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Writing Measurable Goals and Objectives: Working Outside the Percent Correct Box Jul 06, 2020

Show notes

Get .1 ASHA CEU here

No matter your work environment, writing goals and objectives is probably part of your job. Why? There are a few reasons, one of which is that the ASHA Code of Ethics includes several components connecting goals and objectives to effective services. And you can’t have goals and objective without our dear friend, data.

Data is a common thread that weaves itself throughout the crafting, implementation, and analysis of whether or not somebody met their goals and objectives. You need data about what a person can currently do in order to write goals that are achievable and meaningful, you need to collect data to assess the efficacy of your treatment, and data helps you determine whether or not those goals were met.

There are a few guidelines to help us in this goal and objective writing process. Enter the SMART goal. An acronym referring to certain components that should be included within your goal - spoiler alert, there are at least 5 of them.

Come join us as we talk through the components we should consider when writing goals, including how we are going to collect our data. Learn more about SMART goals to find out if they could help make the process of goal writing a bit easier, a bit better, and maybe even a bit more enjoyable.

Learning Outcomes

Identify at least two components of quality measurement and different types of data collection that are relevant to goal writing

Identify at least two necessary considerations prior to beginning to write goals

Label and provide at least one example for each component of a SMART goal

References

Boavida, T., Aguiar, C., McWilliam, R., & Pimentel, J. S.(2010). Quality of Individualized Education Program goals of preschoolers with disabilities. Infants and Young Children, 23, 233–243.

Diehm, E. (2017). Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials. Perspectives of the ASHA Special Interest Groups, 2(16), 34-44. doi:10.1044/persp2.sig16.34 https://pubs.asha.org/doi/10.1044/persp2.SIG16.34

Goodman, J. F., & Bond, L. (1993). The Individualized Education Program: A retrospective critique. The Journal of Special Education, 26, 408–422.

Korsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13 (https://pubs.asha.org/doi/10.1044/aac11.3.10)

Olswang, L. B. & Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66

Ruble, L., McGrew, J., Dalrymple, N., & Jung, L. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40, 1460–1470.

Swigert, N. (2014). Patient Outcomes, NOMS, and Goal Writing for Pediatrics and Adults. Perspectives on Swallowing and Swallowing Disorders (Dysphagia), 23(2), 65-71. doi:10.1044/sasd23.2.65

Online Resources

ASHA’s National Outcomes Measurement System: https://www.asha.org/noms/

ASHA’s Code of Ethics

https://www.asha.org/Code-of-Ethics/#:~:text=The%20ASHA%20Code%20of%20Ethics,making%20related%20to%20professional%20conduct.

Massachusetts Teachers Association Center for Education, Policy, and Practice

https://massteacher.org/-/media/massteacher/files/employment-licensure/ed-evaluation/mta-student-learning-guidance.pdf?la=en

Tricks to Take the Pain Out of Writing Treatment Goals

https://leader.pubs.asha.org/do/10.1044/tricks-to-take-the-pain-out-of-writing-treatment-goals/full/

ASHA Roles and Responsibilities of Speech-Language Pathologists (SLPs) in Schools DOs and DON’Ts Roles and Responsibilities of SLPs in Schools Working Group

https://www.asha.org/uploadedFiles/Roles-Responsibilities-SLP-Schools-DOs-and-DONTs.pdf

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 the quality measurement and different types of data collection that are relevant to goal writing

15 minutes: Descriptions of the considerations prior to beginning to write goals

10 minutes: Descriptions of each component of a SMART goal

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 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!

Receiving Critical Feedback: All the Icky Feelings Jun 29, 2020

Show notes

Get .1 ASHA CEU here

Everyone has had the awful and awkward experience of receiving critical feedback about their job performance from a supervisor or mentor. Sometimes it can leave you feeling driven towards your professional goals. Sometimes it can make you feel awful about your professional performance. Most of the time it just leads to lots of icky feelings.

Since we work as clinicians who are required to continue learning throughout our career, it’s safe to assume that receiving critical feedback will always be part of our work experience. But does it always have to come with icky feelings? Are there different kinds of feedback? Are there ways to make the experience better? We wanted to know, so we went to the literature to find out.

Join us in this episode to learn more about why receiving critical feedback can feel so icky. We review several articles from the fields of psychology and organization behavior management (OBM). Take a listen, be our nerdy friends, and learn a little bit about what you can do to make those icky feelings a little more tolerable.

Learning Outcomes

Identify at least two components of the feedback landscape and at least two benefits of supervision and mentorship

Describe at least two important components of critical feedback

Identify at least two strategies for receiving critical feedback

References

Blosser, J. (Medbridge) Supervision and Mentoring Throughout the Career Journey [video]. https://www.medbridgeeducation.com/courses/details/supervision-and-mentoring-throughout-the-career-journey-jean-blosser-slp-school

Cook, T. & Dixon, M. (2006) Performance Feedback and Probabilistic Bonus Contingencies Among Employees in a Human Service Organization, Journal of Organizational Behavior Management, 25:3, 45-63, DOI: 10.1300/J075v25n03_04

Fabricio Balcazar, Bill L. Hopkins & Yolanda Suarez (1985) A Critical, Objective Review of Performance Feedback, Journal of Organizational Behavior Management, 7:3-4, 65-89, DOI: 10.1300/J075v07n03_05

Arco, L. (1997) Improving Program Outcome with Process-Based Performance Feedback, Journal of Organizational Behavior Management, 17:1, 37-64, DOI: 10.1300/J075v17n01_03

McCready, V., Flynn, P., (2013). The Supervision Iceberg: More than Meets the Eye. [PowerPoint Slides]

https://www.z2systems.com/neon/resource/msha/files/MCCREADY_-_Supervision_Iceburg.pdf

Palmer, M., Johnson, C., & Johnson, D. (2015) Objective Performance Feedback: Is Numerical Accuracy Necessary?, Journal of Organizational Behavior Management, 35:3-4, 206-239, DOI: 10.1080/01608061.2015.1093059

Steelman, L. & Levy, P. & Snell, Andrea. (2004). The Feedback Environment Scale: Construct Definition, Measurement, and Validation. Educational and Psychological Measurement - EDUC PSYCHOL MEAS. 64. 165-184. 10.1177/0013164403258440.

Steelman, L.A. & Rutkowski, K.A. (2004), "Moderators of employee reactions to negative feedback", Journal of Managerial Psychology, Vol. 19 No. 1, pp. 6-18. https://doi.org/10.1108/02683940410520637

Online Resources

ASHA S.T.E.P. Program: https://www.asha.org/students/mentoring/step/

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the feedback landscape: supervision, mentorship, and the benefits of each

15 minutes: Descriptions of the importance of critical feedback

10 minutes: Descriptions of strategies for receiving critical feedback

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:

The SETT Framework: An Interview with Dr. Joy Zabala Jun 22, 2020

Show notes

Get .1 ASHA CEU here

SETT = Student, Environment, Tasks, and Tools. If you aren’t already using this framework to guide your AAC Assessments and service provision, get ready to learn about something really, really exciting!

If you’ve listened to our podcasts, you know we are such powernerds that certain people in the field are sort of like professional celebrities for us, the nerd equivalent of a movie star if you will. In this episode we had the lovely experience of interviewing one of these people, Joy Zabala. If you aren’t familiar with Joy’s work, you are in for a treat! She has achieved her professional “movie star” status for a couple of reasons. She developed the SETT Framework, has consistently been open and willing to share this tool with educators and allied health providers free of charge, and is by far one of the best speakers we have ever had the pleasure of seeing.

We initially reached out to Joy, because we both work in the field of AAC, and utilize her framework on a daily basis. We also both did not learn about the SETT framework as undergraduates or graduate students - but later in our professional careers. It revolutionized our practice in such a positive way that we really wanted to get the word out to others - particularly those working in the field of AAC. SETT is a way of thinking about assistive technology (and quite possibly, life). Since AAC is a type of assistive technology the SETT Framework applied to AAC in schools is a perfect fit. But regardless of your work environment, we’d encourage you to consider the positive impact a SETT approach can have on your assessment and ongoing services.

Having worked in outpatient and private practice settings for years, our AAC assessment and feature matching process was weighed very heavily in “Patient/Client” and “Tools” parameters. Two inputs of data. What is this individual currently doing expressively, pragmatically, receptively, what is happening with their sensory system, their motor system, what features do they need in a device, etc.? What tool has these features? While all of this data is important, and should definitely be factored into the equation, the reality is, it is not enough information. Particularly when we are thinking about pediatric clients who will also be using these tools across a range of environments to do a number of different tasks. The environment and the tasks must also be considered.

Tune in to this episode and learn all about the SETT Framework - from the creator of the framework herself! Find out about important considerations within the environment and tasks that should be considered before you even get to feature matching tools. Be reminded that tools are only one piece of successful AT implementation, and that related strategies and environmental modifications should be given equal emphasis. Learn about the importance of a collaborative process that involves multiple stakeholders, and get ready to realize the benefits for your students, clients, patients, and teams!

This is by far our favorite episode yet. Thank you Dr. Zabala!

ASHA professional development hours are offered for this course (1 CMH, equal to .1 ASHA CEU). Visit our ASHA Professional Development page for more information. Joy Smiley Zabala, Ed.D., is a general and special educator who has spent over 25 years conducting professional development and training for students, families, education agencies, organizations, companies, and others across the U.S.A. and abroad to expand the use of assistive technology (AT) as a means to increase the communication, participation and productivity of people with disabilities. You can learn more about her here or on her website, http://joyzabala.com/.

Learning Outcomes

1. Describe the origins of the SETT Framework

2. Describe the different components of the SETT Framework and how the framework is used

3. Describe how to use the SETT Framework in a collaborative setting

Online Resources

In this episode Dr. Zabala references a google drive with resources for the SETT Framework. Check our website for access to this resource.

Disclosures:

Financial: Joy Zabala is a member of the QIAT Leadership Team, is co-author of both Quality Indicators for Assistive Technology: A Comprehensive Guide to AT Services and The QIAT Companion, both published by CAST Publishing. She receives proceeds from the sale of the publications. Joy Zabala is an employee of CAST. 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.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the origins of the SETT Framework

15 minutes: Descriptions of how to use the SETT Framework in a collaborative setting 10 minutes: Descriptions of food chaining techniques

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!

Feeding and Swallowing Intervention May 25, 2020

Show notes

Get .1 ASHA CEU here

As discussed in our first episode on feeding and swallowing (Feeding and Swallowing in Schools: Foundational Knowledge), treating feeding and swallowing disorders can be a very daunting task, and it’s not always clear where to begin. Is it an issue with feeding or swallowing? How do you know it’s a sensory based feeding issue and not just behavior? What if you don’t know how to thicken liquids? What if you make a mistake? Begin brain explosion. We had the pleasure of welcoming back Tracey Callahan for this second episode on feeding and swallowing to walk us through it. Thank you again for joining us Tracey!

There are a lot of resources for how to treat feeding and swallowing deficits, including the International Dysphagia Diet Standardisation Initiative, scouring the ASHA website, digging through the dusty graduate school books that you knew you would need some day, crowdsourcing on social media, amazing podcasts (looking at you Dysphagia Cafe, First Bite, Swallow your Pride, and Down the Hatch), and collaborating with a team. And like every other treatment intervention, what resources you use will depend on the presentation of your client. Will you use a compensation technique or a rehabilitative technique? Will you collaborate with your OT to brainstorm positioning? Or a BCBA to identify reinforcers or break a feeding task into discrete steps? Or maybe you will spend a few sessions building trust and rapport - one of the most important aspects of feeding and swallowing therapy. In this episode we review each of these treatment strategies and discuss how and when they may be effective with someone with experience. We hope that after listening that you feel better prepared and equipped to interpret reports and make decisions about therapy.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.

Learning Outcomes

1. Identify and define at least 2 modifications and compensation strategies commonly used in feeding and swallowing therapy

2. Identify and explain at least 2 exposure strategies to address sensory-based feeding issues

3. Define and explain food chaining techniques

References

Bahr, D. C., (2001). Oral motor assessment and treatment: Ages and stages, Boston: Allyn & Bacon.

Mccauley, Rebecca & Strand, Edythe & Lof, Gregory & Schooling, Tracy & Frymark, Tobi. (2009). Evidence-Based Systematic Review: Effects of Nonspeech Oral Motor Exercises on Speech. American journal of speech-language pathology / American Speech-Language-Hearing Association. 18. 343-60. 10.1044/1058-0360(2009/09-0006).

Online Resources

Food Chaining Adapted from Verna M. Baker, M.S., R.D., L.D. Cheri Fraker, CCC/SLP, CLC and Laura Walbert, CCC/SLP, CLC: https://www.sensorysolutions.org/application/files/2214/9815/7292/Food_School_Handout-1.pdf

The International Dysphagia Diet Standardisation Initiative: https://iddsi.org/

ASHA Information on ICF: study: https://www.asha.org/uploadedFiles/ICF-Pediatric-Feeding-Swallowing.pdf

ASHA Resources on pediatric dysphagia: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&section=Treatment

Disclosures:

Financial: Tracey is currently employed in a private practice setting in Boston MA, owns her own practice and is launching a new online learning platform called guest monster games. 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: Tracey is a member of ASHA and the corresponding special interest group for Dysphagia (SIG 13). 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 modifications and compensation strategies commonly used in feeding and swallowing therapy

15 minutes: Descriptions of exposure strategies to address sensory-based feeding issues

10 minutes: Descriptions of food chaining techniques

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!

Setting up a Private Practice Part 2: Documentation, Logistics, and Staffing May 18, 2020

Show notes

Get .1 ASHA CEU here

There are so many things that go into setting up a private practice, we simply couldn’t squeeze them all into one episode! After we recorded our first episode (“Setting up a Private Practice Part 1: Liability and financial considerations”) we got a lot of questions related to documentation and logistics that we hadn’t covered. What pieces of information do you have to include in your clinical documentation? What things does insurance require in documentation? What about intake paperwork? HIPAA disclosures? And the more fun stuff - logos? Renting office space? Oof - it really is a lot to think about when you are just starting out!

Once the questions started coming in we realized we had left out so much. So, Part 2 was born. We hope this information is helpful. And, incase you hadn’t heard, we LOVE hearing from our listeners and we are passionate about private practice logistics. If you are setting up a private practice and want more information after you’ve listened to our episodes, please contact us! We’d love to try and help. You can email us anytime at info@slpnerdcast.com.

DISCLAIMER: As we stated in our first episode on private practice, we are not accountants or attorneys! The information contained in this episode is not at all intended to replace advice from licensed attorneys or accountants. The information contained in this episode has been compiled over several years of personal experience owning / running a private practice. We recommend contacting your local professionals for specific advice about your practice.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.

Disclaimer: We are not attorneys or accountants. The information provided in this episode comes from personal experience owning and running a private practice for the last 10 years. We always defer to the experts for legal and accounting / financial advice. While you can always reach out to use with questions, we recommend you find some good local resources for specific issues!

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

Identify at least two required and recommended components of documentation in private practice

Describe at least 2 logistical considerations and possible solutions

Identify at least two considerations related to hiring employees and staffing

References

Nikjeh, D. A., & Carroll, L. M. (2010). Making the Move to Private Practice: Using Your Sense To Make Cents. Perspectives on Voice and Voice Disorders, 20(1), 22-37. doi:doi:10.1044/vvd20.1.22

Swigert, N. B. (2018). Documentation and Reimbursement for Speech-Language Pathologists: Principles and Practice. Thorofare, NJ: Slack Incorporated.

Online Resources

HIPAA requirements: https://www.hhs.gov/hipaa/for-professionals/privacy/guidance/model-notices-privacy-practices/index.html

HHS.gov related to employee vs contractors: https://www.acf.hhs.gov/css/resource/the-difference-between-an-independent-contractor-and-an-employee

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the required documentation in private practice

15 minutes: Descriptions of logistical considerations in private practice

10 minutes: Descriptions of considerations related to hiring / staffing in private practice

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!

Part 2: Behavior Management in Speech and Language Therapy May 11, 2020

Show notes

Get .1 ASHA CEU here

As promised, here is Part 2, an episode dedicated to antecedent behavior management with a review of commonly used behavior management strategies. We start this episode with a quick review of the content we covered in Part 1, but you will definitely get more out of this episode if you listen to Part 1 first.

Antecedent management strategies are important, and many of us use them without even realizing it. Have you ever put a favorite snack out of reach? Removed aversive or distracting materials before a session? Understanding the science behind why antecedent management strategies work can help you tweak them to be more effective.

Personally, we have deep love for a handful of commonly used behavior management strategies, like star charts and prize boxes - but why do they work? How can they be tweaked to be more effective? What about “ignore and redirect”? Or “time out”? These strategies are commonly used throughout our society - in education, therapy, and even parenting - but what are the behavioral principles at work when these strategies are used? Understanding this science is important, not only to make them more effective, but to help you decide when - or when not - to use them.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.

Learning Outcomes

1. Identify at least 2 differences between components of antecedent-based interventions and consequence-based interventions

2. Identify at least 2 ways in which antecedent-based interventions can help improve client behavior during SLP sessions

3. Identify at least 2 commonly used behavior management strategies and the science behind them

References

Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson

Duerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &

Roberts, S. W. (2012). Risk Factors Associated with Self-Injurious Behaviors in Children and Adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(11), 2460-2470. doi:10.1007/s10803-012-1497-9

Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3

Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117

Karasinski, C. (2013). Behavior Problems and Social Functioning in Adolescents With Language Impairment. Perspectives on Language Learning and Education, 20(2), 36-43. doi:doi:10.1044/lle20.2.36

Keller-Bell, Y., & Short, M. (2019). Positive Behavioral Interventions and Supports in Schools: A Tutorial. Language, Speech, and Hearing Services in Schools, 50(1), 1-15. doi:doi:10.1044/2018_LSHSS-17-0037

Rief, S. F., & Heimburge, J. A. (2006). How to reach and teach all children in the inclusive classroom. San Francisco: Jossey-Bass, A John Wiley & Sons Imprint.

Online Resources

ASHA resources on ABA:

https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/

Building rapport

https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of antecedent-based management strategies

15 minutes: Descriptions of the benefits of antecedent based intervention strategies

10 minutes: Descriptions of commonly used behavior management strategies

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!

Part 1: Behavior Management in Speech and Language Therapy May 04, 2020

Show notes

Get .1 ASHA CEU here

Who hasn’t had a client / patient / student crawl under the therapy table and refuse to come out? Or hit, yell, and pinch instead of using functional communication? We are willing to bet that most SLPs (especially those who work in pediatrics) have come across behavioral challenges at some point in their careers. That’s no surprise - the comorbidity of communication disorders and behavior challenges is high and is documented in the literature across different ages and disorders. ASHA acknowledges this, and suggests that SLPs may find behavior management strategies and components of applied behavior analysis “effective compliments to their own communication interventions” (ASHA, n.d. https://www.asha.org/njc/applied-behavior-analysis-and-communication-services).

We all have a solid bag of tricks to use when a client / student won’t come out from under the table - star charts, prize boxes, etc. But what happens when it doesn’t work? What if the unwanted behavior is having a significant negative impact on your client’s ability to make effective and meaningful progress? Having a deeper understanding of the science behind behavior management can make a huge difference in therapy. Not only can it help reduce unwanted behavior during your session, but it can make your client / student more available for learning, which will make your intervention that much more effective.

In this episode we provide a cursory overview of some basic behavior management principles related reinforcement. Our goal is that our listeners can apply these basic principles to their current behavior management strategies and tweak them as needed to be more effective. We feel pretty strongly about this topic and couldn’t fit it all into one episode. Stay tuned for Part 2 where we discuss antecedent management strategies and review common behavior management techniques.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.

Learning Outcomes:

1. Identify at least two distinguishing factors between reinforcement and punishment

2. Identify at least two different types of reinforcement

3. Describe at least 1 method for choosing reinforcement and describe at least two schedules of reinforcement

Stay tuned for Part 2 where we will cover:

3. Understand how both antecedent-based interventions and consequence-based interventions can help improve client behavior during SLP sessions

4. Review commonly used behavior management strategies and the science behind them

References

Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson

Duerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &

Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3

Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117

Karasinski, C. (2013). Behavior Problems and Social Functioning in Adolescents With Language Impairment. Perspectives on Language Learning and Education, 20(2), 36-43. doi:doi:10.1044/lle20.2.36

Online Resources

ASHA resources on ABA:

https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/

Building rapport

https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the differences between reinforcement and punishment

15 minutes: Descriptions of the different types of reinforcement

10 minutes: Descriptions of methods for choosing systems of reinforcement

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 Implementation Plans Apr 27, 2020

Show notes

Get .1 ASHA CEU here

DISCLAIMER: We got a little sassy in this episode. Contains explicit content.

Anyone who works in AAC knows that matching an individual with the right tool is a crucial step to AAC success - but more often than not the success is NOT about having the right tool. Success happens when the tool is implemented in conjunction with a successful teaching procedure consistently across communication partners. There is no better way to make this happen than writing and distributing an implementation plan.

Implementation plans come to us from the world of assistive technology. While they are an incredibly important component to effective AAC use, they can (and sometimes should) be used across different aspects of language intervention, especially when multiple communication partners are involved. Because communication partners bring their own varied experiences, education, and values to the table, implementation plans can be an incredible resource to bridge gaps for AAC uses in a variety of settings. As evolving documents, they contain key information to help communication partners use the tool and seek information when there are breakdowns in effective communication.

In this episode we review the importance of AAC implementation pans, key components of successful plans, and different hurdles you may find depending on your setting. Our goal is that by the end of this episode you are excited as we are about this amazing and effective documents!

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.

Learning Outcomes

1. Describe at least 2 key components of AAC implementation plans and why they should be used

2. Identify at least 2 potential benefits of using AAC implementation plans

3. Identify at least 2 hurdles to effective AAC implementation plans

References

Bausch, M. E., & Ault, M. J. (2008). Assistive Technology Implementation Plan. TEACHING Exceptional Children, 41(1), 6–14. doi: 10.1177/004005990804100101

Blackstone, S. W., & Wilkins, D. P. (2009). Exploring the Importance of Emotional Competence in Children With Complex Communication Needs. Perspectives on Augmentative and Alternative Communication, 18(3), 78–87. doi: 10.1044/aac18.3.78

Light, 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: 10.1080/07434618912331275126

Online Resources

AAC Implementation Plans: Preparing for Successful Communication. (2018, February 15). Retrieved from https://www.ctdinstitute.org/library/2017-12-06/aac-implementation-plans-preparing-successful-communication-0

American Speech-Language-Hearing Association. (n.d.). Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773§ion

NATRI Home Page. (n.d.). Retrieved from http://natri.uky.edu/index.html

(n.d.). Retrieved from http://www.wati.org/free-publications/assistive-technology-consideration-to-assessment/

What are the school's responsibilities regarding assistive technology? (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/module/at/cresource/q2/p05/

Zangari, C. (2019, September 8). How I Do It: Setting Up an AAC Implementation Plan. Retrieved from https://praacticalaac.org/praactical/how-i-do-it-setting-up-an-aac-implementation-plan/

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of AAC implementation plans and how they should be used

15 minutes: Descriptions of benefits of using AAC implementation plans across settings

10 minutes: Describe hurtles to effective AAC implementation plans and strategies for overcoming those hurdles

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!

Feeding and Swallowing in Schools: Foundational Knowledge Apr 20, 2020

Show notes

Get .1 ASHA CEU here

Treating feeding and swallowing can be a daunting task. This is an area of speech and language pathology that feels like high stakes, and at the same time is crucial to our students / clients. Our goal for this episode was to empower our fellow SLPs and put some of those fears at ease.

Treatment of feeding and swallowing in schools is so important. Children need to have their nutritional and hydration needs met throughout their day. Addressing swallowing and feeding disorders may be considered educationally relevant and part of the school system’s responsibility to keep the student safe while eating during school and keep the student healthy so they can maximize attendance. Plus, IDEA mandates services for health-related disorders that affect the ability of the student to access educational programs and participate fully.

So what is a school based SLP to do if they don’t feel that feeding and swallowing is part of their scope of practice? Most importantly, don’t let your inner critic prevent you from diving in. Tracey Callahan, MS, CCC-SLP, our special guest and feeding and swallowing go-to, walks us through the ins and outs of a feeding and swallowing evaluation. Plus, we review several ways that you can navigate a better understanding of a recently diagnosed student with a feeding or swallowing issue.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.

Learning Outcomes

1. Identify the prevalence of feeding and swallowing disorders and the importance of school SLP involvement

2. Identify different elements of a feeding and swallowing evaluation

3. Identify feeding and swallowing evaluation procedures in a school setting

References

This episode has a long reference list. Find the complete reference list here.

Online Resources

ASHA Resources for Feeding and Swallowing Prevalence: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&section=Incidence_and_Prevalence

ASHA Resources for Feeding and Swallowing Definitions: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&section=Overview

ASHA Resources for Feeding and Swallowing “team” and roles: https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Dysphagia-Teams/

ASHA Resources for Feeding and Swallowing assessment procedures: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&section=Assessment

ASHA Resources for videofluoroscopic swallow study: https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Videofluoroscopic-Swallow-Study/

ASHA Resources for fiberoptic endoscopic evaluation of swallowing (FEES): https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Fiberoptic-Endoscopic-Evaluation-of-Swallowing/

ASHA Resources on interprofessional education/interprofessional practice (IPE/IPP): https://www.asha.org/Practice/Interprofessional-Education-Practice/

ASHA Resources on collaboration and teaming for guidance on successful collaborative service delivery across settings: https://www.asha.org/Practice-Portal/Clinical-Topics/Intellectual-Disability/Collaboration-and-Teaming/

Articles about the International Dysphagia Diet Standardization initiative: https://iddsi.org/

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of feeding and swallowing disorders and the importance of school SLP involvement

15 minutes: Descriptions of elements of a feeding and swallowing evaluation

10 minutes: Description of feeding and swallowing evaluation procedures in a school setting

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!

Verbal Behavior for SLPs Apr 13, 2020

Show notes

Get .1 ASHA CEU here

You may be asking yourself: “But why is verbal behavior even relevant to SLPs?” This is a valid question, and we have a few answers.

First, most SLPs (especially in pediatrics) will interact with a BCBA at some point in their careers (and the field of ABA is only growing!). We’d bet that the majority of SLPs will come across terms like “mand” and “tact” at least once in their careers. If our clients/students/patients (particularly those with autism) and their families are using these terms / being exposed to them, shouldn’t we know exactly what they mean?

Second, verbal behavior is so often misunderstood and, in our personal experience, has been misrepresented time and again by friends and colleagues who are misinformed. When Kate started her first job as a CF she was told that verbal behavior was when a ‘BCBA took the students AAC device away and makes them speak’ - appalling! Fortunately, that’s not at all what it is, and we’d like to set the record straight once and for all. Understanding verbal behavior can, without a doubt, enrich the clinical practice of the SLP.

Third, if we as SLPs are expected to work alongside the field of ABA, we need to collaborate effectively. After all, effective collaboration is what is best for our clients, not to mention part of our ethical code. Collaborating with a BCBA can be challenging (for a whole host of reasons - we have an episode all about that), but incredibly important given the high percentage of comorbidity between communication and behavioral disorders. Understanding relevant terminology like “mand” and “tact” can help you overcome a huge hurdle to successful and effective collaboration.

ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

Learning Outcomes

1. Define verbal behavior and identify at least 2 components of it’s history

2. Define at least 3 verbal operants

3. Describe at least 2 components of verbal behavior that are relevant to the practice of speech and language pathologists

References:

Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson.

Michael, J. (1985). Two kinds of verbal behavior plus a possible third. The Analysis of Verbal Behavior, 3, 1–4. doi.org/10.1901/jeab.1984.42-36

Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-Crofts

Skinner, B. F. (1953). Science and human behavior. New York: Free Press.

Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts

Sundberg, M. L. (1978b). A program for teaching verbal behavior to persons in whom language is absent or defective. Western Michigan University. Behavioral Monograph #6, Kalamazoo, MI.’

Sundberg, M. L., Michael, J., & Peterson, N. (1977). Sign language: A behavioral analysis and applications. Western Michigan University Behavioral Monograph #1.

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177.

Watson, J. B. (1924). Behaviorism. New York: W. W. Norton.

Online Resources:

Mark Sundberg publications

Disclosures:

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of verbal behavior and it’s history

15 minutes: Descriptions of the main verbal operants

10 minutes: Description and discussion of how verbal behavior is relevant to the practice of a speech and language pathologist

5 minutes: Summary and Closing

Disclaimer