SLP Nerdcast

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: What Do I Do When Stuttering Meets Severe Articulation Concerns?

Get 0.05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/what-do-i-do-when-stuttering-meets-severe-articulation-concerns-abje0160 

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. Explain 3 treatment approaches for addressing both stuttering and phonological disorders

1. Describe at least 2 ways to foster healthy communication attitudes toward stuttering while addressing phonological concerns

References & Resources:

Arndt, J., & Healey, E. C. (2001). Concomitant disorders in school-age children who stutter. Language, Speech, and Hearing Services in Schools, 32(2), 68–78. https://doi.org/10.1044/0161-1461(2001/006)

Bernstein Ratner, N. (1995). Treating the child who stutters with concomitant language or phonological impairment. Language, Speech, and Hearing Services in Schools, 26(2), 180-186. https://doi.org/10.1044/0161-1461.2602.180 

Logan, K. J. (2004, September 7). When children who stutter present co-occuring speech-language disorders: Some clinical considerations. Minnesota State University Mankato. https://ahn.mnsu.edu/services-and-centers/center-for-communication-sciences-and-disorders/services/stuttering/professional-education/convention-materials/archive-of-online-conferences/isad2004/when-children-who-stutter-present-co-occuring-speech-language-disorders-some-clinical-considerations/ 

Nippold, M. A. (2002). Stuttering and phonology: Is there an interaction? American Journal of Speech-Language Pathology, 11(2), 99-110.

Tichenor, S. E. & Yaruss, J. S. (2019). Stuttering as defined by adults who stutter. Journal of Speech, Language, and Hearing Research, 62(12), 4356-4369. https://pubs.asha.org/doi/10.1044/2019_JSLHR-19-00137 

Spero stuttering Resource: https://www.sperostuttering.org/therapist-resources/resource-library

Stuttering therapy resources: https://stutteringtherapyresources.com/

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Executive Function: Shifting from Adult-Regulated to Self-Regulated Learning

Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/executive-function-shifting-from-adult-regulated-to-self-regulated-learning-abje0159 

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. How situational awareness, self talk, forethought and episodic memory are the foundational skills for successful task execution. 
2. How mental simulation of movement through space and time supports more accurate time estimation and effective task planning

References & Resources:

Cognitive Connections website: https://www.efpractice.com/ 

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Too Fast for Words: A Cluttering Story

Get 0.05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/too-fast-for-words-a-cluttering-story-abje0157 

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 at least one variable that may have an impact on the lives of a person who clutters
2. List at least one way an individual’s experience with cluttering might differ between childhood and adulthood

References & Resources:

Too Fast for Words: https://toofastforwords.com/ 

Too Fast for Words: YouTube channel: https://www.youtube.com/@toofastforwords

Thank you to our Corporate Sponsor, Spero Stuttering - https://www.sperostuttering.org for helping to make this course possible.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: AI in Clinical Practice

Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/AI-in-clinical-practice-abje0156 

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

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

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

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

Learning Objectives:

Identify current AI applications that might be used in speech-language pathology practice

Describe the ethical considerations in AI implementation, including privacy and consent

Describe tasks suitable for AI assistance versus those requiring human expertise

References & Resources:

Chat GPT - https://chatgpt.com/ 

Perplexity.ai - https://www.perplexity.ai/

Claude AI https://claude.ai/ 

Scite AI https://scite.ai 

Udio AI https://www.udio.com/ 

Padlet - https://padlet.com/dradockens/dr_dockens_ai_in_academia_series 

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Active Ingredients for an Effective Supervisory Alliance

Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/active-ingredients-for-an-effective-supervisory-alliance-abje0155 

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. Identify key components of the supervisory alliance. 
2. Explain attitudes, behaviors, and practices that contribute to an effective supervisory alliance. 
3. Describe the impact of a positive supervisory alliance.

References & Resources:

Storytime Planning Guide 

Clinical Writing Checklist 

Active Ingredients for an Effective Supervisory Alliance

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: AAC Narrative Intervention

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. Describe the benefits of narrative intervention for AAC users
2. Describe the active ingredients of story champs that lead to generative repertoires 

References & Resources:

Story champs: https://www.languagedynamicsgroup.com/story-champs/ 

Story champs for AAC: https://www.languagedynamicsgroup.com/story-champs-2/story-champs-aac-2/ 

Spencer, T. D., Tonsing, K., & Dada, S. (2024). Augmentative and alternative communication 

(AAC) interventions that promote labeling, commenting, and telling: A systematic 

review [Manuscript submitted for publication]. Juniper Gardens Children’s Project, University of Kansas.

Almubark, N. M., Spencer, T. D., & Foster, M. E. (2024). AAC narrative intervention for children with autism. [Manuscript submitted for publication]. Juniper Gardens Children’s Project, University of Kansas: https://www.tandfonline.com/doi/full/10.1080/07434618.2024.2433959

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Developing Competency in Self-Advocacy Skills for Complex Communicators

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. Identify at least three skills to target to develop communication competency

2. Identify at least three activities or tools for students to learn and practice self-advocacy skills.

3. Explain how to use coaching strategies to support communication partners in utilizing skills

explicitly taught during natural moments in the learning environment.

References & Resources:

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138. 

Burkhart, L., Mussel White, C. (2001). Can We Chat? Co-Planned Sequenced Social Scripts. Litchfield Park: Special Communications. 

Finke, E. H., Davis, J. M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., . . . Waters, S. (2017). Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 26(1), 81-98. doi:10.1044/2016_ajslp-14-0187 

Geist, L., & Erickson, K. (2022). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. TEACHING Exceptional Children, 54(4), 296–304. 

Hartmann, A & Sheldon, E. (2019). Just Ask: What we can learn from AAC users. [Blog post] Sheldon, E., & Hartmann, A. How to be an AAC supporter - AssistiveWare. https://www.assistiveware.com/learn-aac/how-can-i-help-be-an-aac-supporter Karimi, L. (2024, February 9). Erika Fundelius - Department of Educational and Counselling Psychology, and Special Education. Department of Educational and Counselling Psychology, and Special Education. https://ecps.educ.ubc.ca/erika-fundelius/ 

Light, J., & Mcnaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85-96. 

Hayden, N. K., Bradshaw, J., Hayward, S., Murphy, J., Boa, S., Eden, V., Mischo, S., Pampoulo, E., Macrae, A.-M., Reid, J., Darvell, C., Lauer, N., Mundt, I., Clark, L., Nagawa, M., Duner, A., and Talking Mats Research Network (2023). Summary of Talking Mats Studies. 

Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. 

Samuelsson, J., Holmer, E., Johnels, J. Å., Palmqvist, L., Heimann, M., Reichenberg, M., & Thunberg, G. (2024). My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats. British Journal of Learning Disabilities, 52, 23–35. https://doi.org/10.1111/bld.12543 

Singer, B.D., & Morgensen Jennifer. (2021). Getting students to Self-Advocacy—Step by step. In ASHA LeaderLive. https://doi.org/10.1044/leader.ftr1.26082021.32

Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). Minneapolis, MN: University of Minnesota, TIES Center. 

Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., ... & Johnson, D. R. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19(1), 6-18. 

Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113-120. 

Witkowski D., Baker B. (2012). Addressing the content vocabulary with core: Theory and practice for non-literate or emerging literate students. Perspectives on Augmentative and Alternative Communication, 21, 74–81. 

Wood, W. M., Fowler, C. H., Uphold, N., & Test, D. W. (2005). A review of self-determination interventions with individuals with severe disabilities. Research and Practice for Persons with Severe Disabilities, 30(3), 121-146. 

Van Tatenhove G. (2009). Building language competence with students using AAC devices: Six challenges. Perspectives on Augmentative and Alternative Communication, 18, 38–47.

Communication Bill of Rights - https://www.asha.org/njc/communication-bill-of-rights

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Cluttering? What’s that?

Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/cluttering-whats-that-abje0152

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

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

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

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

Learning Objectives:

List at least two characteristics of cluttering

List at least two myths about cluttering

Describe at last two best practices for treating cluttering

References & Resources:

The Source for Stuttering and Cluttering

https://www.proedinc.com/Products/40031/the-source-stuttering-and-clutteringsecond-edition.aspx 

Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses, 

https://www.amazon.com/Fluency-Plus-Disorders-Individuals-Diagnoses/dp/1630913103 

Managing Cluttering: A Comprehensive Guidebook of Activities, 

https://www.amazon.com/Managing-Cluttering-Comprehensive-Guidebook-Activities/dp/1416405429 

Cluttering: A Handbook of Research, Intervention, and Education

https://www.amazon.com/Cluttering-Intervention-Education-18-Feb-2011-Hardcover/dp/B013J970WY 

Podcast Cluttering Conversations: https://soundcloud.com/paula-kathy 

Too Fast for Words: https://toofastforwords.com/ 

Fluency Bank Resources for Cluttering: https://fluency.talkbank.org/ 

Debunking Myths About Fluency Disorders: https://leader.pubs.asha.org/do/10.1044/leader.FTR2.28112023.slp-cluttering-id.50/full/

International Association of Cluttering: https://sites.google.com/view/icacluttering

The Personal Report of Communication Apprehension: https://assessment.ucmerced.edu/sites/assessment.ucmerced.edu/files/page/documents/personal_report_of_communication_apprehension.pdf 

Giuffre, L. A., & Scaler Scott, K. (2025). Life impact of cluttering: The adult perspective. American Journal of Speech-Language Pathology, 1–13. https://doi.org/10.1044/2024_AJSLP-24-00262

Here is the too fast for words book: https://www.amazon.com/Too-fast-words-discovering-stutter/dp/B08NDVKM3P

Cluttering Curriculum Resources: https://docs.google.com/document/d/1Wti_QmkE8YBwNcfVFvX2CJ9gFDR_RLT4YAdDweXwaiU/edit?usp=sharing

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Early feeding and developmental care in a Cardiac ICU

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. Participants will be able to identify 3 reasons for the importance of neurodevelopmental care in the Cardiac ICU.

2. Participants will demonstrate the ability to accurately identify a minimum of 3 feeding problems commonly observed in infants with congenital heart disease.

3. Participants will be able to identify 3 strategies to improve culture/education on PO feeding in a cardiac unit.

References & Resources:

Gakenheimer-Smith, L., Glotzbach, K., Ou, Z.,

Presson, A. P., Puchalski, M., Jones, C., Lambert, L., Delgado-Corcoran, C., Eckhauser, A., & Miller, T. (2019). The impact of neurobehavior on feeding outcomes in neonates with congenital heart disease. The Journal of Pediatrics, 214, 71-78.e2. https://doi.org/10.1016/j.jpeds.2019.06.047

Howell, H. B., Zaccario, M., Kazmi, S. H., Desai, P., Sklamberg, F. E., & Mally, P. (2019).

Neurodevelopmental outcomes of children with congenital heart disease: A review. Current Problems in Pediatric and Adolescent Health Care, 49(10), 100685. https://doi.org/10.1016/j.cppeds.2019.100685

Interdisciplinary approach to support developmentally appropriate care of infants born with

complex congenital heart disease. Clinics in Perinatology, 43(1), 147–156.

https://doi.org/10.1016/j.clp.2015.11.010

Peterson, J. K. (2018). Supporting optimal neurodevelopmental outcomes in infants and children with congenital heart disease. Critical Care Nurse, 38(3), 68–74. https://doi.org/10.4037/ccn2018514

Sadhwani, A., Wypij, D., Rofeberg, V., Gholipour, A., Mittleman, M., Rohde, J., Velasco-Annis, C., Calderon, J., Friedman, K. G., Tworetzky, W., Grant, P. E., Soul, J. S., Warfield, S. K., Newburger, J. W., Ortinau, C. M., & Rollins, C. K. (2022). Fetal brain volume predicts neurodevelopment in congenital heart disease. Circulation, 145(15), 1108–1119. https://doi.org/10.1161/CIRCULATIONAHA.121.056305

Skotting, M. B., Eskildsen, S. F., Ovesen, A. S., Fonov, V. S., Ringgaard, S., Hjortdal, V. E., &

Lauridsen, M. H. (2021). Infants with congenital heart defects have reduced brain volumes. Scientific Reports, 11, 4191. https://doi.org/10.1038/s41598-021-83690-3