SLP Nerdcast

Latest Episodes:

AAC Evaluation Basics Part 1: Foundational Knowledge Jan 03, 2021

Show notes

Get .1 ASHA CEU here

While we both conduct AAC assessments as a core function of our jobs, we found this episode a little challenging to write. Why, you might ask? It was hard to know where to start. There are SO many skills that are encompassed in an effective AAC evaluator. How on earth would we distill all of that information into an hour? Turns out, we couldn’t. After lots of research and discussion we dedicated it was best to explore the vast landscape of AAC evaluations through a series.

In this episode, the first in our AAC evaluation series, we review some foundational knowledge required to conduct a thorough AAC evaluation, including the fundamental differences between typical speech and language evaluations and the necessary areas of competency. We review sound foundational literature and review a handful of resources where listeners and learn more.

Join us, be our nerdy friends, and enjoy our tour of the landscape that is AAC assessments! This course is offered for .1 ASHA CEU.

Learning Outcomes

1. Identify three features that make augmentative and alternative communication (AAC) assessments different from other speech and language assessments

2. Identify two additional types of learning experiences SLPs should undertake in order to learn more about the AAC assessment process

3. Define four domains related to communicative competence in augmentative alternative communication (AAC)

References

Janice Light (1989) Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5:2, 137-144, DOI: 10.1080/07434618912331275126

Janice Light & David McNaughton (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: 10.3109/07434618.2014.885080

Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and alternative communication (Baltimore, Md. : 1985), 22(2), 85–99. https://doi.org/10.1080/07434610500483588

Moorcroft, A., Scarinci, N. and Meyer, C. (2020), ‘We were just kind of handed it and then it was smoke bombed by everyone’: How do external stakeholders contribute to parent rejection and the abandonment of AAC systems? . International Journal of Language & Communication Disorders, 55: 59-69. https://doi.org/10.1111/1460-6984.12502

Online Resources

National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) Communication Bill or Rights:

https://www.asha.org/siteassets/uploadedfiles/njc-communication-bill-rights.pdf

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 Disclosures

20 minutes: Review of features that make augmentative and alternative communication (AAC) assessments different from other speech and language assessments

15 minutes: Review of additional types of learning experiences SLPs should undertake in order to learn more about the AAC assessment process

10 minutes: Review of four domains related to communicative competence in augmentative alternative communication (AAC)

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!

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:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

Probe Data: The Good, The Bad, and The Ugly Dec 13, 2020

Show notes

Get .1 ASHA CEU here

As the resident SLP Nerdcasters, we are doing our best to bring you interviews and other content that aligns with your learning needs and enhances your practice. Turns out sometimes that content scratches an itch deep inside our nerd brains and leads us on a crazy, sometimes circuitous, quest to learn more. Perhaps we read an article, which leads us to another article, rinse and repeat, over and over and over and…we have a conversation about said articles, and another conversation, and another...you get the idea. Sometimes the SLP Nerd in question’s name rhymes with plate. Sometimes it rhymes with plamy. We’ll let you be the judge of which SLP Nerd was afflicted with the “Curse of the Article Hole” in this instance, but rest assured, this was one of those times.

So what is probe data anyway, and why do you care about it? Why did we care about it so much? For starters, it can make data collection easier. It can also make the analysis and interpretation of that data easier (and what is the point in collecting data if you aren’t actually going to review it and think about what it means for your client?). Think about the possibilities! If a clinician doesn’t have to spend so much time and focus collecting data, they free up a lot of bandwidth to engage in authentic interactions with their clients! BUT - in our reading we found some interesting information that may lead you to make certain choices about the manner in which you collect the probe data. It turns out not all probe data is created equal. We found there are a lot of variables to consider, and by making informed choices about the frequency and type of data you collect, you can make it much more likely that your probe data is a better estimate of your client’s true performance.

Tune in and learn more about probe data, including the questions you didn’t even know you should be asking. Even better if you find yourself at the end of the episode with an itchy SLP Nerd brain, a plan for good data collection, and more time to focus on client interactions!

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Define continuous and discontinuous data collection

2. Identify variations on trial-based probe/discontinuous data that may be more likely yield “good data”

3. Describe clinical scenarios in which one approach may be better than another

References

Cooper, J., Heron, T., & Heward, W. (2020). Applied Behavior Analysis. Harlow: Pearson Education UK.

Cummings, A. R., & Carr, J. E. (2009). Evaluating Progress In Behavioral Programs For Children With Autism Spectrum Disorders Via Continuous And Discontinuous Measurement. Journal of Applied Behavior Analysis, 42(1), 57-71. doi:10.1901/jaba.2009.42-57

Fiske, K., & Delmolino, L. (2012). Use of Discontinuous Methods of Data Collection in Behavioral Intervention: Guidelines for Practitioners. Behavior Analysis in Practice, 5(2), 77-81. doi:10.1007/bf03391826

Lerman, D. C., Dittlinger, L. H., Fentress, G., & Lanagan, T. (2011). A Comparison of Methods for Collecting Data on Performance During Discrete Trial Teaching. Behavior Analysis in Practice, 4(1), 53-62. doi:10.1007/bf03391775

Najdowski, A. C., Chilingaryan, V., Bergstrom, R., Granpeesheh, D., Balasanyan, S., Aguilar, B., . . . Roane, H. (2009). Comparison Of Data-Collection Methods In A Behavioral Intervention Program For Children With Pervasive Developmental Disorders: A Replication. Journal of Applied Behavior Analysis,42(4), 827-832. doi:10.1901/jaba.2009.42-827

Disclosures:

Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of continuous and discontinuous data collection

15 minutes: Descriptions of variations on trial-based probe/discontinuous data that may be more likely yield “good data”

10 minutes: Descriptions of clinical scenarios in which one approach may be better than another

5 minutes: Summary and Closing

Disclaimer

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 find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

The Language and Literacy Connection: A Beginner's Guide for Pediatric SLPs Dec 06, 2020

Show notes

Get .1 ASHA CEU here

In this episode we had the great pleasure of welcoming Liz Willis, MS, CCC-SLP/L-BCBA and Stephanie Willis, MS, Literacy Specialist onto our show to discuss all things language and literacy. Throughout this episode they remind us that foundations of language play a critical role in literacy development, and while we as SLPs can play a unique and critical role in helping clients and students in improving literacy skills. Liz and Stephanie are sisters with a shared passion for literacy. You can learn more about them and their professional backgrounds here.

_____

According to a 2001 position statement by ASHA, “the reciprocal and multiple relationships between spoken and written language make it appropriate for SLPs to play an integral role in helping children become literate.” Based on this statement and other similar recommendations from ASHA, it appears as though knowledge in the area of literacy is just one more thing to add to the very long list of what we are responsible for as SLPs. But have no fear, we are here to provide you with the information you need to know! In this episode we will provide a beginner’s guide to literacy development for SLPs. We will start by discussing the connection between language and literacy (spoiler alert: it’s very intertwined, especially in the early years), and how the presence of speech and language disorders can impact literacy development. We will also share literacy milestones from birth through preschool age, so that you know what to look for in the assessment or therapy process. Lastly, we will describe the speech therapist’s role in the area of literacy, as well as provide some fun and engaging ways to incorporate literacy-based activities into therapy with your younger population. Our overall goal is to equip you with the foundational knowledge you need to feel confident and excited about supporting your EI and preschool age clients in this area!

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Explain the connection between language and early literacy development, and how the presence of speech and language disorders may impact literacy development

2. Identify early literacy milestones from infancy through preschool

3. Describe the speech therapist's role in the area of literacy and how to incorporate literacy-based activities into therapy in early intervention through preschool

References:

American Speech-Language-Hearing Association. (2001). Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents [Technical Report]. Available from https://www.asha.org/policy/ps2001-00104/

Roth, F.P., Paul, D.R., & Pierotti, A.M. (2006). Emergent Literacy: Early Reading and Writing Development. Let’s Talk: For People with Special Communication Needs, American Speech-Language-Hearing Association. Retrieved from: http://www.asha.org/public/speech/emergent-literacy/

Sices, L., Taylor, H.G., Freebairn, L., Hansen, A., Lewis, B. Relationship between speech-sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairment. J Dev Behav Pediatr. 2007; 28(6):438-447. doi:10.1097/DBP.0b013e31811ff8ca

Spracher M. M. (2000). Learning about literacy: Speech-language pathologists play key role in reading, writing. The ASHA Leader, 5(1), 1–19.

Online Resources:

The Language and Literacy Collective Podcast

@languageandliteracycollective

Instagram accounts that review children's books:

MILESTONES OF EARLY LITERACY DEVELOPMENT

Getting Your Child Ready for Reading and Writing

Disclosures:

Financial: Liz is an employee of a public education entity and owner of Communication and Behavior Solutions. Stephanie is an employee of a public school system. Stephanie also owns a teachers pay teachers store (@theliteracyparty). Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Stephanie and Liz host the podcast “The Language and Literacy Collective.” Liz is a Member of ASHA and the BACB. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is also a member of the BACB 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.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Review of how the presence of speech and language disorders may impact literacy development

15 minutes: Review and discussion of early literacy milestones from infancy through preschool

10 minutes: Review and discussion of the speech therapist's role in the area of literacy and how to incorporate literacy-based activities into therapy in early intervention through preschool

5 minutes: Closing Remarks

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

Engagement, Behavior Management, and Fun in Tele-Practice Dec 01, 2020

Show notes

Get .1 ASHA CEU here

So many of us still feel as though we’ve been thrown in the deep end of telepractice without much notice at all. Sometimes it really feels like we are splashing around in our clothes, trying to learn how to swim, (or at least keep from drowning!) with this new way of delivering speech and language services to our clients. Maybe you’ve learned a bit - you can doggy paddle - but are starting to hit some roadblocks, or you just feel like you are ready to move your services to the next level but aren’t quite sure how to get there.

Enter Nerissa Hall PhD. CCC-SLP, ATP, and Hillary Jellison MS, CCC-SLP, ATP of Commūnicāre, LLC. Not only are they SLPs who are experienced in AAC teletherapy, but they are also incredibly generous with their time and knowledge. They’ve come back to SLP Nerdcast to answer some listener questions about troubleshooting engagement and behavior within tele-AAC sessions. Do you wish you knew more about how to set the stage for success before your session even begins? Would knowing more about both tech and non-tech strategies to support your client’s interest and participation in your teleAAC sessions be helpful? Well, this is the episode for you! Tune in to learn about these topics and more!

Learning Outcomes

Detail at least two on-site elements that are not necessarily replicated in virtual settings

List at least three ways to support engagement in a live, synchronous session

List at least three on-site tools that can be used to support engagement and/or participation

Online Resources:

The AAC Camp Curriculum is available on the Communicare, LLC website

Disclosures:

Financial: Hillary and Nerissa are paid to provide consultation, intervention, training and assessments in the areas of AAC, AT and tele-AAC. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Hillary and Nerissa are members of ASHA’s Special Interest Groups 12 and 18 (AAC and Telepractice) and RESNA. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Review of how to replicate on-site elements into a tele-practice environment

15 minutes: Review and discussion of ways to support engagement in a live, synchronous session

10 minutes: Review and discussion of on-site tools that can support tele-engagement

5 minutes: Closing Remarks

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

“But I don’t know how to do that?”: Navigating Scope of Competence Nov 15, 2020

Show notes

Get .1 ASHA CEU here

As speech and language pathologists our scope of practice can feel large - treating everything from feeding and swallowing disorders to receptive / expressive language deficits. Our scope of practice documents describe the wide range of clinical presentations we are qualified to treat, as well as a wide variety of services we are are qualified to provide and settings we are qualified to work in. And yet, most SLPs don’t work in all areas of the field. Most of us only practice in some. So what happens when we are in a position where we are expected to provide treatment in an area where we don’t feel competent?

Being competent in our clinical work is crucial - and it’s a matter of ethics. The ASHA Code of Ethics is explicit in telling us that we are obligated to operate within our scope of competence, even though there is so much individual variability in what “competent” means.

Join us in this episode as we review the literature out there on competence, try to outline how to assess your own scope of competence, and reflect on the ASHA Code of Ethics.

Learning Outcomes

1. Define scope of competence and list at least 2 ethical underpinnings associated with scope of competence

2. Describe the relationship between scope of competence, evidence based practice, and ethics

3. Identify at least two ways in which a clinician can evaluate their scope of competence and two ways in which a clinician can improve their scope of competence in a particular clinical area

References

American Speech-Language-Hearing Association. (2007). Scope of Practice in Speech-Language Pathology [Scope of Practice]. Available from www.asha.org/policy.

Mustain, W. (2003). The Ethics of Competence. The ASHA Leader, 8(12), 14-14.doi:10.1044/leader.otp2.08122003.14

Online Resources

ASHA’s EBP Portal: https://www.asha.org/Research/EBP/Evidence-Based-Practice/

ASHA Journals Academy: https://academy.pubs.asha.org/2019/04/from-triangle-to-diamond-recognizing-and-using-data-to-inform-our-evidence-based-practice/

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of scope of competence and ethical underpinnings associated with scope of competence

15 minutes: Descriptions of the relationship between scope of competence, evidence based practice, and ethics

10 minutes: Describe the ways a clinician can evaluate their scope of competence and ways to improve their scope of competence in a particular clinical area

5 minutes: Summary and Closing

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

Counseling in Communication Sciences and Disorders with Dr. David Luterman Nov 09, 2020

Show notes

Get .1 ASHA CEU here

As clinicians we are trained to work with our clients, but often do not receive explicit training in counseling, self-care, or other components of the deep, emotional work that comes along with treating communication disorders. In this episode we had the great pleasure of welcoming Dr. David Luterman, professor Emeritus from Emerson College, who has committed his career to educating speech pathologists and audiologists, teaching us how to embrace the emotional realm, create empowering client relationships, and practice self care.

For us this conversation felt profound. It’s a topic that we have revisited throughout our careers and continues to evolve and change based on where we are in our lives and our ever changing professional experiences. We hope you walk away from this conversation with as much to think about and process as we did.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

Identify and define at least two features of successful counseling

Identify at least two common mistakes made by clinicians that are barriers to an effective counseling relationship

Identify and describe the importance of support groups

References

Holland, A. L., & Nelson, R. L. (2018). Counseling in Communication Disorders: A Wellness Perspective 2nd Edition (3rd ed.). Plural Publishing, Incorporated.

You can find additional writings by Dr. Luterman on the Emerson College website: https://www2.emerson.edu/faculty-guide/profiles?faculty_id=13&filter=F

Disclosures:

Financial: Dr. Luterman is professor Emeritus at Emerson College. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Dr. Luterman is a certified member of ASHA and an audiologist. He is also the author of numerous books on counseling (listed above.)Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the definition of counseling and the different features of a successful counseling relationship

15 minutes: Descriptions of common mistakes often made by clinicians

10 minutes: Descriptions of the importance of social skills groups

5 minutes: Summary and Closing

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

AAC Camp: Communication Partners, Language Immersion, and Fun Oct 26, 2020

Show notes

Get .1 ASHA CEU here

As we reviewed in a previous episode, 2020 has thrown us some serious curveballs and forced many of us to quickly learn the ropes of telepractice. For this episode we had the pleasure of welcoming back Dr. Nerissa Hall PhD. CCC-SLP, ATP, and Hillary Jellison MS, CCC-SLP, ATP of Commūnicāre, LLC, two incredible and inspiring clinicians who are well seasoned in the telepractice game. Not only are Nerissa and Hillary well versed in tele-AAC, but they created an AAC Camp that also transitioned to a virtual experience in the summer of 2020. We came away from this conversation with excitement and enthusiasm we think you will too!

Throughout the course of this episode you will learn about the important role of the stakeholder and communication partner, and how that might be slightly different in a camp setting when compared to a typical treatment environment. Hillary and Nerissa also review themes, immersion, embedded icons, and how these variables were integrated to create an enriching camp experience.

Hillary and Nerissa started Commūnicāre in February of 2011 and provide tailored AAC and AT services, including tele-AAC. They offer AAC/AT assessment, intervention, consultation, training, tele-AAC, run an AAC camp and they have a range of information and webinars housed on their three websites (see links below). You can read their full bio here.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. List 3 primary stakeholders involved in AAC Camp

2. Detail strategies for addressing immersion in AAC Camp

3. Describe embedded icons and list 3 potential benefits of embedded icons

Online Resources:

The AAC Camp Curriculum is available on the Communicare, LLC website

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Review of primary stakeholders involved in AAC camp

15 minutes: Review and discussion of language immersion within AAC Camp

10 minutes: Review and discussion of embedded icons within AAC Camp

5 minutes: Closing Remarks

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

Early Markers of Dyslexia with Alex Loos, M.Ed., A/AOGPE Oct 19, 2020

Show notes

Get .1 ASHA CEU here

Dyslexia. What is it? What is the role of the speech language pathologist with respect to identifying, referring, and/or treating clients who have dyslexia or suspected dyslexia? We had the pleasure of speaking with Alex Loos, M.Ed, A/AOGPE, and learning SO much!

Alex talks us (and you!) through an informative overview of dyslexia, including early markers in oral language, the importance of early identification, and specific screening tools and skill areas to be aware of as an SLP. She’ll discuss differences between screening measures and comprehensive assessments, as well as provide specific examples of what features to look for in an intervention approach. Finally, Alex gives us the deets on considerations for interdisciplinary collaboration with other professionals in the case of a shared client who has dyslexia.

The hour flew by for us, and we’re pretty sure you’ll feel the same way. Even better, at the end, you’ll probably know quite a bit more about dyslexia than you did before you listened! You can read more about Alex and her experience here.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

Identify at least 5 early markers of dyslexia

Describe at least 2 screening and diagnostic tools for dyslexia

Describe at least 2 components of evidence-based intervention

Online Resources

International Dyslexia Association: https://dyslexiaida.org/

Touchstone Developmental Center: https://www.touchstonema.com/

Disclosures:

Financial: Alex works as the the Director of Education Services at Touchstone Neurodevelopmental Center. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Alex is certified by the Academy of Orton-Gillingham Practitioners and Educators. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of early markers for Dyslexia

15 minutes: Descriptions of screeners and assessment tools appropriate to use when concerns about dyslexia arise

10 minutes: Descriptions of fundamental components of dyslexia treatment

5 minutes: Summary and Closing

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

Bringing it All Together: Chaining Procedures in AAC Oct 12, 2020

Show notes

Get .1 ASHA CEU here

In this series “Bringing it all Together,” we review different intervention strategies with a focus on implementation. In the last episode of this series, we reviewed Aided Language Modeling, a popular AAC interventions that is commonly used throughout the field of AAC. But there are other interventions, like chaining, that don’t quite get the time in the limelight that they deserve. Chaining interventions in the AAC world might be best known for their role in the PECS ® protocol, however chaining is commonly used throughout AAC interventions without being named.

We are excited to present to you the second episode in our series of Bringing it All Together: Chaining Procedures in AAC. Our goal is that you read this article and leave feeling like chaining is the friend you never knew you had.

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Describe a task analysis and relationship to chaining interventions

2. Describe the difference between forward chaining, backward chaining, and total task chaining approaches

3. Identify specific variables that may make a certain chaining approach a better fit for your clinical needs compared with other chaining approaches or non-chaining approaches

References

Adams, A. E., Rogers, W. A., & Fisk, A. D. (2013). Skill components of task analysis. Instructional Science, 41(6), 1009-1046. doi:10.1007/s11251-013-9270-9

Frost, L., & Mcgowan, J. S. (2011). Strategies for Transitioning From PECS to SGD. Part I: Overview and Device Selection. Perspectives on Augmentative and Alternative Communication, 20(4), 114-118. doi:10.1044/aac20.4.114

Preston, J. L., & Leece, M. C. (2017). Intensive Treatment for Persisting Rhotic Distortions: A Case Series. American Journal of Speech-Language Pathology, 26(4), 1066-1079. doi:10.1044/2017_ajslp-16-0232

Preston, J. L., Leece, M. C., & Storto, J. (2019). Tutorial: Speech Motor Chaining Treatment for School-Age Children With Speech Sound Disorders. Language, Speech, and Hearing Services in Schools, 50(3), 343-355. doi:10.1044/2018_lshss-18-0081

Slocum, S. K., & Tiger, J. H. (2011). An Assessment Of The Efficiency Of And Child Preference For Forward And Backward Chaining. Journal of Applied Behavior Analysis, 44(4), 793-805. doi:10.1901/jaba.2011.44-793

Stevenson, B. S., Flynn, P. F., & Test, D. W. (2016). Evidence-Based Practices and Predictors: Improving Post-School Outcomes for Students with Disabilities. Perspectives of the ASHA Special Interest Groups, 1(16), 47-62. doi:10.1044/persp1.sig16.47

Online Resources

Embrey, D., PhD. (n.d.). TASK ANALYSIS TECHNIQUES - Human Reliability. Retrieved August 28, 2020, from http://www.humanreliability.com/downloads/Task-Analysis-Techniques.pdf

Velleman, S., PhD. (1970, November 28). Backward Build-Ups: A Therapy Technique for Multisyllabic Words. Retrieved August 28, 2020, from https://www.apraxia-kids.org/apraxia_kids_library/backward-build-ups-a-therapy-technique-for-multisyllabic-words/

When Everything Clicks: The Power Of Judgment-Free Learning. (2018, June 05). Retrieved August 28, 2020, from https://www.npr.org/transcripts/616127481

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of Task Analyses and their role in chaining

15 minutes: Descriptions the different types of chaining

10 minutes: Describe the pros and cons of chaining and what to consider when choosing to use each type

5 minutes: Summary and Closing

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!

AAC & Literacy with Venita Litvack Oct 05, 2020

Show notes

Get .1 ASHA CEU here

We were so excited to have the opportunity to speak with Venita Litvack MA, CCC-SLP of Speechie Side Up! In our interview with Venita, she shared her extensive experience and passion for literacy instruction with individuals who use AAC. You can find more information about her podcast and other materials available on her website!

Listen and learn more about best practice when it comes to literacy instruction (spoiler alert: sight words in isolation isn’t it). Venita shares her enthusiasm, along with a number of actionable tips and resources for SLPs, educators, and others seeking to improve their skills and efficacy in the area of literacy instruction for AAC users. Along with examples for working individually with clients, you’ll also come away with ideas for group instruction and support.

We wrapped this interview feeling educated, invigorated, and inspired to share this new information with others and implement it in our own clinical work. We hope our listeners will feel the same way! You can read more about Venita, her background, and current projects here. Thank you for joining us Venita!

This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.

Learning Outcomes

1. Describe at least 3 evidenced-based strategies for teaching literacy to children who use AAC.

2. Describe at least 3 resources that are available to teach literacy to individuals who use AAC.

3. Describe at least 3 activities to use in group lessons that incorporate AAC and literacy.

References

Cunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326-335. doi:10.1598/RRQ.36.3.5

Erickson, K. A., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Baltimore, MD: Paul H. Brookes Publishing.

Hall, D.P., & Williams, E. (2001). Predictable Charts: Shared writing for kindergarten and 1st grade. Greensboro, NC: Carson-Dellosa.

Hanser, G. (2006). Promoting emergent writing for students with significant disabilities. OT Practice, 11(9), 1-8.

Jones, C.D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41, 81-89. doi:10.1007/s10643-012-0534-9

Kent-Walsh, J., Binger, C., & Malani, M. D. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT program. Early Childhood Services, 4, 155-170.

Mathis, H.J. (2010). The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication. (Master's thesis, University of Canterbury, Christchurch, New Zealand). Retrieved from https://ir.canterbury.ac.nz/handle/10092/3878

Treiman, R., Levin, I., & Kessler, B. (2007). Learning of letter names follow similar principles across languages: Evidence from Hebrew. Journal of Experimental Psychology, 96, 87-106. doi:10.1016/j.jecp.2006.08.002

Online Resources:

Tarheel Reader: https://tarheelreader.org

Core Calendar Club: https://speechiesideup.com/core-calendar-club-challenge/

Speechie Side Up Podcast: https://speechiesideup.com/

Iowa Department of Education: https://www.youtube.com/watch?v=dCjV5sSPJR8

Tar heel gameplay: https://tarheelgameplay.org/

Epic Books: https://www.getepic.com/

Overdrive: https://www.overdrive.com

Literacy through Unity: https://aaclanguagelab.com/

Saltillo Calendar Supports: https://saltillo.com/chatcorner/content/67

Tell Me Curriculum: https://www.attainmentcompany.com/tell-me-program

The Center for Literacy and Disability Studies: https://www.med.unc.edu/ahs/clds/

Disclosures:

Financial: Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series. Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

Non-financial: Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12. Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Review of strategies for teaching literacy to AAC users

15 minutes: Review of available resources for teaching literacy to AAC users

10 minutes: Review of Activities and group lessons that incorporate AAC and literacy

5 minutes: Discussion and closing

Disclaimer

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!