Podcasts about ccc slp

Musical speech therapy techniques for the non-musical SLP.Guest: Corinne Zmoos, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeTake the FREE Pediatric Feeding Courses for ASHA CEUs (through June 30, 2026)Want to incorporate music into your speech therapy sessions but don't know where to start? Michelle and Corinne share easy-to-use resources to help non-musical SLPs confidently incorporate music into sessions, along with evidence-based tools for clinicians looking to deepen their knowledge of music-based language intervention.About the Guest: Corinne Zmoos, MS, CCC-SLP, is a musical speech-language pathologist based in Baltimore, Maryland, and the founder of *Messy Happy Music Lab*, a private practice specializing in neurodivergent language acquisition, musical language therapy, Gestalt Processing, and augmentative and alternative communication (AAC).Show Notes:Contact Corinne:IG: @crescendo.communicationcrescendocommunication.comGestalt Get-Together podcastLove Money: Support Marian House in BaltimoreJoin the National Foundation of Swallowing DisordersRun the Virtual Dash For Dysphagia June 6-13, 2026Dysphagia Research Society

#117: Is your baby suddenly refusing a food they loved yesterday? Food rejection can feel frustrating when you're just starting solid foods, but it's also a very typical part of how babies learn to eat. In this episode, I'm explaining why babies may accept a food one day and refuse it the next, what this behavior actually means, and how to keep offering foods without pressure so your baby can build diet diversity over time. Listen to this episode to learn: 1. Why food rejection is a normal part of learning to eat, even when your baby liked that same food yesterday 2. What it actually means when your baby refuses a familiar food and why it does not mean they hate it forever 3. How to keep offering rejected foods without pressure so your baby can build diet diversity over time Shownotes for this episode can be found here: https://www.babyledweaning.co/podcast/117 Links from This Episode: • Baby-Led Weaning with Katie Ferraro program with the 100 First Foods™ Daily Meal Plan, join here: ⁠https://babyledweaning.co/program⁠  and use the code BLWPOD50 to save $50 when you sign up. •  Baby-Led Weaning for Beginners free online workshop with 100 First Foods™ list to all attendees, register here: ⁠https://babyledweaning.co/baby-led-weaning-for-beginners⁠ Other Episodes Related to This Topic: • Episode 73 - What to Do When Your Baby Won't Eat • Episode 93 - Reintroducing Familiar Foods Back on Your Baby's Plate • Episode 312 - 3 Easy Responsive Feeding Techniques when Starting Solid Foods with Stephanie Cohen, MA, CCC-SLP, CLC

#116: If you feel the tension rising before mealtimes with your baby, Jennifer Berry is here to help. She's a feeding specialist with some really simple regulation tips to help you AND your baby feel calmer and safer before meals even start. Stop focusing so much on the food and start connecting with your baby for better mealtime outcomes. Listen to this episode to learn: 1. Some simple regulation tips to help your baby feel calmer and safer before meals start 2.  How to connect with your baby when they're feeling dysregulated or freaked out at the table 3.  Why checking in with yourself is important for mealtime success, and a 2-second way to do it Shownotes for this episode can be found here: https://www.babyledweaning.co/podcast/116 Links from This Episode: • Check out Thrive by Spectrum Pediatric's Website at: https://thrivewithspectrum.com/ • Listen to the Love, Eat Thrive podcast at: https://open.spotify.com/show/00HSR3JPOhCycF9w5Wb7Pu  • Baby-Led Weaning with Katie Ferraro program with the 100 First Foods™ Daily Meal Plan, join here: https://babyledweaning.co/program and save $50 when you sign up using the code BLWPOD50 • Baby-Led Weaning for Beginners free online workshop with 100 First Foods™ list to all attendees, register here: https://babyledweaning.co/baby-led-weaning-for-beginner Other Episodes Related to This Topic:• Episode 50 - How Tube Fed Babies Can Become Independent Eaters with Jennifer Berry, MS, OT/L and Heidi Liefer Moreland, MS, CCC-SLP, BCS-S, CLC • Episode 320 - Supporting Your Baby: Empathy, Readiness and Connection with Marsha Dunn Klein, OTR/L, MEd • Episode 3 - 5 Things Parents and Caregivers Should Be Able to Do Before Starting Solid Foods

"One of the many wonderful things about working as a speech language pathologist is that you can structure the work that you do based on your circumstances at any turning point of your life. The setting you work in, the kinds of clients your work with, the specific modalities that you offer, can all be created by you. When my son was born I wanted to be home every evening and on weekends, so I structured my private practice to make that happen. Earlier in my career my schedule and client base was quite different, which was ideal for that time in my life. But whatever the structure of my work, the thing that I really love about practicing speech language pathology is my one-on-one time with kids--there's something beautiful that happens in those moments when I am able to use my passion and expertise to help kids that stutter become happy, healthy, effective communicators and help families better understand how to best support their loved one who stutters." Susie Harder, M.A., CCC-SLP is an experienced, licensed speech-language pathologist and Director of Central Valley Stuttering Center in Clovis, CA. She devotes much of her passion to working with children who stutter. She works in private practice and with schools to help support children and provides workshops and consulting-based support to families and school districts. She is also the founder and CEO of Authorable, a program that turns third through sixth graders into authors, creators, and leaders through real book-making experiences.

Want to share your feedback? Send us a message!Gina Waggott, author of Scatman John: The Remarkable Story of the World's Unlikeliest Popstar, joins host Sara MacIntyre, M.A., CCC-SLP, BCS-SCF, for a conversation exploring the life, legacy, stuttering journey, and lasting impact of Scatman John. The discussion explores how Scatman John's visibility, openness, and mentorship profoundly shaped Gina's relationship with stuttering and ultimately inspired her to write his biography. She also shares more about the process of researching and writing the book, including conducting more than 100 interviews to better understand John Larkin not simply as a pop culture figure, but as a musician, mentor, and role model whose message continues to resonate with new generations of people who stutter today.Scatman John: The Remarkable Story of the World's Unlikeliest PopstarMore on Scatman John on the Stuttering Foundation's WebsiteGina Waggott is a writer, editor, and former BBC professional with a background spanning broadcasting, journalism, and disability advocacy. She is a covert stutterer trying to be more overt, and has been involved in the stuttering community for 25 years. She is currently the Finance & Operations Manager at 50 Million Voices. 

Making the leap from a school-based setting into a specialized pediatric feeding niche is an incredible professional transformation. But what happens when that career pivot collides with your own deeply personal parenting journey?In this episode, Hallie sits down with Aerica Walsh, M.S., CCC-SLP, CPFT™, an ASHA-certified speech-language pathologist, pediatric feeding therapist, and the founder of Thrive Therapy Solutions. Aerica opens up about her unique path into the world of pediatric feeding—a journey that took a profoundly meaningful turn when her daughter was born with tongue and lip ties that impacted their early breastfeeding dynamic, followed by her son being born with Down syndrome and diagnostic feeding challenges.They dive into the common medical misconceptions surrounding low tone and special needs, the reality of balancing deep grief with profound gratitude as a parent, and the heavy advocacy needed in hospital and NICU settings. This conversation is an invaluable mix of raw personal storytelling, actionable clinical advice, and a beautiful reminder of why compassionate, holistic, family-centered care always trumps generic medical protocols.Key Topics & TakeawaysThe Leap From Schools to Feeding: How Aerica navigated the transition from a traditional school-based SLP caseload into the highly specialized world of feeding therapy.A Diagnosis in the Middle of Training: Aerica shares the emotional and clinical impact of receiving her child's Down syndrome diagnosis while completing her specialized CPFT™ program.The "Low Tone" Misconception: A close look at why low muscle tone is so frequently misunderstood in children with Down syndrome, and how to look past a label to find functional solutions.The Power of Pre-Feeding Skills: Practical strategies for supporting vital pre-feeding motor skills long before a child with special needs ever takes their first bite of solids.Advocacy & "The Mama Gut": Why clinical reasoning and motherly intuition should always come before generic medical timelines in hospital and NICU environments.Building Thrive Therapy Solutions: The challenges, rewards, and exact mindset shifts required to successfully launch your own specialized private practice while parenting children with additional needs.Soundbites"Low tone is often misunderstood in Down syndrome" "Trust your mama gut over medical protocols" "Find your niche and dive deep into it"Timestamps00:00 – Intro Clip00:20 – Welcome to the Untethered Podcast00:57 – Meet Aerica Walsh, M.S., CCC-SLP, CPFT™02:10 – How Motherhood Led Aerica Into Feeding Therapy04:35 – Pregnancy Expectations vs Reality07:15 – Parenting a Child With Additional Needs10:25 – NICU Experience & Early Feeding Challenges13:40 – The Overwhelming Amount of Parenting Advice15:00 – Identifying Feeding & Development Concerns18:20 – Tongue Ties, Breastfeeding & Early Intervention21:45 – Navigating Medical Professionals & Parent Advocacy25:00 – Hospital Experiences & Emotional Impact28:15 – Why Standardized Feeding Support Matters30:00 – Gaps in Pediatric & Feeding Education34:10 – Supporting Families Beyond Clinical Care37:50 – The Emotional Side of Motherhood & Therapy40:00 – Learning to Trust Your Parent Instincts43:25 – Helping Parents Feel Seen & Supported46:40 – Balancing Family Life & Professional Growth50:00 – Building a Career in Feeding Therapy52:30 – Advice for Clinicians Entering Feeding Therapy55:00 – Investing in Education & Mentorship57:00 – Final Thoughts & OutroLinks & ResourcesConnect with Aerica: Follow her on Instagram https://www.instagram.com/thrivewithaerica/WORTH A LISTEN: CONTINUE YOUR JOURNEYEP 343: Inside a Mission-Driven Pediatric Feeding PracticeEpisode 361: Why Two Therapists Get Different Feeding Outcomes (And How to Fix ItSTAY CONNECTED & GROW YOUR PRACTICEJoin the conversation: Get behind-the-scenes insights, clinical pearls, and real conversations over on Substack. Hosted on Acast. See acast.com/privacy for more information.

Imagine being a speech therapist and waking up in an ICU, unable to speak, swallow, or move your head and neck. That's what happened to Vanessa Abraham, MS, CCC-SLP, seven years ago when she was paralyzed by the pharyngeal-cervical-brachial (PCB) variant of Guillain-Barre. In this episode, she shares the full story from ventilator, tracheostomy, G-tube, and eye gaze boards through her path to eventually rebuilding her voice, her ability to swallow, and her clinical practice.  We cover: The PCB variant of Guillain-Barre and what recovery actually looks like How Vanessa found the Neubie, which turned out to be the missing link in her recovery The ways she uses electrical stimulation on the head and neck in her speech-language pathology practice, and how she dials in for swallowing and vocal cord function Polyvagal theory, why the body can't heal in a state of fight-or-flight, and how Vanessa uses the Master Reset Her frameworks for working with children with autism, adults with neurodegenerative conditions, and people experiencing PICS (post-intensive care syndrome) Vanessa is now one of the first SLPs in the world using the Neubie and has become a passionate educator through her book Speechless, her various talks and appearances, and her clinical practice. Her story is a very powerful pain-to-purpose conversation.  

What does meaningful caregiver coaching look like in infant feeding therapy?Guest: Madi Metcalf, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeIn this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, welcomes back Madi Metcalf, MS, CCC-SLP, to explore infant feeding through a Pediatric Feeding Disorder (PFD) lens. Together, they discuss how medical factors can impact feeding even in the youngest patients, and the importance of early, caregiver-centered support. The conversation also highlights building caregiver confidence, creating realistic feeding goals, and supporting families through postpartum challenges. This conversation is rooted in hope, trust, and helping caregivers feel seen, supported, and confident throughout the feeding journey.About the Guest(s): Madi Metcalf, MS, CCC-SLP, is an Arkansas-based speech-language pathologist with advanced training in pediatric feeding and swallowing disorders and the owner of Function First Speech and Feeding Therapy, where she provides home, community, and clinic-based services. She is passionate about interdisciplinary care and caregiver collaboration to support safe, functional feeding.Show Notes:Contact Madi: @functionfirstslp on Instagram or on LinkedInAttend the 2026 PEDIATRIC FEEDING SYMPOSIUM Beyond the Bite: Supporting the Whole Family in Pediatric Feeding DisordersMadi's Related CoursesEffective Parent Coaching CourseFamily Guided Routines Based InterventionHelping Your Child with Extreme Picky Eating BookBritt Pados Related CourseRoutines-based Interview ChecklistBridging NICU to Home CourseFeeding Matters

Lindy Myers, MS, CCC-SLP, pediatric speech-language pathologist (SLP) and Clinical Lead at Coral Care, discusses the first few weeks of newborn life and how SLPs, occupational, and physical therapists can help families as they adjust to their new normal, including … Continue reading →

Maija Hahn discusses the decline of diseases prior to 1970 and goes through diseases, individually, that are on the childhood vaccine schedule. 29 years in the autism industry, Maija Hahn, CCC – SLP, is a Speech Language Pathologist and autism specialist by trade and became a full-time advocate and activist for children's health after all 3 of her children were injured by vaccinations. She is president of the autism organization REACT For Hope, (Research Education of Autistic Children's Treatments (REACT)) owner of Encore Speech Wellness, and she leads Robert F. Kennedy's founded organization Children's Health Defense in Florida. The podcast she hosts is called Health Freedom UnMuzzled. Maija has been a leader in exposing truth about captured regulatory agencies and works tirelessly to educate and empower the public toward true informed consent.Disease Decline Childhood Vaccines3:15 Polio7:40 Ventilators and vaccines8:28 Colton Barrett's story, HPV Vaccine at age 139:30 90+% Disease decline prior to 1963 and decline occurred prior to most vaccines (Measles (MMR), Whooping Cough/Pertussis, Diptheria, (DPT Vaccine), Polio)Diseases without vaccines followed same trend (Scarlett Fever, Tuberculosis, Cholera, Typhoid)Natural Immunity and Herd Immunity and vaccine waning immunity discussedChicken Pox, Mumps, MeaslesSanitation17:40 Tetanus, 1 in 10 million and treatable20:55 Pertussis vaccine does not stop transmission only symptoms, so then you don't stay home and can unknowingly infect others. Does not provide herd immunity22:24 Are vaccines safe?23:50 1986 Act and vaccine manufacturers NO liability and safety discussed27:05 Safety discussion continued. Hep B vaccine at birth, 2 mo and 6 mo28:30 Autism skyrocketing:1 in 31 and 54% of children in US have chronic disease32:50 Vaccines in pregnancy (Vaccines were basically not given in pregnancy prior to Covid. If pregnant women want to decline these vaccines, they need to know they can.)33:25 Aluminum (neurotoxin that destroys nerves) in vaccines at high quantities for the any body especially babies to process. A high number, 26 vaccine doses are on the vaccine schedule 6 month and younger. 8 doses at 2 months, 4 months, 6 months…12 month 12 doses… Then if there is a reaction the baby cannot tell you why it is crying.Charts on 38:35/39:12 and 40:3140:55 Sudden Infant Death Syndrome, SIDS and vaccines, Chart 42:4144:05 United States highest first day infant mortality of developed world 50% more 11,000 babies lost day one. One of few countries to give HepB on day of birthAluminum discussion continues from 33:25 to 45:1545:15 Covid vaccine on childhood schedule47:00 RSV and RSV vaccine (considered common cold vaccine) for people, pregnant women and babies49:25 Flu vaccine, pregnancy, babies and children51:27 Summary: Children are a gift, health and keep informed:Dr Paul Thomas; a #1 bestseller epidemiology on Amazon bookVax Facts recommendedMaija HahnReactforHope.orgMore vaccine information at Vi-TA.orgchildrenshealthdefense.orgFor more shows subscribe at parentcompass.tv/subscribe.Download the Parent Compass App for shows.To donate: parentcompass.tv/donateAll shows funded by people like you. To support this ministry financially, visit: https://www.oneplace.com/donate/1493/29?v=20251111

Walk through sensory systems and key reflexes for infant feeding. Guest: Michelle Emanuel, OTR/L, IBCLC, NBCR, CSTEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeRegister for the FREE Empowering Providers PFD seriesMichelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, welcomes industry leader Michelle Emanuel, OTR/L, IBCLC, NBCR, CST, for a thoughtful and engaging conversation on infant reflexes and their role in early feeding development. Together, they explore how key reflexes contribute to early suck–swallow coordination, and how these patterns evolve as infants grow. Their conversation also highlights the role of interoception–the body's internal sense that helps infants recognize hunger and fullness cues. They discuss torticollis and how neck muscle imbalance can impact positioning and latch, and close with a candid look at tethered oral tissues and their potential influence on feeding outcomes.About the Guest: Michelle Emanuel, OTR/L, IBCLC, NBCR, CST, has been a Pediatric Occupational Therapist for 30 years and specializes in working with newborns to pre-crawling infants. She is a Certified Breastfeeding Specialist and IBCLC, who is also certified in yoga and several forms of manual therapy. Michelle is passionate about infant neurodevelopment, feeding, the sensory nervous system, and social engagement.Show Notes:Contact Michelle Emanuel: @tonguetiebabies and @tummytimemethod on Instagram or on LinkedInHazelbaker Lactation InstituteAmerican Academy of Otolaryngology Head and Neck Surgery: Clinical Consensus Statement: Ankyloglossia in ChildrenGeorgia Malandraki PublicationsTummy Time MethodLove Money: La Leche League

Changes in speech and swallowing are common in Parkinson's disease (PD), but they can be difficult to recognize without understanding how they may present. These changes often happen because of lower dopamine levels in people with PD, which can make automatic actions- like speaking loud, clear sentences without requiring much thought- more difficult.   Parkinson Voice Project developed the SPEAK OUT! Therapy Program to help people with PD speak and swallow with intention, addressing these challenges.  In the episode, we speak with Samantha Elandary, MA, CCC-SLP, President and Chief Executive Officer of Parkinson Voice Project. She discusses the benefits of working with a Certified SPEAK OUT! Provider, how to identify signs of speech and swallowing difficulties, and offers tips for incorporating these techniques into daily life. Toward the end of the episode, Samantha demonstrates a brief speech exercise that takes just a few minutes but can provide meaningful benefits when practiced consistently and intentionally.  Follow and rate us on your favorite podcast platform to be notified when there's a new episode! Let us know what other topics you would like us to cover by visiting parkinson.org/feedback. 

This innovative tool is sure to support both your clinical heart and your practice as it grows.Guest: Meg Simione, PhD, CCC-SLP and Helen Cohen, BA, CLCEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeRegister for the FREE Empowering Providers PFD seriesThis episode of First Bite features Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, kicking off PFD and ARFID Awareness Month with Meg Simione, PhD, CCC-SLP, and her graduate student, Helen Cohen, BA, CLC, for an in-depth look at the PFD DAISI. Meg and Helen explain how the six DAISI factors, represented by the flower's petals, guide feeding assessment and treatment. They then dive into the four Social Spheres at the flower's core, highlighting their influence on a child's mealtime journey. They share practical tips for using the PFD DAISI in clinical practice, helping SLPs take a holistic, dynamic approach to pediatric feeding care.About the Guests: Meg Simione, PhD, CCC-SLP, is a clinician-scientist specializing in infant and child feeding, growth, and care delivery innovation. She serves as a research scientist in the Division of General Academic Pediatrics at Massachusetts General Hospital (MGH), a speech-language pathologist, and Instructor of Pediatrics at Harvard Medical School.Helen Cohen, BA, CLC, is a graduate student at the MGH Institute of Health Professions, where she is pursuing a Master of Science in Speech Language Pathology with a concentration in Medical Speech Pathology. Alongside her academic work, she serves as a research assistant at the University of Rhode Island, conducting research on Pediatric Feeding Disorder, Family Centered Care, and Implementation Science.Show Notes:Contact Meg and Helen on LinkedInDownload the PFD DAISIFeeding Innovation Lab: @feedinginnovationlab on InstagramDr Brown's BottlesDysphagia Outreach ProjectFindHelp.orgThe Feeding FlockFeeding MattersLove Money: Support URISSHLA

To all speech-language pathologists, Happy National Speech-Language-Hearing Month! We're kicking things off by welcoming back one of our favorite guests (and possibly a soon-to-be fill-in co-host), Elyse Gordon, MS, CCC-SLP. While Elyse has joined us on the podcast multiple times, we've never taken the time to break down her SLP origin story, and we have questions! Why SLP? Did she ever consider another discipline? Do all SLPs have big personalities? And why are telehealth and SLP such a perfect fit? If you're looking for answers, that's exactly why this week's episode is a must-listen. Let's officially kick off National Speech-Language-Hearing Month!

To all speech-language pathologists, Happy National Speech-Language-Hearing Month! We're kicking things off by welcoming back one of our favorite guests (and possibly a soon-to-be fill-in co-host), Elyse Gordon, MS, CCC-SLP. While Elyse has joined us on the podcast multiple times, we've never taken the time to break down her SLP origin story, and we have questions! Why SLP? Did she ever consider another discipline? Do all SLPs have big personalities? And why are telehealth and SLP such a perfect fit? If you're looking for answers, that's exactly why this week's episode is a must-listen. Let's officially kick off National Speech-Language-Hearing Month!

To all speech-language pathologists, Happy National Speech-Language-Hearing Month! We're kicking things off by welcoming back one of our favorite guests (and possibly a soon-to-be fill-in co-host), Elyse Gordon, MS, CCC-SLP. While Elyse has joined us on the podcast multiple times, we've never taken the time to break down her SLP origin story, and we have questions! Why SLP? Did she ever consider another discipline? Do all SLPs have big personalities? And why are telehealth and SLP such a perfect fit? If you're looking for answers, that's exactly why this week's episode is a must-listen. Let's officially kick off National Speech-Language-Hearing Month!

In this solo episode, Hallie Bulkin dives deep into a common pitfall in pediatric feeding therapy: treating red flags as a diagnosis rather than a starting point. Many clinicians feel the pressure to jump straight into treatment the moment a concern is raised, but skipping the foundational steps often leads to stalled progress and clinical uncertainty.Hallie clarifies the critical distinction between screening, assessment, and treatment. She explains why red flags should be viewed as "decision points" and how a structured screening process can transform your clinical decision-making. Whether you are navigating complex sensory issues or safety concerns, this episode provides a systematic framework to help you move forward with clarity and intention.About the Host: Hallie BulkinHallie Bulkin, MA, CCC-SLP, CMT®, CPFT™, is a pediatric feeding and orofacial myofunctional therapist and the founder of Elevation Movement. With years of experience in pediatric feeding, myo, airway, and tethered oral tissues, Hallie is dedicated to empowering clinicians with the tools they need to provide life-changing therapy for children and their families. Key Topics & TakeawaysRed Flags as Decision Points: Understanding why a red flag is a signal for more data, not a roadmap for immediate therapy.The Power of Structured Screening: How a checklist removes the guesswork and identifies specific risks.The Clinical Sequence: Why the order of Screening → Assessment → Treatment is non-negotiable for successful outcomes.Avoiding Common Pitfalls: Why relying solely on parent reports or mislabeling limited variety as "just sensory" can hinder progress.Building Confidence: How a systematic approach reduces "imposter syndrome" and helps you know exactly what to do next.Soundbites"Red flags are decision points, not treatment plans.""Screening answers the vital question: Is further assessment even needed?""Jumping straight to treatment skips the assessment phase entirely."Timestamps00:00 – Red Flags: The Doorway to the Next Step00:36 – Introduction: Meet Your Host, Hallie Bulkin01:52 – The "Now What?" Moment in Feeding Therapy02:54 – Why Structured Screening is Not Optional03:48 – Screening vs. Assessment: Solving the Sequencing Issue04:22 – Mistake #1: Treating Parent Concern as the Only Data Point05:27 – Mistake #2: Equating Limited Variety with Sensory Issues06:17 – Mistake #3: Skipping the Safety & Airway Layer07:22 – What a Strong Feeding Screening Checklist Actually Does08:24 – The 3-Step Sequence: Screening, Assessment, and Treatment09:34 – Case Example: Moving from Red Flags to Clarity10:30 – Building Confidence & The "Screen The Peds" Free Training

Are you wondering if your child's speech patterns are affecting their ability to read and spell? In this episode of the Homeschool Yo Kids podcast, host Jae sits down with Karin Kucayan, a speech-language pathologist who specializes in helping homeschool families and teenagers find their voice.Karin shares her unique journey growing up in a multilingual home and how those early experiences led her to a career in communication. We dive into the broad scope of speech-language pathology, moving beyond just speech sounds to cover executive functioning, social pragmatics, and even public speaking anxiety. Corrine explains why many teens struggle with communication in a digital world and how virtual therapy can provide a comfortable and effective space for them to grow.We also tackle the big questions parents often have about development. You will learn about the strong correlation between speech sounds and literacy, the red flags to look for in early childhood, and why the wait and see approach might not always be the best path. From using sign language as a tool for regulation to the importance of parental self-care, this conversation is packed with actionable advice for every homeschool parent.Website: https://www.speechfitslp.com/Email: speechfitslp@gmail.com Phone: 818-660-6351IG: @speechfitslpTPT: https://www.teacherspayteachers.com/store/speechfit-slpBook a Call: https://calendly.com/speechfitslp/complementary-consultationLI: https://www.linkedin.com/in/karin-hartunian-koukeyan/ | LI: www.linkedin.com/company/speechfit-slp/ BIO: Karin “Careen” Hartunian Koukeyan, MS, CCC-SLP, is the founder of SpeechFit, A Speech-Language Pathology Corporation, a solo practice providing clinical, corporate, and consulting services. With over 25 years of experience across private practice, outpatient, telehealth, school, early intervention, and adult home health settings, Karin brings deep expertise in communication and leadership. As a Corporate Speech Pathologist, she coaches professionals to enhance their communication effectiveness, executive presence, and confidence in the workplace. A pioneer in telepractice since 2010, she has delivered services in both educational and healthcare environments and continues to advance best practices in the field. Karin regularly presents at state and national conferences and develops content for articles, podcasts, and webinars on a broad range of topics in communication, telepractice, and professional growth. A strong advocate for expanding access to care through telehealth, she currently serves as the 2025-2027 Board Member, Secretary-Treasurer for California Speech Language Hearing Association (CSHA), 2026 Co-Chair of the ASHA Telepractice Topic Committee. She also served as the elected 2023-2025 Associate Coordinator for ASHA Special Interest Group 18 (Telepractice).Chapters0:00 Meet Karin Kucayan and the Homeschool Yo Kids podcast4:30 The journey from psychology to speech pathology9:15 Understanding public speaking anxiety in middle and high school14:00 The benefits of telepractice for homeschool families19:20 Breaking down the wide range of speech therapy services24:45 Executive functioning and social connection for teenagers29:15 How speech sound disorders impact reading and spelling34:30 Navigating the shift to virtual therapy post-COVID39:00 When to seek professional help for speech delays44:15 Using sign language and AAC devices as communication tools48:45 Practical self-care strategies for busy parents53:00 Final advice and where to find SpeechFit servicesIf you found this episode helpful, please like and subscribe for more resources to support your homeschooling journey. Check out the links in the description to connect with Karin and explore the Homeschool Yo Kids Expo!#homeschooling #speechtherapy #parentingadvice #literacy #specialeducation

Approach supervision with greater clarity, intention, and sustainability.Guest: Alice L. Williams, BA, SLPAEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeRegister for the FREE 5 part PFD Series, April 30-May 28This course meets ASHA's Supervision PD requirement.In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, welcomes Alice L. Williams, BA, SLPA, creator of The SLPA Network, to explore the real challenges SLPs face when stepping into supervisory roles, including limited training and the constant pull between clinical responsibilities and mentorship. Alice breaks down how supervision requirements vary widely across states and settings, while highlighting the core principles that make supervision effective no matter where you practice. The discussion centers on "empowered supervision" as a way to build clinician confidence, strengthen professional identity, and support better outcomes for those we serve.About the Guests: Alice L. Williams, B.A., SLPA, is the creator of The SLPA Network and an experienced speech-language pathology assistant with over seven years in pediatric settings. Her work centers on professional identity, empowered supervision, and sustainable collaboration between SLPs and support personnel. Alice develops educational and leadership resources that support ethical practice, reduce burnout, and strengthen interdisciplinary teams across school-based, medical, and private-practice environments.Show Notes:Contact Alice: @speechwith_msalice and @the.slpa.network on InstagramSLPA NetworkAlice's Course: Foundations of Effective SupervisionGet 10% with the code: LEAD10 (Valid through 12/31/26)If Disney Ran Your Hospital: 9 1/2 Things You Would Do Differently by Fred LeeLove Money: Faith Christian Center Cross The Street Fund

CPT 92507 Option B is officially in front of the AMA Editorial Panel, and this is the week that decides what happens next. In this episode, Jeanette Benigas, PhD/SLP, sits down with a private practice owner of 44 years, Mary Billings, MS, CCC/SLP, who has seen Medicare cuts before, and is sounding the alarm again. What's being proposed isn't just a coding change. It has the potential to reshape how SLPs document, bill, and treat patients across every setting, including private practice, schools, hospitals, Medicaid, and Medicare. No one is exempt.You'll hear exactly why the applicants submitted Option B, what's at risk if SLPs stay silent, and why this moment is so rare. Opportunities like this don't come around often, and once decisions are made, they can take decades to undo. If you care about your practice, your patients, or the future of this profession, this is the time to pay attention. This is the moment. Connect with Mary at Billings Speech Pathology Services or Function Focus AcademyThis episode is sponsored by Metro EHS, a growing, clinician-supported organization using a collaborative care model across disciplines. Learn more at metroehs.com.✨ Grateful to Chomper Champs for bringing so much positivity and fun to the pediatric SLP space. Follow the link to order the

In this interview episode, Abigail Kemp shares her honest journey through her Clinical Fellowship Year (CFY) and into the world of pediatric feeding therapy. Like many new clinicians, Abigail quickly realized that academic knowledge alone wasn't enough—especially when faced with the complexity of real-life feeding cases.She opens up about the challenges of navigating unclear expectations, limited mentorship, and the pressure to perform early in her career. Through these experiences, Abigail discovered the power of self-advocacy, continuous learning, and finding the right support system to grow as a clinician.This episode offers a grounded and relatable perspective for therapists who feel overwhelmed or unsure—reminding you that confidence isn't about knowing everything, but about learning how to think, adapt, and take action.About the Guest: Abigail KempAbigail Kemp, M.S., CCC-SLP, is a speech-language pathologist who began her clinical career in 2024, gaining experience across pediatric clinics, preschool and daycare settings, elementary schools, as well as adult outpatient and acute care.While she had strong academic exposure—particularly in dysphagia—her early clinical experience in pediatric feeding therapy presented unexpected challenges. During her CFY, Abigail was faced with feeding cases that pushed her beyond her comfort zone, often without the level of mentorship and guidance she needed.Abigail continues to expand her expertise in feeding therapy and hopes to further specialize in the field. She encourages new clinicians to advocate for themselves, ask questions, and trust that growth takes time—but is always worth the journey.Key Topics & TakeawaysThe Reality of CFY Challenges:Why many new clinicians feel unprepared—and how real growth happens after graduation.The Power of Mentorship & Community:How the right environment can accelerate your confidence and clinical development.Building Confidence in Feeding Therapy:Why confidence comes from action, not perfection.Self-Advocacy in Clinical Practice:How speaking up and seeking support can transform your career trajectory.Individualized Feeding Therapy:Why no two clients are the same—and treatment must reflect that.Soundbites“I realized how little I knew about feeding.”“Treatment strategies must be individualized.”“Support and mentorship are crucial in our field.”Timestamps00:00 – Introduction to Abigail Kemp01:43 – Early Career and the Clinical Fellowship Year (CFY)03:39 – Navigating Expectations in a New Pediatric Clinic05:39 – Challenges of Remote Mentorship and the First 4 Months06:56 – Finding a New Setting & The Power of Self-Advocacy08:21 – Facing the First Pediatric Feeding Client (approximate transition based on the flow of setting change)10:58 – Discovering "Feed The Peds" and Pediatric Feeding Courses17:16 – Balancing Practice in School and Clinic Settings21:38 – Navigating Ethical Dilemmas and Professional Integrity25:20 – Practical Application: Using Clinical Knowledge at Home47:24 – Final Advice for New Clinicians & Closing RemarksIf you're feeling unsure where to start in pediatric feeding, Screen The Peds to Feed The Peds is the perfect next step.Join me for this free 3-day training, where I'll show you how to screen feeding cases clearly, confidently, and with intention — so you know what to do next.

How often do we label someone "unmotivated" or "defiant" when they fail to start a task? What if the barrier isn't a lack of will, but an inability to simulate the future? Sarah Ward, a speech-language pathologist and co-director of Cognitive Connections, joins Emily to redefine how we conceptualize executive function. Sarah moves the conversation beyond the ability to get things done and instead frames it as a complex mental simulation. They discuss the "time horizon" and why students with ADHD often experience time blindness not as a lack of awareness, but as a developmentally delayed ability to see future tasks with clarity. They also discuss some visual strategies to bridge this gap, shifting the burden of regulation from the adult to the student's own internal self-talk. TAKEAWAYS Executive function includes the ability to pre-imagine and simulate a task in the mind's eye before taking action. Planning includes anticipating the hidden steps, such as parking, finding materials, or teacher expectations. Students with ADHD may have a time horizon that is years behind their peers. Motivation often stems from the ability to pre-feel the relief, pride, or even the anxiety of a future moment. Independence is often built through a "model, help, watch" progression that turns external adult prompts into internal self-directed talk. Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or clicking here. Sarah Ward, M.S., CCC/SLP is an internationally recognized expert in executive function with over 25 years of experience supporting individuals with executive dysfunction. She is the Co-Director of Cognitive Connections and co-creator of the award-winning 360 Thinking Executive Function Program, which received the Innovative Promising Practices Award from CHADD for its practical, research-informed strategies. Sarah has presented to more than 2,000 public and private schools and organizations around the world. Her latest work, The Time Tracker Program, is a groundbreaking three-volume series designed to help students shift from adult-managed to self-regulated time management. In 2023, she and her co-director, Kristen Jacobsen, were named one of the Top 10 Professional Development Providers by Education Technology Insights Magazine for their global impact on executive function in education. BACKGROUND READING Sarah's website, Twitter/X The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Explore common GI challenges in autistic individuals, and how they impact feeding, behavior, and participation at mealtimes.Guest: Leena Sayed, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeRegister for the FREE PFD series, April 30-May 28In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Leena Sayed, MS, CF-SLP to take a closer look at the connection between autism, gastrointestinal health, and feeding. Together, they discuss how often GI concerns occur, the signs pediatric feeding therapists should be watching for, and how these factors align within the medical domain of PFD.About the Guest: Leena Sayed, MS, CCC-SLP is a recent graduate in Speech-Language Pathology from James Madison University (JMU) in Virginia. She brings hands-on experience working with children with pediatric feeding disorders across university clinic, outpatient hospital, and private practice settings.Show Notes:Bowel Sounds: The Pediatric GI PodcastLove Money Cause: Palestine Children's Relief FundMentioned in this episode:Register for the 2026 Autism Conference

Want to share your feedback? Send us a message!Susan Hamilton Burleigh, M.A., CCC-SLP, joins host Sara MacIntyre, M.A., CCC-SLP, to explore how clinicians, particularly those newer to working with stuttering, can bring Stuttering Foundation resources to life in everyday therapy. Susan brings over 40 years of experience in private practice specializing in stuttering and fluency disorders and has taught and supervised graduate training in stuttering at the University of Washington. She also co-led the Stuttering Foundation's Western Workshop for two decades alongside Marilyn Langevin and Jennifer Watson.In this practical, clinician-focused episode, Susan and Sara take the “What's True For You” activity from The School-Age Child Who Stutters: Working Effectively with Attitudes and Emotions Workbook and walk through how it can be used, expanded, and adapted to support meaningful therapy. Through discussion and a demonstration role-play, they highlight how the activity can help build rapport, deepen understanding of a child's unique experiences, and guide next steps in therapy. 

Join Anne Fleming Anderson, MA, CCC-SLP, Senior Speech Pathologist and Raisa Santana MA, CCC-SLP, Bilingual (Spanish/English) Clinical Speech Pathologist, both with the Cleveland Clinic, for a parent-friendly talk on how to support your child's unique communication needs.Parents will learn ways to support speech goals through connection, shared interests, and real-life moments. We'll talk about different communication styles, including gestalt language processing, and how to move away from “one-size-fits-all” ideas about speech. Families will leave with practical, affirming, and empowering tools to support communication.

Create safe, supportive assessment experiences to guide trauma-sensitive care.Guest: Lauren Thompson, MEd, CCC-SLP, CLCEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeRegister for the FREE Series: Empowering Providers Through Transforming Pediatric Feeding JourneysIn this part 2 episode, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, welcomes Lauren Thompson, MEd, CCC-SLP, CLC, to explore how trauma can shape feeding experiences for children and families and what that means for clinicians working in pediatric feeding. They focus on evidence-based approaches to trauma-sensitive PFD evaluations, with particular attention to supporting the psychosocial domain of feeding. Lauren also shares practical strategies for delivering trauma-sensitive interventions that support both the child and caregiver.About the Guest(s): Lauren Thompson, M.Ed., CCC-SLP, CLC, is a Speech-Language Pathologist and Certified Lactation Counselor, and the owner of Well Fed Feeding & Swallowing Therapy in New Hampshire. Since 2012, she has supported infants and children with PFD, dysphagia, lactation challenges, ARFID, and feeding-related trauma across inpatient rehabilitation, hospital-based outpatient care, Level II and III NICUs, and public schools.Show Notes:Contact Lauren: @laurenteetheslp on InstagramLauren's Private Practice: Well Fed Feeding TherapyRelated Courses:Trauma and PFD: Moving from Understanding to HealingThe Power of PROM for PFDThe Feeding Flock: Assessment ToolsInfant Feeding Care: Assessment ToolsEzpz Products: Feeding ToolsFind local resources: Findhelp.orgLove Money Cause: Feeding Matters and your Local Food BanksMentioned in this episode:Register for the 2026 Autism Conference

Send us Fan MailIf your child has hearing loss, good grades do not always mean they have full access at school. In this episode, Dana Ann Hawkins, MS, CCC-SLP, shares her family's real-life journey navigating a Section 504 plan for her daughter after getting hearing aids.We break down what a 504 plan for hearing loss actually is, how it differs from an IEP, and why schools sometimes wrongly deny accommodations when a child appears to be doing “just fine” academically. Dana walks through the exact school accommodations that can make a difference for children with hearing loss, including preferential seating, teachers facing students when speaking, repeated directions, classroom audio support, and testing accommodations.You'll also hear what happened when Dana was initially told hearing loss was not a qualifying medical condition, how she advocated effectively through documentation and email, and why even approved 504 plans can still fail without proper follow-through.This episode is essential for: parents of children with hearing loss  parents navigating school accommodations  educators and school administrators  speech-language pathologists  pediatric audiologists  disability advocates Topics covered: how to get a 504 plan for hearing loss  school accommodations for kids with hearing aids  hearing loss and classroom access  Section 504 rights for students  standardized testing accommodations  Bluetooth streaming and classroom technology challenges If you are trying to make sure your child has equal access in the classroom, this episode offers practical advice, advocacy tips, and real-world insight to help you navigate the process with confidence.Subscribe to Hearing Matters for more conversations on pediatric hearing loss, hearing aids, advocacy, and hearing healthcare. If this episode helped you, please share it with another parent or educator and leave a review.Connect with the Hearing Matters Podcast TeamEmail: hearingmatterspodcast@gmail.com Instagram: @hearing_matters_podcast Facebook: Hearing Matters Podcast

Practical insights into bottles, reflux, GI health, and the collaborative thinking needed to support safe, successful feeding.Guest: Britt Pados, PhD, RN, NNP-BC, IBCLC, FAHAEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeHost Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, sits down with Britt Pados, PhD, RN, NNP-BC, IBCLC, FAHA, the expert behind Infant Feeding Care, to explore the complexities of feeding in both bottle- and chest-fed infants. They discuss Britt's research on bottle flow rates and its ongoing clinical relevance, as well as the impact of gastrointestinal issues like reflux on feeding. The conversation highlights the use of the GIGER Scale to improve collaboration between SLPs and medical providers, and concludes with practical insights on conditions like FPIES and FPIAS, along with guidance for supporting lactating caregivers managing infant food allergies.About the Guest: Britt Pados, PhD, RN, NNP-BC, IBCLC, FAHA, and Trauma-Informed Professional at Infant Feeding Care in Massachusetts, where she provides clinical care to infants who are struggling with breastfeeding and/or bottle-feeding. She is also the owner of Infant Feeding Labs, where she conducts flow rate testing of bottle nipples.Show Notes:Infant Feeding LabsInfant Feeding CareRelated courses:The Power of PROM for PFDThe Medical Domain of PFDThe Gastrointestinal and Gastroesophageal Reflux (GIGER) Scale for Infants and Toddlers by Britt Pados, Christine Repsha, and Rebecca R. HillDr. Brown's BottlesDyphagia Outreach ProjectBowel Sounds: The Pediatric GI PodcastGut: The Inside Story of Our Body's Most Underrated Organ by Giulia EndersFindHelp.orgHospital-to-Home Systems ChangeSupport Feeding MattersMentioned in this episode:Register for the 2026 Autism Conference

Are you wondering if your child's speech development is on track or how communication impacts their academic success? In this episode, Jae sits down with veteran speech-language pathologist Karin to explore the vital role of speech therapy in homeschooling and beyond. Learn how to identify early red flags and support your child's communication journey from the comfort of your home.Karin shares her 28-year journey from being a bilingual translator for her family to founding SpeechFit, a practice dedicated to helping students of all ages master communication. We dive deep into the often-overlooked connection between speech sounds and literacy, explaining why early intervention is key for reading and spelling success. Karin also discusses her passion for helping teenagers navigate social communication and public speaking anxiety, providing practical strategies for parents to implement at home.The conversation highlights the benefits of tele practice and how virtual therapy can offer flexibility for busy homeschool families. From understanding executive functioning to recognizing red flags in early language development, this episode is packed with expert advice for parents. Karin also offers heartfelt encouragement on the importance of self-care and being present with your children during the fleeting years of childhood.Website: https://www.speechfitslp.com/Email: speechfitslp@gmail.com Phone: 818-660-6351IG: @speechfitslpTPT: https://www.teacherspayteachers.com/store/speechfit-slpBook a Call: https://calendly.com/speechfitslp/complementary-consultationLI: https://www.linkedin.com/in/karin-hartunian-koukeyan/ | LI: www.linkedin.com/company/speechfit-slp/ Karin “Careen” Hartunian Koukeyan, MS, CCC-SLP, is the founder of SpeechFit, A Speech-Language Pathology Corporation, a solo practice providing clinical, corporate, and consulting services. With over 25 years of experience across private practice, outpatient, telehealth, school, early intervention, and adult home health settings, Karin brings deep expertise in communication and leadership. As a Corporate Speech Pathologist, she coaches professionals to enhance their communication effectiveness, executive presence, and confidence in the workplace. A pioneer in telepractice since 2010, she has delivered services in both educational and healthcare environments and continues to advance best practices in the field. Karin regularly presents at state and national conferences and develops content for articles, podcasts, and webinars on a broad range of topics in communication, telepractice, and professional growth. A strong advocate for expanding access to care through telehealth, she currently serves as the 2025-2027 Board Member, Secretary-Treasurer for California Speech Language Hearing Association (CSHA), 2026 Co-Chair of the ASHA Telepractice Topic Committee. She also served as the elected 2023-2025 Associate Coordinator for ASHA Special Interest Group 18 (Telepractice).Be sure to visit the SpeechFit website to learn more about Corrine's services and resources. Subscribe to the Homeschool Yo Kids podcast for more expert interviews and support for your homeschooling journey.#homeschooling #speechtherapy #literacy #parenting #telehealth

In this episode, Benjamin Schwartz, MD, MHCM, President of Academic Delivery, Banner Health, and Patricia A. Prelock, PhD, CCC-SLP, BCS-CL, Provost and Chief Academic Officer at University of Arizona, reflect on a decade-long partnership advancing academic medicine, workforce development, and research-driven care. They share lessons on trust, shared purpose, and aligning clinical and academic missions to deliver world-class outcomes.

Join us on I Am Refocused Radio as we welcome Ebony Turner-Bailey, M.S. CCC-SLP, licensed Speech-Language Pathologist, Founder, and Executive Director of Prime Speech Solutions.With a Master's degree from Teachers College, Columbia University, Ebony brings years of specialized experience helping children with autism, developmental delays, articulation disorders, and complex medical conditions find their voice. She has provided life-changing speech and language services both in the U.S. and abroad in Ghana and Haiti, empowering families to communicate more effectively and strengthen their relationships.Ebony also supports adults through professional communication coaching, accent modification, presentation skills, and specialized programs like LSVT LOUD for Parkinson's and other neurological conditions. Her person-centered, evidence-based approach is rooted in one powerful mission: to restore hope, boost confidence, and improve quality of life through the gift of communication.In this heartfelt conversation, Ebony shares inspiring stories from her practice, practical advice for parents and professionals, and why effective communication is essential for a productive and fulfilling life.Tune in for an uplifting episode full of hope, practical insights, and powerful reminders that every voice deserves to be heard.https://www.primespeechsolutions.com/

Join our Patreon for less than a boba tea and unlock 25+ full-length bonus episodes, ad-free weekly episodes, mp3 downloads of our original songs, exclusive Discord access, and more!  Welcome back to Lez Hang Out, the podcast that wants you to gay-se your voice! This week, Leigh (@lshfoster) holds down the fort without Ellie for a delightfully nerdy and fascinating conversation with founder and speech-language pathologist Nicole Gress, MS, CCC-SLP. Nicole took what they learned from their medical training, lived experience as a genderfluid individual, and years of interacting with gender diverse clients in the Bay Area and founded Undead Voice (@undead.voice), an online, community-driven platform dedicated to eradicating the voice dysphoria experienced by 85% of the trans population. The platform is open to people of all gender identities and ages, so whether you are 9 or 90, you can take the steps toward reclaiming your voice.  Imagine feeling overwhelming discomfort every single time you speak and the impact that would have on your ability to participate in the world and show up as your full self. This widespread detrimental impact on mental health was one of many reasons why Nicole was inspired to create something new, outside the restrictions of the medical system. With the coaching, curriculum, and community support of the Undead Voice Lab, gender diverse individuals can discover their most affirming voice in about 4 to 6 months of training. We get real nerdy with it as Nicole breaks down exactly how the program works. They discuss the 3 influences that create a voice: environmental, cultural and physical, along with the 5 pillars that you can learn to master: tilt, weight, resonance, pitch and dynamics. Since environmental and cultural influences are intrinsic to who you are and help to showcase your personality, the program leaves those alone and focuses on the physical aspects of voice, teaching participants how to shift and control the size and shape of their vocal instrument. Leigh and Nicole also talk about voice transition as a form of accessible, non-invasive gender affirming care for trans youth. You can learn more about Undead Voice at www.undeadvoice.com. Registration is open right now for the Jumpstart program, a free 3-week intro program designed exclusively for trans and gender diverse people looking to begin or refine their voice transition journeys. Jumpstart participants are eligible for a $1,000 tuition credit toward the full voice training program, Undead Voice Lab.  Download this free Trans Voice 101 Guide if you are interested in learning more about voice transitioning.  Don't forget to show your support for our tiny podcasting team by shopping small at bit.ly/lezmerch & picking up Lez-ssentials songs on Bandcamp.  Give us your own answers to our Q & Gay on Instagram and follow along on Facebook, TikTok, YouTube and BlueSky @lezhangoutpod. Email us @lezhangoutpod@gmail.com. Connect with us individually: Ellie Brigida (@elliebrigida). Leigh Holmes Foster (@lshfoster). Learn more about your ad choices. Visit megaphone.fm/adchoices

A refreshing dose of encouragement and perspective for SLPs who wear many hats.Guest: Emily Bromer, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeIn this episode of First Bite, host Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, sits down with Emily Bromer, MS, CCC-SLP to celebrate the many roles SLPs take on throughout their careers. They reflect on what makes a supportive and successful clinical fellowship, what graduate students should look for in meaningful practicum placements, and how diverse clinical experiences and strong mentorship can shape a fulfilling career path. They also tackle the reality of imposter syndrome, and offer practical perspectives for protecting your mental health, staying grounded, and rediscovering the passion that drew you to this profession in the first place. If you're feeling stuck, stretched thin, or simply need a reminder of why you chose this field, this episode is for you.About the Guest: Emily Bromer is a SLP based in Lynchburg, Virginia, who is passionate about increasing her community's access to quality therapy services and strengthening the profession she loves. She has been practicing for six years and currently serves as the Lead SLP for Appomattox County Public Schools. In addition to her work in public education, Emily is the owner of Hill City Speech Services, PLLC.Show Notes:Contact Emily: @hillcityspeechva on InstagramEmily's Private Practice: Hill City Speech ServicesSupport Miriam's House - Solutions to Homelessness

As a lead-up to Parkinson's Awareness Month starting next week, on today's episode of FOX Rehabilitation's Live Better Longer podcast, we sit down—in-person—with FOX patient, Phyllis Wetterman, and her clinician, Lauren Irvin, MS, CCC-SLP, CDP. Phyllis opens up about her diagnosis and the mindset that helped her take a proactive, “use it or lose it” approach. She shares her experience with both the LSVT BIG and LOUD training programs and explains how Lauren uses them for not only voice improvement but also cognitive improvement. We also revisit Phyllis' years as a devoted nurse and teacher, explore her life in Florida with her husband, and follow her recent move to Pittsburgh—navigating chilly winters and playful attempts by die-hard Steelers fans to sway her allegiance from her beloved Miami Dolphins.

On today's show Shannon talks with Ebony Turner-Bailey, M.S. CCC – SLP, the Founder and Executive Director of Prime Speech Solutions, about building language and accessing quality speech services even in underserved communities. For more information visit: Online Speech Therapy | Prime Speech Solutions  The Jargon of the day is SLP.  

As a lead-up to Parkinson's Awareness Month starting next week, on today's episode of FOX Rehabilitation's Live Better Longer podcast, we sit down—in-person—with FOX patient, Phyllis Wetterman, and her clinician, Lauren Irvin, MS, CCC-SLP, CDP. Phyllis opens up about her diagnosis and the mindset that helped her take a proactive, “use it or lose it” approach. She shares her experience with both the LSVT BIG and LOUD training programs and explains how Lauren uses them for not only voice improvement but also cognitive improvement. We also revisit Phyllis' years as a devoted nurse and teacher, explore her life in Florida with her husband, and follow her recent move to Pittsburgh—navigating chilly winters and playful attempts by die-hard Steelers fans to sway her allegiance from her beloved Miami Dolphins.

How can a simple tool can strengthen complex clinical decision-making?Guests: Kelly Kleinhans, PhD, CCC-SLP, and Courtney Richards, MS, CCC-SLP, CLCEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeKelly and Courtney share how mind maps and case-based learning are used in graduate training to help learners organize complex information, recognize patterns, and connect assessment findings to meaningful intervention planning. Explore how these strategies can support diverse learning styles while also strengthening supervision and mentoring conversations. Use these tools to help students make sense of complex PFD cases and translate knowledge into confident, thoughtful clinical decisions.About the Guests: Dr. Kelly Kleinhans is a professor, program director, and clinical education enthusiast who is passionate about helping graduate students become confident, compassionate, and practice-ready SLPs. She leads the Master of Speech-Language Pathology program at Austin Peay State University.Courtney Richards, MS, CCC-SLP, CLC, is the Lead Feeding Therapist at Advanced Therapy Solutions (ATS) in Clarksville, TN, where she oversees the feeding program across three clinics. Show Notes:Bridging Pedagogy and Practice: Case-Based Learning and Mind Maps by Kelly Kleinhans, Courtney Richards, and Alison DesommaSupplemental Material APSU Speech-Language & Swallowing Community ClinicFeeding Therapy Sweatshirt - Courtney's Etsy Store Feeding Matters Power of Two ProgramSupport Feeding MattersRelated Course: Research to "Chew On" with Dr. Amy Delaney RAM ClinicsGut: The Inside Story of Our Body's Most Underrated Organ by Giulia Enders If Disney Ran Your Hospital: 9 1/2 Things You Would Do Differently by Fred Lee Mentioned in this episode:Register for the School-based Feeding and Swallowing Masterclass

Interviewer info Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with neurogenic communication disorders. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer. In this episode, Lyssa Rome interviews Jessica Obermeyer about group treatment for aphasia. Guest info Jessica Obermeyer, PhD, CCC-SLP, is an Assistant Professor in the Department of Communication Sciences and Disorders at the University of North Carolina at Greensboro. Her area of specialization is acquired adult neurogenic language disorders. Dr. Obermeyer's research interests include discourse production in aphasia, treatment efficacy, and the cognitive requirements of language production. Prior to earning her doctorate, she worked in a variety of clinical settings where she specialized in assessment and treatment of adult neurogenic populations.     Listener Take-aways In today's episode you will: ● Recognize the role of written communication in clients' daily activities, including texting, email, and online tasks. ● Adapt ARCS-W treatment components to match each client's preferred writing modality (handwriting vs. typing). ● Identify candidates with aphasia who are well-suited for discourse-level writing treatment. Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California, and I see clients with aphasia and other neurogenic communication disorders in my LPAA-focused private practice. I'm also a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Dr. Jessica Obermeyer, who was selected as a 2024 Tavistock Trust for Aphasia, Distinguished Scholar, USA and Canada. Dr. Obermeyer is an assistant professor in the Department of Communication Sciences and Disorders at the University of North Carolina at Greensboro. Her area of specialization is acquired adult neurogenic language disorders. Dr Obermeyer's research interests include discourse production and aphasia treatment efficacy and the cognitive requirements of language production. Prior to earning her doctorate, she worked in a variety of clinical settings, where she specialized in assessment and treatment of adult neurogenic populations. Jessica Obermeyer, welcome to the podcast, and thanks for being here. Jessica Obermeyer Thank you. It's a pleasure. Lyssa Rome So I wanted to get started with a question we often ask, which is: How did you get into this? Was there an aha moment for you and what led you to research aphasia? Jessica Obermeyer That's a great question. I think it was more of a slow awakening and journey to realizing that this is how I wanted to spend my days. When I started studying speech language pathology, I knew I wanted to work in adult rehab with people with traumatic brain injury, stroke, and aphasia. But as an undergraduate and a masters student, I worked on a lot of research related to traumatic brain injury and cognition. But then I had some exposure to aphasia research, and as a clinician, I just loved working with people that had aphasia. I loved running aphasia groups. I started aphasia groups, and when I decided to go back for my PhD, that is what I wanted to focus on. I also had the opportunity to work in adult outpatient, so I got to see a lot of people that had aphasia and were at different points in their rehabilitation journey. And those experiences just made me want to continue and especially do research that could develop and evaluate different treatment approaches for people that had aphasia. Lyssa Rome One of the sort of through lines in your research has been discourse. And I'm curious about how you landed on that as the focus of your work, why discourse? Jessica Obermeyer It's how we talk. It was always, you know, something I was interested in. I think, as a clinician, I felt really daunted by discourse, because it is laborious, you know, it takes a lot of time to think about how you're going to analyze it. But I was always so fascinated by all the linguistic components that make up discourse as a clinician. And then I think as a researcher, I really appreciate how important it is. Everything we do in our day to day lives is often at a discourse level, and that looks so different depending on the type of discourse. So your text exchange is discourse, your emails, your conversations, the interaction with a barista. You know, every kind of functional way that we communicate is often at a discourse level. But it's so different depending on what that interaction looks like, and that's just endlessly fascinating to me as a researcher… challenging but fascinating. Lyssa Rome Challenging both to evaluate and, I guess, to some extent, to treat. One of the things that I really appreciate is that it's how we communicate in our daily lives, and so if we're thinking about life participation and sort of functional approaches to treatment, to my mind, discourse is kind of where it's at. So I'm really excited to get to talk to you more about it. So speaking of discourse, I thought we could talk about your work on ARCS. Maybe we could start by telling us a little bit about the origins and how you became involved in researching. Jessica Obermeyer Yes, I'd be happy to. I started doing research with ARCS as a doctoral student. So it's been a long time, but the origin of ARCS, or Attentive Reading with Constrained Summarization, started with Yvonne Rogalski and Lisa Edmonds, and they published the first paper, I think, in 2009, but someone should go back to check that, and it was originally for someone that had primary progressive aphasia. And then there was another paper published for two people with Wernicke's aphasia. So in the original version, it's based on constrained summarization, and constrained only in that you're giving someone guidelines for how to summarize so they have to read through a segment of text. Usually it's a current event article, but clinically, you could use pretty much any written text. And I've actually done it with someone listening as well. Typically with ARCS, you would have someone read a segment of written text and then summarize it with the constraint or guideline to be specific. So avoid words like it, stuff, thing, he, she. So use that really intentional word retrieval. That's not what we typically do. We often use non-specific words, but it's that therapeutic, like try to go for the really precise and specific word exercise that retrieval and to also stay on topic, so try not to add a tangent, or, you know, additional information that's not related to what you're reading. And then in my work, I've added an additional guideline that's just based on what that person needs. So if they're repeating a lot, then that might be part of the guideline. Often, the guideline is to try to include the essential information that you've identified already. So that's the origin of ARCS. And as a doctoral student, I really wanted to do treatment research. I became really interested in cooperative learning theory, in how people can work together in their learning, collaborate to improve learning. And when I was doing that, reading and thinking about cooperative learning, writing seemed like such an excellent tool for that, because I think one of the hard things about spoken language is that it's just gone. You say it, it's gone. It's very hard to monitor, which I'm acutely aware of right now in this recording. But with written text, you have this wonderful record of what you've produced, and that can be really helpful for thinking about language and planning, especially in an approach like ARCS or ARCS-W that emphasizes this planning, process-driven component, where you're thinking about, "What do I need to include in this discourse? What's important? What's not important? And what have I actually produced? Does that meet, you know, the guidelines I've tried to meet?" So that's how writing actually got pulled into it. And I wanted to keep the spoken language because, I don't know that I've ever met someone with aphasia who told me they didn't want to continue exercising their spoken language, but the writing was just I think, an important addition, because there are so few written discourse treatment options. And it allowed for this emphasis on monitoring and planning and some of the cognitive components of discourse that can be hard to address. Lyssa Rome And maybe you could say a little bit about what you found when you've studied ARCS-W, so the Attentive Reading and Constrained Summarization-Written. Jessica Obermeyer Well, people have improved, which is great. So the one of the things about ARCS and ARCS-W that's maybe unique when we think about aphasia treatment as a whole, is that it's not a treatment with trained items, so no items are repeated. You're working on the process of discourse production, this process of monitoring and trying to be specific, be efficient, you know. In written discourse, people have made improvements in correct information units or CIUs. So at the word level in discourse, the amount of informative and correct information that they're producing, people have made improvements at the utterance level, where they're producing more relevant utterances and more utterances that have a basic sentence structure, and then this hasn't been looked at in all of the studies, but for some of the participants, where we've measured things like main concepts, the amount that the person is conveying the main ideas or concepts in the discourse has improved for some people as well. And then at this spoken discourse. So ARCS-W, it's half spoken, half written. Basically, people have also made similar improvements. So it's been encouraging so far, ARCS-W I would say, compared to ARCS is for people in the more mild aphasia end of the spectrum, especially with the writing component. Any clinician who's worked with people with aphasia will know that writing is often a stressful thing for people with aphasia. So it's for people that are writing at a phrase level already. It doesn't mean that their spelling is perfect, but if they're really struggling to get out a single word, this is probably not the ideal you know treatment for them, but for folks that are more on the mild end who want to work on spoken and written discourse, we have seen some positive results in their spoken and written discourse production. Another thing that I think is really important for this treatment is that it is so multi-modality. When we write normally, we're reading as well. You know, we're not just writing in a vacuum. A lot of the time. We're rereading our text, we are reading that text message and then responding to it. So I like that. I like multi-modality treatments. I like that this is a treatment that allows people to address multiple types of language goals, while, you know, keeping it pretty simple and low tech. Lyssa Rome I think that that really hits on one of the reasons that I like using ARCS-W in my work with people is that It can be used with so many different kinds of texts. So I've used both, you know, work emails, if their goal is to get back to work, newspaper articles that interest them, simplified newspaper articles that interest there's so many possibilities. And anyway, it's exciting to hear you talk about that. Jessica Obermeyer Yeah, I think that as a clinician, that's why I liked ARCS. It was so flexible, so easy to implement. And that's definitely one of the things I like about ARCS-W as well. Make treatment work hard for you. Lyssa Rome So that is interesting to people as well. Where are you going next with your ARCS research? Jessica Obermeyer Great question. I'm writing up results from about six people we ran over the last couple years, so that, I hope, gets submitted for publication soon. And I would really like to adapt this treatment a little further to use more assistive technology for folks that are really wanting to write, but aren't wedded to handwriting or typing in a traditional sense. So can we use speech-to-text? I always mix it up. And can we use methods to support people producing written language that are, you know, different than just typing it? Because people have really different needs in their life. So if that is a way to meet their writing needs, excellent, and I'd like to do that in the future. Lyssa Rome I think that gets back to this idea that it's so flexible, right? You could adapt it in so many different ways. I think that that's really exciting, because it sort of further underscores the flexibility of this approach. And we were talking earlier, before we started recording, about using the same ARCS framework, or ARCS-W framework for material that clients have listened to, things like podcasts or TED Talks. So it seems like it's so adaptable, which is part of what I think makes it really exciting. Jessica Obermeyer I think that's a great idea. We actually did use listening and then summarization for one of the participants in the first arc study, because that met their profile. That's how they wanted to interact with the treatment, and it worked out really well for them, and it's a great way to incorporate people's different interests. Not everyone wants to read, so being able to listen is a great option. And in the treatment for everybody, they always select their writing modality so they can either hand write or type, depending on what's relevant for them. In the population of people that have aphasia now, and I know that this will change over time, people have really different comfort levels with technology and with typing. So if someone says, "No, I never typed. I want to handwrite," then we can do that. And if, if it's the other, we can type. So I think listening is just another way to make it meet someone's needs better. Lyssa Rome I was hoping that you could talk a little bit more about the similarities and differences between different types of discourse. So spoken and written discourse, typed and versus handwritten discourse. Tell us a little bit more about that. Jessica Obermeyer Yeah, of course. Well, I should, I guess, start off by saying, working on the ARCS-W treatment research, I recognized just how little information is out there on written discourse and the majority of discourse measures that we use in aphasiology are based on spoken discourse production. But there are differences in how we speak versus how we write. So in spoken language, we've already talked a little bit about this, it's temporal, it's just gone. So writing is tangible. You have a record of your writing, and that can be really beneficial for people with aphasia. But of course, there's there's other things that can make writing more challenging as well. With spoken language, of course, we have the suprasegmental components of what we're saying. So we have our tone and our facial expression and things that allow us to impart meaning without actually saying it, and we don't have that in writing. Although things are shifting with text messaging technologies, we can add emojis and memes that help us communicate information. But I think when we're thinking about traditional writing, it doesn't have those additional components, and therefore people have to be more explicit with their word choice and a little more clear in what they're trying to say. People are often more efficient in writing. They use fewer words than they would in speaking. So those are some of the differences. We can't automatically correct our written output because we see that our partner doesn't understand. Because in writing, there's this distance between when we're writing versus when we think someone's reading it. Even in more instant platforms like text messaging, we don't know exactly when someone's reading something or how their face looks when they read it, in the way we know with speaking. So those differences do impact how we complete the task. And of course, the context of writing changes it dramatically. So you write notes to yourself really differently than you write a research paper or a work email. And that's not so different from speaking, right? The context is still going to impact how we speak or write, very much. So in my work, I've looked at how writing and typing are the same or different. And this is a pretty new area. There's a couple papers out there on it now, and I think it's gaining traction, which is great, because most people write through typing in their daily life now. What I found is that at a group level, it's pretty similar. Writing and typing look pretty similar for people that have aphasia. But individually it can be very different. So an individual person with aphasia might have a strength or weakness in handwriting versus typing for lots of different possible reasons, like their experience, or hemiparesis, their desire to do one or the other. But it's not, the patterns aren't completely clear. I think clinicians are probably really used to hearing that every individual with aphasia has the potential to be different. So I think that keeps with written and typed language output, handwritten and typed. Some of my recent work has been related to looking at different writing modalities for people with aphasia. So are there differences in their handwritten versus typed discourse production. There's a couple papers out on this now, and hopefully there'll be even more as it gains traction. And I think it's getting more attention in the research literature because of how important writing is in our daily lives now. I mean, most activities of daily living are now completed through, you know, the virtual world, so banking, shopping, lots of messaging are completed through reading and writing now. So that's kind of why I became interested in also working with ARCS-W and having people handwrite versus type, depending on their interest and comfort level. It was always interesting to me why certain people picked one or the other, and kind of what I was seeing. There is some research out there that shows that handwriting is advantageous for learning. So the specificity of how we're moving our fingers to create letters is helpful for retention and learning items, but when we're thinking at the discourse level, when we're not using the same items necessarily, things could potentially be a little different. So I was interested in just exploring some of those differences and patterns that might emerge, and if there was anything I could figure out that might be driving a pattern. So if someone's better at typing than handwriting, is there a reason that they're better? So what I have found so far, and it's it's pretty preliminary, is that at the group level, handwriting and typing look very similar for people with aphasia, so oftentimes, there's not a big difference in the total words that they produce, and that's been confirmed by a larger study as well from Jaime Lee and colleagues. But then when we look at the individual level, that's when you can start to see differences. And I don't think any clinician would be surprised to hear that people with Aphasia are variable or different. So we know that that is common, but it's been pretty interesting and striking in my own work to see how at the group level, these differences just totally even out. But then when we look at individuals, you do see that, you know, someone is more proficient with typing, someone else is more proficient with handwriting. So in a study I did, I think from 2024, we had people fill out this historical information about their typing experience and exposure, we knew about if they had a hemiparesis or not, and so were they able to use both hands or one hand for handwriting or typing? And like I said, we did find these individual differences for some people, but there wasn't a really clear pattern in what was driving those differences? Was it that they hadn't worked with a keyboard a lot? Was it that they only had the use of one hand? And we just didn't have enough data potentially to discern any specific patterns? Lyssa Rome We've talked a little bit about different types of discourse, written, spoken for written, typed versus handwritten. But I wanted to kind of come back to how we measure and analyze discourse, and wanted to ask about a more recent paper and have you describe a little bit about your work on discourse measurement and training clinicians to measure discourse? Jessica Obermeyer That paper is a perceptual rating paper. We've talked a lot about discourse in this chat, and I think probably one of the first things I might have mentioned was how daunting discourse analysis can be. So researchers are aware of that, and always kind of thinking that discourse is so rich, it provides us so much information about someone's linguistic ability, but also their success with communication in a way that other levels of language don't necessarily tell us. So how can we benefit from that rich information in a way that clinicians can do. Because with discourse analysis, you know, in the clinical session, it might not take that long. You're having someone participate in 10 minutes of conversation—that is not a lot of time in your session. The time is all backlogged. The time is after the session is over, and you're trying to transcribe what they've said and then identify discourse measures that you're interested in. And another thing that makes discourse just complex and dynamic is that there's not one measure, you know, there's not a measure of word retrieval and discourse. There are lots of measures that can give you insight into word retrieval and discourse. So this project I did with my collaborator, Marion Lehman, who also works on discourse, and especially conversation. We wanted to see if it was possible to train people to rate conversation samples from people with aphasia on linguistic measures, so measures of language ability. So there are other perceptual rating scales, but a lot of them might be looking at speech acts like initiation or presence or absence of errors. And we were really interested in if these, if perceptual ratings, could map on to the things we're doing in our labs, so you know, correct information units or the degree of informativeness, utterances that have basic structure, coherence, you know, these measures that we are spending many hours, you know, coding line by line, or even word by word, for some. So she and I developed this training and introduced—so the paper that's published, we used research assistants in our research labs, and we exposed them to the linguistic measures that we were interested in. Had them watch some practice videos, and then told them how we had coded them. So what was the value based on our lab coding? And then we did five test samples, so there were four linguistic measures. The training lasted about three hours, and I did five test samples. And we got some really good feedback from the RAs who did the training and rating samples. We had some promising results for especially two of the measures that we used in their training, and now we're really interested in extending that work with clinicians. So the people that were in the study before had very limited experience listening to people that had aphasia. They hadn't worked with people that had aphasia, they hadn't done extensive clinical training. We're hopeful that if we can use their feedback to fine tune the training and rating procedures and recruit some clinicians to participate, that hopefully we could get even better results and hopefully provide a tool to clinicians where they can be thinking about linguistic components of conversation in a way that's more feasible to their schedule and their workload, because we recognize how much time it takes. And I think it's, it's just a barrier to entry, even, because if someone is feeling like, "I can't do this, I don't have time to do this," then it's hard to even learn about or get started. Lyssa Rome Yeah, I'm so happy to hear that you're that you're focused on the feasibility for clinicians who have productivity requirements, who don't necessarily have a lot of time at the end of the day to do that kind of really in depth analysis. I think it's exciting. Jessica Obermeyer Oh, for sure, and clinicians, I think, work a lot of extra hours, but they have a whole caseload, you know, so balancing everybody's needs and being able to to provide excellent care to everybody is, is always a challenge, and hopefully, hopefully we'll, we'll be able to continue this work. We're trying to get some funding for the project because we want to be able to pay SLPs who participate in the research. Lyssa Rome As we start to wrap up, I'm wondering what you would like clinicians who are listening to this podcast to take away from what we've talked about today, from your work. Jessica Obermeyer I think one takeaway would be for clinicians to think about incorporating handwriting and typing into their existing treatment practice. So I've talked a lot about ARCS-W. ARCS-W is not for everybody. It is a very specific treatment approach for people that have mild aphasia who want to work on discourse-level writing. But there are so many ways to have people engage with handwriting and typing that will serve them in their daily life. So we've talked a lot about how literacy is just such a big—it's a bigger part of our lives than it was 20 years ago. People can achieve a lot of independence and autonomy if they're able to interact with reading and writing and complete it successfully. So I would really encourage clinicians to think about how they can incorporate reading and writing into their existing treatment. A study I was involved with— Liz Madden surveyed SLPs on their practices assessing and treating reading and writing, and one of the take-homes from that project was that clinicians evaluate writing more than treating it. And especially handwriting, versus typing. But I think that given the way society is moving, asking people like, "What's important for you, handwriting or typing?" and let's make that our practice. Lyssa Rome I appreciate how person centered and flexible that advice is right. We're trying to meet people where they're at and recognizing that our treatment can be tailored to the person who's sitting in front of us. I'm curious to hear what is coming next for you. What are you excited about in your work? Jessica Obermeyer That's actually a great segue about how we can tailor treatment, because that is one of the projects that I'm working on now, how we can think about treatment in terms of what are the things that make it work, versus things that maybe aren't essential components of the treatment? With the last study I did with ARCS-W of the things that we were really trying to understand better was: Did it matter if people hand wrote or typed? Did they have the same kind of level of generalization to the other writing modality? And in that study, it doesn't seem that they did. And I think there's really specific reasons for that, because we're working at this discourse level without repeated items. And so you might not see the same impact of that handwriting learning boost, because we're not repeating things as often. That's one of my real interests is thinking about how we work on treatment, how we deliver treatment, how clinicians can deliver treatment. Because I am very guilty of this. Working on writing takes a long time. It takes a long time for people with aphasia to produce written discourse level text. So in the ARCS W studies, it's an hour-and-a-half treatment session where we only work on ARCS-W. But I know I recognize that that's like not most clinicians' daily life, and it doesn't mirror what therapy many people with aphasia receive. So thinking about treatment in a more component-based and mechanistic way that makes it easier for clinicians to adapt to their their practice is is one of the things I would like to flesh out in the future. And then continuing to work on this training and perceptual rating protocol. One of the things my colleagues and I would like to do is create a training that can be shared freely, where clinicians can easily get access to it, and then collect more robust data. I mean, only if we get good results, of course. If we don't, we will not be sharing it. But those are the big things I'm thinking about in the next couple of years, and then beyond that, even more. Lyssa Rome Well, I look forward to reading more of your work and to seeing what comes next as well. Dr. Jessica Obermeyer, thanks so much for talking with us. I really appreciate it. Jessica Obermeyer It's been a pleasure. Thank you. Lyssa Rome And thanks also to our listeners for the references and resources mentioned in today's show. Please see our show notes. They're available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access. For Aphasia Access Conversations, I'm Lyssa Rome. Resources Obermeyer, J. (2024). Using and modifying standardized restorative treatments in aphasia: Clinician perspectives. American Journal of Speech‑Language Pathology. Advance online publication. https://doi.org/10.1044/2024_AJSLP-23-00349 Obermeyer, J., Leaman, M., & Oleson, J. (2025). Feasibility and preliminary data for a training protocol and perceptual rating scale of linguistic conversation measures in aphasia. American Journal of Speech‑Language Pathology. Advance online publication. https://doi.org/10.1044/2025_AJSLP-24-00420 Obermeyer, J. A., Rogalski, Y., & Edmonds, L. A. (2021). Attentive reading with constrained summarization-written, a multi-modality discourse-level treatment for mild aphasia. Aphasiology, 35(1), 100-125. Obermeyer, J. A., & Edmonds, L. A. (2018). Attentive reading with constrained summarization adapted to address written discourse in people with mild aphasia. American Journal of Speech‑Language Pathology, 27(1S), 392–405. https://doi.org/10.1044/2017_AJSLP-16-0200 Obermeyer, J. A., Leaman, M. C., & Edmonds, L. A. (2020). Evaluating change in the conversation of a person with mild aphasia after Attentive Reading with Constrained Summarization–Written treatment. American Journal of Speech‑Language Pathology, 29(3), 1618–1628. https://doi.org/10.1044/2020_AJSLP-19-00078 Obermeyer, J., Edmonds, L., & Morgan, J. (2024). Handwritten and typed discourse in people with aphasia: Reference data for sequential picture description and comparison of performance across modality. American Journal of Speech-Language Pathology, 33(6S), 3170-3185  

How can we strengthen and mentor the next generation of clinicians?Earn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeMichelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP welcomes Belinda Daughrity, PhD, CCC-SLP, Anita Fitzgerald, PhD, RN, AGNP, and Sharon Konrad, DNP, RN, ACNS-BC, CNE to this episode of First Bite for a powerful conversation on mentoring a healthy professional identity in future colleagues. Together, these SLPs and nurses demonstrate why interprofessional education across allied health professions is not optional, it is essential. The conversation unpacks what “professional identity” really means in clinical education, why it matters for long-term career resilience, and how intentional mentoring shapes confident, ethical SLPs.About the Guests: Belinda Daughrity, PhD, CCC-SLP, Anita Fitzgerald, PhD, RN, AGNP, and Sharon Konrad, DNP, RN, ACNS-BC, CNE are a powerhouse group from California State University Long Beach who bring research from the fields of nursing and social work and pour that wisdom directly into speech-language pathology to strengthen how we prepare and mentor the next generation of clinicians.Show Notes:Read the journal article, "Professional Identity in Speech-Language Pathology Students"Support The National Student Speech Language Hearing Association (NSSLHA)Support your local Domestic Abuse ShelterSupport Beach Food PantryMentioned in this episode:Register for the School-based Feeding and Swallowing Masterclass

Want to share your feedback? Send us a message!Kristin Chmela, M.A., CCC-SLP, BCS-SCF, of the Chmela Communication Center, join host Sara MacIntyre, M.A., CCC-SLP, to discuss what it means to keep the person at the center of stuttering therapy. The conversation explores what person-centered care looks like in practice and how clinicians can keep the individual who stutters at the heart of clinical decision-making. She also introduce the Circle of Principles, describing how this framework can support thoughtful reflection, guide problem-solving in therapy, and help clinicians navigate complexities while remaining grounded in the needs and experiences of the person they support.Kristin Chmela, M.A., CCC-SLP, BCS-SCF has serviced children and teens who stutter for almost forty years at the Chmela Communication Center in the Northwest suburbs of Chicago.  She is an author, lecturer, consultant, and co-founder and Director of the Training and Therapeutic Experience Program at Camp Shout Out. Kristin holds certifications in yoga, mindfulness, and trauma informed practices.  She continues to spend the majority of her time helping individuals who stutter, clutter, and have other fluency challenges and remains passionate about helping speech language pathologists service this population.

Moving from understanding to healing in pediatric feeding care.Earn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeIn this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, is grateful to host Lauren Thompson, MEd, CCC-SLP, CLC, for a powerful conversation about trauma and Pediatric Feeding Disorder (PFD). Healing trauma takes time, compassion, and the willingness to move through fear in order to better understand what “trauma” is, especially as it relates to pediatric feeding. Together, Michelle and Lauren differentiate between “trauma-informed” and “trauma-sensitive” care, and Lauren offers thoughtful, practical strategies to help SLPs create trauma-sensitive feeding environments for those they are called to serve.This is part one of a two-part conversation. Part two will be released in April 2026.About the Guest(s): Lauren Thompson, M.Ed., CCC-SLP, CLC, is the owner of Well Fed Feeding & Swallowing Therapy in Londonderry, New Hampshire. Since 2012, she has supported infants and children with PFD, dysphagia, lactation challenges, ARFID, and feeding-related trauma across inpatient rehabilitation, hospital-based outpatient care, Level II and III NICUs, and public schools. Lauren blends trauma-sensitive care, connection-focused interventions, and play-based approaches to help families build safe, joyful, and pressure-free mealtime experiences.Show Notes:Contact Lauren: @laurenteetheslp on InstagramLauren's Private Practice: Well Fed Feeding TherapyLove Money Cause: Feeding MattersRelated Course: Allyship and Advocacy in Pediatric Feeding Disorder with Tracy Camille JohnsonMentioned in this episode:Register for the School-based Feeding and Swallowing Masterclass

It's harder to be a kid now than it was two decades ago. That's according to child psychologist Ross Greene, Ph.D. Greene is the author of “The Kids Who Aren't Okay.” The book examines the societal factors that Greene says have contributed to children's behavioral issues at school and mental health challenges, including anxiety and depression. Greene is in Rochester as a guest of The Norman Howard School, but first, he joins us on “Connections” to explain how caregivers and educators can help kids navigate the challenges they face in this "new normal." Our guests: Ross Greene, Ph.D., clinical psychologist and author Katie MacKenzie, MS, CCC-SLP, speech-language pathologist and social-cognitive specialist at The Norman Howard School --Connections is supported by listeners like you. Head to our donation page to become a WXXI member today, support the show, and help us close the gap created by the rescission of federal funding.--Connections airs every weekday from noon-2 p.m. Join the conversation with questions or comments by phone at 1-844-295-TALK (8255) or 585-263-9994, email, Facebook or Twitter. Connections is also livestreamed on the WXXI News YouTube channel each day. You can watch live or access previous episodes here.--Do you have a story that needs to be shared? Pitch your story to Connections.

Episode #90: How Microsoft's AI Innovation Officer Actually Uses AI | Dr. Michael J. Jabbour on Thinking, Not Just Tools AI is changing our brains. How we work. How we think. And even how we feel.  The question isn't "Should I use AI?" It's "How do I direct the change?" Michael J. Jabbour says he uses AI for 70% of his work. "Not because it's faster. Because it would be irresponsible not to."

Discover what happens when SLPs and Educational Audiologists team up.Earn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeIn celebration of World Hearing Day, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, welcomes Courtney Turner, AuD, CCC-A, for an important conversation about collaboration in hearing care. Courtney breaks down what Educational Audiologists actually do, how they assess and support children with different types of hearing loss. From technology to teamwork, you will gain a clearer understanding of how partnering with an Educational Audiologist can strengthen outcomes for children with hearing differences.About the Guest: Dr. Courtney Turner is a board-certified pediatric audiologist based in Hattiesburg, MS. She has worked at The Children's Center for Communication and Development at the University of Southern Mississippi since 2015, providing clinical and educational audiology services to children from birth through age 5 across southern Mississippi.Show Notes:Contact Courtney Turner: @cg_turner on InstagramPadapillo by Valerie James AbbottEducational Audiology AssociationChildren Center for Communication and Development at The University of Southern MississippiMentioned in this episode:Register for the 2026 Cognitive Communication Disorders Seminar

Guest: Joshua A. Shah, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode: Complete the accompanying course online with Speech Therapy PDWatch this episode on Youtube: Initiation with Filmmaker and SLP Joshua ShahIn a First Bite first, host Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, sits down with Joshua A. Shah, MS, CCC-SLP, a speech-language pathologist, filmmaker, and the creative force behind the upcoming film Initiation, a fictional narrative inspired by lived experiences related to stuttering and communication differences. Joshua and Michelle explore the responsibilities that come with representing communication differences accurately and compassionately and how language, storytelling, and visibility shape public understanding. Together, they examine the connection between communication and power, including how representation can influence whose voices are valued, amplified, or marginalized. Tune in now for a thoughtful, timely conversation, and stay tuned for the film that sparked it.About the Guest(s): Joshua A. Shah is a filmmaker from Fremont, California. He currently serves as a home health speech-language pathologist, primarily working with individuals with neurological and communication impairments. He's become inspired to bring the narratives of individuals with communication challenges to the silver screen and is dedicated to crafting these stories with both accuracy and creativity, challenging the current media landscape with empathetic storytelling.Show Notes:Contact Joshua: @shahjosh on InstagramLove Money Cause: @initiationshortfilm on Instagram“Initiation” Short Film: seedandspark.com/fund/initiation2026#storyThe Stuttering Foundation: www.stutteringhelp.orgSPACE | Stuttering Organization: www.spacetostutter.org and @spacetostutter on InstagramThe Man Who Mistook His Wife for a Hat: www.oliversacks.com/oliver-sacks-books/the-man-who-mistook-his-wife-for-a-hat/My Stroke of Insight: mystrokeofinsight.com/index.htmlThe Sound of Metal: www.imdb.com/title/tt5363618/American Association for People with Disabilities: www.aapd.comAble South Carolina: www.able-sc.orgFirst Bite Podcast: Subscribe and listen on Spotify or Apple Podcast

In this episode of The Untethered Podcast, Hallie Bulkin sits down with Beth R Poe, MA, CCC-SLP , a certified pediatric feeding therapist and the founder of Way to Grow Therapy. Beth shares her inspiring transition from clinical certification to the launch of her own private practice, proving that with the right foundation, you can turn a clinical passion into a thriving business.The conversation goes beyond just "starting a business." Beth and Hallie pull back the curtain on the realities of working with medically complex infants, specifically those navigating Congenital Heart Disease (CHD). They discuss why feeding therapy for these "heart warriors" requires a specialized lens, the vital role of natural environments in therapy, and why your network of fellow therapists is your greatest clinical asset. Whether you are dreaming of opening your own doors or looking to sharpen your skills with complex cases, this episode is your roadmap for growth.UNPACKING THE EPISODE: WHAT YOU'LL UNCOVER

Guests: Chelsie Esek-Onyeahialam, MS, CCC-SLP, and Jordyn R. Montique, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PD: www.speechtherapypd.com/courses/blackslpmagic-part-2FREE Black History Month Conference: www.speechtherapypd.com/courses/culture-care-knowledgeThis course meets ASHA's Content Area 2 PD requirement for providing culturally responsive services and effective self-reflection, adaptability, and collaborative practice.In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, continues the conversation with Chelsie Esek-Onyeahialam, MS, CCC-SLP, and Jordyn R. Montique, MS, CCC-SLP, founders of #BlackSLPMagic. Part 2 shifts from awareness to action, focusing on practical ways to advance diversity, equity, and inclusion within the field of speech-language pathology.Together, Michelle, Chelsie, and Jordyn examine systemic barriers that continue to impact BIPOC professionals and discuss evidence-based strategies for creating more welcoming, supportive, and inclusive professional environments. The conversation centers on reducing obstacles to professional growth, increasing representation, and strengthening meaningful connections across the SLP community.Listeners will gain concrete tools for advocacy, professional networking, and allyship, along with actionable steps they can take within their own workplaces, organizations, and professional circles. Chelsie and Jordyn share grounded insights on how intentional actions, not just intentions, can help shift culture and create lasting change.Whether you identify as an ally, advocate, or leader in speech-language pathology, this session offers practical strategies to move beyond awareness and toward meaningful action, supporting a profession where all voices are valued and reflected in the communities we serve.Show Notes: Contact Chelsie: @esekhealth on InstagramContact Jordyn: @jrc_theslp on InstagramBlack SLP Magic: @blackslp magic on Instagram, www.blackslpmagic.orgDonate to Black SLP Magic: ko-fi.com/blackslpmagicslpsocialseenSLP Social Scene: @slpsocialseen on InstagramProfessional Identity in Speech-Language Pathology Students: pubs.asha.org/doi/abs/10.1044/2024_PERSP-24-00043Cultural Competence Check-ins: www.asha.org/practice/multicultural/self/Cultural Responsiveness: www.asha.org/practice-portal/professional-issues/cultural-responsiveness/Bias, Appraisal Tools, and Levels of Evidence: www.asha.org/research/ebp/bias-appraisal-tools-and-levels-of-evidence/Related Courses:#BlackSLPMagic Paving the Way for the Future

In this episode of Swallow Your Pride, Theresa sits down with Dr. Rabab Rangwala, PhD, CCC-SLP, to explore the science behind respiratory–swallow coordination in Parkinson's disease and what it means for clinical practice. They dive into how breathing patterns can influence swallowing safety, why patients with Parkinson's may not fully perceive their swallowing impairments, and what recent research reveals about the relationship between patient-reported symptoms and instrumental findings. Dr. Rangwala also shares how her clinical experience shaped her research questions and why instrumental assessment plays a critical role, while still recognizing real-world access barriers. This conversation bridges neuroscience and bedside care, offering practical insights to help medical SLPs strengthen their clinical clarity and better serve individuals with neurologic disease. Get the references and special links to articles mentioned here: https://syppodcast.com/389 Dr. Rabab Rangwala is a speech-language pathologist and postdoctoral scholar at University of California, San Francisco. Her research focuses on the neural and behavioral control of swallowing and speech across healthy and clinical populations. Her work in dysphagia examines respiratory–swallow coordination, and objective assessment of swallowing impairments using wearable sensors, particularly in individuals with Parkinson's disease and other neurologic conditions. In parallel, she conducts speech neuroscience research using neuroimaging, psychophysics, and computational modeling to understand how the brain supports complex motor behaviors such as speech production. By integrating clinical insight with neuroscience and quantitative methods, Dr. Rangwala's work seeks to improve our understanding of speech and swallowing disorders, with the goal of informing healthcare delivery, guiding treatment decisions, and ultimately improving patient quality of life. The post 389 – Respiratory–Swallow Coordination in Parkinson's: What the Research Actually Shows appeared first on Swallow Your Pride Podcast.

Child-led support is often misunderstood. Some imagine it as a chaotic free-for-all where the child runs the show. Some worry it means abandoning all structure. In reality, a child-led approach is about moving from being a director to being a partner. In this episode, Emily Kircher-Morris sits down with speech-language pathologist Nicole Casey to dismantle the compliance-based models of therapy that have dominated the field for decades. Nicole explains how shifting the focus from "fixing" speech to fostering authentic connection creates deeper buy-in and faster generalization of skills. They discuss Gestalt Language Processing (GLP), why we need to stop writing "80% accuracy" goals, and how using rubrics can revolutionize the way parents and educators track meaningful progress. TAKEAWAYS Child-led is an approach that centers the child's interests and experiences, removing arbitrary adult-directed rules (like "sit still") to prioritize safety, connection, and agency. Speech is just one form of communication, but gestures, hand-leading, and AAC play major roles in communication. Some children learn language in chunks or scripts tied to emotional context. Goals based on 80% accuracy are arbitrary and often measure compliance rather than authentic communication. Using rubrics allows teams to track the quality and autonomy of a skill (e.g., self-advocacy) across different contexts, offering a visual and qualitative way to see growth. Before enforcing a direction, ask, "Does this rule actually serve the child, or is it just for my convenience?" The Educator Hub opens the week of February 16! Go here for more info, and if you'd like, you can be alerted the minute it opens. Nicole Casey, MS, CCC-SLP, is a speech-language pathologist, educator, and the founder of The Child-Led SLP and Child-Led Therapy Center. She is widely recognized for her work in shifting speech therapy away from compliance-based approaches and toward connection-first, neuroaffirming support for autistic children. Nicole's approach empowers adults to follow the child's lead, honor all forms of communication, and focus on building authentic relationships as the foundation for meaningful progress. Through her online courses, membership community, and Let Them Lead podcast, she is helping parents and professionals reimagine what effective, compassionate therapy can truly look like. BACKGROUND READING Nicole's Facebook, Instagram, Let Them Lead podcast (via Apple Podcasts) The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Guest: Tracy Camille Johnson, MS, CCC-SLP, CLC, MSPA-CPSPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PD: www.speechtherapypd.com/courses/allyship-advocacy-pfdRelated Course: Lactation and the Interprofessional Practice Seminar: www.speechtherapypd.com/courses/lactation-and-ipFirst Bite is back for an all new season, and host Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, kicks things off with a powerful conversation on allyship and advocacy. She's joined by Tracy Camille Johnson, MS, CCC-SLP, CLC, MSPA-CPSP, Founder and CEO of Buttercup Therapy Services. Together, they explore barriers that BIPOC clinicians may encounter on their journey to becoming an SLP, how Adverse Childhood Experiences (ACEs) shape service delivery, and ways to identify functional, community-based resources that truly uplift caregivers supporting children with pediatric feeding disorders. If you're ready to reflect, grow, and strengthen your advocacy lens, this episode will meet you there. Come hungry for growth and leave feeling full.About the Guest: Tracy Camille Johnson is a Speech Language Pathologist, Pediatric Feeding Specialist, Certified Lactation Counselor, and Advocate. Originally from Chicago, she now calls Austin, Texas home. She is the founder and CEO of Buttercup Therapy Services which services the greater Austin region across the lifespan for feeding, swallowing, and communication skills since 2022.Show Notes:Lactation Seminar: www.speechtherapypd.com/courses/lactation-and-ipContact Tracy: @chattytraceface.slp on InstagramButter Cup Therapy: www.buttercuptherapy.orgBlack Mamas ATX (Love Money Cause): blackmamasatx.comNational Black Association for Speech-Language and Hearing (NBASLH): www.nbaslh.orgFind Help: www.findhelp.org