SLP Nerdcast

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Treating feeding and swallowing can be a daunting task. This is an area of speech and language pathology that feels like high stakes, and at the same time is crucial to our students / clients. Our goal for this episode was to empower our fellow SLPs and put some of those fears at ease.

Treatment of feeding and swallowing in schools is so important. Children need to have their nutritional and hydration needs met throughout their day. Addressing swallowing and feeding disorders may be considered educationally relevant and part of the school system’s responsibility to keep the student safe while eating during school and keep the student healthy so they can maximize attendance. Plus, IDEA mandates services for health-related disorders that affect the ability of the student to access educational programs and participate fully.

So what is a school based SLP to do if they don’t feel that feeding and swallowing is part of their scope of practice? Most importantly, don’t let your inner critic prevent you from diving in. Tracey Callahan, MS, CCC-SLP, our special guest and feeding and swallowing go-to, walks us through the ins and outs of a feeding and swallowing evaluation. Plus, we review several ways that you can navigate a better understanding of a recently diagnosed student with a feeding or swallowing issue.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.

Learning Outcomes

1. Identify the prevalence of feeding and swallowing disorders and the importance of school SLP involvement

2. Identify different elements of a feeding and swallowing evaluation

3. Identify feeding and swallowing evaluation procedures in a school setting

References

This episode has a long reference list. Find the complete reference list here.

Online Resources

ASHA Resources for Feeding and Swallowing Prevalence: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965§ion=Incidence_and_Prevalence

ASHA Resources for Feeding and Swallowing Definitions: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965§ion=Overview

ASHA Resources for Feeding and Swallowing “team” and roles: https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Dysphagia-Teams/

ASHA Resources for Feeding and Swallowing assessment procedures: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965§ion=Assessment

ASHA Resources for videofluoroscopic swallow study: https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Videofluoroscopic-Swallow-Study/

ASHA Resources for fiberoptic endoscopic evaluation of swallowing (FEES): https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Fiberoptic-Endoscopic-Evaluation-of-Swallowing/

ASHA Resources on interprofessional education/interprofessional practice (IPE/IPP): https://www.asha.org/Practice/Interprofessional-Education-Practice/

ASHA Resources on collaboration and teaming for guidance on successful collaborative service delivery across settings: https://www.asha.org/Practice-Portal/Clinical-Topics/Intellectual-Disability/Collaboration-and-Teaming/

Articles about the International Dysphagia Diet Standardization initiative: https://iddsi.org/

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: Descriptions of feeding and swallowing disorders and the importance of school SLP involvement

15 minutes: Descriptions of elements of a feeding and swallowing evaluation

10 minutes: Description of feeding and swallowing evaluation procedures in a school setting

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 may be asking yourself: “But why is verbal behavior even relevant to SLPs?” This is a valid question, and we have a few answers.

First, most SLPs (especially in pediatrics) will interact with a BCBA at some point in their careers (and the field of ABA is only growing!). We’d bet that the majority of SLPs will come across terms like “mand” and “tact” at least once in their careers. If our clients/students/patients (particularly those with autism) and their families are using these terms / being exposed to them, shouldn’t we know exactly what they mean?

Second, verbal behavior is so often misunderstood and, in our personal experience, has been misrepresented time and again by friends and colleagues who are misinformed. When Kate started her first job as a CF she was told that verbal behavior was when a ‘BCBA took the students AAC device away and makes them speak’ - appalling! Fortunately, that’s not at all what it is, and we’d like to set the record straight once and for all. Understanding verbal behavior can, without a doubt, enrich the clinical practice of the SLP.

Third, if we as SLPs are expected to work alongside the field of ABA, we need to collaborate effectively. After all, effective collaboration is what is best for our clients, not to mention part of our ethical code. Collaborating with a BCBA can be challenging (for a whole host of reasons - we have an episode all about that), but incredibly important given the high percentage of comorbidity between communication and behavioral disorders. Understanding relevant terminology like “mand” and “tact” can help you overcome a huge hurdle to successful and effective collaboration.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

1. Define verbal behavior and identify at least 2 components of it’s history

2. Define at least 3 verbal operants

3. Describe at least 2 components of verbal behavior that are relevant to the practice of speech and language pathologists

References:

Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson.

Michael, J. (1985). Two kinds of verbal behavior plus a possible third. The Analysis of Verbal Behavior, 3, 1–4. doi.org/10.1901/jeab.1984.42-36

Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-Crofts

Skinner, B. F. (1953). Science and human behavior. New York: Free Press.

Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts

Sundberg, M. L. (1978b). A program for teaching verbal behavior to persons in whom language is absent or defective. Western Michigan University. Behavioral Monograph #6, Kalamazoo, MI.’

Sundberg, M. L., Michael, J., & Peterson, N. (1977). Sign language: A behavioral analysis and applications. Western Michigan University Behavioral Monograph #1.

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177.

Watson, J. B. (1924). Behaviorism. New York: W. W. Norton.

Online Resources:

Mark Sundberg publications

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 verbal behavior and it’s history

15 minutes: Descriptions of the main verbal operants

10 minutes: Description and discussion of how verbal behavior is relevant to the practice of a speech and language pathologist

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

Everyone experiences stress and anxiety at some point. It’s part of being human. When stress, anxiety, or negative experiences happen our instinct is to shove them down - we want to get rid of them and our minds go to great lengths to try and make this happen. It may seem counterintuitive, but making positive change is rooted in changing your relationship with stress and anxiety, not getting rid of it.

In this episode we welcome our first virtual guest, Steph Shaw, MS, BCBA, LABA, to discuss Acceptance Commitment Therapy, referred to as ACT. ACT is an evidence-based framework that combines strategies of mindfulness and committed actions to move towards your personal values. The heart of it is in learning behavioral flexibility to create a rich and meaningful life. ACT is rooted in applied behavior analysis but in its development has pulled components from different branches of psychology, CBT DBT, and mindfulness. These strategies can be applied to any situations where negative thoughts or feelings arise.

There is a particular kind of stress that comes along with being a clinician. Throughout this episode we reflect on these kinds of stressors and discuss ways that ACT can be used to better manage them.

We recorded this episode within the first few weeks of the COVID-19 pandemic - one of the most stressful times in our lives. Stay tuned for another episode where we explore ACT in more detail and discuss how we can use these strategies in this new normal.

ASHA professional development hours are offered for this course (1 CMH). Visit our ASHA Professional Development page for more information . Steph is a BCBA who is passionate about ACT and uses it regularly with herself and her clients. Learn more about Steph here.

Learning Outcomes

1. Review the history of ACT and define at least two of it's core features

2. Identify at least two components of mindfulness and how to get started with ACT

3. Identify at least two ACT exercises and scenarios where it can be used, and where to learn more.

References

Harris, R. (2008). The Happiness Trap: How to stop struggling and start living. Boston, MA: Trumpeter.

Harris, R. (2012). The Reality Slap: Finding Peace and Fulfillment When Life Hurts. New Harbinger Publications.

Hayes, S. C., & Smith, S. (2005). Get out of your mind and into your life: The new Acceptance and Commitment Therapy. Oakland, CA: New Harbinger.

Hayes, S. (2019). A Liberated Mind: How to Pivot Toward What Matters. New York: Avery.

Wilson, K. & Dufrene, T. (2010). Things might go terribly, horribly wrong. Oakland: New Harbinger.

Online Resources

Association for Contextual Behavioral Science: https://contextualscience.org/

Apps and Programs

Headspace: www.headspace.com

Stop, Breathe, & Think: (for guided meditations): www.stopbreathethink.com

Stop, Breathe, & Think Kids: https://www.stopbreathethink.com/kids/

Calm: www.calm.com

Ten Percent Happier: www.tenpercent.com

Timeless: www.timeless-meditation.us

Insight Timer: www.insighttimer.com

Breath+: https://apps.apple.com/us/app/breathe-simple-breath-trainer/id1106998959

Disclosures:

Financial: Steph is the employee of a non-public school that serves children with autism. 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: Steph is a member of the association of contextual behavior science. 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 the history of ACT and it's core features

15 minutes: Descriptions of mindfulness and how to get started with ACT

10 minutes: Describe ACT exercises and scenarios where it can be used, and where to learn more.

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

It takes two (Kate’s singing somewhere, listen to the podcast, you’ll get it) - at least two, for communication. When introducing aided AAC tools to people with complex communication needs, it isn’t just about them - things they have to learn, changes they need to make. Optimal communication and acquisition of new skills requires something from the partner as well.

In this podcast we’ll review several studies on partner training that just might make you think about things a little differently. We’ll give some background on what the literature says about partner training, why you should think about incorporating it into your practice, and consider some potential obstacles and workarounds that might fit your environment.

Expect to learn the common communication behaviors seen in partners of aided AAC users, frequently used methods employed in partner training programs, and specific questions to ask yourself prior to embarking on a partner training program. We’ll provide an overview of the work of Kent-Walsh and Binger with the ImPAACT program, and hopefully you’ll get as inspired as we were!

Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

1. Define partner training and review at least 2 evidence based descriptions of partner training

2. Describe at least two implementation strategies for partner training

3. Identify at least 2 hurdles to implementing partner training and 2 strategies for overcoming those hurdles

References

Binger, C., & Kent-Walsh, J. (2012). Selecting Skills To Teach Communication Partners: Where Do I Start? Perspectives on Augmentative and Alternative Communication, 21(4), 127–135. doi: 10.1044/aac21.4.127

Kent-Walsh, J., & Binger, C. (2013). Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication, 22(1), 51–58. doi: 10.1044/aac22.1.51

Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. doi: 10.3109/07434618.2015.1052153

Kovach, T. M. (2009). Augmentative & alternative communication profile a continuum of learning. East Moline, IL: LinguiSystems.

Online Resources

Schmidt, J., Lu, T., Boyle, T., & Vedantam, S. (2018, June 5). When Everything Clicks: The Power Of Judgment-Free Learning. Retrieved from https://www.npr.org/2018/06/04/616127481/when-everything-clicks-the-power-of-judgment-free-learning

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 partner training and the supporting evidence in the literature

15 minutes: Descriptions of implementation strategies for partner training

10 minutes: Describe the hurdles to effective partner training and strategies to overcome those hurdles

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

Starting a private practice can be exciting - but also daunting, intimidating, or for some of us outright terrifying. There is a certain vulnerability in putting yourself out there. This vulnerability extends way beyond whether or not you are making the right clinical decisions out on your own. There are often concerns about liability, budgeting, taxes and money management, overhead costs, policies, regulations → mind explosion.

First off, we want everyone interested in private practice to know that it is totally possible. A bajillion people go into business for themselves. Just because we don’t get business management training as part of our degree does not make us less equipped to go into business for ourselves. There are so many resources out there. Taking advice from a seasoned business owner is just the start. Our goal for this episode is to help you start that journey, get you hooked into some good resources out there, and answer some of these long standing questions related to risk, liability, and finances.

Disclaimer: We are not attorneys or accountants. The information provided in this episode comes from personal experience owning and running a private practice for the last 10 years. We always defer to the experts for legal and accounting / financial advice. While you can always reach out to use with questions, we recommend you find some good local resources for specific issues!

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

Identify at least 2 common legal / liability considerations when setting up a private practice

Identify at least 2 common financial considerations when setting up a private practice

Identify 2 of the most frequent revenue streams in private practice and considerations for each

References

Cornett, B. S. (2006). Clinical documentation in speech-language pathology: Essential information for successful practice. ASHA Leader, 11(12), 8-25

Online Resources

Malpractice Insurance Resources

Mercer Consumer (Formerly MARSH)

Healthcare Providers Service Organization (HPSO)

Corporate Filing Resources

Bizfilings (information about different corporate structures)

MyCorporation: Everything you need to know:

HIPAA Compliance Resources

ASHA and HIPAA

General HIPAA information

Tax ID and NPI Resources

Link to apply for an EIN

National pan and Provider Enumeration System (NPPES; apply for / look up your NPI number)

Centers for Medicare and Medicaid information about NPI numbers

Tax Resources

Learn more about self employment tax

Health Insurance and Superbill Resources

ASHA superbill templates

ASHA CPT codes

ASHA ICD-10 codes

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 common legal considerations in private practice

15 minutes: Descriptions of common financial considerations in private practice

10 minutes: Descriptions of common revenue streams in private practice

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

Wow. Data collection. Qualitative. Quantitative. Frequency. Latency. Validity. Accuracy.

Super exciting topic - no really! We know speech language pathology is an evidence-based practice, but we don’t get tons of training in different types of data collection methods or how to optimize our data collection for our work environment. We found some great articles when we were preparing for this podcast, and we are excited to share them with you.

In this episode we hope to get you as excited about data as we are! Learn about why we should even collect data in the first place, and what are the important components that make data “good”. Find out some questions you should ask yourself when thinking about what data you’ll collect and how you’ll do it - including whether you should consider your data collection methods when writing goals and objectives. Finally, we’ll troubleshoot some potential data-collection pitfalls and give tips about how to avoid data that is inaccurate, cumbersome, or even impossible to take.

Come and hang out, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). Get as excited as we are about data collection and watch your relationship with this clinical skill change for the better!

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

1. Identify at least 2 reasons to take data and describe at least 2 components to consider when taking data?

2. Identify at least 2 hurdles to collecting data

3. Identify at least 2 strategies to overcoming hurdles to data collection

4. Identify at least 2 kinds of data collection and situations they are best suited to

References

Korsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13

Olswang, L. B. & Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66

Walz, J. (2013). Technology to support data collection and management in the public schools. Perspectives on School-Based Issues, 14(1), 10-14

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 reasons for data collection and hurdles to data collection

15 minutes: Descriptions of the strategies for overcoming hurdles to data collection

10 minutes: Describe of different kinds of data collection and situations in which they may be appropriate

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

Aided modeling interventions are becoming a common recommendation in the field of AAC. You hear about it at conferences, you see it posted on social media, it’s listed on popular reference websites. It’s kind of a hot topic.

But - what is it exactly? Is it called aided language stimulation, aided language modeling, or aided language input? With everyone calling it different things and doing it in different ways it’s hard to tell if you are doing it correctly.

Plus, a lot of the references out there on social media and blog posts don’t review the literature. Fortunately there is a lot of literature out there, but there is a lot of variation. In this episode we review several articles and meta-analyses to get a feel for the overall evidence out there. We also discuss what evidence we have in the literature support its use and how we can apply it effectively with our clients / students / patients. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

1. Review and define aided language modeling

2. Review at least two descriptions of aided language modeling in literature

3. Describe at least 2 implementation procedures for aided language modeling

4. Describe at least 2 things to consider when using aided language modeling as an intervention strategy

References

This episode has a substantial reference list. Available as a free download here.

Online Resources

ASHA Practice Portal on AAC:

https://www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-Communication/

ASHA Resources on Evidence Based Practice

https://www.asha.org/research/ebp/evidence-based-practice/

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 of the definition of aided language modeling and supporting descriptions in literature

15 minutes: Review of different implementation procedures in aided language modeling

10 minutes: Review considerations for using aided language modeling as an intervention strategy

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!

UPDATE: This episode was recorded and published with an error (@ timestamp 6:35). INTERprofessional collaboration is collaboration between different fields or professions (example: an SLP collaborating with a BCBA). INTRAprofessional collaboration is collaboration within one field (example: an SLPs collaborating with other SLPs). In our recording we swapped the two - blame it on first episode jitters!

A BIG THANKS to our listener who brought this to our attention! You know who you are!!

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Get .1 ASHA CEU here

Welcome to our first post! This podcast was a big one for us in so many ways! Since we are just a couple of nerds, who are also friends, and actually do spend an inordinate amount of time talking about “nerdy speech and language things” in our free time - the idea of being a bit more structured in our topics and recording our conversations for others to hear was an idea we threw around for a while. It became our brain baby. We were nervcited* about it. And now it is real.

Why start our podcasting journey here? Collaborating with BCBAs has been an ongoing thread running through both of our careers in speech language pathology. BCBA/SLP relationships can be a polarizing topic on both sides of the office/school/clinic. We’ve personally had some great experiences, and some not so great ones. We both went through a post-graduate certificate program to become BCBAs (Kate took the exam and has the letters to prove it). We’ve both been challenged with difficult collaborative situations, and we’ve been on the sidelines to see the challenges experienced by our colleagues in their working relationships with others.

So why collaborate in the first place? Well, to begin with it’s the ethical choice. Our ASHA code of ethics is long, but there are some clear points made as to why it is ethical to collaborate. Plus, the field of ABA sometimes gets a bad rep - BCBAs and the field of ABA in general can have a lot to offer. We have both found it to be a great compliment to our speech therapy practices. Unfortunately, sometimes collaborating is a hard road, for a variety of reasons, and most of us don’t receive any type of explicit training on this in graduate school. How do we navigate these relationships as a professional? Do we even have to? Is it worth all the potential hassle? In this podcast we will talk in depth about the why and the how of intraprofessional collaboration with BCBAs. Spoiler alert: We’ve both had the good fortune of some wonderful shared clinical experiences with BCBAs - and we really think it is an experience worth figuring out!

Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).

*Nervcited - a word we are pretty sure we invented. It's that weird combination of simultaneously feeling nervous and excited about something.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

1. Provide at least 3 descriptive facts about applied behavior analysis

2. Describe at least 2 reasons to collaborate with behaviorally oriented professionals

3. Identify at least 2 barriers to collaborating

4. Identify at least 2 strategies for effective collaboration.

References

Cooper, J. O., heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2nd Ed.) New York, NY: Pearson

Donaldson, A. L. & Stahmer, A. C. (2014). Team Collaboration: The Use of Behavior Principles for Serving Students with ASD. Language, Speech, and Hearing Services in Schools, 45, 261–276

Stone, Douglas., Bruce Patton, and Sheila Heen. Difficult Conversations: How to Discuss What Matters Most. New York, N.Y.: Viking, 1999

Online Resources

Behavior Analyst Certification Board

ASHA Guidelines for Caseload and Workload

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 the science of applied behavior analysis

15 minutes: Descriptions of the responsibilities to collaborate and the identified barriers to collaboration

10 minutes: Describe the strategies to improved collaborative practices

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!

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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!

You asked, and we listened. Tune into this episode to have (hopefully) all of your questions answered about who we are, what this show is about, our process, and continuing education. We review our professional work history and interests, what this show is about and how it was born, and how you can use this podcast for ASHA CEUs.

We hope this episode gives you some answers, but if not please email us anytime! We love hearing from our listeners. Give it a listen, be our nerdy friend, and then enjoy an episode for credit. Thank you for being a listener and supporter of SLP Nerdcast!

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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 also:

Follow us on instagram

Follow us on facebook

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