SLP Nerdcast

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: SLP Middle Managers: Untapped Champions of Change

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

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

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

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

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

Learning Objectives:

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

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

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

References & Resources:

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

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

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

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

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

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/considerations-for-design-and-implementation-of-aac-for-clients-with-cvi-abje0169 

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

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

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

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

Learning Objectives:

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

References & Resources:

• Perkins school for the blind: https://www.perkins.org/perkins-academy/?gad_source=1&gad_campaignid=21901933384#courses
• Previous episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148 
• Symbolic formation: https://doi.org/10.1177/1354067X13500327
• Susan Bruce:  Congenital DeafBlindness and the Struggle for Symbolism: https://www.tandfonline.com/doi/abs/10.1080/10349120500252882
• Other works by Susan Bruce: https://www.bc.edu/bc-web/schools/lynch-school/faculty-research/faculty-directory/susan-bruce.html
• Dr. Bashinsky (Bashinski) have studies on symbolism and intentional communication acts
• Information on promising practices, practice based evidence and evidence based practice: https://ncuih.org/ebp-pbe/ 
• Matt Tietjen: what’s the complexity sequence: https://pcvis.vision/educators-and-therapists/the-whats-the-complexity-framework/
• Pediatric cortical visual society website: https://pcvis.vision/ great example written by a parent of a child with CVI that shows the process of developing from calendar/object system to more advanced symbol system  https://www.pathstoliteracy.org/transitioning-object-schedule-system-photos-child-cvi/

Anthony, T. (1997). Adapted version of Koenig and Holbrook's Sensory Channel Form. https://cms-pattan-live.ae-admin.com/getmedia/cae8b6e3-e958-43ba-90ad-f4e11000ee7f/6russpm_devfunctroutines

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

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

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

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

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

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

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

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

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

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Freeing Language: Black Languaging is Translanguaging

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/freeing-language-black-languaging-is-translanguaging-abje0168 

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

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

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

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

Learning Objectives:

1. Concepts of translanguaging
2. Describing language as a sociopolitical construct

References & Resources:

https://pubs.asha.org/doi/abs/10.1044/2024_PERSP-23-00297  

Developing a critical practice of speech language and hearing by chelsea privette: https://doi.org/10.1044/2023_LSHSS-22-00134

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Direction in Dementia: Assessment Considerations and Hard Conversations

Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/direction-in-dementia-assessment-considerations-and-hard-conversations-abje0167

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

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

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

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

Learning Objectives:

Self report knowledge gains related to 4 key elements to consider when initially assessing a person with confirmed or suspected dementia. 

Self report knowledge gains related to at least 3 strategies to promote memory. 

Self report knowledge gains related to the role of an SLP in collaboration with individuals with dementia and their caretakers during initial evaluation and the creation of memory strategies.

References & Resources:

Arvanitakis, Z., Shah, R. C., & Bennett, D. A. (2019). Diagnosis and management of dementia: A review. JAMA, 322(16), 1589–1599. https://doi.org/10.1001/jama.2019.4782 

Diagnosis and Management of Dementia: A Review - PMC

Douglas, N. F., Browning, S., & Claypool, K. (2023). Preliminary evidence for dementia collaborative coaching. American Journal of Speech-Language Pathology, 32(5), 2146–2157. https://doi.org/10.1044/2023_AJSLP-22-00367 

Preliminary Evidence for Dementia Collaborative Coaching | American Journal of Speech-Language Pathology

Mahendra, N., & Apple, A. (2007, November 27). Human memory systems: A framework for understanding dementia. The ASHA Leader, 12(16), 8–12. https://doi.org/10.1044/leader.FTR1.12162007.8 

Human Memory Systems: A Framework for Understanding Dementia | The ASHA Leader Archive

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: From Diagnosis to Therapy: Elevating Your Voice Rehab Skills

Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/from-diagnosis-to-therapy-elevating-your-voice-rehab-skills-abje0166 

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

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

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

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

Learning Objectives:

1. Self report knowledge gains related to the importance of Differentiating Common Voice Pathologies

1. Self report knowledge gains related to the Impact of Vocal Technique and Rehabilitation

1. Self report knowledge gains related to understanding the difference between balancing the subsystems of voice vs strengthening

References & Resources:

Vocal Cord Atrophy: Zeitels, S. M., Hillman, R. E., Desloge, R., Mauri, M., & Doyle, P. (2002). Management of common voice problems: Committee report. Otolaryngology–Head and Neck Surgery, 126(5), 333-348. JOURNALS.SAGEPUB.COM  

Vocal Rest After Phonosurgery: Zeitels, S. M., Hillman, R. E., Desloge, R., Mauri, M., & Doyle, P. (2002). Management of common voice problems: Committee report. Otolaryngology–Head and Neck Surgery, 126(5), 333-348. JOURNALS.SAGEPUB.COM  

Muscle Tension Dysphonia Therapy: Van Houtte, E., Van Lierde, K., & Claeys, S. (2011). Pathophysiology and treatment of muscle tension dysphonia: A review of the current knowledge. Journal of Voice, 25(2), 202-207. JVOICE.ORG

Vocal Function Exercises for Normal Voice: With and Without Semi-Occlusion - https://scispace.com/pdf/vocal-function-exercises-for-normal-voice-with-and-without-545rhxksvl.pdf 

Phonation Resistance Training Exercises (PhoRTE) with Expiratory Muscle Strength Training (EMST) - https://emst150.com/event/phonation-resistance-training-exercises-phorte-with-expiratory-muscle-strength-training-emst-presented-by-edie-hapner-ph-d-ccc-slp-and-aaron-ziegler-phd-ccc-slp 

Melissa’s Youtube Channel Link: https://www.youtube.com/@thevoicerehab 

Pitch Perfect app (android) - https://play.google.com/store/apps/details?id=depollsoft.pitchperfect&hl=en

Pitch Perfect app (IOS) - https://apps.apple.com/us/app/pitch-perfect-pitch-pipe/id539417298

MedBridge - https://www.medbridge.com

MedSLP Collective - https://medslpcollective.com

The Voice Rehab  - https://www.thevoicerehab.com

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Teaching Interprofessional Communication Skills to Supervisees

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/teaching-interprofessional-communication-skills-to-supervisees-abje0165 

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

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

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

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

Learning Objectives:

1. Self report knowledge gains related to interprofessional collaboration (IPC) competencies for BCBAs (Board Certified Behavior Analysts) and SLPs (Speech-Language Pathologists)

1. Self report knowledge gains related to key components of interprofessional communication when interacting with at least one other discipline.

1. Self report knowledge gains related to ways to incorporate direct modeling, role play, and in-situ opportunities for supervisees to utilize interprofessional communication skills.

References & Resources:

American Speech-Language-Hearing Association. (2023). Code of ethics [Ethics]. Available from www.asha.org/policy/

Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/

Bowman, K. S., Suarez, V. D., & Weiss, M. J. (2021). Standards for Interprofessional Collaboration in the Treatment of Individuals With Autism. Behavior analysis in practice, 14(4), 1191–1208. https://doi.org/10.1007/s40617-021-00560-0

Caredon, T., Griffith, A.K., Koutsoftas, A.D., Riekan, C.J., & Eaton, A. (2024) What Is Working for Practitioners: A Mixed Method Analysis Using the Collaborative Practice Assessment Tool. Seminars in Speech and Language 45(3): 213 – 227. DOI: 10.1055/s-0044-1787098

Hyman, S. L., Levy, S. E., Myers, S. M., & COUNCIL ON CHILDREN WITH DISABILITIES, SECTION ON DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS (2020). Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Pediatrics, 145(1), e20193447. https://doi.org/10.1542/peds.2019-3447

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.

Kunze, M., & Machalicek, W. (2022). Interdisciplinary teams: A model to support students with autism. Psychology in the Schools, 59(7), 1350–1362. https://doi.org/10.1002/pits.22618

Slim, L., & Reuter-Yuill, L. M. (2021). A behavior-analytic perspective on interprofessional collaboration. Behavior Analysis in Practice, 14(4), 1238–1248. https://doi.org/10.1007/s40617-021-00602-7

Spencer, T.., Slim, L., Cardon, T., & Morgan, L. (n.d.). Interprofessional collaborative practice between behavior analysts and speech-language pathologists. Association for Behavior Analysts International. Retrieved October 19, 2023, from https://www.abainternational.org/media/180194/abai_interprofessional_collaboration_resource_document.pdf

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Empowering Independence: Fostering Effective Communication Skills for Adult Success

Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-independence-fostering-effective-communication-skills-for-adult-success-abje0164

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

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

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

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

Learning Objectives:

1. Self report knowledge gains related to client-driven goal setting and explain its importance in fostering independence for neurodiverse teens and young adults.

1. Self report knowledge gains related to social and communication skills essential for success in adulthood, including self-advocacy and perspective-taking. 

1. Self report knowledge gains related to tools and strategies to implement effective group therapy sessions for neurodiverse teens and young adults

References & Resources:

1. LaRue, R. H., et al. "Employment and Vocational Skills for Individuals with Autism."

Handbook of Quality of Life for Individuals with Autism Spectrum Disorder, edited by

Justin B. Leaf et al., Springer Nature Switzerland AG, 2022, pp. 377–395.

https://doi.org/10.1007/978-3-030-98507-3_21. 

2. Foster, S. K., Wiczer, E., and Eberhardt, N. B. "What’s So Hard about Soft Skills?:

When They Enter the Work World, Our Former Students Can No Longer Count on IEP

Support. To Succeed, They Need 'Soft Skills.' And We Can Help Students Cultivate

Them." The ASHA Leader, vol. 24, no. 12, 2019, pp. 52–60.

https://doi.org/10.1044/leader.FTR2.24122019.52. 

3. Flores, Deirdre. "SLP-Run Group Sessions Help Neurodivergent Young Adults Manage

the Often Overwhelming Social World of Dating." The ASHA Leader, 30 Jan. 2025.

https://leader.pubs.asha.org/do/10.1044/leader.FTR2b.30012025.slp-dating-skills-neurod

ivergent.53/full/. 

4. EdSurge. "Why Soft Skills Matter More Than Ever." EdSurge, 20 Nov. 2024,

https://www.edsurge.com/news/2024-11-20-why-soft-skills-matter-more-than-ever#:~:tex

t=In%20our%20tech%2Ddriven%20world,to%20thrive%20beyond%20the%20classroom 

.

5. Laugeson, Elizabeth A. PEERS® for Young Adults: Social Skills Training for Adults with Autism Spectrum Disorder and Other Social Challenges. Routledge, 2017. 

6. Pallathra, A. A., et al. "Psychosocial Interventions Targeting Social Functioning in

Adults on the Autism Spectrum: A Literature Review." Current Psychiatry Reports, vol.

21, no. 1, 2019, article 5. https://doi.org/10.1007/s11920-019-0989-0. 

7. Hendricks, D. R., and Wehman, P. "Transition from School to Adulthood for Youth with

Autism Spectrum Disorders: Review and Recommendations." Focus on Autism and

Other Developmental Disabilities, vol. 24, no. 2, 2009, pp. 77–88.

https://doi.org/10.1177/1088357608329827. 

8. Andrés-Gárriz, C., et al. "Promoting Self-Determination in Young Adults with Autism: A

Multicenter, Mixed Methods Study." Journal of Autism and Developmental Disorders,

2025, Open Access. https://link.springer.com/article/10.1007/s10803-025-06045-9. 

(Replace with exact link if different) 

9. Yaar, E., et al. "SPAN-ASD: Pilot Implementation to Promote Functional Goals of Autistic Adolescents and Young Adults." Research in Developmental Disabilities, vol. 155, 2024, article 104864. https://pubmed.ncbi.nlm.nih.gov/37769395/. 

10. McDonald, T. A. M., et al. "Appropriateness, Acceptability, and Feasibility of a

Neurodiversity-Based Self-Determination Program for Autistic Adults." Journal of Autism

and Developmental Disorders, vol. 53, no. 8, 2023, pp. 2933–2953. https://pubmed.ncbi.nlm.nih.gov/36848588/. 

11. Martino, D. C., et al. "The Role of Self-Advocacy and Self-Determination in Positive

Adjustment for Autistic Adolescents and Young Adults: A Mini-Review." Frontiers in Child and Adolescent Psychiatry, vol. 4, 2025, article 1542543. https://pubmed.ncbi.nlm.nih.gov/38629412/. 

12. Laugeson, Elizabeth A., et al. "Evidence-Based Social Skills Training for Adolescents

with Autism Spectrum Disorders: The UCLA PEERS Program." Journal of Autism and

Developmental Disorders, vol. 42, no. 6, 2012, pp. 1025–1036.

https://doi.org/10.1007/s10803-011-1339-1. 

13. Autism Speaks. "Collaboration Addresses Transition to Adulthood for Autism Patients." Autism Speaks, 14 July 2023,

https://www.autismspeaks.org/press-release/collaboration-addresses-transition-adulthoo

d-autism-patients. Accessed 29 June 2025.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Health Literacy & Vascular Cognitive Impairment: Missing Links in Stroke Care

Get 0.15 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/health-literacy-vascular-cognitive-impairment-missing-links-in-stroke-care-abje0163 

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

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

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

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

Learning Objectives:

1. Self report knowledge gains related to vascular cognitive impairment and identify identification of symptoms in their patients. 
2. Self report knowledge gains related to ways to increase accessibility to speech therapy services in a language that their patients can understand. 
3. Self report knowledge gains related to holistic therapy ideas to incorporate health literacy into speech therapy services.

References & Resources:

Babiak. (2018). Thinking Outside the Diagnostic Box: Risk Factors for Cognitive–Communication Impairment. Perspectives of the ASHA Special Interest Groups 2018-01-01 3(2): 51-58. https://pubs.asha.org/doi/abs/10.1044/persp3.SIG2.51 4100 - https://pubs.asha.org/doi/full/10.1044/persp3.SIG2.51 

Centers for Disease Control, 2023. What is Health Literacy? Retrieved from https://www.cdc.gov/healthliteracy/learn 

Department of Health and Human Services, 2023. Social Determinants of Health. Retrieved from https://health.gov/healthypeople/priority-areas/social-determinants-health 

Centeno, J.G., et al. (2023). Focusing Our Attention on Socially Responsive Professional Education to Serve Ethnogeriatric Populations With Neurogenic Communication Disorders in the United States. American Journal of Speech Language Pathology.32(4)1782-1792.Retrieved from https://doi.org/10.1044/2023_AJSLP-22-00325 

Dichgans & Leys. (2017). Vascular Cognitive Impairment. Circ Res. 2017;120:573-591. DOI: 10.1161/CIRCRESAHA.116.308426. Ellis, C. and Jacobs, M. (2021). 

The Complexity of Health Disparities: More than Just Black and White Differences. Perspectives of the ASHA Special Interest Group. 6(1)112-121. https://doi.org/10.1044/2020_PERSP-20-00199 

Hasselkus, A. and Moxley, A. (2009). Health Literacy at the Intersection of Cultures. The ASHA Leader. 14(4). https://doi.org/10.1044/leader.MIW.14042009.30 

Murray, L. (2008). Cognitive and Communicative Consequences of Cardiovascular Disease. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders. 18(4). https://doi.org/10.1044/nnsld18.4.152 

Y2 - 2024/12/21 Marte, M.J., Adesso, D., and Kiran, S., (2024). Association Between Social Determinants of Health and Communication Difficulties in Postroke U.S. Hispanic and Non-Hispanic White Populations. American Journal of Speech-Language Pathology. 33(1)248-261. https://doi.org/10.1044/2023_AJSLP-23-00232

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Bibliotherapy and Other Twenty Dollar Words

Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/bibliotherapy-and-other-twenty-dollar-words-abje0161 

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

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

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

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

Learning Objectives:

1. Review how bibliotherapy the way this practice can be integrated into a treatment plan.
2. Describe at least two ways to use a book in a therapy session to address thoughts and feelings.

References & Resources:

Story Stream: https://cdn.prod.website-files.com/66ff1af58e71edb911ba455e/679a51848baf4bad8da405cd_Spero%20Stuttering%20Story%20Stream-FINAL.pdf 

Franky Banky: https://www.frankybanky.com/

Gerlach, H., & Subramanian, A. (2016). Qualitative analysis of bibliotherapy as a tool for adults who stutter and graduate students. Journal of fluency disorders, 47, 1–12. https://doi.org/10.1016/j.jfludis.2015.12.001 

Using Bibliotherapy to Teach Problem Solving by James W. Forgan - https://journals.sagepub.com/doi/10.1177/10534512020380020201#:~:text=Research%20article,Volume%2038%2C%20Issue%202 

A Way Through the Forest: One Boy's Story With a Happy Ending by David Shapiro - 

https://ahn.mnsu.edu/services-and-centers/center-for-communication-sciences-and-disorders/services/stuttering/information-about-stuttering/serious-information/from-people-who-stutter-pws/pws-speak-for-themselves/a-way-through-the-forest-one-boys-story-with-a-happy-ending-by-david-shapiro/ 

Reaching In Reaching Out: https://www.wellington.ca/programmes-services/child-care-early-years/resiliency-training/resources

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Interdisciplinary Management of Concussion

Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/interdisciplinary-management-of-concussion-abje0162 

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

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

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

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

Learning Objectives:

1. Self report knowledge gains related to the importance of the SLPs role in concussion management.  
2. Self report knowledge gains related to the best practices for interdisciplinary management of clients with acute and persistent post-concussive symptoms. 
3. Self report knowledge gains related to the process for development of a concussion center.

References & Resources:

Jennings, T., & Islam, M. S. (2023). Examining the interdisciplinary approach for treatment of persistent post-concussion symptoms in adults: A systematic review. Brain Impairment, 24(2), 290–308. https://doi.org/10.1017/BrImp.2022.28 Ketcham, C. J., Bowie, 

M., Buckley, T. A., Baker, M., Patel, K., & Hall, E. E. (2017). The value of speech-language pathologists in concussion management. Current Research: Concussion, 04(1), e8–e13. https://doi.org/10.1055/s-0037-1603645 

PHQ-9: https://med.stanford.edu/fastlab/research/imapp/msrs/_jcr_content/main/accordion/accordion_content3/download_256324296/file.res/PHQ9%20id%20date%2008.03.pdf 

Tilton-Bolowsky, V. E., Davis, A. S., & Zipse, L. (2023). Mapping meta-therapy onto the treatment of cognitive-communication and language disorders in adults. Perspectives of the ASHA Special Interest Groups, 8(4), 640–658. https://doi.org/10.1044/2022_PERSP-22-00072

-Could go after and email them for link to “The Columbia Suicide Severity Rating Scale” to add to show notes: https://cssrs.columbia.edu/wp-content/uploads/C-SSRS_Pediatric-SLC_11.14.16.pdf 

REAP program: https://reapconcussion.com/ 

BIAA - Brain Injury Association of America - https://biausa.org/ 

Buffalo Concussion Treadmill Test: https://cdn-links.lww.com/permalink/jsm/a/jsm_2020_01_28_haider_19-313_sdc1.pdf 

ACRM - American Congress of Rehabilitation Medicine: https://acrm.org/ 

Turner-Stokes L. Goal attainment scaling (GAS) in rehabilitation: a practical guide. Clinical Rehabilitation. 2009;23(4):362-370. doi:10.1177/0269215508101742

Grant, M., & Ponsford, J. (2014). Goal Attainment Scaling in brain injury rehabilitation: Strengths, limitations and recommendations for future applications. Neuropsychological Rehabilitation, 24(5), 661–677. https://doi.org/10.1080/09602011.2014.901228 

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