in their zone here as they unpack tangible tools and tips to help you execute an AAC evaluation that is rooted in evidence based practice and person-centered care. Your challenge if you choose to accept it: learn how to rise above the social media and marketing buzz about the next best AAC craze to hit the app stores by getting a firm grasp on key areas of AAC assessment, invaluable assessment strategies, and the importance of a features versus fad approach to choosing tools for trial.

Learning Outcomes

1. Define feature matching and describe its role in the AAC assessment process

2. Identify at least 3 components of a comprehensive AAC assessment

3. Identify at least 3 client considerations when conducting a comprehensive AAC assessment

References

Gosnell, J., Costello, J., & Shane, H. (2011). Using a Clinical Approach To Answer “What Communication Apps Should We Use?”. Perspectives on Augmentative and Alternative Communication, 20(3), 87-96. doi:10.1044/aac20.3.87

Light, J. (1989) Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5:2, 137-144, DOI: 10.1080/07434618912331275126

Light, J. & McNaughton, D. (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?, Augmentative and Alternative Communication, 30:1, 1-18, DOI: 10.3109/07434618.2014.885080

Schlosser, R. W., Koul, R., & Costello, J. (2007). Asking well-built questions for evidence-based practice in augmentative and alternative communication. Journal of Communication Disorders, 40(3), 225-238. doi:10.1016/j.jcomdis.2006.06.008

Shane, H., & Costello, J. (1994, November). Augmentative communication assessment and the feature matching process. Mini-seminar presented at the annual convention of the American Speech-LanguageHearing Association, New Orleans, LA.

Disclosures:

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Review of feature matching and descriptions of its role in the AAC assessment process

15 minutes: Review of the components of a comprehensive AAC assessment

10 minutes: Review of client considerations when conducting a comprehensive AAC assessment

5 minutes: Summary and Closing

Disclaimer

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

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA CEUs, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!

Get .1 ASHA CEU here

Episode Summary

How does the opening scene of Star Trek 2: The Wrath of Khan help us better understand test validity? Tune in to find out as Dr. Doug Peterson and Dr. Trina Spencer return to the Nerdcast to continue the discussion on dynamic assessment (DA).  If you haven’t already, beam back to Part 1 of the series to set the scene. In this follow-up, Trina and Doug weave just the right amount of side-tracked laughter, nerdy sci-fi narrative, and evidence-based discussion to rev up your DA engines and have you racing to the literature to explore a different assessment frontier that is more ethical, less biased, and much more versatile than norm-referenced assessment alone. Crack the jargon of norm-referenced assessment and gain some tangible DA tips and rationale as this crew unpacks the value of uncovering how children learn rather than what they’ve already learned when making a diagnosis and setting a functional and effective intervention plan across learning domains. Boldly go where few SLP’s have gone before, enjoy some leftover cake and sandwiches, and get those CEU’s that give you the gold you can apply to your caseload today!

You can learn more about Trina and Doug here.

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Learning Outcomes

1. Explain how dynamic assessment differentiates between language disability and language difference.

2. Describe different applications of dynamic assessment that identify a disorder.

3. Explain how dynamic assessment can inform intervention.

References

Petersen, D. B., Tonn, P., Spencer, T. D., & Foster, M. E. (2020). The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children. Language, Speech, and Hearing Services in Schools, 51(1), 144-164. doi:10.1044/2019_lshss-18-0129

Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students. Journal of Speech, Language, and Hearing Research, 60(4), 983-998. doi:10.1044/2016_jslhr-l-15-0426

Petersen, D. B., Allen, M. M., & Spencer, T. D. (2014). Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten. Journal of Learning Disabilities, 49(2), 200-215. doi:10.1177/0022219414538518

Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy. Language, Speech, and Hearing Services in Schools,49(4), 875-888. doi:10.1044/2018_lshss-dyslc-18-0021

Disclosures:

Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose.

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of how dynamic assessment differentiates between language disability and language difference.

15 minutes: Descriptions of different applications of dynamic assessment that identify a disorder.

10 minutes: Descriptions of how dynamic assessment can inform intervention.

5 minutes: Summary and Closing

Disclaimer

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

Credits:

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Key Terms and Additional Information provided by Maria De Leon, MS, CCC-SLP, Contributing Editor

Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor

Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor

Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

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

Thank you FeedSpot!