SLP Nerdcast

Get .1 ASHA CEU here

We were so excited to have the opportunity to speak with Venita Litvack MA, CCC-SLP of Speechie Side Up! In our interview with Venita, she shared her extensive experience and passion for literacy instruction with individuals who use AAC. You can find more information about her podcast and other materials available on her website!

Listen and learn more about best practice when it comes to literacy instruction (spoiler alert: sight words in isolation isn’t it). Venita shares her enthusiasm, along with a number of actionable tips and resources for SLPs, educators, and others seeking to improve their skills and efficacy in the area of literacy instruction for AAC users. Along with examples for working individually with clients, you’ll also come away with ideas for group instruction and support.

We wrapped this interview feeling educated, invigorated, and inspired to share this new information with others and implement it in our own clinical work. We hope our listeners will feel the same way! You can read more about Venita, her background, and current projects here. Thank you for joining us Venita!

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Describe at least 3 evidenced-based strategies for teaching literacy to children who use AAC.

2. Describe at least 3 resources that are available to teach literacy to individuals who use AAC.

3. Describe at least 3 activities to use in group lessons that incorporate AAC and literacy.

References

Cunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326-335. doi:10.1598/RRQ.36.3.5

Erickson, K. A., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Baltimore, MD: Paul H. Brookes Publishing.

Hall, D.P., & Williams, E. (2001). Predictable Charts: Shared writing for kindergarten and 1st grade. Greensboro, NC: Carson-Dellosa.

Hanser, G. (2006). Promoting emergent writing for students with significant disabilities. OT Practice, 11(9), 1-8.

Jones, C.D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41, 81-89. doi:10.1007/s10643-012-0534-9

Kent-Walsh, J., Binger, C., & Malani, M. D. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT program. Early Childhood Services, 4, 155-170.

Mathis, H.J. (2010). The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication. (Master's thesis, University of Canterbury, Christchurch, New Zealand). Retrieved from https://ir.canterbury.ac.nz/handle/10092/3878

Treiman, R., Levin, I., & Kessler, B. (2007). Learning of letter names follow similar principles across languages: Evidence from Hebrew. Journal of Experimental Psychology, 96, 87-106. doi:10.1016/j.jecp.2006.08.002

Online Resources:

Tarheel Reader: https://tarheelreader.org

Core Calendar Club: https://speechiesideup.com/core-calendar-club-challenge/

Speechie Side Up Podcast: https://speechiesideup.com/

Iowa Department of Education: https://www.youtube.com/watch?v=dCjV5sSPJR8

Tar heel gameplay: https://tarheelgameplay.org/

Epic Books: https://www.getepic.com/

Overdrive: https://www.overdrive.com

Literacy through Unity: https://aaclanguagelab.com/

Saltillo Calendar Supports: https://saltillo.com/chatcorner/content/67

Tell Me Curriculum: https://www.attainmentcompany.com/tell-me-program

The Center for Literacy and Disability Studies: https://www.med.unc.edu/ahs/clds/

Disclosures:

Financial: Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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: Review of strategies for teaching literacy to AAC users

15 minutes: Review of available resources for teaching literacy to AAC users

10 minutes: Review of Activities and group lessons that incorporate AAC and literacy

5 minutes: Discussion 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

So, our dirty little secret is out. We are pretty into data. Not just for the sake of collecting data, but thinking about why we are collecting it, what the best methods are for collecting it (so - meaningful and doable), and how and when we should use it to inform all sorts of things. Data is a thread that runs through our field, from assessments, to recertifications for third payer funding sources, to helping understand and tweak what you are doing from day to day as a clinician. It is not just sticky notes filled with pluses and minuses (although one of us loves her office full of sticky notes!). Join us as we continue to deepen the discussion about data, in hopes that you will join our club, too! By making better friends with data, we can see it as a helper rather than an hindrance.

In this episode, we’ll cover topics such as data collection methods that tend to be less frequently used in the field of speech language pathology, benefits of certain data collection methods and modalities (e.g., high and low tech) depending upon the target task and/or environment, as well as practical, as well as real-life tips and examples to illustrate how different approaches may be easier and result in better quality data.

Join us for a special blend of commentary, literature reviews, and hopefully even some fun, as you learn more about why and how you really could hop on the “data is cool” train!

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Describe at least 5 different types of data collection not commonly used in speech and language therapy

2. Describe pros and cons of using both low-tech and high-tech measurement tools

3. Describe strategies for choosing which kind of data to take

References

Cooper, J., Heron, T., & Heward, W. (2020). Applied Behavior Analysis. Harlow: Pearson Education UK.

Online Resources

ASHA’s FAQ for Health and Privacy Information: https://www.asha.org/practice/reimbursement/hipaa/privacy/

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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 less commonly used data collection system in speech and language pathology

15 minutes: Descriptions of the pros and cons related to both low-tech and high-tech data collection systems

10 minutes: Describe the decision making process that may go into deciding which kind of data to take

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

In what is becoming a common occurrence around the SLP Nerdcast virtual office, the reading and research we conducted to prepare for an episode presented us with a wealth of information that refused to be condensed into a single hour. Initially driven by a listener’s question - we trundled off into the weeds of assessments. Why do we do them? Are standardized, norm-referenced or criterion-referenced tools required? What really makes up a quality assessment? These questions and more bounced around in our brains until we read enough to feel somewhat satisfied.

In this episode we continue our earlier conversation, where we focused heavily on standardized assessments - particularly norm-referenced standardized assessments. Here, we will cover equally, or possibly even more, important non-standardized measures. What are they? Why should you use them? What considerations should enter into the decision making process when getting ready to assess a client?

Listen in to find the answers to these questions, and more. As always, we’ve shared our references below, so you too can read more of the sources we found to be particularly helpful in answering our assessment - related questions.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. State 3 potential functions of a comprehensive assessment

2. Describe the difference between a norm-referenced and criterion-referenced assessment

3. Identify at least 3 components that should be considered within a comprehensive assessment

References

Austin, L. (2010). Dynamic Assessment: Whys and Hows. Perspectives on School-Based Issues, 11(3), 80-87. doi:10.1044/sbi11.3.80

Eichstadt, T. (2016). Best Assessment Ever? You. The ASHA Leader, 21(3), 32-33. doi:10.1044/leader.scm.21032016.32

Ebert, K. D., & Pham, G. (2017). Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools, 48(1), 42-55. doi:10.1044/2016_lshss-16-0007

Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic Decisions in Child Language Assessment: Findings From a Case Review Assessment Task. Language, Speech, and Hearing Services in Schools, 50(3), 385-398. doi:10.1044/2019_lshss-18-0044

Maloney, E. S., & Larrivee, L. S. (2007). Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests. Contemporary Issues in Communication Science and Disorders, 34(Fall), 86-93. doi:10.1044/cicsd_34_f_86

Prath, S. (2019). Using Informal Measures to Separate Language Impairment From Language Influence When Working With Diverse Students. Perspectives of the ASHA Special Interest Groups, 4(5), 1121-1127. doi:10.1044/2019_pers-sig16-2019-0002

Power-Defur, L., & Flynn, P. (2012). Unpacking the Standards for Intervention. Perspectives on School-Based Issues, 13(1), 11-16. doi:10.1044/sbi13.1.11

Wilson, K. S., Blackmon, R. C., Hall, R. E., & Elcholtz, G. E. (1991). Methods of Language Assessment. Language, Speech, and Hearing Services in Schools, 22(4), 236-241. doi:10.1044/0161-1461.2204.236

Online Resources:

ASHA Practice Portal. (n.d.). Assessment Tools, Techniques, and Data Sources. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/

ASHA Practice Portal - Clinical Topics. (n.d.). Intellectual Disability. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/

Rowland, C., PhD. (n.d.). Communication Matrix: Description, Research Basis and Data. Retrieved August 29, 2020, from https://www.communicationmatrix.org/Uploads/Pdfs/CommunicationMatrixDataandResearchBasis.pdf

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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: Discussion of the functions of the comprehensive assessment

15 minutes: Discussion of the different qualities / parameters of criterion referenced assessments and how that compares to norm-referenced assessments

10 minutes: Discussion of components that should be considered within the comprehensive 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 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

2020. Or 2

Get .1 ASHA CEU here

Whether we like it or not, we (as SLPs) share a lot of “territory” with behaviorally oriented professionals. While we like to feel like we own the majority of the real estate on Communication Island, the truth is we share it with several other professionals (teachers, neuropsychologists, etc.) including BCBAs. Similarly, BCBAs feel that they own the majority of the real estate on Behavior Island, even though several articles we reviewed consider writing functional behavior assessments within our “tool box.” As we discussed in an earlier episode (see Collaborating with BCBAs) this feeling of “ownership” can be a real show stopper. This is a big problem when we have students / clients who are complex learners and benefit from structured behavioral interventions and communicate with augmentative alternative communication strategies.

Using augmentative alternative communication within the context of a behavior plan is a clinical issue that should visit both islands. There are AAC users with complex behavior needs that require the expertise of a BCBA, and there are individuals under the care of a BCBA without functional speech who need an SLP to evaluate and prescribe AAC strategies. When a situation arises that requires the expertise of both professions it is crucial that we know our roles and responsibilities, where our scope of competence ends, what to do when a communication tool isn’t supported within an environment and / or behavior plan, and how we can effectively collaborate with one another to benefit our client. Only through effective collaboration can we build bridges between these isolated islands and make treatment more effective for our students and clients.

Tune in for an hour of commentary and literature review about collaboration specifically related to AAC within the context of behavioral programming. Learn about scope of competence, roles and responsibilities, and how to meet in the middle at Collaboration Station (get it?)

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Identify roles and responsibilities when collaborating around AAC within a behavior plan

2. Identify when to modify a tool or select a different tool for integration into a behavior plan

3. Identify environmental variables that may play a role in tool modification for behavior plan integration

References

Drumb, L. (2018). Analysis of Collaboration between Board Certified Behavior Analysts and Educators to Address Challenging Behaviors [ProQuest LLC]. In ProQuest LLC.

Brodhead M. T. (2015). Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism. Behavior analysis in practice, 8(1), 70–78. https://doi.org/10.1007/s40617-015-0042-7

Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied behavior analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120–131.

MORGAN, L. (2020). Building Working Relationships With Applied Behavior Analysts: Interprofessional collaboration can help clients become better communicators. ASHA Leader, 25(3), 8–9. https://doi-org.proxy18.noblenet.org/10.1044/leader.fmp.25042020.8

Mitteer, D. R., Randall, K. R., Van Winkle, L. J., & Greer, B. D. (2020). Incorporating discriminative stimuli into functional communication training with augmentative and alternative communication devices: a tutorial. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 1–8. https://doi-org.proxy18.noblenet.org/10.1080/07434618.2020.1731761

Andzik, N. R., Cannella-Malone, H. I., & Sigafoos, J. (2016). Practitioner-Implemented Functional Communication Training: A Review of the Literature. Research and Practice for Persons with Severe Disabilities, 41(2), 79–89.

Mancil, G. (2006). Functional Communication Training: A Review of the Literature Related to Children with Autism. Education and Training in Developmental Disabilities, 41(3), 213-224. Retrieved May 6, 2020, from www.jstor.org/stable/23880196

McEvoy, M. A., & Neilsen, S. L. (2001). Using Functional Behavioral Assessment and Functional Communication Training to Assess and Prevent Challenging Behavior. Perspectives on Augmentative and Alternative Communication, 10(1), 6-8. doi:doi:10.1044/aac10.1.6

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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: Discussion of the different roles and responsibilities between SLPs and BCBAs

15 minutes: Discussion about different communication modalities within behavioral programming

10 minutes: Discussion of environmental variables that may impact decisions about AAC and behavioral programming

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

You are preparing for a speech and language evaluation. You’ve read through the client / student’s file, (previous IEP, intake form, etc.), maybe you’ve conducted an interview with other stakeholders, and you have the general sketch of what issues need to be assessed. You start thinking about how you want to measure these areas. Likely you are thinking about which tests you might want to give and why. Every SLP has gone through this process, and most of us move forward with the assessment prioritizing the use of norm-referenced tests.

We as SLPs heavily rely on norm-referenced measures (per several articles we reviewed). While norm-referenced measures have their place and serve a very specific purpose, these tests are not well suited to designing individualized treatment. In this episode we dive into the literature to explore the pros and cons of the standardized assessment, when they serve a purpose, and why they should not be used to drive individualized treatment plans.

Join us, be our nerdy friends and take a dive into the literature (in our time machine back to 1991). Let’s explore the culture of norm-referenced assessments, why it is the way it is and what we can (and should) do about it.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Identify at least 1 ethical underpinnings of assessment and the overall purpose of assessments

2. Identify at least 2 fundamental components of assessment

3. Identify at least 3 components of a standardized assessment and how to report use of any modifications

References

Austin, L. (2010). Dynamic Assessment: Whys and Hows. Perspectives on School-Based Issues, 11(3), 80-87. doi:10.1044/sbi11.3.80

Eichstadt, T. (2016). Best Assessment Ever? You. The ASHA Leader, 21(3), 32-33. doi:10.1044/leader.scm.21032016.32

Ebert, K. D., & Pham, G. (2017). Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools, 48(1), 42-55. doi:10.1044/2016_lshss-16-0007

Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic Decisions in Child Language Assessment: Findings From a Case Review Assessment Task. Language, Speech, and Hearing Services in Schools, 50(3), 385-398. doi:10.1044/2019_lshss-18-0044

Maloney, E. S., & Larrivee, L. S. (2007). Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests. Contemporary Issues in Communication Science and Disorders, 34(Fall), 86-93. doi:10.1044/cicsd_34_f_86

Prath, S. (2019). Using Informal Measures to Separate Language Impairment From Language Influence When Working With Diverse Students. Perspectives of the ASHA Special Interest Groups, 4(5), 1121-1127. doi:10.1044/2019_pers-sig16-2019-0002

Power-Defur, L., & Flynn, P. (2012). Unpacking the Standards for Intervention. Perspectives on School-Based Issues, 13(1), 11-16. doi:10.1044/sbi13.1.11

Wilson, K. S., Blackmon, R. C., Hall, R. E., & Elcholtz, G. E. (1991). Methods of Language Assessment. Language, Speech, and Hearing Services in Schools, 22(4), 236-241. doi:10.1044/0161-1461.2204.236

Online Resources

ASHA Practice Portal: Assessment Tools, Techniques, and Data Sources: https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/

The Informed SLP: https://www.theinformedslp.com/qa_standardized_tests.html

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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: Review the ethical underpinnings of assessment and the overall purpose of assessments

15 minutes: Identify the fundamental components of assessment

10 minutes: Identify the components of a standardized assessment and how to report use of any modifications

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

As discussed in our second episode on feeding and swallowing (Feeding and Swallowing Intervention), treating feeding and swallowing can be challenging, especially when there are questions as to whether or not sensory issues are at play. Is it a feeding behavioral issue or is it a feeding issue? Is your client a picky eater or is there a problem worthy of clinical intervention? Which treatment approach should you use and why? We had the pleasure of welcoming back Tracey Callahan for third episode on feeding and swallowing to walk us through it. Thank you again for joining us Tracey!

In this episode we review some of the questions above as well as some popular treatment approaches, including the SOFFI approach, the SOS Feeding Approach, and Food Chaining. Join us for some great information, some giggles, and of course several moments where one of us admits she knows nothing about feeding and swallowing.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. List factors to consider before starting treatment of feeding and swallowing.

2. Identify two formal approaches to feeding treatment.

3. In general, explain what sensory components should be considered during therapy.

References

Fraker, C. (2007). Food chaining: The proven 6-step plan to stop picky eating, solve feeding problems, and expand your child's diet. New York: Marlowe.

Fraker, C., Dawson, M. L (2019, October 9). Food Chaining with Cheri Fraker, MS, CCC-SLP, CLC [Audio Podcast]

Online Resources

SOFFI: Supporting Oral Feeding in Fragile Infants in the NICU: https://www.feedingfundamentals.com/

SOS Feeding Approach: https://sosapproachtofeeding.com/

The Oucher Pain Scale: http://www.oucher.org/downloads/instructions_english.pdf

Disclosures:

Financial: Tracey is currently employed in a private practice setting in Boston MA, owns her own practice and is launching a new online learning platform called guest monster games. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Tracey is a member of ASHA and the corresponding special interest group for Dysphagia (SIG 13). Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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: Review factors to consider before beginning feeding therapy

15 minutes: Review common approaches to feeding therapy and common sensory components

10 minutes: Review a case study

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

We were lucky enough to publish an article for the incredible blog, PrAACtical AAC. If you interact with AAC at all in your clinical work this blog contains a wealth of information. This episode is meant to be an auditory companion to the original article published on July 6th, 2020. Below is a brief excerpt from that article:

Most SLPs working in AAC have come across a variety of different interventions in their practice. Some, like aided language modeling, are popular and commonly seen at conferences. They are the most popular option on the intervention buffet. Others, like discrete trial training, are like the mystery meat – you think you know what it is, you don’t think you’re going to like it, and you’re going to watch while someone else tries it first. Sometimes these teaching procedures are straightforward, and sometimes they are confusing, intimidating, or complicated. You may find that choosing which intervention to use is influenced by your goals, your workplace norms, or the direct needs of the AAC user; but when it comes down to actually implementing that intervention it can feel like a very complicated experience. What is the intervention supposed to look like? What materials should I use? What goals are going to be supported by this intervention? How am I possibly going to take data on this while I’m also trying to do therapy? It can feel like a doozy, and we hear you. Our goal for this episode is to demystify the main item on the intervention buffet and give a “how to” for implementation.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

Define aided language modeling and describe how it is differentiated from instructional modeling

Identify strategies for planning for and implementing aided modeling interventions

Identify strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environments

References

Allen, A., Schlosser, R., Brock, K., Shane, H. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative Alternative Communication, 33(3), 149-159.

Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30–43. doi: 10.1080/07434610600807470.

Cafiero, J. M. (2001). The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16(3), 179–189. doi: 10.1177/108835760101600306.

Drager, D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112-125.

Goossens,’ C. (1989). Aided communication intervention before assessment: a case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5(1), 14–26. doi: 10.1080/07434618912331274926.

Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Madison, WI: Trace Center Reprint Service. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentde-livery/servlet/ERICServlet?accno=ED287275

Romski M.A., & Sevcik R.A. (2003). Augmented input: Enhancing communication development. In Light JC, Beukelman DR, Reichle J, editors. Communicative competence for individuals who use AAC: From research to effective practice. Baltimore, MD: Paul H. Brookes; 2003. pp. 147–162.

Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115. https://doi.org/10.1177/1540796916638822

Sevcik, R. A., Romski, M. A., Watkins, R. V., & Deffebach, K. P. (1995). Adult partner-augmented communication input to youth with mental retardation using the System for Augmenting Language (SAL). Journal of Speech, Language, and Hearing Research, 38(4), 902–912. doi: 10.1044/jshr.3804.902

Online Resources

Our original blog post on PrAACtical AAC: https://praacticalaac.org/praactical/aactual-therapy-using-aided-language-modeling/

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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: Introductions and disclosures

10 minutes: Discussion of aided language modeling and describe how it is differentiated from instructional modeling

20 minutes: Discussions of strategies for planning for and implementing aided modeling interventions

15 minutes: Discussions of strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environments

5 minutes: Overview, discussion, 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

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

Get .1 ASHA CEU here

When most people think speech and language pathology they think of working on articulation in a tiny treatment room. Not only do SLPs do more than articulation, we also do a lot more than face to face service in a sterile / controlled environment. There are many different kinds of service delivery models available to us as clinicians, and yet somehow the “2x30 direct service” (or what have you) has become the “standard” in many work settings. And yet, indirect service is one of the most powerful service delivery models out there. As clinicians it is important for us to remember the different kinds of service delivery models, what components go into service delivery, and what variables we should consider when choosing a service delivery model for our client.

And just wait till we get started on how service delivery impacts workload.

Providing direct service? That contributes to workload

Indirect service? Also contributes to workload.

Writing assessments? Workload.

Insurance? Workload.

Billing? Wrkload.

Prepping up / breaking down / cleaning after a session? Wrkload.

Programming SGDs? Wrk ld.

Bus duty? load.

Loads and loads and loads. Do service delivery models impact our workloads as clinicians and vice versa? You betcha. Should we, as a field, embrace a workload model instead of a caseload model? You. Bet. Cha.

In this episode we review components of service delivery, define direct and indirect service, and discuss how these different variables interact with workload across work settings. Come join us, be our nerdy friends, and have a laugh or two.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

Identify at least 2 components that are involved in service delivery within common pediatric treatment environments (e.g., schools)

Identify at least 2 differences between direct and indirect service and what factors might indicate a need for each type of service

Describe a workload approach to caseload and identify how service delivery components and variables are likely to impact workload

References

Brandel, J., & Loeb, D. F. (2011). Program Intensity and Service Delivery Models in the Schools: SLP Survey Results. Language, Speech, and Hearing Services in Schools, 42(4), 461-490. doi:doi:10.1044/0161-1461(2011/10-0019

Case-Smith, J., & Holland, T. (2009). Making Decisions About Service Delivery in Early Childhood Programs. Language, Speech, and Hearing Services in Schools, 40(4), 416-423. doi:doi:10.1044/0161-1461(2009/08-0023)

Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010a). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)

Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010b). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)

Farquharson, K., Tambyraja, S. R., & Justice, L. M. (2020). Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors. Language, Speech, and Hearing Services in Schools, 51(2), 457-468. doi:doi:10.1044/2019_LSHSS-19-00079

Soto, X., Seven, Y., McKenna, M., Madsen, K., Peters-Sanders, L., Kelley, E. S., & Goldstein, H. (2020). Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes. Language, Speech, and Hearing Services in Schools, 51(2), 371-389. doi:doi:10.1044/2019_LSHSS-19-00011

Online Resources

ASHA Resources on Service Delivery Models: https://www.asha.org/SLP/schools/School-Based-Service-Delivery-in-Speech-Language-Pathology/

Caseload/Workload Key Issues: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934681§ion=Key_Issues

Implementation Guide: A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: https://www.asha.org/slp/schools/implementation-guide/

The 3:1 Model - One of Many Workload Solutions to Improve Students’ Success: https://leader.pubs.asha.org/doi/10.1044/leader.scm.24052019.36

Overloaded with Tasks? Show them the Numbers: https://leader.pubs.asha.org/doi/10.1044/leader.ftr2.24082019.56

Workload Approach: A Paradigm Shift for Positive Impact on Student Outcomes: https://www.asha.org/uploadedFiles/ASHA/Practice_Portal/Professional_Issues/Caseload_and_Workload/APTA-ASHA-AOTA-Joint-Doc-Workload-Approach-Schools.pdf

Direct v. Consultative - brief write up: https://www.asha.org/njc/types-of-services/

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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: Introductions and disclosures

10 minutes: Discussion of components that are involved in service delivery within common pediatric treatment environments (e.g., schools)

20 minutes: Discussions of differences between direct and indirect service and what factors might indicate a need for each type of service

15 minutes: Discussions of a workload approach to caseload and how service delivery components and variables are likely to impact workload

5 minutes: Overview, discussion, 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

As promised, here is our second episode on AAC Basics. If you have listened to any of our other episodes you already know that we are passionate about AAC Implementation. As we covered in our Implementation Plans episode, you could have the most appropriate set of AAC tools in the universe, but if they aren’t implemented in a way that supports the needs of the client / student then they are at risk for being abandoned. Our goal for this episode was to try and unpack some realistic barriers to effective implementation.

We begin this episode by providing a quick review / discussion of the different personnel roles in AAC based on a great article by Binger et al (2012). We discuss how each of these roles has unique barriers to effective AAC implementation. Finally, we review some strategies for how to overcome the barriers unique to each of these roles. Come join us, be our nerdy friends, and learn a little more about AAC Basics.

Learning objectives:

Identify barriers for successful implementation across different environments

Identify successful strategies across different environments and profiles

References

Beukelman, D., Ball, L., & Fager, S. (2008). An AAC personnel framework: Adults with acquired complex communication needs. Augmentative and Alternative Communication, 24, 255–267

Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., … Quach, W. (2012). Personnel Roles in the AAC Assessment Process. Augmentative and Alternative Communication, 28(4), 278–288. doi: 10.3109/07434618.2012.716079

Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35. doi: 10.1080/aac.18.1.20.35

Janice Light & David McNaughton (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

Online Resources

Augmentative and Alternative Communication: https://www.asha.org/public/speech/disorders/AAC/

Augmentative and Alternative Communication: A Glossary: https://www.asha.org/public/speech/disorders/AAC-Glossary/

Information for AAC Users: https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/

ISAAC: What is AAC? https://www.isaac-online.org/english/what-is-aac/

Iconicity - Libby Rush’s ASHA presentation 2007: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdf

Communication Matrix Handbook: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdf

Communication Matrix 7-Levels of Communication Handout: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdf

Core Vocabulary: Making Sense of Symbols: https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/

AAC Communication Decisions: https://www.asha.org/public/speech/disorders/communicationdecisions/

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.

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Time Ordered Agenda:

10 minutes: Introductions and disclosures

20 minutes: Discussion of barriers for successful implementation across different environments

20 minutes: Discussions of successful strategies across different environments and profiles

10 minutes: Overview, discussion, 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!