Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Introduction to Special Education Law: Questions Answered

Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/introduction-to-special-education-law-questions-answered-abje0122

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

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Learning Objectives:

Identify at least one of the "Purposes" stated in the Individuals with Disabilities Education Act (IDEA)

Describe the difference between an IEP and a 504

List at least two legal considerations for recommendations of service delivery

List two strategies for advocating within a school setting when administration is not supporting compliance with an IEP

References & Resources:

Wrightslaw

Comprehensive Speech and Language Evaluations: Beyond the Standard Score

Assessment and the Status Quo

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Cognitive Therapy for Concussions/Mild TBI

Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/cognitive-therapy-for-concussions-mild-tbi-abje0121

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 2 key signs and symptoms of a concussion / mild TBI, warning signs, and recovery timelines

2. Describe the role of the SLP in concussion / mild TBI care

3. Describe how cognitive therapy plays a role in the concussion / mild TBI recovery process

References & Resources:

American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology [Scope of Practice]. Available from www.asha.org/policy/.

Baker, J. G., Willer, B. S., Dwyer, M. G., & Leddy, J. J. (2020). A preliminary investigation of cognitive intolerance and neuroimaging among adolescents returning to school after concussion. Brain injury, 34(6), 820-829.

Corwin, D. J., Zonfrillo, M. R., Master, C. L., Arbogast, K. B., Grady, M. F., Robinson, R. L., ... & Wiebe, D. J. (2014). Characteristics of prolonged concussion recovery in a pediatric subspecialty referral population. The Journal of Pediatrics, 165(6), 1207-1215.

Lumba-Brown, A., Ghajar, J., Cornwell, J., Bloom, O. J., Chesnutt, J., Clugston, J. R., Kolluri, R., Leddy, J. J., Teramoto, M., & Gioia, G. (2019). Representation of concussion subtypes in common postconcussion symptom-rating scales. Concussion (London, England), 4(3), CNC65. https://doi.org/10.2217/cnc-2019-0005

Mashima, P., Waldron-Perrine, B., MacLennan, D., Sohlberg, M., Perla, L., Eapen, B. (2021). Interprofessional Collaborative Management of Postconcussion Cognitive Symptoms. American Journal of Speech-Language Pathology, 30, 1598-1610.

Patricios, J. S., Schneider, K. J., Dvorak, J., Ahmed, O. H., Blauwet, C., Cantu, R. C., Davis, G. A., Echemendia, R. J., Makdissi, M., McNamee, M., Broglio, S., Emery, C. A., Feddermann-Demont, N., Fuller, G. W., Giza, C. C., Guskiewicz, K. M., Hainline, B., Iverson, G. L., Kutcher, J. S., Leddy, J. J., … Meeuwisse, W. (2023). Consensus statement on concussion in sport: the 6th International Conference on Concussion in Sport-Amsterdam, October 2022. British journal of sports medicine, 57(11), 695–711. https://doi.org/10.1136/bjsports-2023-106898

Sohlberg, M., & Ledbetter, A. (2016). Management of Persistent Cognitive Symptoms After Sport-Related Concussion. American Journal of Speech-Language Pathology, 25, 138-149.

Thank you for a great Season 4!

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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. 

This episode is a rerun of a previous episode originally published in February, 2021

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Get .1 ASHA CEU here

This topic is a frequent flyer in our listener questions inbox.  Apraxia?  Severe phonological disorder?  Articulation disorder?  What’s the difference?  Does it even matter?  Turns out, there are some pretty big differences between these diagnostic categories, and it is important to understand what is going on in order to help your client to the best of your ability.  

Enter our conversation with Mike Bright.  His experience in this area is extensive - and includes recognition from Apraxia Kids for Advanced Training and Expertise in Childhood Apraxia of Speech.  Fortunately for us, and our listeners, Mike was generous enough to sit down with us and talk about one really important piece of this bigger conversation:  Differential diagnosis.  Listen in and learn just what differential diagnosis is, why it is important, and specific components that should be included in an assessment when childhood apraxia of speech is a possibility.

We had a great time learning from Mike, and we think you will too!  You can learn more about Mike here.

Learning Outcomes

1. Describe one reason why differential diagnosis is challenging.

2. Describe one reason why differential diagnosis is critical in providing appropriate intervention.

3. Identify four components of an in-depth speech evaluation when childhood apraxia of speech is a possibility.

References

Overby, M., & Caspari, S. S. (2015). Volubility, consonant, and syllable characteristics in infants and toddlers later diagnosed with childhood apraxia of speech: A pilot study. Journal of Communication Disorders, 55, 44-62. doi:10.1016/j.jcomdis.2015.04.001

Disclosures:

Mike Bright Financial Disclosures: Mike is the owner of Bright Speech and Language, LLC. Mike Bright Non-financial: "Recognized by Apraxia Kids for Advanced Training and Expertise in Childhood Apraxia of Speech"

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 challenges of differential diagnosis

15 minutes: Descriptions of why differential diagnosis is critical in providing appropriate intervention

10 minutes: Descriptions of components of an in-depth speech evaluation when childhood apraxia of speech is a possibility.

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: Language Skills in Youth Offenders

Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/language-skills-in-youth-offenders-abje0113

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 prevalence of language disorders in youth offenders

Describe the relationship between language ability and behavior problems that pave the way for delinquency

Describe at least 2 targeted linguistic and behavioral supports to reduce the risk of incarceration

References & Resources:

Chow, J. C., Zimmerman, K. N., & Senter, R. (2021). Tailoring effective behavior management strategies for speech-language pathologists. Language, speech, and hearing services in schools, 52(1), 260-272.

Snow, P. C. (2019). Speech-language pathology and the youth offender: Epidemiological overview and roadmap for future speech-language pathology research and scope of practice. Language, speech, and hearing services in schools, 50(2), 324-339.

Stanford, S. (2019). Casualties of misunderstanding: Communication Disorders and juvenile injustice. The ASHA Leader, 24(6), 44–53. https://doi.org/10.1044/leader.ftr1.24062019.44 

Stanford, S. (2020). The school-based speech-language pathologist's role in diverting the school-to-confinement pipeline for youth with communication disorders. Perspectives of the ASHA Special Interest Groups, 5(4), 1057-1066.

Transcript: Asha voices: When communication disorders and the justice ... (n.d.). https://leader.pubs.asha.org/do/10.1044/2020-0910-transvoices-cognitive-communication-disorders-and-the-justice-system-update