Venita Litvack's guest appearances

Venita Litvack

Digital Nomad Mastery - Travel the World

First Bite: A Speech Therapy Podcast

The SLP Now Podcast

SLP Nerdcast

Jessi Andricks

Rosemarie Griffin

Donna Edwards

Casey Lewis

Nancy Kaufman

Sarah Lockhart

Nina Reeves

Anna Vagin

Diane Bahr

Amy Graham

Rachel Hahn

Kristin Chmela

Nicole Allison

Corey Pollard

Mikayla Storey

OwlTail

Get .1 ASHA CEU hereWe 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 Outcomes1. 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.ReferencesCunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326-335. doi:10.1598/RRQ.36.3.5Erickson, K. A., &amp; 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., &amp; 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., &amp; 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/s10643-012-0534-9Kent-Walsh, J., Binger, C., &amp; 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/10092/3878Treiman, R., Levin, I., &amp; 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.2006.08.002Online Resources:Tarheel Reader: https://tarheelreader.orgCore 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=dCjV5sSPJR8Tar heel gameplay: https://tarheelgameplay.org/Epic Books: https://www.getepic.com/Overdrive: https://www.overdrive.comLiteracy through Unity: https://aaclanguagelab.com/Saltillo Calendar Supports: https://saltillo.com/chatcorner/content/67Tell Me Curriculum: https://www.attainmentcompany.com/tell-me-programThe 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 Disclosures20 minutes: Review of strategies for teaching literacy to AAC users15 minutes: Review of available resources for teaching literacy to AAC users10 minutes: Review of Activities and group lessons that incorporate AAC and literacy5 minutes: Discussion 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@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!

Get .1 ASHA CEU <a href="https://slpnerdcast.thinkific.com/courses/podcast-quiz-aac-and-literacy-abje0028" rel="nofollow" target="_blank">here</a>We were so excited to have the opportunity to speak with <a href="/bio-venita-litvack" rel="nofollow" target="_blank">Venita Litvack MA, CCC-SLP</a> of <a href="https://speechiesideup.com/" rel="nofollow" target="_blank">Speechie Side Up</a>! 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 <a href="https://speechiesideup.com" rel="nofollow" target="_blank">website</a>!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 <a href="/bio-venita-litvack" rel="nofollow" target="_blank">here</a>. 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 <a href="/how-it-works" rel="nofollow" target="_blank">How It Works</a> or <a href="/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> pages.Learning Outcomes1. 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.ReferencesCunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326-335. doi:10.1598/RRQ.36.3.5Erickson, K. A., &amp; 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., &amp; 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., &amp; 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/s10643-012-0534-9Kent-Walsh, J., Binger, C., &amp; 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). <a href="http://hdl.handle.net/10092/3878" rel="nofollow" target="_blank">The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication</a>. (Master's thesis, University of Canterbury, Christchurch, New Zealand). Retrieved from <a href="https://ir.canterbury.ac.nz/handle/10092/3878" rel="nofollow" target="_blank">https://ir.canterbury.ac.nz/handle/10092/3878</a>Treiman, R., Levin, I., &amp; 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.2006.08.002Online Resources:Tarheel Reader: <a href="https://tarheelreader.org" rel="nofollow" target="_blank">https://tarheelreader.org</a>Core Calendar Club: <a href="https://speechiesideup.com/core-calendar-club-challenge/" rel="nofollow" target="_blank">https://speechiesideup.com/core-calendar-club-challenge/</a>Speechie Side Up Podcast: <a href="https://speechiesideup.com/" rel="nofollow" target="_blank">https://speechiesideup.com/</a>Iowa Department of Education: <a href="https://www.youtube.com/watch?v=dCjV5sSPJR8" rel="nofollow" target="_blank">https://www.youtube.com/watch?v=dCjV5sSPJR8</a>Tar heel gameplay: <a href="https://tarheelgameplay.org/" rel="nofollow" target="_blank">https://tarheelgameplay.org/</a>Epic Books: <a href="https://www.getepic.com/" rel="nofollow" target="_blank">https://www.getepic.com/</a>Overdrive: <a href="https://www.overdrive.com/" rel="nofollow" target="_blank">https://www.overdrive.com</a>Literacy through Unity: <a href="https://aaclanguagelab.com/" rel="nofollow" target="_blank">https://aaclanguagelab.com/</a>Saltillo Calendar Supports: <a href="https://saltillo.com/chatcorner/content/67" rel="nofollow" target="_blank">https://saltillo.com/chatcorner/content/67</a>Tell Me Curriculum: <a href="https://www.attainmentcompany.com/tell-me-program" rel="nofollow" target="_blank">https://www.attainmentcompany.com/tell-me-program</a>The Center for Literacy and Disability Studies: <a href="https://www.med.unc.edu/ahs/clds/" rel="nofollow" target="_blank">https://www.med.unc.edu/ahs/clds/</a>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 Disclosures20 minutes: Review of strategies for teaching literacy to AAC users15 minutes: Review of available resources for teaching literacy to AAC users10 minutes: Review of Activities and group lessons that incorporate AAC and literacy5 minutes: Discussion 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@slpnerdcast.com anytime! You can find our complaint policy<a href="https://www.slpnerdcast.com/complaint-policy" rel="nofollow" target="_blank"> here</a>. You can also:Follow us on <a href="https://www.instagram.com/slpnerdcast/" rel="nofollow" target="_blank">instagram</a>Follow us on <a href="https://www.facebook.com/slpnerdcast/" rel="nofollow" target="_blank">facebook</a> We are thrilled to be listed in the <a href="https://blog.feedspot.com/slp_podcasts/" rel="nofollow" target="_blank">Top 25 SLP Podcasts</a>! Thank you FeedSpot!

AAC & Literacy with Venita Litvack

Show Notes: SLPNow.com/42 - In this podcourse, Venita shares evidence-based strategies for teaching literacy to children who use AAC. With a focus on facilitating more meaningful outcomes for students who use AAC, this episode is filled with practical tips and an easy-to-follow framework. SLPs will walk away with practical tips and strategies to "work smarter" in their speech therapy sessions.

Show Notes: <a href="http://SLPNow.com/42" rel="nofollow" target="_blank">SLPNow.com/42</a> - In this podcourse, Venita shares evidence-based strategies for teaching literacy to children who use AAC. With a focus on facilitating more meaningful outcomes for students who use AAC, this episode is filled with practical tips and an easy-to-follow framework. SLPs will walk away with practical tips and strategies to "work smarter" in their speech therapy sessions.

42: A Crash Course in AAC & Literacy - Venita Litvack, MA, CCC-SLP

In this episode Michelle is joined by the hostess with Venita Litvack, MA, CCC-SLP, of “The Speechie Side Up” Podcast and SLP Blog. Today they cover all “thangs” AAC. Ever struggled to find credible resources for learning more about theory and history of best practices behind pediatric AAC, or how to implement AA with a complex pediatric patient, or… and here is the kicker…getting the daycare teachers or the ECSE on board with using the device within their classrooms? Venita is here to take those frustrations and worries away! Enjoy the nerdy-gal conversation between two podcasters who love their field and particularly AAC!

In this episode Michelle is joined by the hostess with Venita Litvack, MA, CCC-SLP, of “The Speechie Side Up” Podcast and SLP Blog. Today they cover all “thangs” AAC. Ever struggled to find credible resources for learning more about theory and history of best practices behind pediatric AAC, or how to implement AA with a complex pediatric patient, or… and here is the kicker…getting the daycare teachers or the ECSE on board with using the device within their classrooms? Venita is here to take those frustrations and worries away! Enjoy the nerdy-gal conversation between two podcasters who love their field and particularly AAC!

61: “Speechie Side Up” Presents AAC - Venita Litvack, MA, CCC-SLP