You asked, and we listened.  Tune into this episode to have (hopefully) all of your questions answered about who we are, what this show is about, our process, and continuing education.  We review our professional work history and interests, what this show is about and how it was born, and how you can use this podcast for ASHA CEUs.  We hope this episode gives you some answers, but if not please email us anytime! We love hearing from our listeners.  Give it a listen, be our nerdy friend, and then enjoy an episode for credit.  Thank you for being a listener and supporter of SLP Nerdcast!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!

You asked, and we listened. Tune into this episode to have (hopefully) all of your questions answered about who we are, what this show is about, our process, and continuing education. We review our professional work history and interests, what this show is about and how it was born, and how you can use this podcast for ASHA CEUs. We hope this episode gives you some answers, but if not please email us anytime! We love hearing from our listeners. Give it a listen, be our nerdy friend, and then enjoy an episode for credit. Thank you for being a listener and supporter of SLP Nerdcast!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at <a href="mailto:info@slpnerdcast.com">info@slpnerdcast.com</a> anytime! 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!

Episode Zero: About & FAQ

UPDATE: This episode was recorded and published with an error (@ timestamp 6:35). INTERprofessional collaboration is collaboration between different fields or professions (example: an SLP collaborating with a BCBA). INTRAprofessional collaboration is collaboration within one field (example: an SLPs collaborating with other SLPs). In our recording we swapped the two - blame it on first episode jitters! A BIG THANKS to our listener who brought this to our attention! You know who you are!! ___ Get .1 ASHA CEU here Welcome to our first post! This podcast was a big one for us in so many ways! Since we are just a couple of nerds, who are also friends, and actually do spend an inordinate amount of time talking about “nerdy speech and language things” in our free time - the idea of being a bit more structured in our topics and recording our conversations for others to hear was an idea we threw around for a while. It became our brain baby. We were nervcited* about it. And now it is real. Why start our podcasting journey here? Collaborating with BCBAs has been an ongoing thread running through both of our careers in speech language pathology. BCBA/SLP relationships can be a polarizing topic on both sides of the office/school/clinic. We’ve personally had some great experiences, and some not so great ones. We both went through a post-graduate certificate program to become BCBAs (Kate took the exam and has the letters to prove it). We’ve both been challenged with difficult collaborative situations, and we’ve been on the sidelines to see the challenges experienced by our colleagues in their working relationships with others. So why collaborate in the first place? Well, to begin with it’s the ethical choice. Our ASHA code of ethics is long, but there are some clear points made as to why it is ethical to collaborate. Plus, the field of ABA sometimes gets a bad rep - BCBAs and the field of ABA in general can have a lot to offer. We have both found it to be a great compliment to our speech therapy practices. Unfortunately, sometimes collaborating is a hard road, for a variety of reasons, and most of us don’t receive any type of explicit training on this in graduate school. How do we navigate these relationships as a professional? Do we even have to? Is it worth all the potential hassle? In this podcast we will talk in depth about the why and the how of intraprofessional collaboration with BCBAs. Spoiler alert: We’ve both had the good fortune of some wonderful shared clinical experiences with BCBAs - and we really think it is an experience worth figuring out! Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). *Nervcited - a word we are pretty sure we invented. It's that weird combination of simultaneously feeling nervous and excited about something. 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. Provide at least 3 descriptive facts about applied behavior analysis 2. Describe at least 2 reasons to collaborate with behaviorally oriented professionals 3. Identify at least 2 barriers to collaborating 4. Identify at least 2 strategies for effective collaboration. References Cooper, J. O., heron, T. E., &amp; Heward, W. L. (2007). Applied Behavior Analysis (2nd Ed.) New York, NY: Pearson Donaldson, A. L. &amp; Stahmer, A. C. (2014). Team Collaboration: The Use of Behavior Principles for Serving Students with ASD. Language, Speech, and Hearing Services in Schools, 45, 261–276 Stone, Douglas., Bruce Patton, and Sheila Heen. Difficult Conversations: How to Discuss What Matters Most. New York, N.Y.: Viking, 1999 Online Resources Behavior Analyst Certification Board ASHA Guidelines for Caseload and Workload 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 science of applied behavior analysis 15 minutes: Descriptions of the responsibilities to collaborate and the identified barriers to collaboration 10 minutes: Describe the strategies to improved collaborative practices 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: Follow us on instagram Follow us on facebook We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!

UPDATE: This episode was recorded and published with an error (@ timestamp 6:35). INTERprofessional collaboration is collaboration between different fields or professions (example: an SLP collaborating with a BCBA). INTRAprofessional collaboration is collaboration within one field (example: an SLPs collaborating with other SLPs). In our recording we swapped the two - blame it on first episode jitters! A BIG THANKS to our listener who brought this to our attention! You know who you are!! ___ Get .1 ASHA CEU <a href="https://slpnerdcast.thinkific.com/courses/podcast-quiz-collaborating-with-bcbas-abje0001" rel="nofollow" target="_blank">here</a> Welcome to our first post! This podcast was a big one for us in so many ways! Since we are just a couple of nerds, who are also friends, and actually do spend an inordinate amount of time talking about “nerdy speech and language things” in our free time - the idea of being a bit more structured in our topics and recording our conversations for others to hear was an idea we threw around for a while. It became our brain baby. We were nervcited* about it. And now it is real. Why start our podcasting journey here? Collaborating with BCBAs has been an ongoing thread running through both of our careers in speech language pathology. BCBA/SLP relationships can be a polarizing topic on both sides of the office/school/clinic. We’ve personally had some great experiences, and some not so great ones. We both went through a post-graduate certificate program to become BCBAs (Kate took the exam and has the letters to prove it). We’ve both been challenged with difficult collaborative situations, and we’ve been on the sidelines to see the challenges experienced by our colleagues in their working relationships with others. So why collaborate in the first place? Well, to begin with it’s the ethical choice. Our ASHA code of ethics is long, but there are some clear points made as to why it is ethical to collaborate. Plus, the field of ABA sometimes gets a bad rep - BCBAs and the field of ABA in general can have a lot to offer. We have both found it to be a great compliment to our speech therapy practices. Unfortunately, sometimes collaborating is a hard road, for a variety of reasons, and most of us don’t receive any type of explicit training on this in graduate school. How do we navigate these relationships as a professional? Do we even have to? Is it worth all the potential hassle? In this podcast we will talk in depth about the why and the how of intraprofessional collaboration with BCBAs. Spoiler alert: We’ve both had the good fortune of some wonderful shared clinical experiences with BCBAs - and we really think it is an experience worth figuring out! Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). *Nervcited - a word we are pretty sure we invented. It's that weird combination of simultaneously feeling nervous and excited about something. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our <a href="/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> page for more information . Learning Outcomes 1. Provide at least 3 descriptive facts about applied behavior analysis 2. Describe at least 2 reasons to collaborate with behaviorally oriented professionals 3. Identify at least 2 barriers to collaborating 4. Identify at least 2 strategies for effective collaboration. References Cooper, J. O., heron, T. E., &amp; Heward, W. L. (2007). Applied Behavior Analysis (2nd Ed.) New York, NY: Pearson Donaldson, A. L. &amp; Stahmer, A. C. (2014). Team Collaboration: The Use of Behavior Principles for Serving Students with ASD. Language, Speech, and Hearing Services in Schools, 45, 261–276 Stone, Douglas., Bruce Patton, and Sheila Heen. Difficult Conversations: How to Discuss What Matters Most. New York, N.Y.: Viking, 1999 Online Resources <a href="https://www.bacb.com" rel="nofollow" target="_blank">Behavior Analyst Certification Board</a> <a href="https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934681&amp;section=Resources" rel="nofollow" target="_blank">ASHA Guidelines for Caseload and Workload</a> 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 science of applied behavior analysis 15 minutes: Descriptions of the responsibilities to collaborate and the identified barriers to collaboration 10 minutes: Describe the strategies to improved collaborative practices 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 <a href="mailto:info@slpnerdcast.com">info@slpnerdcast.com</a> 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!

Collaborating with BCBAs

Get .1 ASHA CEU hereAided modeling interventions are becoming a common recommendation in the field of AAC. You hear about it at conferences, you see it posted on social media, it’s listed on popular reference websites. It’s kind of a hot topic.But - what is it exactly? Is it called aided language stimulation, aided language modeling, or aided language input? With everyone calling it different things and doing it in different ways it’s hard to tell if you are doing it correctly.Plus, a lot of the references out there on social media and blog posts don’t review the literature. Fortunately there is a lot of literature out there, but there is a lot of variation. In this episode we review several articles and meta-analyses to get a feel for the overall evidence out there. We also discuss what evidence we have in the literature support its use and how we can apply it effectively with our clients / students / patients. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning Outcomes1. Review and define aided language modeling2. Review at least two descriptions of aided language modeling in literature3. Describe at least 2 implementation procedures for aided language modeling4. Describe at least 2 things to consider when using aided language modeling as an intervention strategyReferencesThis episode has a substantial reference list. Available as a free download here.Online ResourcesASHA Practice Portal on AAC:https://www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-Communication/ASHA Resources on Evidence Based Practicehttps://www.asha.org/research/ebp/evidence-based-practice/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 Disclosures20 minutes: Review of the definition of aided language modeling and supporting descriptions in literature15 minutes: Review of different implementation procedures in aided language modeling10 minutes: Review considerations for using aided language modeling as an intervention strategy5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-aided-language-modeling-abje0002" rel="nofollow" target="_blank">here</a>Aided modeling interventions are becoming a common recommendation in the field of AAC. You hear about it at conferences, you see it posted on social media, it’s listed on popular reference websites. It’s kind of a hot topic.But - what is it exactly? Is it called aided language stimulation, aided language modeling, or aided language input? With everyone calling it different things and doing it in different ways it’s hard to tell if you are doing it correctly.Plus, a lot of the references out there on social media and blog posts don’t review the literature. Fortunately there is a lot of literature out there, but there is a lot of variation. In this episode we review several articles and meta-analyses to get a feel for the overall evidence out there. We also discuss what evidence we have in the literature support its use and how we can apply it effectively with our clients / students / patients. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our <a href="/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> page for more information .Learning Outcomes1. Review and define aided language modeling2. Review at least two descriptions of aided language modeling in literature3. Describe at least 2 implementation procedures for aided language modeling4. Describe at least 2 things to consider when using aided language modeling as an intervention strategyReferencesThis episode has a substantial reference list. Available as a free download <a href="/s/References-Aided-Language-Modeling.pdf" rel="nofollow" target="_blank">here</a>.Online ResourcesASHA Practice Portal on AAC:<a href="https://www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-Communication/" rel="nofollow" target="_blank">https://www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-Communication/</a>ASHA Resources on Evidence Based Practice<a href="https://www.asha.org/research/ebp/evidence-based-practice/" rel="nofollow" target="_blank">https://www.asha.org/research/ebp/evidence-based-practice/</a>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 Disclosures20 minutes: Review of the definition of aided language modeling and supporting descriptions in literature15 minutes: Review of different implementation procedures in aided language modeling10 minutes: Review considerations for using aided language modeling as an intervention strategy5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Aided Language Modeling

Get .1 ASHA CEU hereWow. Data collection. Qualitative. Quantitative. Frequency. Latency. Validity. Accuracy.Super exciting topic - no really! We know speech language pathology is an evidence-based practice, but we don’t get tons of training in different types of data collection methods or how to optimize our data collection for our work environment. We found some great articles when we were preparing for this podcast, and we are excited to share them with you.In this episode we hope to get you as excited about data as we are! Learn about why we should even collect data in the first place, and what are the important components that make data “good”. Find out some questions you should ask yourself when thinking about what data you’ll collect and how you’ll do it - including whether you should consider your data collection methods when writing goals and objectives. Finally, we’ll troubleshoot some potential data-collection pitfalls and give tips about how to avoid data that is inaccurate, cumbersome, or even impossible to take.Come and hang out, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). Get as excited as we are about data collection and watch your relationship with this clinical skill change for the better!ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning Outcomes1. Identify at least 2 reasons to take data and describe at least 2 components to consider when taking data?2. Identify at least 2 hurdles to collecting data3. Identify at least 2 strategies to overcoming hurdles to data collection4. Identify at least 2 kinds of data collection and situations they are best suited toReferencesKorsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13Olswang, L. B. &amp; Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66Walz, J. (2013). Technology to support data collection and management in the public schools. Perspectives on School-Based Issues, 14(1), 10-14Disclosures: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 Disclosures20 minutes: Descriptions of reasons for data collection and hurdles to data collection15 minutes: Descriptions of the strategies for overcoming hurdles to data collection10 minutes: Describe of different kinds of data collection and situations in which they may be appropriate5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-data-collection-abje0003" rel="nofollow" target="_blank">here</a>Wow. Data collection. Qualitative. Quantitative. Frequency. Latency. Validity. Accuracy.Super exciting topic - no really! We know speech language pathology is an evidence-based practice, but we don’t get tons of training in different types of data collection methods or how to optimize our data collection for our work environment. We found some great articles when we were preparing for this podcast, and we are excited to share them with you.In this episode we hope to get you as excited about data as we are! Learn about why we should even collect data in the first place, and what are the important components that make data “good”. Find out some questions you should ask yourself when thinking about what data you’ll collect and how you’ll do it - including whether you should consider your data collection methods when writing goals and objectives. Finally, we’ll troubleshoot some potential data-collection pitfalls and give tips about how to avoid data that is inaccurate, cumbersome, or even impossible to take.Come and hang out, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). Get as excited as we are about data collection and watch your relationship with this clinical skill change for the better!ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our <a href="/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> page for more information .Learning Outcomes1. Identify at least 2 reasons to take data and describe at least 2 components to consider when taking data?2. Identify at least 2 hurdles to collecting data3. Identify at least 2 strategies to overcoming hurdles to data collection4. Identify at least 2 kinds of data collection and situations they are best suited toReferencesKorsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13Olswang, L. B. &amp; Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66Walz, J. (2013). Technology to support data collection and management in the public schools. Perspectives on School-Based Issues, 14(1), 10-14Disclosures: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 Disclosures20 minutes: Descriptions of reasons for data collection and hurdles to data collection15 minutes: Descriptions of the strategies for overcoming hurdles to data collection10 minutes: Describe of different kinds of data collection and situations in which they may be appropriate5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Data Collection

Get .1 ASHA CEU hereStarting a private practice can be exciting - but also daunting, intimidating, or for some of us outright terrifying. There is a certain vulnerability in putting yourself out there. This vulnerability extends way beyond whether or not you are making the right clinical decisions out on your own. There are often concerns about liability, budgeting, taxes and money management, overhead costs, policies, regulations → mind explosion.First off, we want everyone interested in private practice to know that it is totally possible. A bajillion people go into business for themselves. Just because we don’t get business management training as part of our degree does not make us less equipped to go into business for ourselves. There are so many resources out there. Taking advice from a seasoned business owner is just the start. Our goal for this episode is to help you start that journey, get you hooked into some good resources out there, and answer some of these long standing questions related to risk, liability, and finances.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 OutcomesIdentify at least 2 common legal / liability considerations when setting up a private practiceIdentify at least 2 common financial considerations when setting up a private practiceIdentify 2 of the most frequent revenue streams in private practice and considerations for eachReferencesCornett, B. S. (2006). Clinical documentation in speech-language pathology: Essential information for successful practice. ASHA Leader, 11(12), 8-25Online ResourcesMalpractice Insurance ResourcesMercer Consumer (Formerly MARSH)Healthcare Providers Service Organization (HPSO)Corporate Filing ResourcesBizfilings (information about different corporate structures)MyCorporation: Everything you need to know:HIPAA Compliance ResourcesASHA and HIPAAGeneral HIPAA informationTax ID and NPI ResourcesLink to apply for an EINNational pan and Provider Enumeration System (NPPES; apply for / look up your NPI number)Centers for Medicare and Medicaid information about NPI numbersTax ResourcesLearn more about self employment taxHealth Insurance and Superbill ResourcesASHA superbill templatesASHA CPT codesASHA ICD-10 codesDisclosures: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 Disclosures20 minutes: Descriptions of common legal considerations in private practice15 minutes: Descriptions of common financial considerations in private practice10 minutes: Descriptions of common revenue streams in private practice5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-private-practice-part-1-abje0004" rel="nofollow" target="_blank">here</a>Starting a private practice can be exciting - but also daunting, intimidating, or for some of us outright terrifying. There is a certain vulnerability in putting yourself out there. This vulnerability extends way beyond whether or not you are making the right clinical decisions out on your own. There are often concerns about liability, budgeting, taxes and money management, overhead costs, policies, regulations → mind explosion.First off, we want everyone interested in private practice to know that it is totally possible. A bajillion people go into business for themselves. Just because we don’t get business management training as part of our degree does not make us less equipped to go into business for ourselves. There are so many resources out there. Taking advice from a seasoned business owner is just the start. Our goal for this episode is to help you start that journey, get you hooked into some good resources out there, and answer some of these long standing questions related to risk, liability, and finances.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 <a href="/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> page for more information .Learning OutcomesIdentify at least 2 common legal / liability considerations when setting up a private practiceIdentify at least 2 common financial considerations when setting up a private practiceIdentify 2 of the most frequent revenue streams in private practice and considerations for eachReferencesCornett, B. S. (2006). Clinical documentation in speech-language pathology: Essential information for successful practice. ASHA Leader, 11(12), 8-25Online ResourcesMalpractice Insurance Resources<a href="https://www.proliability.com/" rel="nofollow" target="_blank">Mercer Consumer (Formerly MARSH)</a><a href="https://www.hpso.com/" rel="nofollow" target="_blank">Healthcare Providers Service Organization (HPSO)</a>Corporate Filing Resources<a href="https://www.bizfilings.com/" rel="nofollow" target="_blank">Bizfilings (information about different corporate structures)</a><a href="http://www.mycorporation.com/learningcenter/llc-vs-corporation.jsp" rel="nofollow" target="_blank">MyCorporation: Everything you need to know</a>:HIPAA Compliance Resources<a href="https://www.asha.org/practice/reimbursement/hipaa/" rel="nofollow" target="_blank">ASHA and HIPAA</a><a href="http://www.hhs.gov/ocr/privacy/hipaa/understanding/coveredentities/index.html" rel="nofollow" target="_blank">General HIPAA information</a>Tax ID and NPI Resources<a href="http://www.irs.gov/Businesses/Small-Businesses-&amp;-Self-Employed/Apply-for-an-Employer-Identification-Number-(EIN)-Online" rel="nofollow" target="_blank">Link to apply for an EIN</a><a href="https://nppes.cms.hhs.gov/NPPES/StaticForward.do?forward=static.npistart" rel="nofollow" target="_blank">National pan and Provider Enumeration System</a> (NPPES; apply for / look up your NPI number)<a href="https://www.cms.gov/Regulations-and-Guidance/Administrative-Simplification/NationalProvIdentStand" rel="nofollow" target="_blank">Centers for Medicare and Medicaid information about NPI numbers</a>Tax Resources<a href="https://www.irs.gov/businesses/small-businesses-self-employed/self-employment-tax-social-security-and-medicare-taxes" rel="nofollow" target="_blank">Learn more about self employment tax</a>Health Insurance and Superbill Resources<a href="https://www.asha.org/Practice/reimbursement/coding/Superbill-Templates-for-Audiologists-and-Speech-Language-Pathologists/" rel="nofollow" target="_blank">ASHA superbill templates</a><a href="http://www.asha.org/practice/reimbursement/coding/new_codes_slp.htm" rel="nofollow" target="_blank">ASHA CPT codes</a><a href="https://www.asha.org/Practice/reimbursement/coding/ICD-10/" rel="nofollow" target="_blank">ASHA ICD-10 codes</a>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 Disclosures20 minutes: Descriptions of common legal considerations in private practice15 minutes: Descriptions of common financial considerations in private practice10 minutes: Descriptions of common revenue streams in private practice5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Setting up a Private Practice Part 1: Liability and Financial Considerations

Get .1 ASHA CEU hereIt takes two (Kate’s singing somewhere, listen to the podcast, you’ll get it) - at least two, for communication. When introducing aided AAC tools to people with complex communication needs, it isn’t just about them - things they have to learn, changes they need to make. Optimal communication and acquisition of new skills requires something from the partner as well.In this podcast we’ll review several studies on partner training that just might make you think about things a little differently. We’ll give some background on what the literature says about partner training, why you should think about incorporating it into your practice, and consider some potential obstacles and workarounds that might fit your environment.Expect to learn the common communication behaviors seen in partners of aided AAC users, frequently used methods employed in partner training programs, and specific questions to ask yourself prior to embarking on a partner training program. We’ll provide an overview of the work of Kent-Walsh and Binger with the ImPAACT program, and hopefully you’ll get as inspired as we were!Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning Outcomes1. Define partner training and review at least 2 evidence based descriptions of partner training2. Describe at least two implementation strategies for partner training3. Identify at least 2 hurdles to implementing partner training and 2 strategies for overcoming those hurdlesReferencesBinger, C., &amp; Kent-Walsh, J. (2012). Selecting Skills To Teach Communication Partners: Where Do I Start? Perspectives on Augmentative and Alternative Communication, 21(4), 127–135. doi: 10.1044/aac21.4.127Kent-Walsh, J., &amp; Binger, C. (2013). Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication, 22(1), 51–58. doi: 10.1044/aac22.1.51Kent-Walsh, J., Murza, K. A., Malani, M. D., &amp; Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. doi: 10.3109/07434618.2015.1052153Kovach, T. M. (2009). Augmentative &amp; alternative communication profile a continuum of learning. East Moline, IL: LinguiSystems.Online ResourcesSchmidt, J., Lu, T., Boyle, T., &amp; Vedantam, S. (2018, June 5). When Everything Clicks: The Power Of Judgment-Free Learning. Retrieved from https://www.npr.org/2018/06/04/616127481/when-everything-clicks-the-power-of-judgment-free-learningDisclosures: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 Disclosures20 minutes: Descriptions of partner training and the supporting evidence in the literature15 minutes: Descriptions of implementation strategies for partner training10 minutes: Describe the hurdles to effective partner training and strategies to overcome those hurdles5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!—SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-partner-training-in-aac-abje0005" rel="nofollow" target="_blank">here</a>It takes two (Kate’s singing somewhere, listen to the podcast, you’ll get it) - at least two, for communication. When introducing aided AAC tools to people with complex communication needs, it isn’t just about them - things they have to learn, changes they need to make. Optimal communication and acquisition of new skills requires something from the partner as well.In this podcast we’ll review several studies on partner training that just might make you think about things a little differently. We’ll give some background on what the literature says about partner training, why you should think about incorporating it into your practice, and consider some potential obstacles and workarounds that might fit your environment.Expect to learn the common communication behaviors seen in partners of aided AAC users, frequently used methods employed in partner training programs, and specific questions to ask yourself prior to embarking on a partner training program. We’ll provide an overview of the work of Kent-Walsh and Binger with the ImPAACT program, and hopefully you’ll get as inspired as we were!Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our <a href="/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> page for more information .Learning Outcomes1. Define partner training and review at least 2 evidence based descriptions of partner training2. Describe at least two implementation strategies for partner training3. Identify at least 2 hurdles to implementing partner training and 2 strategies for overcoming those hurdlesReferencesBinger, C., &amp; Kent-Walsh, J. (2012). Selecting Skills To Teach Communication Partners: Where Do I Start? Perspectives on Augmentative and Alternative Communication, 21(4), 127–135. doi: 10.1044/aac21.4.127Kent-Walsh, J., &amp; Binger, C. (2013). Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication, 22(1), 51–58. doi: 10.1044/aac22.1.51Kent-Walsh, J., Murza, K. A., Malani, M. D., &amp; Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. doi: 10.3109/07434618.2015.1052153Kovach, T. M. (2009). Augmentative &amp; alternative communication profile a continuum of learning. East Moline, IL: LinguiSystems.Online ResourcesSchmidt, J., Lu, T., Boyle, T., &amp; Vedantam, S. (2018, June 5). When Everything Clicks: The Power Of Judgment-Free Learning. Retrieved from <a href="https://www.npr.org/2018/06/04/616127481/when-everything-clicks-the-power-of-judgment-free-learning" rel="nofollow" target="_blank">https://www.npr.org/2018/06/04/616127481/when-everything-clicks-the-power-of-judgment-free-learning</a>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 Disclosures20 minutes: Descriptions of partner training and the supporting evidence in the literature15 minutes: Descriptions of implementation strategies for partner training10 minutes: Describe the hurdles to effective partner training and strategies to overcome those hurdles5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!—SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Partner Training in AAC

Get .1 ASHA CEU hereYou 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 Outcomes1. Define verbal behavior and identify at least 2 components of it’s history2. Define at least 3 verbal operants3. Describe at least 2 components of verbal behavior that are relevant to the practice of speech and language pathologistsReferences:Cooper, J., Heron, T. &amp; 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.1984.42-36Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-CroftsSkinner, B. F. (1953). Science and human behavior. New York: Free Press.Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-CroftsSundberg, 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., &amp; 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: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 Disclosures20 minutes: Descriptions of verbal behavior and it’s history15 minutes: Descriptions of the main verbal operants10 minutes: Description and discussion of how verbal behavior is relevant to the practice of a speech and language pathologist5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-verba-behavior-for-slps-abje0007" rel="nofollow" target="_blank">here</a>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 <a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> page for more information .Learning Outcomes1. Define verbal behavior and identify at least 2 components of it’s history2. Define at least 3 verbal operants3. Describe at least 2 components of verbal behavior that are relevant to the practice of speech and language pathologistsReferences:Cooper, J., Heron, T. &amp; 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. <a href="http://doi.org/10.1901/jeab.1984.42-36" rel="nofollow" target="_blank">doi.org/10.1901/jeab.1984.42-36</a>Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-CroftsSkinner, B. F. (1953). Science and human behavior. New York: Free Press.Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-CroftsSundberg, 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., &amp; 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:<a href="https://marksundberg.com/publications/" rel="nofollow" target="_blank">Mark Sundberg publications</a> 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 Disclosures20 minutes: Descriptions of verbal behavior and it’s history15 minutes: Descriptions of the main verbal operants10 minutes: Description and discussion of how verbal behavior is relevant to the practice of a speech and language pathologist5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Verbal Behavior for SLPs

Get .1 ASHA CEU hereTreating 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 Outcomes1. Identify the prevalence of feeding and swallowing disorders and the importance of school SLP involvement2. Identify different elements of a feeding and swallowing evaluation3. Identify feeding and swallowing evaluation procedures in a school settingReferencesThis episode has a long reference list. Find the complete reference list here.Online ResourcesASHA Resources for Feeding and Swallowing Prevalence: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Incidence_and_PrevalenceASHA Resources for Feeding and Swallowing Definitions: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=OverviewASHA 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&amp;section=AssessmentASHA 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: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 Disclosures20 minutes: Descriptions of feeding and swallowing disorders and the importance of school SLP involvement15 minutes: Descriptions of elements of a feeding and swallowing evaluation10 minutes: Description of feeding and swallowing evaluation procedures in a school setting5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-feeding-and-swallowing-in-schools-abje0008" rel="nofollow" target="_blank">here</a>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<a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> page for more information.Learning Outcomes1. Identify the prevalence of feeding and swallowing disorders and the importance of school SLP involvement2. Identify different elements of a feeding and swallowing evaluation3. Identify feeding and swallowing evaluation procedures in a school settingReferencesThis episode has a long reference list. Find the complete reference list <a href="/references-feeding-1" rel="nofollow" target="_blank">here</a>.Online ResourcesASHA Resources for Feeding and Swallowing Prevalence: <a href="https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Incidence_and_Prevalence" rel="nofollow" target="_blank">https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Incidence_and_Prevalence</a>ASHA Resources for Feeding and Swallowing Definitions: <a href="https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Overview" rel="nofollow" target="_blank">https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Overview</a>ASHA Resources for Feeding and Swallowing “team” and roles: <a href="https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Dysphagia-Teams/" rel="nofollow" target="_blank">https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Dysphagia-Teams/</a>ASHA Resources for Feeding and Swallowing assessment procedures: <a href="https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Assessment" rel="nofollow" target="_blank">https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Assessment</a>ASHA Resources for videofluoroscopic swallow study: <a href="https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Videofluoroscopic-Swallow-Study/" rel="nofollow" target="_blank">https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Videofluoroscopic-Swallow-Study/</a>ASHA Resources for fiberoptic endoscopic evaluation of swallowing (FEES): <a href="https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Fiberoptic-Endoscopic-Evaluation-of-Swallowing/" rel="nofollow" target="_blank">https://www.asha.org/Practice-Portal/Clinical-Topics/Pediatric-Dysphagia/Fiberoptic-Endoscopic-Evaluation-of-Swallowing/</a>ASHA Resources on interprofessional education/interprofessional practice (IPE/IPP): <a href="https://www.asha.org/Practice/Interprofessional-Education-Practice/" rel="nofollow" target="_blank">https://www.asha.org/Practice/Interprofessional-Education-Practice/</a>ASHA Resources on collaboration and teaming for guidance on successful collaborative service delivery across settings: <a href="https://www.asha.org/Practice-Portal/Clinical-Topics/Intellectual-Disability/Collaboration-and-Teaming/" rel="nofollow" target="_blank">https://www.asha.org/Practice-Portal/Clinical-Topics/Intellectual-Disability/Collaboration-and-Teaming/</a>Articles about the International Dysphagia Diet Standardization initiative: <a href="https://iddsi.org/" rel="nofollow" target="_blank">https://iddsi.org/</a>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 Disclosures20 minutes: Descriptions of feeding and swallowing disorders and the importance of school SLP involvement15 minutes: Descriptions of elements of a feeding and swallowing evaluation10 minutes: Description of feeding and swallowing evaluation procedures in a school setting5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Feeding and Swallowing in Schools: Foundational Knowledge

Get .1 ASHA CEU hereDISCLAIMER: 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 Outcomes1. Describe at least 2 key components of AAC implementation plans and why they should be used2. Identify at least 2 potential benefits of using AAC implementation plans3. Identify at least 2 hurdles to effective AAC implementation plansReferencesBausch, M. E., &amp; Ault, M. J. (2008). Assistive Technology Implementation Plan. TEACHING Exceptional Children, 41(1), 6–14. doi: 10.1177/004005990804100101Blackstone, S. W., &amp; 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/aac18.3.78Light, 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: 10.1080/07434618912331275126Online ResourcesAAC 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-0American Speech-Language-Hearing Association. (n.d.). Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773§ionNATRI 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: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 Disclosures20 minutes: Descriptions of AAC implementation plans and how they should be used15 minutes: Descriptions of benefits of using AAC implementation plans across settings10 minutes: Describe hurtles to effective AAC implementation plans and strategies for overcoming those hurdles5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-implementation-plans-abje0009" rel="nofollow" target="_blank">here</a>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<a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> page for more information.Learning Outcomes1. Describe at least 2 key components of AAC implementation plans and why they should be used2. Identify at least 2 potential benefits of using AAC implementation plans3. Identify at least 2 hurdles to effective AAC implementation plansReferencesBausch, M. E., &amp; Ault, M. J. (2008). Assistive Technology Implementation Plan. TEACHING Exceptional Children, 41(1), 6–14. doi: 10.1177/004005990804100101Blackstone, S. W., &amp; 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/aac18.3.78Light, 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: 10.1080/07434618912331275126Online ResourcesAAC Implementation Plans: Preparing for Successful Communication. (2018, February 15). Retrieved from <a href="https://www.ctdinstitute.org/library/2017-12-06/aac-implementation-plans-preparing-successful-communication-0" rel="nofollow" target="_blank">https://www.ctdinstitute.org/library/2017-12-06/aac-implementation-plans-preparing-successful-communication-0</a>American Speech-Language-Hearing Association. (n.d.). Retrieved from <a href="https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773%C2%A7ion" rel="nofollow" target="_blank">https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773§ion</a>NATRI Home Page. (n.d.). Retrieved from <a href="http://natri.uky.edu/index.html" rel="nofollow" target="_blank">http://natri.uky.edu/index.html</a>(n.d.). Retrieved from <a href="http://www.wati.org/free-publications/assistive-technology-consideration-to-assessment/" rel="nofollow" target="_blank">http://www.wati.org/free-publications/assistive-technology-consideration-to-assessment/</a>What are the school's responsibilities regarding assistive technology? (n.d.). Retrieved from <a href="https://iris.peabody.vanderbilt.edu/module/at/cresource/q2/p05/" rel="nofollow" target="_blank">https://iris.peabody.vanderbilt.edu/module/at/cresource/q2/p05/</a>Zangari, C. (2019, September 8). How I Do It: Setting Up an AAC Implementation Plan. Retrieved from <a href="https://praacticalaac.org/praactical/how-i-do-it-setting-up-an-aac-implementation-plan/" rel="nofollow" target="_blank">https://praacticalaac.org/praactical/how-i-do-it-setting-up-an-aac-implementation-plan/</a>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 Disclosures20 minutes: Descriptions of AAC implementation plans and how they should be used15 minutes: Descriptions of benefits of using AAC implementation plans across settings10 minutes: Describe hurtles to effective AAC implementation plans and strategies for overcoming those hurdles5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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 Implementation Plans

Get .1 ASHA CEU hereWho 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 punishment2. Identify at least two different types of reinforcement3. Describe at least 1 method for choosing reinforcement and describe at least two schedules of reinforcementStay 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 sessions4. Review commonly used behavior management strategies and the science behind themReferencesCooper, J., Heron, T. &amp; Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: PearsonDuerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &amp;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/s10803-012-1497-9Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., &amp; Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117Karasinski, 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/lle20.2.36Keller-Bell, Y., &amp; 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-17-0037Online ResourcesASHA resources on ABA:https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/Building rapporthttps://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/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 Disclosures20 minutes: Descriptions of the differences between reinforcement and punishment15 minutes: Descriptions of the different types of reinforcement10 minutes: Descriptions of methods for choosing systems of reinforcement5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-part-1-behavior-management-abje0010" rel="nofollow" target="_blank">here</a>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. <a href="https://www.asha.org/njc/applied-behavior-analysis-and-communication-services" rel="nofollow" target="_blank">https://www.asha.org/njc/applied-behavior-analysis-and-communication-services</a>).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<a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> page for more information.Learning Outcomes:1. Identify at least two distinguishing factors between reinforcement and punishment2. Identify at least two different types of reinforcement3. Describe at least 1 method for choosing reinforcement and describe at least two schedules of reinforcementStay 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 sessions4. Review commonly used behavior management strategies and the science behind themReferencesCooper, J., Heron, T. &amp; Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: PearsonDuerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &amp;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/s10803-012-1497-9Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., &amp; Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117Karasinski, 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/lle20.2.36Keller-Bell, Y., &amp; 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-17-0037Online ResourcesASHA resources on ABA:<a href="https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/" rel="nofollow" target="_blank">https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/</a>Building rapport<a href="https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/" rel="nofollow" target="_blank">https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/</a>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 Disclosures20 minutes: Descriptions of the differences between reinforcement and punishment15 minutes: Descriptions of the different types of reinforcement10 minutes: Descriptions of methods for choosing systems of reinforcement5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Part 1: Behavior Management in Speech and Language Therapy

SLP Nerdcast offers ASHA CEUs through online learning. We discuss clinical issues and best practices relevant to speech and language pathologists. We review resources and literature while trying not to bore you to tears!  All of our online SLP courses can be used towards earning your 30 hours of required professional development. Simply choose the course of your choice and head to the corresponding short post-test to earn your certificate of attendance and ASHA CEUs. SLP Nerdcast. The best online resource for SLP Continuing Education.  Become a Nerdcast SLP Member and save 10% on annual membership with code PODCAST10 https://bit.ly/SLPNerdcastMembership

Get .1 ASHA CEU hereAs 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 Outcomes1. Identify at least 2 differences between components of antecedent-based interventions and consequence-based interventions2. Identify at least 2 ways in which antecedent-based interventions can help improve client behavior during SLP sessions3. Identify at least 2 commonly used behavior management strategies and the science behind themReferencesCooper, J., Heron, T. &amp; Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: PearsonDuerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &amp;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/s10803-012-1497-9Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., &amp; Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117Karasinski, 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/lle20.2.36Keller-Bell, Y., &amp; 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-17-0037Rief, S. F., &amp; Heimburge, J. A. (2006). How to reach and teach all children in the inclusive classroom. San Francisco: Jossey-Bass, A John Wiley &amp; Sons Imprint.Online ResourcesASHA resources on ABA:https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/Building rapporthttps://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/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 Disclosures20 minutes: Descriptions of antecedent-based management strategies15 minutes: Descriptions of the benefits of antecedent based intervention strategies10 minutes: Descriptions of commonly used behavior management strategies5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-part-2-behavior-management-abje0011" rel="nofollow" target="_blank">here</a>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<a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> page for more information.Learning Outcomes1. Identify at least 2 differences between components of antecedent-based interventions and consequence-based interventions2. Identify at least 2 ways in which antecedent-based interventions can help improve client behavior during SLP sessions3. Identify at least 2 commonly used behavior management strategies and the science behind themReferencesCooper, J., Heron, T. &amp; Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: PearsonDuerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &amp;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/s10803-012-1497-9Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., &amp; Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117Karasinski, 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/lle20.2.36Keller-Bell, Y., &amp; 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-17-0037Rief, S. F., &amp; Heimburge, J. A. (2006). How to reach and teach all children in the inclusive classroom. San Francisco: Jossey-Bass, A John Wiley &amp; Sons Imprint.Online ResourcesASHA resources on ABA:<a href="https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/" rel="nofollow" target="_blank">https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/</a>Building rapport<a href="https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/" rel="nofollow" target="_blank">https://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/</a>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 Disclosures20 minutes: Descriptions of antecedent-based management strategies15 minutes: Descriptions of the benefits of antecedent based intervention strategies10 minutes: Descriptions of commonly used behavior management strategies5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Part 2: Behavior Management in Speech and Language Therapy

Get .1 ASHA CEU hereThere 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 OutcomesIdentify at least two required and recommended components of documentation in private practiceDescribe at least 2 logistical considerations and possible solutionsIdentify at least two considerations related to hiring employees and staffingReferencesNikjeh, D. A., &amp; 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/vvd20.1.22Swigert, N. B. (2018). Documentation and Reimbursement for Speech-Language Pathologists: Principles and Practice. Thorofare, NJ: Slack Incorporated.Online ResourcesRead more about RAC here: https://www.cms.gov/Research-Statistics-Data-and-Systems/Monitoring-Programs/Medicare-FFS-Compliance-Programs/Recovery-Audit-ProgramHIPAA requirements: https://www.hhs.gov/hipaa/for-professionals/privacy/guidance/model-notices-privacy-practices/index.htmlHHS.gov related to employee vs contractors: https://www.acf.hhs.gov/css/resource/the-difference-between-an-independent-contractor-and-an-employeeDisclosures: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 Disclosures20 minutes: Descriptions of the required documentation in private practice15 minutes: Descriptions of logistical considerations in private practice10 minutes: Descriptions of considerations related to hiring / staffing in private practice5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-private-practice-part-2-abje0012" rel="nofollow" target="_blank">here</a>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 (“<a href="https://www.slpnerdcast.com/episodes/setting-up-a-private-practice" rel="nofollow" target="_blank">Setting up a Private Practice Part 1: Liability and financial considerations</a>”) 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 <a href="mailto:info@slpnerdcast.com?subject=I%20have%20a%20question%20about%20private%20practice">info@slpnerdcast.com</a>.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<a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> 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 <a href="/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> page for more information .Learning OutcomesIdentify at least two required and recommended components of documentation in private practiceDescribe at least 2 logistical considerations and possible solutionsIdentify at least two considerations related to hiring employees and staffingReferencesNikjeh, D. A., &amp; 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/vvd20.1.22Swigert, N. B. (2018). Documentation and Reimbursement for Speech-Language Pathologists: Principles and Practice. Thorofare, NJ: Slack Incorporated.Online ResourcesRead more about RAC here: <a href="https://www.cms.gov/Research-Statistics-Data-and-Systems/Monitoring-Programs/Medicare-FFS-Compliance-Programs/Recovery-Audit-Program" rel="nofollow" target="_blank">https://www.cms.gov/Research-Statistics-Data-and-Systems/Monitoring-Programs/Medicare-FFS-Compliance-Programs/Recovery-Audit-Program</a>HIPAA requirements: <a href="https://www.hhs.gov/hipaa/for-professionals/privacy/guidance/model-notices-privacy-practices/index.html" rel="nofollow" target="_blank">https://www.hhs.gov/hipaa/for-professionals/privacy/guidance/model-notices-privacy-practices/index.html</a><a href="http://HHS.gov" rel="nofollow" target="_blank">HHS.gov</a> related to employee vs contractors: <a href="https://www.acf.hhs.gov/css/resource/the-difference-between-an-independent-contractor-and-an-employee" rel="nofollow" target="_blank">https://www.acf.hhs.gov/css/resource/the-difference-between-an-independent-contractor-and-an-employee</a>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 Disclosures20 minutes: Descriptions of the required documentation in private practice15 minutes: Descriptions of logistical considerations in private practice10 minutes: Descriptions of considerations related to hiring / staffing in private practice5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

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

Get .1 ASHA CEU hereAs 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 Outcomes1. Identify and define at least 2 modifications and compensation strategies commonly used in feeding and swallowing therapy2. Identify and explain at least 2 exposure strategies to address sensory-based feeding issues3. Define and explain food chaining techniquesReferencesBahr, D. C., (2001). Oral motor assessment and treatment: Ages and stages, Boston: Allyn &amp; Bacon.Mccauley, Rebecca &amp; Strand, Edythe &amp; Lof, Gregory &amp; Schooling, Tracy &amp; 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 ResourcesFood 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.pdfThe International Dysphagia Diet Standardisation Initiative: https://iddsi.org/ASHA Information on ICF: study: https://www.asha.org/uploadedFiles/ICF-Pediatric-Feeding-Swallowing.pdfASHA Resources on pediatric dysphagia: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=TreatmentDisclosures: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 Disclosures20 minutes: Descriptions of modifications and compensation strategies commonly used in feeding and swallowing therapy15 minutes: Descriptions of exposure strategies to address sensory-based feeding issues10 minutes: Descriptions of food chaining techniques5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-feeding-and-swallowing-intervention-abje0013" rel="nofollow" target="_blank">here</a>As discussed in our first episode on feeding and swallowing (<a href="https://www.slpnerdcast.com/episodes/feeding-and-swallowing-in-schools" rel="nofollow" target="_blank">Feeding and Swallowing in Schools: Foundational Knowledge</a>), 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 <a href="/bio-tracey-callahan" rel="nofollow" target="_blank">Tracey Callahan</a> 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 <a href="https://dysphagiacafe.com/" rel="nofollow" target="_blank">Dysphagia Cafe</a>, <a href="https://speechpod.org/first-bite/" rel="nofollow" target="_blank">First Bite</a>, <a href="https://podcasts.apple.com/us/podcast/swallow-your-pride/id1257987923" rel="nofollow" target="_blank">Swallow your Pride</a>, and <a href="https://podcasts.apple.com/us/podcast/down-the-hatch-the-swallowing-podcast/id1263588769" rel="nofollow" target="_blank">Down the Hatch</a>), 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<a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> page for more information.Learning Outcomes1. Identify and define at least 2 modifications and compensation strategies commonly used in feeding and swallowing therapy2. Identify and explain at least 2 exposure strategies to address sensory-based feeding issues3. Define and explain food chaining techniquesReferencesBahr, D. C., (2001). Oral motor assessment and treatment: Ages and stages, Boston: Allyn &amp; Bacon.Mccauley, Rebecca &amp; Strand, Edythe &amp; Lof, Gregory &amp; Schooling, Tracy &amp; 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 ResourcesFood Chaining Adapted from Verna M. Baker, M.S., R.D., L.D. Cheri Fraker, CCC/SLP, CLC and Laura Walbert, CCC/SLP, CLC: <a href="https://www.sensorysolutions.org/application/files/2214/9815/7292/Food_School_Handout-1.pdf" rel="nofollow" target="_blank">https://www.sensorysolutions.org/application/files/2214/9815/7292/Food_School_Handout-1.pdf</a>The International Dysphagia Diet Standardisation Initiative: <a href="https://iddsi.org/" rel="nofollow" target="_blank">https://iddsi.org/</a>ASHA Information on ICF: study: <a href="https://www.asha.org/uploadedFiles/ICF-Pediatric-Feeding-Swallowing.pdf" rel="nofollow" target="_blank">https://www.asha.org/uploadedFiles/ICF-Pediatric-Feeding-Swallowing.pdf</a>ASHA Resources on pediatric dysphagia: <a href="https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Treatment" rel="nofollow" target="_blank">https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934965&amp;section=Treatment</a>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 Disclosures20 minutes: Descriptions of modifications and compensation strategies commonly used in feeding and swallowing therapy15 minutes: Descriptions of exposure strategies to address sensory-based feeding issues10 minutes: Descriptions of food chaining techniques5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Feeding and Swallowing Intervention

Get .1 ASHA CEU hereSETT = 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 Outcomes1. Describe the origins of the SETT Framework2. Describe the different components of the SETT Framework and how the framework is used3. Describe how to use the SETT Framework in a collaborative settingOnline ResourcesIn 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.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 Disclosures20 minutes: Descriptions of the origins of the SETT Framework15 minutes: Descriptions of how to use the SETT Framework in a collaborative setting 10 minutes: Descriptions of food chaining techniques5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-the-sett-framework-abje0015" rel="nofollow" target="_blank">here</a>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<a href="/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> 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 <a href="/joy-zabala-bio" rel="nofollow" target="_blank">here</a> or on her website, <a href="http://joyzabala.com/." rel="nofollow" target="_blank">http://joyzabala.com/.</a>Learning Outcomes1. Describe the origins of the SETT Framework2. Describe the different components of the SETT Framework and how the framework is used3. Describe how to use the SETT Framework in a collaborative settingOnline ResourcesIn 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.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 Disclosures20 minutes: Descriptions of the origins of the SETT Framework15 minutes: Descriptions of how to use the SETT Framework in a collaborative setting 10 minutes: Descriptions of food chaining techniques5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

The SETT Framework: An Interview with Dr. Joy Zabala

Get .1 ASHA CEU hereEveryone 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 OutcomesIdentify at least two components of the feedback landscape and at least two benefits of supervision and mentorshipDescribe at least two important components of critical feedbackIdentify at least two strategies for receiving critical feedbackReferencesBlosser, 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-schoolCook, T. &amp; 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_04Fabricio Balcazar, Bill L. Hopkins &amp; Yolanda Suarez (1985) A Critical, Objective Review of Performance Feedback, Journal of Organizational Behavior Management, 7:3-4, 65-89, DOI: 10.1300/J075v07n03_05Arco, L. (1997) Improving Program Outcome with Process-Based Performance Feedback, Journal of Organizational Behavior Management, 17:1, 37-64, DOI: 10.1300/J075v17n01_03McCready, 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.pdfPalmer, M., Johnson, C., &amp; Johnson, D. (2015) Objective Performance Feedback: Is Numerical Accuracy Necessary?, Journal of Organizational Behavior Management, 35:3-4, 206-239, DOI: 10.1080/01608061.2015.1093059Steelman, L. &amp; Levy, P. &amp; 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. &amp; 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/10.1108/02683940410520637Online ResourcesASHA S.T.E.P. Program: https://www.asha.org/students/mentoring/step/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 Disclosures20 minutes: Descriptions of the feedback landscape: supervision, mentorship, and the benefits of each15 minutes: Descriptions of the importance of critical feedback10 minutes: Descriptions of strategies for receiving critical feedback5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-receiving-critical-feedback-abje0016" rel="nofollow" target="_blank">here</a>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 OutcomesIdentify at least two components of the feedback landscape and at least two benefits of supervision and mentorshipDescribe at least two important components of critical feedbackIdentify at least two strategies for receiving critical feedbackReferencesBlosser, J. (Medbridge) Supervision and Mentoring Throughout the Career Journey [video]. <a href="https://www.medbridgeeducation.com/courses/details/supervision-and-mentoring-throughout-the-career-journey-jean-blosser-slp-school" rel="nofollow" target="_blank">https://www.medbridgeeducation.com/courses/details/supervision-and-mentoring-throughout-the-career-journey-jean-blosser-slp-school</a>Cook, T. &amp; 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: <a href="https://doi.org/10.1300/J075v25n03_04" rel="nofollow" target="_blank">10.1300/J075v25n03_04</a>Fabricio Balcazar, Bill L. Hopkins &amp; Yolanda Suarez (1985) A Critical, Objective Review of Performance Feedback, Journal of Organizational Behavior Management, 7:3-4, 65-89, DOI: <a href="https://doi.org/10.1300/J075v07n03_05" rel="nofollow" target="_blank">10.1300/J075v07n03_05</a>Arco, L. (1997) Improving Program Outcome with Process-Based Performance Feedback, Journal of Organizational Behavior Management, 17:1, 37-64, DOI: <a href="https://doi.org/10.1300/J075v17n01_03" rel="nofollow" target="_blank">10.1300/J075v17n01_03</a>McCready, V., Flynn, P., (2013). The Supervision Iceberg: More than Meets the Eye. [PowerPoint Slides]<a href="https://www.z2systems.com/neon/resource/msha/files/MCCREADY_-_Supervision_Iceburg.pdf" rel="nofollow" target="_blank">https://www.z2systems.com/neon/resource/msha/files/MCCREADY_-_Supervision_Iceburg.pdf</a>Palmer, M., Johnson, C., &amp; Johnson, D. (2015) Objective Performance Feedback: Is Numerical Accuracy Necessary?, Journal of Organizational Behavior Management, 35:3-4, 206-239, DOI: <a href="https://doi.org/10.1080/01608061.2015.1093059" rel="nofollow" target="_blank">10.1080/01608061.2015.1093059</a>Steelman, L. &amp; Levy, P. &amp; 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.<a href="https://www.emerald.com/insight/search?q=Lisa%20A.%20Steelman" rel="nofollow" target="_blank">Steelman, L.A.</a> &amp; <a href="https://www.emerald.com/insight/search?q=Kelly%20A.%20Rutkowski" rel="nofollow" target="_blank">Rutkowski, K.A.</a> (2004), "Moderators of employee reactions to negative feedback", <a href="https://www.emerald.com/insight/publication/issn/0268-3946" rel="nofollow" target="_blank">Journal of Managerial Psychology</a>, Vol. 19 No. 1, pp. 6-18. <a href="https://doi.org/10.1108/02683940410520637" rel="nofollow" target="_blank">https://doi.org/10.1108/02683940410520637</a>Online ResourcesASHA S.T.E.P. Program: <a href="https://www.asha.org/students/mentoring/step/" rel="nofollow" target="_blank">https://www.asha.org/students/mentoring/step/</a>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 Disclosures20 minutes: Descriptions of the feedback landscape: supervision, mentorship, and the benefits of each15 minutes: Descriptions of the importance of critical feedback10 minutes: Descriptions of strategies for receiving critical feedback5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Receiving Critical Feedback: All the Icky Feelings

Get .1 ASHA CEU hereNo 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 OutcomesIdentify at least two components of quality measurement and different types of data collection that are relevant to goal writingIdentify at least two necessary considerations prior to beginning to write goalsLabel and provide at least one example for each component of a SMART goalReferencesBoavida, T., Aguiar, C., McWilliam, R., &amp; 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.SIG16.34Goodman, J. F., &amp; 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. &amp; Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66Ruble, L., McGrew, J., Dalrymple, N., &amp; 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/sasd23.2.65Online ResourcesASHA’s National Outcomes Measurement System: https://www.asha.org/noms/ASHA’s Code of Ethicshttps://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 Practicehttps://massteacher.org/-/media/massteacher/files/employment-licensure/ed-evaluation/mta-student-learning-guidance.pdf?la=enTricks to Take the Pain Out of Writing Treatment Goalshttps://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 Grouphttps://www.asha.org/uploadedFiles/Roles-Responsibilities-SLP-Schools-DOs-and-DONTs.pdfDisclosures: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 Disclosures20 minutes: Descriptions of the quality measurement and different types of data collection that are relevant to goal writing15 minutes: Descriptions of the considerations prior to beginning to write goals10 minutes: Descriptions of each component of a SMART goal5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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-writing-measurable-goals-and-objectives-abje0017" rel="nofollow" target="_blank">here</a>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 OutcomesIdentify at least two components of quality measurement and different types of data collection that are relevant to goal writingIdentify at least two necessary considerations prior to beginning to write goalsLabel and provide at least one example for each component of a SMART goalReferencesBoavida, T., Aguiar, C., McWilliam, R., &amp; 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 <a href="https://pubs.asha.org/doi/10.1044/persp2.SIG16.34" rel="nofollow" target="_blank">https://pubs.asha.org/doi/10.1044/persp2.SIG16.34</a>Goodman, J. F., &amp; 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 (<a href="https://pubs.asha.org/doi/10.1044/aac11.3.10" rel="nofollow" target="_blank">https://pubs.asha.org/doi/10.1044/aac11.3.10</a>)Olswang, L. B. &amp; Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66Ruble, L., McGrew, J., Dalrymple, N., &amp; 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/sasd23.2.65Online ResourcesASHA’s National Outcomes Measurement System: <a href="https://www.asha.org/noms/" rel="nofollow" target="_blank">https://www.asha.org/noms/</a>ASHA’s Code of Ethics<a href="https://www.asha.org/Code-of-Ethics/#:~:text=The%20ASHA%20Code%20of%20Ethics,making%20related%20to%20professional%20conduct." rel="nofollow" target="_blank">https://www.asha.org/Code-of-Ethics/#:~:text=The%20ASHA%20Code%20of%20Ethics,making%20related%20to%20professional%20conduct.</a>Massachusetts Teachers Association Center for Education, Policy, and Practice<a href="https://massteacher.org/-/media/massteacher/files/employment-licensure/ed-evaluation/mta-student-learning-guidance.pdf?la=en" rel="nofollow" target="_blank">https://massteacher.org/-/media/massteacher/files/employment-licensure/ed-evaluation/mta-student-learning-guidance.pdf?la=en</a>Tricks to Take the Pain Out of Writing Treatment Goals<a href="https://leader.pubs.asha.org/do/10.1044/tricks-to-take-the-pain-out-of-writing-treatment-goals/full/" rel="nofollow" target="_blank">https://leader.pubs.asha.org/do/10.1044/tricks-to-take-the-pain-out-of-writing-treatment-goals/full/</a>ASHA Roles and Responsibilities of Speech-Language Pathologists (SLPs) in Schools DOs and DON’Ts Roles and Responsibilities of SLPs in Schools Working Group<a href="https://www.asha.org/uploadedFiles/Roles-Responsibilities-SLP-Schools-DOs-and-DONTs.pdf" rel="nofollow" target="_blank">https://www.asha.org/uploadedFiles/Roles-Responsibilities-SLP-Schools-DOs-and-DONTs.pdf</a>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 Disclosures20 minutes: Descriptions of the quality measurement and different types of data collection that are relevant to goal writing15 minutes: Descriptions of the considerations prior to beginning to write goals10 minutes: Descriptions of each component of a SMART goal5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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!

Writing Measurable Goals and Objectives: Working Outside the Percent Correct Box

Get .1 ASHA CEU hereYou just found out you have an AAC user on your caseload - congratulations, get ready to have some fun! If it has been a while since you’ve worked with somebody with complex communication needs (CCN), if you’ve never worked with somebody with CCN, or if you just want a review of the basics - this episode is for you! In this episode we will provide a quick overview of some key terminology and intervention strategies - as well as load you up with resources where you can learn more. This episode won’t cover the AAC assessment process, but will give you information about what questions you might want to ask yourself when designing and providing ongoing treatment for somebody who uses AAC. Communication partners are a big piece of the puzzle when developing a plan for optimal communication for the AAC users in your life. We’ll also point you in the direction of some great partner training literature, as well as give you tips for where you might want to start right now with your service delivery.As is the way sometimes, we have a lot to say about this topic, so we couldn’t fit it all into one episode. Stay tuned for Part 2, where we will identify barriers for successful implementation and strategies for success across different environments. We will also put all this new knowledge into practice and discuss several clinical cases as examples.Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.Learning objectivesIdentify and define at least 2 key terms used in AACIdentify at least 2 personnel roles and responsibilities involved with AAC assessment and interventionReferencesRatcliff A, Koul R, Lloyd LL. Preparation in augmentative and alternative communication: an update for speech-language pathology training. Am J Speech Lang Pathol. 2008;17(1):48‐59. doi:10.1044/1058-0360(2008/005)Cathy Binger, Laura Ball, Aimee Dietz, Jennifer Kent-Walsh, Joanne Lasker, Shelley Lund, Miechelle McKelvey &amp; Wendy Quach (2012) Personnel Roles in the AAC Assessment Process, Augmentative and Alternative Communication, 28:4, 278-288, DOI: 10.3109/07434618.2012.716079Online ResourcesAugmentative and Alternative Communication: https://www.asha.org/public/speech/disorders/AAC/Augmentative and Alternative Communication: A Glossary: https://www.asha.org/public/speech/disorders/AAC-Glossary/Information for AAC Users: https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/ISAAC: What is AAC? https://www.isaac-online.org/english/what-is-aac/Iconicity - Libby Rush’s ASHA presentation 2007: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdfCommunication Matrix Handbook: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdfCommunication Matrix 7-Levels of Communication Handout: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdfCore Vocabulary: Making Sense of Symbols: https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/AAC Communication Decisions: https://www.asha.org/public/speech/disorders/communicationdecisions/Communication Community Blog: www.communicationcommunity.comDisclosures: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 Disclosures20 minutes: Descriptions of key terms used in AAC15 minutes: Descriptions of the personnel roles within AAC assessment and intervention10 minutes: Descriptions of the personnel responsibilities within AAC assessment and intervention5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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 hereYou just found out you have an AAC user on your caseload - congratulations, get ready to have some fun! If it has been a while since you’ve worked with somebody with complex communication needs (CCN), if you’ve never worked with somebody with CCN, or if you just want a review of the basics - this episode is for you! In this episode we will provide a quick overview of some key terminology and intervention strategies - as well as load you up with resources where you can learn more. This episode won’t cover the AAC assessment process, but will give you information about what questions you might want to ask yourself when designing and providing ongoing treatment for somebody who uses AAC. Communication partners are a big piece of the puzzle when developing a plan for optimal communication for the AAC users in your life. We’ll also point you in the direction of some great partner training literature, as well as give you tips for where you might want to start right now with your service delivery.As is the way sometimes, we have a lot to say about this topic, so we couldn’t fit it all into one episode. Stay tuned for Part 2, where we will identify barriers for successful implementation and strategies for success across different environments. We will also put all this new knowledge into practice and discuss several clinical cases as examples.Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our<a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank"> ASHA Professional Development</a> page for more information.Learning objectivesIdentify and define at least 2 key terms used in AACIdentify at least 2 personnel roles and responsibilities involved with AAC assessment and interventionReferencesRatcliff A, Koul R, Lloyd LL. Preparation in augmentative and alternative communication: an update for speech-language pathology training. Am J Speech Lang Pathol. 2008;17(1):48‐59. doi:10.1044/1058-0360(2008/005)Cathy Binger, Laura Ball, Aimee Dietz, Jennifer Kent-Walsh, Joanne Lasker, Shelley Lund, Miechelle McKelvey &amp; Wendy Quach (2012) Personnel Roles in the AAC Assessment Process, Augmentative and Alternative Communication, 28:4, 278-288, DOI: <a href="https://doi.org/10.3109/07434618.2012.716079" rel="nofollow" target="_blank">10.3109/07434618.2012.716079</a>Online ResourcesAugmentative and Alternative Communication: <a href="https://www.asha.org/public/speech/disorders/AAC/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/AAC/</a>Augmentative and Alternative Communication: A Glossary: <a href="https://www.asha.org/public/speech/disorders/AAC-Glossary/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/AAC-Glossary/</a>Information for AAC Users: <a href="https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/</a>ISAAC: What is AAC? <a href="https://www.isaac-online.org/english/what-is-aac/" rel="nofollow" target="_blank">https://www.isaac-online.org/english/what-is-aac/</a>Iconicity - Libby Rush’s ASHA presentation 2007: <a>file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdf</a>Communication Matrix Handbook: <a>file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdf</a>Communication Matrix 7-Levels of Communication Handout: <a href="https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdf" rel="nofollow" target="_blank">https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdf</a>Core Vocabulary: Making Sense of Symbols: <a href="https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/" rel="nofollow" target="_blank">https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/</a>AAC Communication Decisions: <a href="https://www.asha.org/public/speech/disorders/communicationdecisions/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/communicationdecisions/</a>Communication Community Blog: <a href="https://www.communicationcommunity.com" rel="nofollow" target="_blank">www.communicationcommunity.com</a>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 Disclosures20 minutes: Descriptions of key terms used in AAC15 minutes: Descriptions of the personnel roles within AAC assessment and intervention10 minutes: Descriptions of the personnel responsibilities within AAC assessment and intervention5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@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 Basics Part 1: Terminology, Roles, & Responsibilities

Get .1 ASHA CEU hereAs promised, here is our second episode on AAC Basics. If you have listened to any of our other episodes you already know that we are passionate about AAC Implementation. As we covered in our Implementation Plans episode, you could have the most appropriate set of AAC tools in the universe, but if they aren’t implemented in a way that supports the needs of the client / student then they are at risk for being abandoned. Our goal for this episode was to try and unpack some realistic barriers to effective implementation.We begin this episode by providing a quick review / discussion of the different personnel roles in AAC based on a great article by Binger et al (2012). We discuss how each of these roles has unique barriers to effective AAC implementation. Finally, we review some strategies for how to overcome the barriers unique to each of these roles. Come join us, be our nerdy friends, and learn a little more about AAC Basics.Learning objectives:Identify barriers for successful implementation across different environmentsIdentify successful strategies across different environments and profilesReferencesBeukelman, D., Ball, L., &amp; Fager, S. (2008). An AAC personnel framework: Adults with acquired complex communication needs. Augmentative and Alternative Communication, 24, 255–267Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., … Quach, W. (2012). Personnel Roles in the AAC Assessment Process. Augmentative and Alternative Communication, 28(4), 278–288. doi: 10.3109/07434618.2012.716079Hunt, P., Soto, G., Maier, J., Müller, E., &amp; Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35. doi: 10.1080/aac.18.1.20.35Janice Light &amp; 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: 10.3109/07434618.2014.885080Online ResourcesAugmentative and Alternative Communication: https://www.asha.org/public/speech/disorders/AAC/Augmentative and Alternative Communication: A Glossary: https://www.asha.org/public/speech/disorders/AAC-Glossary/Information for AAC Users: https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/ISAAC: What is AAC? https://www.isaac-online.org/english/what-is-aac/Iconicity - Libby Rush’s ASHA presentation 2007: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdfCommunication Matrix Handbook: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdfCommunication Matrix 7-Levels of Communication Handout: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdfCore Vocabulary: Making Sense of Symbols: https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/AAC Communication Decisions: https://www.asha.org/public/speech/disorders/communicationdecisions/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.deserTime Ordered Agenda:10 minutes: Introductions and disclosures20 minutes: Discussion of barriers for successful implementation across different environments20 minutes: Discussions of successful strategies across different environments and profiles10 minutes: Overview, 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-basics-part-2-abje0019" rel="nofollow" target="_blank">here</a>As promised, here is our second episode on AAC Basics. If you have listened to any of our other episodes you already know that we are passionate about AAC Implementation. As we covered in our<a href="https://www.slpnerdcast.com/episodes/aac-implementation-plans" rel="nofollow" target="_blank"> Implementation Plans</a> episode, you could have the most appropriate set of AAC tools in the universe, but if they aren’t implemented in a way that supports the needs of the client / student then they are at risk for being abandoned. Our goal for this episode was to try and unpack some realistic barriers to effective implementation.We begin this episode by providing a quick review / discussion of the different personnel roles in AAC based on a great article by Binger et al (2012). We discuss how each of these roles has unique barriers to effective AAC implementation. Finally, we review some strategies for how to overcome the barriers unique to each of these roles. Come join us, be our nerdy friends, and learn a little more about AAC Basics.Learning objectives:Identify barriers for successful implementation across different environmentsIdentify successful strategies across different environments and profilesReferencesBeukelman, D., Ball, L., &amp; Fager, S. (2008). An AAC personnel framework: Adults with acquired complex communication needs. Augmentative and Alternative Communication, 24, 255–267Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., … Quach, W. (2012). Personnel Roles in the AAC Assessment Process. Augmentative and Alternative Communication, 28(4), 278–288. doi: 10.3109/07434618.2012.716079Hunt, P., Soto, G., Maier, J., Müller, E., &amp; Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35. doi: 10.1080/aac.18.1.20.35Janice Light &amp; 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: 10.3109/07434618.2014.885080Online ResourcesAugmentative and Alternative Communication: <a href="https://www.asha.org/public/speech/disorders/AAC/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/AAC/</a>Augmentative and Alternative Communication: A Glossary: <a href="https://www.asha.org/public/speech/disorders/AAC-Glossary/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/AAC-Glossary/</a>Information for AAC Users: <a href="https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/</a>ISAAC: What is AAC? <a href="https://www.isaac-online.org/english/what-is-aac/" rel="nofollow" target="_blank">https://www.isaac-online.org/english/what-is-aac/</a>Iconicity - Libby Rush’s ASHA presentation 2007: <a>file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdf</a>Communication Matrix Handbook: <a>file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdf</a>Communication Matrix 7-Levels of Communication Handout: <a href="https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdf" rel="nofollow" target="_blank">https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdf</a>Core Vocabulary: Making Sense of Symbols: <a href="https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/" rel="nofollow" target="_blank">https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/</a>AAC Communication Decisions: <a href="https://www.asha.org/public/speech/disorders/communicationdecisions/" rel="nofollow" target="_blank">https://www.asha.org/public/speech/disorders/communicationdecisions/</a>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.deserTime Ordered Agenda:10 minutes: Introductions and disclosures20 minutes: Discussion of barriers for successful implementation across different environments20 minutes: Discussions of successful strategies across different environments and profiles10 minutes: Overview, 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 Basics Part 2: Barriers to and Strategies for Effective Implementation

Get .1 ASHA CEU hereWhen most people think speech and language pathology they think of working on articulation in a tiny treatment room. Not only do SLPs do more than articulation, we also do a lot more than face to face service in a sterile / controlled environment. There are many different kinds of service delivery models available to us as clinicians, and yet somehow the “2x30 direct service” (or what have you) has become the “standard” in many work settings. And yet, indirect service is one of the most powerful service delivery models out there. As clinicians it is important for us to remember the different kinds of service delivery models, what components go into service delivery, and what variables we should consider when choosing a service delivery model for our client.And just wait till we get started on how service delivery impacts workload.Providing direct service? That contributes to workloadIndirect service? Also contributes to workload.Writing assessments? Workload.Insurance? Workload.Billing? Wrkload.Prepping up / breaking down / cleaning after a session? Wrkload.Programming SGDs? Wrk ld.Bus duty? load.Loads and loads and loads. Do service delivery models impact our workloads as clinicians and vice versa? You betcha. Should we, as a field, embrace a workload model instead of a caseload model? You. Bet. Cha.In this episode we review components of service delivery, define direct and indirect service, and discuss how these different variables interact with workload across work settings. Come join us, be our nerdy friends, and have a laugh or two.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 OutcomesIdentify at least 2 components that are involved in service delivery within common pediatric treatment environments (e.g., schools)Identify at least 2 differences between direct and indirect service and what factors might indicate a need for each type of serviceDescribe a workload approach to caseload and identify how service delivery components and variables are likely to impact workloadReferencesBrandel, J., &amp; Loeb, D. F. (2011). Program Intensity and Service Delivery Models in the Schools: SLP Survey Results. Language, Speech, and Hearing Services in Schools, 42(4), 461-490. doi:doi:10.1044/0161-1461(2011/10-0019Case-Smith, J., &amp; Holland, T. (2009). Making Decisions About Service Delivery in Early Childhood Programs. Language, Speech, and Hearing Services in Schools, 40(4), 416-423. doi:doi:10.1044/0161-1461(2009/08-0023)Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010a). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010b). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)Farquharson, K., Tambyraja, S. R., &amp; Justice, L. M. (2020). Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors. Language, Speech, and Hearing Services in Schools, 51(2), 457-468. doi:doi:10.1044/2019_LSHSS-19-00079Soto, X., Seven, Y., McKenna, M., Madsen, K., Peters-Sanders, L., Kelley, E. S., &amp; Goldstein, H. (2020). Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes. Language, Speech, and Hearing Services in Schools, 51(2), 371-389. doi:doi:10.1044/2019_LSHSS-19-00011Online ResourcesASHA Resources on Service Delivery Models: https://www.asha.org/SLP/schools/School-Based-Service-Delivery-in-Speech-Language-Pathology/Caseload/Workload Key Issues: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934681&amp;section=Key_IssuesImplementation Guide: A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: https://www.asha.org/slp/schools/implementation-guide/The 3:1 Model - One of Many Workload Solutions to Improve Students’ Success: https://leader.pubs.asha.org/doi/10.1044/leader.scm.24052019.36Overloaded with Tasks? Show them the Numbers: https://leader.pubs.asha.org/doi/10.1044/leader.ftr2.24082019.56Workload Approach: A Paradigm Shift for Positive Impact on Student Outcomes: https://www.asha.org/uploadedFiles/ASHA/Practice_Portal/Professional_Issues/Caseload_and_Workload/APTA-ASHA-AOTA-Joint-Doc-Workload-Approach-Schools.pdfDirect v. Consultative - brief write up: https://www.asha.org/njc/types-of-services/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: Introductions and disclosures10 minutes: Discussion of components that are involved in service delivery within common pediatric treatment environments (e.g., schools)20 minutes: Discussions of differences between direct and indirect service and what factors might indicate a need for each type of service15 minutes: Discussions of a workload approach to caseload and how service delivery components and variables are likely to impact workload5 minutes: Overview, 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-service-delivery-models-abje0020" rel="nofollow" target="_blank">here</a>When most people think speech and language pathology they think of working on articulation in a tiny treatment room. Not only do SLPs do more than articulation, we also do a lot more than face to face service in a sterile / controlled environment. There are many different kinds of service delivery models available to us as clinicians, and yet somehow the “2x30 direct service” (or what have you) has become the “standard” in many work settings. And yet, indirect service is one of the most powerful service delivery models out there. As clinicians it is important for us to remember the different kinds of service delivery models, what components go into service delivery, and what variables we should consider when choosing a service delivery model for our client.And just wait till we get started on how service delivery impacts workload.Providing direct service? That contributes to workloadIndirect service? Also contributes to workload.Writing assessments? Workload.Insurance? Workload.Billing? Wrkload.Prepping up / breaking down / cleaning after a session? Wrkload.Programming SGDs? Wrk ld.Bus duty? load.Loads and loads and loads. Do service delivery models impact our workloads as clinicians and vice versa? You betcha. Should we, as a field, embrace a workload model instead of a caseload model? You. Bet. Cha.In this episode we review components of service delivery, define direct and indirect service, and discuss how these different variables interact with workload across work settings. Come join us, be our nerdy friends, and have a laugh or two.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 OutcomesIdentify at least 2 components that are involved in service delivery within common pediatric treatment environments (e.g., schools)Identify at least 2 differences between direct and indirect service and what factors might indicate a need for each type of serviceDescribe a workload approach to caseload and identify how service delivery components and variables are likely to impact workloadReferencesBrandel, J., &amp; Loeb, D. F. (2011). Program Intensity and Service Delivery Models in the Schools: SLP Survey Results. Language, Speech, and Hearing Services in Schools, 42(4), 461-490. doi:doi:10.1044/0161-1461(2011/10-0019Case-Smith, J., &amp; Holland, T. (2009). Making Decisions About Service Delivery in Early Childhood Programs. Language, Speech, and Hearing Services in Schools, 40(4), 416-423. doi:doi:10.1044/0161-1461(2009/08-0023)Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010a). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010b). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)Farquharson, K., Tambyraja, S. R., &amp; Justice, L. M. (2020). Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors. Language, Speech, and Hearing Services in Schools, 51(2), 457-468. doi:doi:10.1044/2019_LSHSS-19-00079Soto, X., Seven, Y., McKenna, M., Madsen, K., Peters-Sanders, L., Kelley, E. S., &amp; Goldstein, H. (2020). Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes. Language, Speech, and Hearing Services in Schools, 51(2), 371-389. doi:doi:10.1044/2019_LSHSS-19-00011Online ResourcesASHA Resources on Service Delivery Models: <a href="https://www.asha.org/SLP/schools/School-Based-Service-Delivery-in-Speech-Language-Pathology/" rel="nofollow" target="_blank">https://www.asha.org/SLP/schools/School-Based-Service-Delivery-in-Speech-Language-Pathology/</a>Caseload/Workload Key Issues: <a href="https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934681&amp;section=Key_Issues" rel="nofollow" target="_blank">https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934681&amp;section=Key_Issues</a>Implementation Guide: A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: <a href="https://www.asha.org/slp/schools/implementation-guide/" rel="nofollow" target="_blank">https://www.asha.org/slp/schools/implementation-guide/</a>The 3:1 Model - One of Many Workload Solutions to Improve Students’ Success: <a href="https://leader.pubs.asha.org/doi/10.1044/leader.scm.24052019.36" rel="nofollow" target="_blank">https://leader.pubs.asha.org/doi/10.1044/leader.scm.24052019.36</a>Overloaded with Tasks? Show them the Numbers: <a href="https://leader.pubs.asha.org/doi/10.1044/leader.ftr2.24082019.56" rel="nofollow" target="_blank">https://leader.pubs.asha.org/doi/10.1044/leader.ftr2.24082019.56</a>Workload Approach: A Paradigm Shift for Positive Impact on Student Outcomes: <a href="https://www.asha.org/uploadedFiles/ASHA/Practice_Portal/Professional_Issues/Caseload_and_Workload/APTA-ASHA-AOTA-Joint-Doc-Workload-Approach-Schools.pdf" rel="nofollow" target="_blank">https://www.asha.org/uploadedFiles/ASHA/Practice_Portal/Professional_Issues/Caseload_and_Workload/APTA-ASHA-AOTA-Joint-Doc-Workload-Approach-Schools.pdf</a>Direct v. Consultative - brief write up: <a href="https://www.asha.org/njc/types-of-services/" rel="nofollow" target="_blank">https://www.asha.org/njc/types-of-services/</a>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: Introductions and disclosures10 minutes: Discussion of components that are involved in service delivery within common pediatric treatment environments (e.g., schools)20 minutes: Discussions of differences between direct and indirect service and what factors might indicate a need for each type of service15 minutes: Discussions of a workload approach to caseload and how service delivery components and variables are likely to impact workload5 minutes: Overview, 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!

Service Delivery Models: Direct Service, Indirect Service, and Workload

Get .1 ASHA CEU hereWe were lucky enough to publish an article for the incredible blog, PrAACtical AAC. If you interact with AAC at all in your clinical work this blog contains a wealth of information. This episode is meant to be an auditory companion to the original article published on July 6th, 2020. Below is a brief excerpt from that article:Most SLPs working in AAC have come across a variety of different interventions in their practice. Some, like aided language modeling, are popular and commonly seen at conferences. They are the most popular option on the intervention buffet. Others, like discrete trial training, are like the mystery meat – you think you know what it is, you don’t think you’re going to like it, and you’re going to watch while someone else tries it first. Sometimes these teaching procedures are straightforward, and sometimes they are confusing, intimidating, or complicated. You may find that choosing which intervention to use is influenced by your goals, your workplace norms, or the direct needs of the AAC user; but when it comes down to actually implementing that intervention it can feel like a very complicated experience. What is the intervention supposed to look like? What materials should I use? What goals are going to be supported by this intervention? How am I possibly going to take data on this while I’m also trying to do therapy? It can feel like a doozy, and we hear you. Our goal for this episode is to demystify the main item on the intervention buffet and give a “how to” for implementation.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 OutcomesDefine aided language modeling and describe how it is differentiated from instructional modelingIdentify strategies for planning for and implementing aided modeling interventionsIdentify strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environmentsReferencesAllen, A., Schlosser, R., Brock, K., Shane, H. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative Alternative Communication, 33(3), 149-159.Binger, C., &amp; Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30–43. doi: 10.1080/07434610600807470.Cafiero, J. M. (2001). The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16(3), 179–189. doi: 10.1177/108835760101600306.Drager, D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., &amp; Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112-125.Goossens,’ C. (1989). Aided communication intervention before assessment: a case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5(1), 14–26. doi: 10.1080/07434618912331274926.Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Madison, WI: Trace Center Reprint Service. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentde-livery/servlet/ERICServlet?accno=ED287275Romski M.A., &amp; Sevcik R.A. (2003). Augmented input: Enhancing communication development. In Light JC, Beukelman DR, Reichle J, editors. Communicative competence for individuals who use AAC: From research to effective practice. Baltimore, MD: Paul H. Brookes; 2003. pp. 147–162.Sennott, S. C., Light, J. C., &amp; McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115. https://doi.org/10.1177/1540796916638822Sevcik, R. A., Romski, M. A., Watkins, R. V., &amp; Deffebach, K. P. (1995). Adult partner-augmented communication input to youth with mental retardation using the System for Augmenting Language (SAL). Journal of Speech, Language, and Hearing Research, 38(4), 902–912. doi: 10.1044/jshr.3804.902Online ResourcesOur original blog post on PrAACtical AAC: https://praacticalaac.org/praactical/aactual-therapy-using-aided-language-modeling/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: Introductions and disclosures10 minutes: Discussion of aided language modeling and describe how it is differentiated from instructional modeling20 minutes: Discussions of strategies for planning for and implementing aided modeling interventions15 minutes: Discussions of strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environments5 minutes: Overview, 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-bringing-it-all-together-aided-language-modeling-abje0021" rel="nofollow" target="_blank">here</a>We were lucky enough to publish an article for the incredible blog, PrAACtical AAC. If you interact with AAC at all in your clinical work this blog contains a wealth of information. This episode is meant to be an auditory companion to the <a href="https://praacticalaac.org/praactical/aactual-therapy-using-aided-language-modeling/" rel="nofollow" target="_blank">original article</a> published on July 6th, 2020. Below is a brief excerpt from that article:Most SLPs working in AAC have come across a variety of different interventions in their practice. Some, like aided language modeling, are popular and commonly seen at conferences. They are the most popular option on the intervention buffet. Others, like discrete trial training, are like the mystery meat – you think you know what it is, you don’t think you’re going to like it, and you’re going to watch while someone else tries it first. Sometimes these teaching procedures are straightforward, and sometimes they are confusing, intimidating, or complicated. You may find that choosing which intervention to use is influenced by your goals, your workplace norms, or the direct needs of the AAC user; but when it comes down to actually implementing that intervention it can feel like a very complicated experience. What is the intervention supposed to look like? What materials should I use? What goals are going to be supported by this intervention? How am I possibly going to take data on this while I’m also trying to do therapy? It can feel like a doozy, and we hear you. Our goal for this episode is to demystify the main item on the intervention buffet and give a “how to” for implementation.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="https://turquoise-flute-n7s6.squarespace.com/how-it-works" rel="nofollow" target="_blank">How It Works</a> or <a href="https://turquoise-flute-n7s6.squarespace.com/asha-professional-development" rel="nofollow" target="_blank">ASHA Professional Development</a> pages.Learning OutcomesDefine aided language modeling and describe how it is differentiated from instructional modelingIdentify strategies for planning for and implementing aided modeling interventionsIdentify strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environmentsReferencesAllen, A., Schlosser, R., Brock, K., Shane, H. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative Alternative Communication, 33(3), 149-159.Binger, C., &amp; Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30–43. doi: 10.1080/07434610600807470.Cafiero, J. M. (2001). The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16(3), 179–189. doi: 10.1177/108835760101600306.Drager, D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., &amp; Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112-125.Goossens,’ C. (1989). Aided communication intervention before assessment: a case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5(1), 14–26. doi: 10.1080/07434618912331274926.Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Madison, WI: Trace Center Reprint Service. Retrieved from <a href="http://www.eric.ed.gov/ERICWebPortal/contentde-livery/servlet/ERICServlet?accno=ED287275" rel="nofollow" target="_blank">http://www.eric.ed.gov/ERICWebPortal/contentde-livery/servlet/ERICServlet?accno=ED287275</a>Romski M.A., &amp; Sevcik R.A. (2003). Augmented input: Enhancing communication development. In Light JC, Beukelman DR, Reichle J, editors. Communicative competence for individuals who use AAC: From research to effective practice. Baltimore, MD: Paul H. Brookes; 2003. pp. 147–162.Sennott, S. C., Light, J. C., &amp; McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115. <a href="https://doi.org/10.1177/1540796916638822" rel="nofollow" target="_blank">https://doi.org/10.1177/1540796916638822</a>Sevcik, R. A., Romski, M. A., Watkins, R. V., &amp; Deffebach, K. P. (1995). Adult partner-augmented communication input to youth with mental retardation using the System for Augmenting Language (SAL). Journal of Speech, Language, and Hearing Research, 38(4), 902–912. doi: 10.1044/jshr.3804.902Online ResourcesOur original blog post on PrAACtical AAC: <a href="https://praacticalaac.org/praactical/aactual-therapy-using-aided-language-modeling/" rel="nofollow" target="_blank">https://praacticalaac.org/praactical/aactual-therapy-using-aided-language-modeling/</a>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: Introductions and disclosures10 minutes: Discussion of aided language modeling and describe how it is differentiated from instructional modeling20 minutes: Discussions of strategies for planning for and implementing aided modeling interventions15 minutes: Discussions of strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environments5 minutes: Overview, 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!

Bringing it all Together: Aided Language Modeling

Fun and enjoyable podcast that’s super relevant to my day-to-day work. I enjoyed the Data Collection episode on a run and the ABA episode while cooking dinner. I liked being able to multitask while learning. This was my first podcast for earning CEUs and I’ll definitely do it again.

Fun Learning

I APPRECIATE YOU BOTH!! As much as I want to take the time to research and read through literature, I never do!  Thank you Amy and Kate for making it easy and fun to learn about a variety of topics within our field.  Their banter makes it entertaining to listen to the breakdown of (sometimes dry!) research and providing practical ways to implement the information.  Thank you for creating such a valuable podcast!

A must listen!

SLP Nerdcast offers ASHA CEUs through online learning. We discuss clinical issues and best practices relevant to speech and language pathologists. We review resources and literature while trying not to bore you to tears! All of our online SLP courses can be used towards earning your 30 hours of required professional development. Simply choose the course of your choice and head to the corresponding short post-test to earn your certificate of attendance and ASHA CEUs. SLP Nerdcast. The best online resource for SLP Continuing Education. Become a Nerdcast SLP Member and save 10% on annual membership with code PODCAST10 <a href="https://bit.ly/SLPNerdcastMembership" rel="nofollow" target="_blank">https://bit.ly/SLPNerdcastMembership</a>

SLP Nerdcast

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Best Multi-Part Documentaries

The best podcast episodes on Startups. For anyone working in a startup, or anyone interested in the incredible stories behind how people built companies like Instagram, and Facebook. Offering both practical advice and insights, as well as the stories for how many of the biggest startups got to where they are today. Add episodes you're interested into your queue below!