SLP Nerdcast

By Kate Grandbois, MS, CCC-SLP, BCBA, LABA; Amy Wonkka, MA, CCC-SLP.Education Courses

SLP Nerdcast episodes

September 18, 2023 Research to Practice in 2023: Addressing Complex Syntax
37 min
September 18, 2023 Research to Practice in 2023: Addressing Speech Sound Disorders
35 min
September 18, 2023 Research to Practice in 2023: Addressing Stuttering
37 min
September 18, 2023 Caribou or Secret Square?: Choosing and Using Materials Aligned with Evidence
1 hr 4 min
September 18, 2023 Research to Practice in 2023: Addressing Literacy
38 min
May 28, 2023 Preview: Summer 2023 and a Story
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.
11 min
May 22, 2023 [Revisit] Maybe it’s Apraxia? Diagnostic Considerations for Childhood Apraxia of Speech
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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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!
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1 hr 2 min
May 15, 2023 Language Skills in Youth Offenders
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
1 hr 18 min
May 11, 2023 LEAHP Recorded Playback: The Value of Visibility in DEI: Efforts from Multicultural Constituency Groups
Course Title: The Value of Visibility in DEI: Efforts from Multicultural Constituency Groups
This course is part of our Leadership in Education and Allied Health Professions (LEAHP) Series.
Register to earn .1 ASHA CEUs here: https://bit.ly/LEAHP2023
Get the LEAHP 2023 Schedule here: https://bit.ly/LEAHPSchedule
Save 10% on Registration or your first year of Membership with the code SLPLEADER
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
Learning Objectives:
1. Identify the mission of the Multicultural Constituency Groups (MCCGs) of ASHA.
2. Discuss at least two challenges and the advocacy work led by the different MCCGs.
3. Describe two action steps to become involved with the MCCGs of ASHA.
Resources & References:
Asian Pacific Islander Speech-Language-Hearing Caucus: [email protected]
Disability Caucus: [email protected]
Haitian Caucus: [email protected]
Hispanic Caucus [email protected]
L’GASP: The LGBTQIA+ Caucus: [email protected]
Middle East and North Africa: [email protected]
Native American Caucus: [email protected]
NBASLH: [email protected]
South Asian Caucus: [email protected]
1 hr 3 min
April 27, 2023 LEAHP Recorded Playback: Moving from Caseload to Workload: Practicing at the Top of your License
Course Title: Moving from Caseload to Workload: Practicing at the Top of your License
This course is part of our Leadership in Education and Allied Health Professions (LEAHP) Series.
Register to earn .1 ASHA CEUs here: https://bit.ly/LEAHP2023
Get the LEAHP 2023 Schedule here: https://bit.ly/LEAHPSchedule
Save 10% on Registration or your first year of Membership with the code SLPLEADER
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
Learning Objectives:
1. Explain what it means to practice at the top of the license
2. Describe one broad strategy to reducing overwhelm in school-based practice
3. Discuss one way that stress and burnout negatively impact therapy outcomes
Resources & References:
ASHA (n.d.). Workload Calculator. https://www.asha.org/SLP/schools/Work...
Appropriate School Facilities for Students: https://www.asha.org/policy/tr2002-00...
American Speech-Language-Hearing Association. (2002). A workload analysis approach for establishing speech-language caseload standards in the school [Position Statement]. Available from www.asha.org/policy/
Archibald, L. M. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism & Developmental Language Impairments, 2, 1-17. https://doi.org/10.1177/2396941516680369
Aronsson, G., Theorell, T., Grape, T., Hammarström, A., Hogstedt, C., Marteinsdottir, I., Skoog,I., Traskman-Bendz, L. & Hall, C. (2017). A systematic review including meta-analysis of work environment and burnout symptoms. BMC Public Health, 17(1), 264.
Blood, G., Ridenour, J., Thomas, E., Qualls, C., & Hammer, C. (2002). Predicting job satisfaction among speech-language pathologists working in public schools. Language, Speech, and Hearing Services in Schools, 33, 282–290. https://doi.org/10.1044/0161-1461(200...)
Brandel, J. & Loeb, D. (2011). Program intensity and service delivery models in the schools:SLP survey results. Language, Speech, and Hearing Services in Schools, 42(4), 461-490. https://doi.org/10.1044/0161-1461(201...
Edgar, D. L., & Rosa-Lugo, L. I. (2007). The critical shortage of speech-language pathologists in the public school setting: Features of the work environment that affect recruitment and retention. Language, Speech, and Hearing Services in Schools, 38 (1), 31-46. https://doi.org/10.1044/0161-1461(200...)
Farquharson, K., Therrien, M., Barton-Hulsey, A., & Brandt, A.F. (2020). How to recruit,support, and retain school-based SLPs in public schools. Journal of School Leadership. https://doi.org/10.1177%2F10526846209...
Hamama, L., Hamama‐Raz, Y., Stokar, Y. N., Pat‐Horenczyk, R., Brom, D., & Bron‐Harlev, E.(2019). Burnout and perceived social support: The mediating role of secondary traumatization in nurses vs. physicians. Journal of Advanced Nursing, 75(11), 2742-2752.https://doi.org/10.1111/jan.14122
Katz, L. A., Maag, A., Fallon, K. A., Blenkarn, K., & Smith, M. K. (2011). What makes a caseload (un) manageable? School-based speech-language pathologists speak. Language, Speech, and Hearing Services in Schools, 41, 139-151. https://doi.org/10.1044/0161-1461(200...)
Kokotek, L., & Combs, S. G. (2017). School-based SLPs & the caseload vs workload debate:identifying current barriers to service delivery and considerations for technology as a facilitator. Electronic Journal of the Ohio Speech-Language Hearing Association, 7(2), 58-65.
Marante, L., & Farquharson, K. (2021). Tackling burnout in the school setting: Practical tips for school-based speech-language pathologists. Perspectives of the ASHA Special Interest Groups, 6(3), 665-675.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych...
McNeilly, L. (2018). Why we need to practice at the top of the license: To demonstrate our true value and effectiveness, we need to maximize time spent delivering services we are uniquely qualified to provide. The ASHA Leader, 23(2), 10-11. https://doi.org/10.1044/leader.FMP.23...
Patterson, K., Grenny, J.,McMillan, R. & Switzler, A. (2016). Crucial conversations: Tools for talking when stakes are high (2nd Ed.). McGraw-Hill.
Ross, E. (2011). Burnout and self-care in the practice of speech pathology and audiology: An ecological perspective. In R. J. Fourie (Ed.), Therapeutic processes for communication disorders (pp. 213–228). Hove and New York: Psychology Press.
Salvagioni, D. A. J., Melanda, F. N., Mesas, A. E., González, A. D., Gabani, F. L., & Andrade,S. M. D. (2017). Physical, psychological and occupational consequences of job burnout: A systematic review of prospective studies. PloS One, 12(10), e0185781. https://doi.org/10.1371/journal.pone....
Schwab, R. L., Jackson, S. E., & Schuler, R. S. (1986). Educator burnout: Sources and consequences. Educational Research Quarterly, 10(3), 14-30.
1 hr 9 min

About SLP Nerdcast

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SLP Nerdcast offers ASHA CEUs through podcasts and online learning. We discuss clinical issues and best practices relevant to speech and language pathologists… kind of like a conference in your car.