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  • Episode Zero: About & FAQ

    Episode Zero: About & FAQ
    Feb 1 2020

    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!

    __

    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 info@slpnerdcast.com anytime! You can also:

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    We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
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    20 Min.
  • AAC and Inclusion During Remote Learning

    AAC and Inclusion During Remote Learning
    Feb 7 2021
    Get .1 ASHA CEU hereIn this episode we had the great pleasure of welcoming Sarah Gregory, MS, CCC-SLP onto our show to discuss AAC and Inclusion in a virtual environment. Throughout she reminds us that inclusion is a mindset, not a location. She also highlights what we can do as SLPs to embrace the continuum of service delivery and collaborate with stakeholders and communication partners. You can learn more about Sarah here._____Inclusion of students with disabilities, specifically those with Complex Communication Needs (CCN), is an evidence-based practice that is becoming more common in general education (Quirk, Ryndak & Taub, 2016). School inclusion reduces the risk of social isolation that is endemic for students with CCN, while fostering opportunities to learn the regular curriculum.Educating students with CCN in general education classrooms creates dilemmas for SLPs and educators on a normal day, but has become even more challenging during this time of remote learning. In the absence of carefully planned interventions, we risk that students with CCN will be physically present (in-person or virtually) but not authentically included in the social or academic learning environment of their classrooms. SLPs can play an important role in including students with CCN in general education classrooms by co-teaching and including peers in all stages of instruction. Assistive technology supports can be utilized to make classroom material more universally designed. The beauty of inclusion is that when we design instruction for students with complex needs we create lessons that are more accessible to the whole class. The global pandemic and resulting pivot to remote learning has created many challenges in education and including students with CCN. With collaboration and support, authentic inclusion is still possible and absolutely worth pursuing for all students.Learning OutcomesDescribe two benefits of including students with complex communication needs in general education classroomsList one strategy to increase authentic inclusion during remote learningDescribe one model of co-teaching in a virtual environmentReferencesErickson, K. & Koppenhaver, D. (2020) Comprehensive Literacy for All: Teaching Children with Significant Disabilities to Read and Write. Baltimore, MD: Brookes. Erickson, K., & Sheldon, E. (2020). Emergent Literacy Instruction for Students with Significant Disabilities in the Regular Classroom. Assistive Technology Outcome and Benefits, 14(1), 135-160.Moore, S. (2016). One without the other: Stories of unity through diversity and inclusion. Winnipeg, Manitoba: Portage & Main Press.Quirk, C., Ryndak, D., & Taub, D. (2017) Research and evidence-based practices to promote membership and learning in general education for students with extensive support needs. Inclusion, 5(2), 94-109. doi:10.1352/2326-6988-5.2.94Disclosures:Sarah Gregory Financial: Sarah receives a salary from the Ithaca City School District, income from speaking honorariums and online courses. Sarah has received codes to trial therapy products/tools. Sarah Gregory Non-financial: Sarah is a member of ASHA and the corresponding SIG 12. She is also on the SIG 12 professional development committeeKate 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 Disclosures20 minutes: Descriptions of benefits of including students with complex communication needs in general education classrooms15 minutes: Descriptions of strategies to increase authentic inclusion during remote learning10 minutes: Descriptions of co-teaching in a virtual environment5 minutes: Summary and ClosingDisclaimerThe 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 ...
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    1 Std. und 11 Min.
  • School-Age Stuttering Therapy: What SLPs need before they start

    School-Age Stuttering Therapy: What SLPs need before they start
    Feb 14 2021
    Get .1 ASHA CEU hereWow. Nina Reeves comes to us by way of a listener request, and we are doubly grateful! Thank you to our listener for bringing our attention to such a fantastic resource, and so many thanks to Nina Reeves for being generous with her time and knowledge! Those of you who are regular listeners know that fluency is one of the areas Kate and Amy identify when talking about Scope of Practice versus Scope of Competence (namely that we’d both have an awful lot of professional development to do if we were needing to provide clinical services for a fluency client). That didn’t matter here! Nina provided us with valuable information regarding assessment considerations, principles to consider when planning therapy, and techniques for helping clients improve observable speech fluency. That’s not all - she engaged us in thoughtful conversations and posed questions that made us consider our current clinical work even though we do not currently have any clients working on speech fluency. She also made us feel comfortable and confident that we could learn what we would need to do to provide effective therapy in this area of the field. Tune in to this one if you are looking to learn more about school age fluency assessment and intervention, but also tune in if you aren’t. We suspect, like us, you will walk away thinking deep thoughts and asking yourself questions that just might enhance your practice anyway.Nina Reeves, M.S. CCC-SLP, BCS-F is a board-certified specialist in fluency disorders. You can learn more about Nina here.Learning Outcomes1. Describe best practice for fluency assessment2. Describe at least one principle behind the practice of effective stuttering therapy3. List 3 techniques for helping children enhance their ease of communicationReferencesReardon, N.A. & Yaruss, J.S., (2013). School Age Stuttering Therapy: A Practical Guide. McKinney, TX: Stuttering Therapy Resources, Inc.Yaruss, J.S., & Reeves, N. (2017). Early Childhood Stuttering Therapy: A Practical Guide. McKinney, TX: Stuttering Therapy Resources, Inc. Chmela, K., & Reardon, N. (1999). The School Age child who Stutters: working effectively with attitudes and emotions. Memphis: Stuttering Foundation.Online ResourcesNina Reeves’ Website: www.NinaReeves.com Stuttering Therapy Resources Website: https://www.stutteringtherapyresources.comStuttering Therapy Resources Online Contacts and Resources:Instagram: https://www.instagram.com/stutteringtherapyresources/ or @stutteringtherapyresourcesFacebook: https://www.facebook.com/StutteringTherapyResources/YouTube: https://www.youtube.com/user/StutteringTherapyResTwitter: https://twitter.com/StutterResource DisclosuresNina Reeves Financial: Author and Co-owner: Stuttering Therapy Resources, Inc. Royalties and Ownership Interest, Intellectual property. Nina Reeves Non-financial: Past volunteer for both National Stuttering Association and Stuttering Foundation of AmericaKate 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 Disclosures20 minutes: Review of best practice for fluency assessment15 minutes: Review of principles behind the practice of effective stuttering therapy10 minutes: Review of techniques for helping children enhance their ease of communication5 minutes: Summary and ClosingDisclaimerThe 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 info@...
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    1 Std. und 3 Min.
  • Enhancing Motor Learning in Childhood Apraxia of Speech

    Enhancing Motor Learning in Childhood Apraxia of Speech
    Mar 14 2021
    Get .1 ASHA CEU hereEpisode Summary:How prevalent is CAS REALLY? Is it true that CAS is the most over-diagnosed of the speech sound disorders? How does treatment for motor speech challenges differ from “traditional” arctic treatment? The Nerd crew doesn’t dance around these hot topics in this week’s episode, although there is a catchy Kate jingle to start things off. Before you dive in, you might want to listen to a previous episode (Maybe it’s Apraxia?: diagnostic considerations for childhood apraxia of speech) for a refresher on important diagnostic stuff to help set the stage for “...hitting the sweet spot in your [CAS intervention] dance”. Mike Bright is an SLP in the Boston area currently supporting kids with motor speech challenges in a private practice setting after more than a decade at Boston Children’s Hospital. Mike has us digging deep into the grad school motor speech caverns of our brains to recall those sound intervention principles like mass vs distributed practice and constant vs variable practice. Even with so much jargon floating around, this practical discussion provides a child-centered and movement-centered lens from which to approach this complicated clinical niche, and has some awesome tips to keep drill sessions rooted in motor learning, client interests, and FUN! That’s right, fun drill-who doesn’t need some advice on making drills fun? Tune in and learn about the role of prevalence in clinical perspective-taking when supporting kids who struggle with hard to understand speech. You’ll also dance away with some solid “stock” and individualized ideas for materials and strategies that go beyond your K-SLP Kit, but still to hold research evidence and motor learning principles at their core. You’ll no doubt walk away with some big ah-ha moments because “When you look at it through the lens of movement, it makes so much sense!” You can learn more about Mike here.Learning Outcomes1. Describe the prevalence of childhood apraxia of speech?2. Describe three considerations for target selection for children with CAS.3. Describe five ways to vary speech production practice that support motor learning.ReferencesMaas, E., Gildersleeve-Neumann, C.E., Jakielski, K.J. et al. Motor-Based Intervention Protocols in Treatment of Childhood Apraxia of Speech (CAS). Current Developmental Disorders Reports. 1, 197–206 (2014). https://doi.org/10.1007/s40474-014-0016-4Maas, E., Gildersleeve-Neumann, C., Jakielski, K., Kovacs, N., Stoeckel, R., Vradelis, H., & Welsh, M. (2019). Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech. Journal of Speech, Language, and Hearing Research, 62(9), 3160-3182. doi:10.1044/2019_jslhr-s-18-0212Murray, E., McCabe, P., & Ballard, K.J. (2014). A Systematic Review of Treatment Outcomes for Children With Childhood Apraxia of Speech. American Journal of Speech-Language Pathology, 23, 486–504. https://doi.org/10.1044/2014_AJSLP-13-0035Online Resources:Integral Stimulation: https://www.apraxia-kids.org/apraxia_kids_library/integral-stimulation-method-adapted-for-children-as-dttc/The PROMPT Institute: https://promptinstitute.com/page/WIPforClincianDynamic Temporal and Tactile Cueing: A Treatment Strategy for Childhood Apraxia of SpeechPrinciples of Motor Learning in Treatment of Motor Speech DisordersA Systematic Review of Treatment Outcomes for Children With Childhood Apraxia of SpeechInterventions for childhood apraxia of speechA Randomized Controlled Trial for Children With Childhood Apraxia of Speech Comparing Rapid Syllable Transition Treatment and the Nuffield Dyspraxia Programme–Third EditionTreating Speech Subsystems in Childhood Apraxia of Speech With Tactual Input: The PROMPT ApproachFeedback Frequency in Treatment for Childhood Apraxia of SpeechUltrasound Biofeedback Treatment for Persisting Childhood Apraxia of SpeechREST - Rapid Syllable Transition Treatment: A free self directed learning resource for speech pathologists to learn how to deliver ReST treatment to children with Childhood Apraxia of Speech (CAS) and information for parents and the general community. https://rest.sydney.edu.au/CAS Treatment Methods Supported by Evidence Based Research: This website has different Evidence Based methods and free resources for parents and free videos and learning content for clinicians. https://www.childapraxiatreatment.org/cas-treatment-supported-by-research-evidence/Episode Key Terms and Additional InformationDefinitions were obtained through the ASHA website. Under Childhood Apraxia. https://www.asha.org/practice-portal/clinical-topics/childhood-apraxia-of-speech/#collapse_6Sensory Cueing approach: Treatments that include sensory input (e.g., visual, auditory, proprioceptive and/or tactile cues) to teach the movement sequences for speech. Sensory cues can be used separately or in combination. PROMPT: PROMPT is an acronym...
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    1 Std. und 4 Min.
  • School-Age Stuttering Therapy: I’m So Confused About the Strategies!

    School-Age Stuttering Therapy: I’m So Confused About the Strategies!
    Mar 21 2021
    Get .1 ASHA CEU hereEpisode SummaryIf you’re like me, you left grad school crossing your fingers that you could avoid clinically working with fluency so the world would never know how much you don’t know. Or maybe you’re not like me, and fluency is your jam (thank you!). Either way, this episode has something for every SLP, calling out some really big elephants in the room, including how to avoid bad goal writing that leads to ineffective therapy. Nina Reeves is back with her no-nonsense approach, sharing current, evidence-based intervention strategies to help school-aged children who stutter. If you haven’t already listened, pop back to the previous Nerdcast with Nina to set a strong foundation of principles and attitudes that puts these techniques into perspective. Nina’s got some tough love for you and me, but don’t worry, as Kate assures “Nobody’s hitting anybody with a stick” (it will makes sense when you listen, trust me). There’s plenty of grace, humor, and solid how-to in this info-packed episode as Nina empties your bucket of the “cr@p” and loads it full of fluency intervention gold to start your journey towards comfort, competence, and confidence with students who stutter. Tune in and learn about the nuts and bolts alongside the incredible role of social-emotional experience in effective stuttering intervention. Nina Reeves, M.S. CCC-SLP, BCS-F is a board-certified specialist in fluency disorders and the co-founder of StutteringTherapy Resources, Inc. You can learn more about Nina here.Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing EditorLearning Outcomes1. List 3 techniques for helping children reduce the severity and frequency of stuttering behaviors. 2. List 3 techniques for helping children enhance their observable speech fluency3. Describe how integrating communication skills into stuttering therapy can enhance therapy outcomes ReferencesVan Riper, C. (1971). The Nature of Stuttering. Englewood Cliffs, NJ: Prentice HallVan Riper, C. (1973). The treatment of stuttering. Englewood Cliffs, NJ: Prentice Hall.Online ResourcesSISSKIN: Avoidance Reduction Therapy (ARTS):https://www.stutteringhelp.org/training/avoidance-reduction-therapy-group-settinghttps://leader.pubs.asha.org/do/10.1044/avoidance-reduction-therapy-a-success-story/full/https://www.sisskinstutteringcenter.com/artsNina Reeves’ Website: www.NinaReeves.com Stuttering Therapy Resources Website: https://www.stutteringtherapyresources.comStuttering Therapy Resources Online Contacts and Resources:Instagram: https://www.instagram.com/stutteringtherapyresources/ or @stutteringtherapyresourcesFacebook: https://www.facebook.com/StutteringTherapyResources/YouTube: https://www.youtube.com/user/StutteringTherapyResTwitter: https://twitter.com/StutterResource DisclosuresNina Reeves Financial: Author and Co-owner: Stuttering Therapy Resources, Inc. Royalties and Ownership Interest, Intellectual property. Nina Reeves Non-financial: Past volunteer for both National Stuttering Association and Stuttering Foundation of AmericaKate 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 Disclosures20 minutes: Review of techniques for helping children reduce the severity and frequency of stuttering behaviors15 minutes: Review of techniques for helping children enhance their observable speech fluency10 minutes: Review of integrating communication skills into stuttering therapy can enhance therapy outcomes 5 minutes: Summary and ClosingDisclaimerThe 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 ...
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    1 Std. und 3 Min.
  • Language Ideology and Linguistic Diversity in Speech and Language Pathology

    Language Ideology and Linguistic Diversity in Speech and Language Pathology
    Mar 28 2021
    Get .1 ASHA CEU hereEpisode Summary:In this week’s episode, guest expert Chelsea Privette helps us get real about language ideology and our responsibilities to shift the “standard” as language professionals supporting linguistically and culturally diverse communicators. There was more than one “ah-ha” moment across this Nerdcast as Chelsea helps us consider tangible strategies to shift our thinking and practice around core issues in the field. There’s also a healthy dose of challenging the status-quo, urging us to question many of our long-standing speech-language pathology paradigms. Come along with us on the journey - you might get a little uncomfortable - but open your mind, fill up your wine glass, and tune in to learn about language ideology in the United States and what it has to do with you as an SLP.Chelsea is a doctoral candidate at the University of Arizona researching bilingualism and the interactions of Spanish and African American English in preschoolers. You can learn more about Chelsea here.Learning Outcomes1. Define the dominant language ideology in the United States.2. Describe linguistic environment in inclusive terms.3. Distinguish between inclusive and anglocentric terminology in clinical documentation and professional meetings.ReferencesArtiles, A. J. (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32(1), 32-36.Berthele, R. (2002). Learning a second dialect: A model of idiolectal dissonance. Multilingua, 21, 327-344.Blum, S. D. (2017). Unseen WEIRD assumptions: The so-called language gap discourse and ideologies of language, childhood, and learning. International Multilingual Research Journal, 11(1), 23-38. Brandt, D. (1998). Sponsors of literacy. College Composition and Communication, 49(2), 165-185.Baugh, J. (2003). Linguistic profiling. In S. Makoni, G. Smitherman, A. F. Ball, & A. K. Spears (Eds.), Black linguistics: Language, society, and politics in Africa and the Americas (pp. 155-168). Routledge.Boser, U., Wilhelm, M., & Hanna, R. (2014). The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion. Center for American Progress. Retrieved from https://files.eric.ed.gov/fulltext/ED564606.pdfCarter, P. M. (2013). Shared spaces, shared structures: Latino social formation and African American English in the U.S. South. Journal of Sociolinguistics, 17(1), 66-92. Goldstein, L. M. (1987). Standard English: The only target for nonnative speakers of English? TESOL Quarterly, 21(3), 417-436.Hill, J. H. (2008). The everyday language of white racism. Wiley-Blackwell.Minow, M. (1990). Making all the difference: Inclusion, exclusion, and American law. Cornell University Press.Oetting, J. B. (2020). General American English as a dialect: A call for change. The ASHA LeaderLive. https://leader.pubs.asha.org/do/10.1044/leader.FMP.25112020.12/full/.Oetting, J. B., Gregory, K. D., & Rivière, A. M. (2016). Changing how speech-language pathologists think and talk about dialect variation. Perspectives of the ASHA Special Interest Groups SIG 16, 1(1), 28-37.Purnell, T., Idsardi, W., & Baugh, J. (1999). Perceptual and phonetic experiments on American English dialect identification. Journal of Language and Social Psychology, 18, 10-30.Stanford, S., & Muhammad, B. (2018). The confluence of language and learning disorders and the school-to-prison pipeline among minority students of color: A critical race theory. American University Journal of Gender, Social Policy & the Law, 26(2), 691-718Online Resources:Larson, A. (2021). Bias in Bilingualism: Changing How We Talk About Language Learners. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/bias-in-bilingualism/Summarizes Soto, Larson, & Olszewski paper (forthcoming?)Stanford, S. (2021). Transforming Our Language to Change Clinical Narratives for Youth with Disorders. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/transforming-your-language/Baugh, J. (2019). The significance of linguistic profiling. TEDxEmory. https://www.youtube.com/watch?v=GjFtIg-nLAADisclosures:Chelsea Privette financial disclosures: Chelsea’s research is funded by the National Institute on Deafness and other Communication Disorders. Chelsea has no non-financial relationships to disclose.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 ...
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    1 Std.
  • Applications of Dynamic Assessment Related to Language and Literacy

    Applications of Dynamic Assessment Related to Language and Literacy
    May 2 2021
    Get .1 ASHA CEU hereEpisode SummaryHow does the opening scene of Star Trek 2: The Wrath of Khan help us better understand test validity? Tune in to find out as Dr. Doug Peterson and Dr. Trina Spencer return to the Nerdcast to continue the discussion on dynamic assessment (DA). If you haven’t already, beam back to Part 1 of the series to set the scene. In this follow-up, Trina and Doug weave just the right amount of side-tracked laughter, nerdy sci-fi narrative, and evidence-based discussion to rev up your DA engines and have you racing to the literature to explore a different assessment frontier that is more ethical, less biased, and much more versatile than norm-referenced assessment alone. Crack the jargon of norm-referenced assessment and gain some tangible DA tips and rationale as this crew unpacks the value of uncovering how children learn rather than what they’ve already learned when making a diagnosis and setting a functional and effective intervention plan across learning domains. Boldly go where few SLP’s have gone before, enjoy some leftover cake and sandwiches, and get those CEU’s that give you the gold you can apply to your caseload today!You can learn more about Trina and Doug here.Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing EditorLearning Outcomes1. Explain how dynamic assessment differentiates between language disability and language difference.2. Describe different applications of dynamic assessment that identify a disorder.3. Explain how dynamic assessment can inform intervention.ReferencesPetersen, D. B., Tonn, P., Spencer, T. D., & Foster, M. E. (2020). The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children. Language, Speech, and Hearing Services in Schools, 51(1), 144-164. doi:10.1044/2019_lshss-18-0129Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students. Journal of Speech, Language, and Hearing Research, 60(4), 983-998. doi:10.1044/2016_jslhr-l-15-0426Petersen, D. B., Allen, M. M., & Spencer, T. D. (2014). Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten. Journal of Learning Disabilities, 49(2), 200-215. doi:10.1177/0022219414538518Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy. Language, Speech, and Hearing Services in Schools,49(4), 875-888. doi:10.1044/2018_lshss-dyslc-18-0021Disclosures:Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose.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 Disclosures20 minutes: Descriptions of how dynamic assessment differentiates between language disability and language difference.15 minutes: Descriptions of different applications of dynamic assessment that identify a disorder.10 minutes: Descriptions of how dynamic assessment can inform intervention.5 minutes: Summary and ClosingDisclaimerThe 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!Credits: Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing EditorKey Terms and Additional Information provided by Maria De Leon, MS, CCC-SLP, Contributing EditorAudio File Editing provided by Caitlan Akier, MA, ...
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    1 Std. und 6 Min.
  • AAC Evaluation Basics Part 2: The Feature Matching Process

    AAC Evaluation Basics Part 2: The Feature Matching Process
    May 9 2021
    Get .1 ASHA CEU hereEpisode SummaryAAC evaluations got you reaching for the Advil? Breathe, there’s a framework for that! In this week’s episode, learn how to eliminate the guesswork in AAC system decision-making as Kate and Amy tag-team Part 2 of the AAC Evaluation Basics Series. If you are new to AAC evaluations and haven’t listened to Part 1 in this series, you might want to take a quick detour to set your foundation. If your mindset is in the AAC-foundational principles zone already, jump right in to this week’s meaty discussion to broaden your scope of competence as an SLP supporting communication development with AAC. The Nerdcast crew is certainly in their zone here as they unpack tangible tools and tips to help you execute an AAC evaluation that is rooted in evidence based practice and person-centered care. Your challenge if you choose to accept it: learn how to rise above the social media and marketing buzz about the next best AAC craze to hit the app stores by getting a firm grasp on key areas of AAC assessment, invaluable assessment strategies, and the importance of a features versus fad approach to choosing tools for trial.Learning Outcomes1. Define feature matching and describe its role in the AAC assessment process2. Identify at least 3 components of a comprehensive AAC assessment3. Identify at least 3 client considerations when conducting a comprehensive AAC assessmentReferencesGosnell, J., Costello, J., & Shane, H. (2011). Using a Clinical Approach To Answer “What Communication Apps Should We Use?”. Perspectives on Augmentative and Alternative Communication, 20(3), 87-96. doi:10.1044/aac20.3.87Light, J. (1989) Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5:2, 137-144, DOI: 10.1080/07434618912331275126Light, J. & McNaughton, D. (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?, Augmentative and Alternative Communication, 30:1, 1-18, DOI: 10.3109/07434618.2014.885080Schlosser, R. W., Koul, R., & Costello, J. (2007). Asking well-built questions for evidence-based practice in augmentative and alternative communication. Journal of Communication Disorders, 40(3), 225-238. doi:10.1016/j.jcomdis.2006.06.008Shane, H., & Costello, J. (1994, November). Augmentative communication assessment and the feature matching process. Mini-seminar presented at the annual convention of the American Speech-LanguageHearing Association, New Orleans, LA. Disclosures: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 of 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 Disclosures20 minutes: Review of feature matching and descriptions of its role in the AAC assessment process15 minutes: Review of the components of a comprehensive AAC assessment10 minutes: Review of client considerations when conducting a comprehensive AAC assessment5 minutes: Summary and ClosingDisclaimerThe 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 CEUs, 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 info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!
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