SLP Nerdcast

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Advocacy and You: Be the Change 

Get .1 ASHA CEU and view the full course landing page:

https://courses.slpnerdcast.com/courses/advocacy-and-you-be-the-change-abje0140

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. Define advocacy and the importance of state level and national

level efforts in the field of SLP.

2. Identify 4 advocacy roles that exist at a state level for speech-language

pathologists. 

3. Outline 5 ways SLPs can get involved with advocacy at a state and national level.

References & Resources:

Contact Jennifer Henderson via email [email protected]

1. Swanson, L. A., & Perry, H. (2021). Effects of telepractice on services provided to students with disabilities in rural schools. Language, Speech, and Hearing Services in Schools, 52(4), 1119-1132. https://doi.org/10.1044/2021_LSHSS-21-00137

2. American Speech-Language-Hearing Association (ASHA). (2023, November 28). SLPs and audiologists: Join the advocacy movement. The ASHA Leader. https://doi.org/10.1044/leader.FTP.28112023.slps-auds-advocacy.8

3. American Speech-Language-Hearing Association (ASHA). (n.d.). Early childhood education: Foundations for literacy development. Perspectives of the ASHA Special Interest Groups, 13(1), 13 17. https://doi.org/10.1044/ffd13.1.13

4. American Speech-Language-Hearing Association (ASHA). (2003, August 17). SLPs and school reform: The role we play. The ASHA Leader. https://doi.org/10.1044/leader.GR.08172003.1

5. Cummings, J. (2022). Recent advances in dysphagia research and treatment. Seminars in Speech and Language, 43(2), 1-4 https://doi.org/10.1055/s-0042-1743543

6. American Speech-Language-Hearing Association (ASHA). (2008, October 13). SLPs in private practice: Navigating the changing landscape. The ASHA Leader. 

https://doi.org/10.1044/leader.FTP.13102008.20

7. American Speech-Language-Hearing Association (ASHA). (n.d.). Advocacy. https://www.asha.org/advocacy/

8. American Speech-Language-Hearing Association (ASHA). (n.d.). ASHA member advocacy. https://www.asha.org/advocacy/asha-member-advocacy/

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Stuttering as Verbal Diversity: Redefining SLP roles

Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/stuttering-as-verbal-diversity-redefining-slp-roles-abje0139

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 how the neurodiversity movement is impacting our work with people who stutter
2. List two ways to create a paradigm shift that is meaningful for people who stutter
3. List two ways SLPs roles have changed to meet the needs of students who stutter

References & Resources:

The Happiness Trap

More Than Fluency

How to Talk so Kids Will Listen & Listen so Kids Will Talk

Assessment of Fluency Disorders in the Context of the WHO ICF Framework

LSHSS Forum Invites School Based SLPs to Resist Ableism

Tichenor, S. E., Herring, C., & Yaruss, J. S. (2022). Understanding the Speaker's Experience of Stuttering Can Improve Stuttering Therapy. Topics in language disorders, 42(1), 57–75. https://doi.org/10.1097/tld.0000000000000272

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Empowering Caregivers in the Everyday Lives of Children Who Stutter

Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/Empowering-Caregivers-in-the-Everyday-Lives-of-Children-Who-Stutter-abje0138

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:

Describe the importance of caregiver involvement in the therapy process for children who stutter and how this can impact the effectiveness of the therapy

Describe how technological advancements can facilitate support for families within SLP

Describe the collaboration between healthcare professionals and technology developers in creating applications like "Penguin: Stammering Support"

References & Resources:

Abernethy, A., Adams, L., Barrett, M., Bechtel, C., Brennan, P., Butte, A., ... & Valdes, K. (2022). The promise of digital health: then, now, and the future. NAM perspectives, 2022.

Berquez, A., & Kelman, E. (2018). Methods in stuttering therapy for desensitizing parents of children who stutter. American journal of speech-language pathology, 27(3S), 1124-1138.

Carey, B., Erickson, S., & Block, S. (2023). A preliminary investigation of the mental health of parents of young children who stutter. Journal of Communication Disorders, 103, 106329.

Gerlach-Houck, H., Kubart, K., & Cage, E. (2023). Concealing Stuttering at School: “When You Can't Fix It… the Only Alternative Is to Hide It”. Language, Speech, and Hearing Services in Schools, 54(1), 96-113.

Islam, M. M., Poly, T. N., Walther, B. A., & Li, Y. C. (2020). Use of mobile phone app interventions to promote weight loss: meta-analysis. JMIR mHealth and uHealth, 8(7), e17039.

Plexico, L. W., & Burrus, E. (2012). Coping with a child who stutters: A phenomenological analysis. Journal of Fluency Disorders, 37(4), 275-288.

Rustin, L., & Cook, F. (1995). Parental involvement in the treatment of stuttering. Language, Speech, and Hearing Services in Schools, 26(2), 127-137.

Spadaro, B., Martin-Key, N. A., & Bahn, S. (2021). Building the digital mental health ecosystem: opportunities and challenges for mobile health innovators. Journal of Medical Internet Research, 23(10), e27507.

Cheater, S. (2019). The NHS long-term plan. International Journal of Health Promotion and Education, 57(3), 174-175.

Murphy, W.P. (2021). Stuttering and the Role of Caregivers: A New Perspective. Journal of Speech and Family Engagement.

Logan, K.J., & Yaruss, J.S. (2019). Supporting Family Involvement in Stuttering Treatment: Applications of Research Findings. American Journal of Speech-Language Pathology.

Smith, A., & Kelly, E. (2022). Innovations in Caregiver Support: Utilizing Mobile Applications in Stuttering Therapy. International Journal of Speech-Language Pathology.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: From IEP to Adulthood: Transition Assessment, Planning, and Services

Get .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/From-IEP-to-Adulthood-Transition-Assessment-Planning-and-Services-abje0137

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 three postsecondary goal areas required for IEP transition planning
2. Identify two components of IDEA that impact transition planning
3. Define transition assessment and transition services
4. List at least two components of a comprehensive transition assessment process

References & Resources:

https://www.linkedin.com/pulse/what-transition-planning-kelley-challen-s7mle/?trackingId=%2F2rjZEuUS1eLFLz%2F0Nu30w%3D%3D

https://nesca-newton.com/transition/

https://www.pacer.org/transition/learning-center/laws/idea.asp

https://transitionta.org/topics/secondary-education/transition-planning/

https://fcsn.org/information-center-2/

https://www.massadvocates.org/helpline

https://www.elmbrookschools.org/uploaded/Documents/District_Documents/Transition_Resources/Life_Skills_Inventory.pdf

https://www.ocali.org/up_doc/Quickbook_of_Transition_Assessment.pdf

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Stronger Together: Empowerment through Allyship and Cultural Humility in CSD

Get .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/stronger-together-empowerment-through-allyship-and-cultural-humility-in-csd-abje0136

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:

Define allyship and list two reasons why allyship is not a selfless endeavor

Describe the importance of allyship in speech language pathology

List at least two action steps that clinicians can take to show professional allyship

References & Resources:

Asian Pacific Islander Speech-Language-Hearing Caucus

Disability Caucus: 

[email protected]

Haitian Caucus

Hispanic Caucus

Jewish Caucus

L'GASP–LGBTQIA+ Caucus

Men's Constituency Caucus: [email protected]

Middle East and North Africa Caucus: [email protected]

National Black Association for Speech-Language and Hearing (NBASLH)

Native American Caucus

South Asian Caucus

Gaudry, A.J.P. (2011). Insurgent Research. Wicazo Sa Review 26(1), 113-136. https://doi.org/10.1353/wic.2011.0006.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Community, Connection, and Social Justice in Speech-Language Pathology (Part 2)

Get .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/community-connection-and-social-justice-part-2-abje0135

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:

Describe effective components of a social justice curriculum

List two action steps for implementing a social justice curriculum with staff and colleagues

List two action steps for implementing a social justice curriculum with students

References & Resources:

White People Challenging Racism Workshop

Raising Race Conscious Children

SEED

Learning for Justice

Responsive Classroom

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: The Four Fundamentals of Business with Martin Holland

Get .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/the-four-fundamentals-of-business-with-martin-holland-abje0134

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:

Describe the four fundamentals of every business

List two strategies for getting started in business

References & Resources:

Holland, M. T. (2020). The profit problem: They say I make money so why don’t I have any? Anneal Publishing. 

Proctor, E. K., Toker, E., Tabak, R., McKay, V. R., Hooley, C., & Evanoff, B. (2021, November 20). Market viability: A neglected concept in implementation science - implementation science. SpringerLink. https://link.springer.com/article/10.1186/s13012-021-01168-2 

The Four Fundamentals of a Successful Business.pdf

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Bridging the Research-to-Practice Gap Part 2: We can make it better

Get .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/bridging-the-research-to-practice-gap-part-2-abje0133

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:

Describe levels of involvement for researchers and non-researcher invested parties depending on the project

List the five key dimensions of Research to Practice Partnerships

List at least two real world examples of Research to Practice Partnerships in action

References & Resources:

IAP2

Family Guided Routines Based Intervention

Implementation Science Conference

ResearchGate

Alonzo, C. N., Komesidou, R., Wolter, J. A., Curran, M., Ricketts, J., & Hogan, T. P. (2022). Building sustainable models of research–practice partnerships within educational systems. American Journal of Speech-Language Pathology, 31(3), 1–13. https://doi.org/10.1044/2021_ajslp-21-00181 

Baumann, A. A., Shelton, R. C., Kumanyika, S., & Haire‐Joshu, D. (2023). Advancing Healthcare Equity through dissemination and implementation science. Health Services Research, 58(S3), 327–344. https://doi.org/10.1111/1475-6773.14175 

Get .1 ASHA CEU: https://courses.slpnerdcast.com/courses/podcast-quiz-foundational-knowledge-in-adult-dysphagia-abje0044

Episode Summary

Dɪsfeʒə?  Dɪsfɑʒə? Təmeto, təmɑto?  That is one of the many questions tackled in this week’s episode with Dr. Lindsey Griffin, a leading professional in the field of adult dysphagia and assistant professor at Emerson College in Boston.  For those of you not practicing in the field of swallowing, this episode will certainly ring some grad school bells as Dr. Griffin walks us through some swallowing bascs that include a refresher on the phases of swallowing and some tried and true strategies to support individuals with swallowing challenges (You guys remember the good ol’ chin tuck, right?).  Working in this area of our field already?  You’ll enjoy some powerful discussions on evidence-based, person-centered decision-making in dysphagia practice amongst several remaining resource and research limitations.  

Listen in and learn about the difference between restorative exercises and compensatory strategies, the why and how of tailoring intervention techniques to an individual’s physiological impairments, and the role of technology in dysphagia care.  You will no doubt find yourself following along with the maneuvers discussed, just make sure to swallow your coffee first!

So, grab a plate of “minced and moist” snack foods and cozy up with Kate, Amy and Dr. Griffin for some nerdy swallow chat! You can learn more about Dr. Griffin here.

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

Learning Outcomes

1. Describe the difference between restorative exercises and compensatory strategies

2. Relate three restorative treatment techniques to the targeted physiological impairment

3. Identify two devices used in dysphagia rehabilitation

References

Bhutada, Ankita M., et al. “Factors Influencing Initiation of Pharyngeal Swallow in Healthy Adults.” American Journal of Speech-Language Pathology, vol. 29, no. 4, 2020, pp. 1956–1964., doi:10.1044/2020_ajslp-20-00027.

Humbert, Ianessa A., et al. “Swallowing Kinematic Differences Across Frozen, Mixed, and Ultrathin Liquid Boluses in Healthy Adults: Age, Sex, and Normal Variability.” Journal of Speech, Language, and Hearing Research, vol. 61, no. 7, 2018, pp. 1544–1559., doi:10.1044/2018_jslhr-s-17-0417.

Martin-Harris, Bonnie, et al. “MBS Measurement Tool for Swallow Impairment—MBSImp: Establishing a Standard.” Dysphagia, vol. 23, no. 4, 2008, pp. 392–405., doi:10.1007/s00455-008-9185-9.

Valenzano, Teresa J., et al. “Respiratory–Swallow Coordination in Healthy Adults During Drinking of Thin to Extremely Thick Liquids: A Research Note.” Journal of Speech, Language, and Hearing Research, vol. 63, no. 3, 2020, pp. 702–709., doi:10.1044/2019_jslhr-19-00163.

OTHER REFERENCE ON LAPTOP

Online Resources:

IOPI: https://iopimedical.com

EMST (Expiratory Muscle Strength Training): https://emst150.com/

IDSI (International Dysphagia Diet Standardization Initiative):  https://iddsi.org/ 

Disclosures:

Lindsay Griffin Financial Disclosures: Lindsay is an employee of Emerson College. Non-financial: Lindsay is a member of ASHA SIG 13 and the Dysphagia Research Society

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

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

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the difference between restorative exercises and compensatory strategies

15 minutes: Descriptions of restorative treatment techniques to the targeted physiological impairment

10 minutes: Descriptions of devices used in dysphagia rehabilitation

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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Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Access Research Beyond the Paywall

Get .05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/access-research-beyond-the-paywall-abje0132

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:

Describe five free and legal strategies for accessing research articles

Identify common myths about accessing research articles

Explain the different versions of research articles that authors may share

References & Resources:

Pfeiffer, D. L., Long, H. L., & Amin, M. E. (2022). Access Research Beyond the Paywall: Five Strategies to Read What You Need. Leader Live. https://leader.pubs.asha.org/do/10.1044/2022-0919-slp-aud-research/full/ Gaeta, L., & Harold, M. (2022, February). Clinical Access to Research in CSD: Myths and Money. Hosted by CSDisseminate. Available at: https://www.csdisseminate.com/events El Amin, M., Borders, J. C., Long, H., Keller, M. A., & Kearney, E. (2022). Open science practices in communication sciences and disorders: A survey. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2022_JSLHR-22-00062 Long, H. L., Drown, L., & El Amin, M. (2023). The effect of open access on scholarly and societal metrics of impact in the ASHA Journals. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2022_JSLHR-22-00315 

Twitter thread:

 https://twitter.com/AcademicChatter/status/1666424211856932864

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