Podcasts about communication sciences

Have you ever heard of the term “shared-creation” or wondered how it applies to effective collaboration for school-based SLPs?Guest: Mary Mitchell, PhD, 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, is joined by Mary Mitchell, PhD, CCC-SLP to explore the many ways collaboration can look in practice and define what true shared-creation collaboration involves for the school-based SLP. Michelle and Mary discuss how the SLP's role shifts across settings, why meaningful collaboration goes far beyond quick conversations or shared paperwork, and how intentional teamwork can help create stronger support systems for students. They share ideas for building authentic partnerships with classroom teachers, navigating common collaboration challenges, and using evidence-based resources to strengthen collaborative practice in schools.About the Guest: Mary Mitchell, PhD, CCC-SLP, is a Clinical Associate Professor in the School of Communication Sciences and Disorders at Pacific University. Her clinical background is rooted in school-based services. Dr. Mitchell's clinical and research interests include language and literacy assessment and intervention, dynamic assessment, professional learning, supervision, and interprofessional collaboration.Show Notes:Contact Mary: mary.mitchell@pacificu.eduCollaboration in Schools: Let's Define It (Mitchell et al., 2020)Vocabulary Outcomes With Third Graders in a Teacher and Speech-Language Pathologist Collaboration (Mitchell et al., 2022)Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention (Hadley et al., 2000)Crucial Conversations Tools for Talking When Stakes Are High by Kerry PattersonShared Minds: The New Technologies of Collaboration by Michael SchrageBooks Are for Talking, Too! By Jane L. GebersSupport the Community Transitional SchoolSupport Holla School

Avec : Élise Goldfarb, entrepreneure. Yael Mellul, ancienne avocate. Et Benjamin Amar, professeur d'histoire-géographie. - Accompagnée de Charles Magnien et sa bande, Estelle Denis s'invite à la table des français pour traiter des sujets qui font leur quotidien. Société, conso, actualité, débats, coup de gueule, coups de cœurs… En simultané sur RMC Story.

For Dom Z., Bridgewater State University in Massachusetts was an endless buffet of opportunities. In this episode of Autism Goes to College, Dom shares with Katharine how he made it across the finish line while immersing himself in campus life, student government, clubs, and the music scene. Plus, he updates us on his personal quest to make life better for every student on campus who might have invisible challenges.Dom loved the academic coaching available at BSU, got a few college accommodations that helped him with note taking and test taking, and his academic path zig-zagged a bit. He credits a professor with guiding him to stick with his major of Communication Sciences & Disorders, while also looking for creative ways to build a career outside of the traditional speech-language professions.Advocacy for autistic and neurodiverse college students, how to do college without burning out, disability accommodations, academic coaching, campus belonging, and ways to make grad school work when you also need to work are all part of this conversation.Support the show

As chronic cough, hoarseness, and “silent reflux” continue to affect millions, the need for clear, science-based understanding of what's really happening in the body has never been greater. Nikki Johnston, PhD, professor of Otolaryngology and Communication Sciences at MCW, will chat with us about how the digestive enzyme pepsin may drive upper-airway inflammation, complicate reflux diagnosis, and open new doors for targeted therapies and cancer-related research.

Stuttering occurs in every culture with a spoken language. So why do many communities treat it as a source of shame? Two speech-language pathologists and a comedian help Anita question cultural assumptions about stuttering and explore the growing movement to embrace speech diversity.Meet the guests:- Dr. Derek Daniels, licensed and certified speech-language pathologist and associate professor in the department of Communication Sciences and Disorders at Wayne State University, shares his own experience of stuttering and what we know about what causes stuttering- Jia Bin, doctoral student at Michigan State University, talks about growing up in rural China with a stutter and what she's hoping to bring back to the stuttering community there- Nina G, comedian and author of "Stutterer, Interrupted: The Comedian Who Almost Didn't Happen," explains why she decided to embrace her dream of doing stand-up and shares how her stuttering has impacted romantic and platonic relationshipsDig Deeper:Follow Nina G's comedy on InstagramJia on stuttering as a superpowerStuttering content on YouTube by Courtland Crain and Matice AhnjamineNational Stuttering Association websiteRead the transcript | Review the podcast on your preferred platformFollow Embodied on Instagram Leave a message for EmbodiedPlease note: This episode originally published March 31, 2023.Updates: You can learn more about Jia's work at the Spartan Stuttering Lab here. You can learn more about National Stuttering Awareness Week here. Nina G is in the midst of the making the comedy docu-special: Comedians with Disabilities Act: Going Beyond The Punchlines. 

Avec : Jean-Philippe Doux, journaliste et libraire. Juliette Briens, journaliste à L'Incorrect. Et Pierre Rondeau, économiste. - Accompagnée de Charles Magnien et sa bande, Estelle Denis s'invite à la table des français pour traiter des sujets qui font leur quotidien. Société, conso, actualité, débats, coup de gueule, coups de cœurs… En simultané sur RMC Story.

Avec : Daniel Riolo, journaliste RMC. Jean-Philippe Doux, journaliste et libraire. Et Juliette Briens, journaliste à L'Incorrect. - Accompagnée de Charles Magnien et sa bande, Estelle Denis s'invite à la table des français pour traiter des sujets qui font leur quotidien. Société, conso, actualité, débats, coup de gueule, coups de cœurs… En simultané sur RMC Story.

In this episode, Emily interviews Dr. Dillon Pruett, an assistant professor in the School of Communication Science and Disorders at Florida State University. This is the second part of a two-part interview in which we discuss Dillon's turbulent faculty job search and transition to a faculty position. A higher income doesn't completely ameliorate all financial challenges, but the future is looking bright. Dillon's candor during this conversation is laudable, and his experiences are likely to be both relatable and a cautionary tale for prospective and new faculty members.

Send us Fan MailWhat do great leaders and great educators have in common? They are exceptional communicators. Thomas Murray, Director of Innovation for Future Ready Schools, joins Daniel Rock and Erin Anderson Williams to dive into the curse of knowledge, the speed of modern communication, and why the most important part of any message is how it's understood—not just how it's phrased.Key TakeawaysThe Stoplight Email: Why rapid-fire responses can shatter trust and how a simple apology can rebuild it.The Curse of Knowledge: The scientific reason why we often fail to communicate information we believe is common sense.Listening to Understand: Shifting from problem-solving mode to listening mode to build deeper connections with staff and families.The Knock-on-the-Door Test: A practical strategy for seeking feedback on sensitive communications before hitting send.Storyteller in Chief: How leveraging student voices can triple engagement and help schools own their own narrative.Resource MentionedThomasCMurray.com: For resources and tools to replicate these communication workshops with your own staff. The Southern Regional Education Board is a nonprofit, nonpartisan organization that works with states and schools to improve education at every level, from early childhood through doctoral education and the workforce. Follow Us on Social:FacebookInstagramX

In this episode, Emily interviews Dr. Dillon Pruett, an assistant professor in the School of Communication Science and Disorders at Florida State University. This is the first part of a two-part interview in which we discuss Dillon's financial journey through his PhD and postdoc at Vanderbilt University. Dillon tried to keep his eyes on his own financial paper, but the pay disparity between himself and other graduate students and postdocs was repeatedly brought to his attention. Still, he managed to make it through without accumulating debt and even building modest assets, despite financial setbacks. Dillon's candor during this conversation is laudable, and his experiences are likely to be both relatable and a cautionary tale for prospective and early graduate students.

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  

Avec : Jérôme Lavrilleux, propriétaire de gîtes en Dordogne. Baptiste des Monstiers, grand reporter. Et Juliette Briens, journaliste à l'Incorrect. - Accompagnée de Charles Magnien et sa bande, Estelle Denis s'invite à la table des français pour traiter des sujets qui font leur quotidien. Société, conso, actualité, débats, coup de gueule, coups de cœurs… En simultané sur RMC Story.

Avec : Frédéric Hermel, journaliste RMC. Jean-Philippe Doux, journaliste et libraire. Et Yael Mellul, ancienne avocate. - Accompagnée de Charles Magnien et sa bande, Estelle Denis s'invite à la table des français pour traiter des sujets qui font leur quotidien. Société, conso, actualité, débats, coup de gueule, coups de cœurs… En simultané sur RMC Story.

What if speech challenges, jaw pain, mouth breathing, or even poor sleep weren't just isolated issues — but nervous system signals? In this week's episode, I sit down with Denise Lowe, Speech Language Pathologist, to explore the powerful connection between oral function, nervous system regulation, and whole-body health. We unpack: • What myofunctional therapy actually is • Why tongue posture, swallowing patterns, and breathing matter more than you think • The hidden signs parents often miss in their children • How jaw tension, clenching, and grinding connect to stress physiology • What Neuro Emotional Technique (NET) is — and how it helps regulate subconscious stress patterns • Why addressing both structure and nervous system function changes outcomes This conversation goes far beyond articulation. We talk about sleep quality, TMD, chronic tension, airway development, communication struggles, and the emotional patterns that can quietly drive physical symptoms. If you or your child experience mouth breathing, speech delays, clenching, jaw pain, chronic tension, or sleep disruption — this episode will open your eyes to a deeper root-cause lens. Because healing isn't just mechanical. It's neurological. It's emotional. And it's functional. Podcast Offer Denise is offering a $99 initial Neuro Emotional Technique session when you mention this podcast. Offer valid through March 28th, 2026. If you have been curious about nervous system work but didn't know where to begin — this is a beautiful entry point. March 23: 10-Day Blood Sugar Reset And if this episode sparked curiosity about the nervous system's role in metabolism, inflammation, or stress — my 10-Day Blood Sugar Reset kicks off March 23rd. Blood sugar dysregulation affects: • Mood • Hormones • Sleep • Energy • Inflammation • Cravings • Nervous system stability This guided reset walks you through simple, strategic changes to stabilize glucose, calm stress physiology, and reclaim metabolic resilience. If you'd like details, fill out the interest form linked below. https://forms.gle/CRZe4Vh1QNKqithQ6 About Denise Lowe, M.A., CCC-SLP Denise Lowe is a Minnesota licensed and ASHA certified Speech Language Pathologist with nearly 25 years of experience working with children and adults across public and private settings. She is the owner of True North Speech & Wellness, located at the Hanover Wellness Center in Hanover, Minnesota. Denise holds a bachelor's degree in Communication Sciences and Disorders from St. Cloud State University and a master's degree in Speech Language Pathology from the University of Minnesota Duluth. She is known for her client-centered, evidence-based approach and her ability to create focused, effective therapy plans while deeply connecting with clients and families. In addition to traditional speech-language pathology, Denise is trained in orofacial myofunctional therapy and certified in Neuro Emotional Technique (NET). By integrating structural oral therapy with nervous system regulation, she addresses both the physical and neurological contributors to speech, sleep, TMD, and overall wellness. She has a special interest in working with individuals experiencing temporomandibular disorders (TMD), supporting improved jaw comfort, reduced clenching and grinding, and long-term functional health. Connect with Denise Location: Hanover Wellness Center, Hanover, MN Virtual services available in Minnesota Facebook: True North Speech & Wellness Instagram: @truenorthspeech Website: www.truenorthspeechandwellness.com

The sense of hearing is a finely tuned collaboration between physics and biology, transforming invisible sound waves into meaning, memory, and emotion. From the delicate mechanics of the middle ear to the neural pathways that help us localize danger, recognize voices, and enjoy music, hearing quietly shapes how we connect with the world. Yet it's also one of our most vulnerable senses—affected by aging, noise exposure, infection, and even cardiovascular health. How benign are ear pain and ringing? Is there a limit to how loud we should listen to music? And what can we do to protect this sense before silence becomes noticeable?In this episode, we are joined by Dr. Stacey Lim, AuD, PhD, CCC-A, an American Speech-Language-Hearing Association (ASHA)-certified audiologist and Professor of Audiology.Dr. Lim received her BA in Communication Sciences and Disorders and German Language and Literature from Wooster College, her AuD (Doctor of Audiology) from the Northeast Ohio Au.D. Consortium at the University of Akron, and her PhD in Audiology from Kent State University. Currently, Dr. Lim is a Professor of Audiology at Central Michigan University, holds a Certificate of Clinical Competence in Audiology (CCC-A) from ASHA, and is a researcher focused on cochlear implants and aural rehabilitation, informed by her personal experience of bilateral, profound sensorineural hearing loss since birth. Previously, Dr. Lim was a Fulbright Scholar at the Ludwig Maximilian University of Munich, studying hearing loss in Germany, a co-Principal Investigator in March of Dimes research on cognitive and linguistic skills related to hearing loss, and the Chapter President at the Alexander Graham Bell Association for the Deaf and Hard of Hearing.Dr. Lim is also a co-curator of (dis)ABLED BEAUTY, a museum exhibition featuring creatively designed adaptive devices, assistive devices, and apparel for people with disabilities.Follow Friends of Franz Podcast: Website, Instagram, FacebookFollow Christian Franz (Host): Instagram, YouTube

In this episode of Workplace Matters, we examine hearing loss and the workplace. What are the causes, risks, and long-term impacts of noise-induced and chemically-induced hearing loss on worker health, safety, and well-being? We spoke with Kellsie Busho, an audiologist and a Director of Clinical Programs in the Department of Communication Sciences and Disorders at the University of Iowa, about why hearing loss is 100% preventable and how employers can reduce hazardous exposures and protect workers. Host: Michael Guhin Guest: Kellsie Busho

Guests: Vicki R. Deal-Williams, ASHA's Chief Executive Officer, and Perry Flynn, 2026 ASHA President ElectEarn 0.10 ASHA CEUs for this episode with Speech Therapy PD: https://www.speechtherapypd.com/courses/the-future-of-slhThis episode is a collaboration with the Keys for SLPs podcast, hosted by Mary Beth Hines, MS, CCC-SLP. Michelle Dawson, MS, CCC-SLP, CLC, BCS-S joins as a co-host to welcome ASHA leadership Vicki R. Deal-Williams, MA, CCC-SLP, FASAE, CAE, ASHA's Chief Executive Officer, and Perry Flynn, MEd, CCC-SLP, BCS-CL, CTRI, ASHA-F, 2026 ASHA President Elect for an inside look at the evolving speech-language-hearing professions.Together, they will explore emerging technologies, workforce trends, and ongoing efforts to recruit and retain professionals, particularly those from BIPOC communities. The conversation will also highlight the SLP Interstate Compact and offer practical guidance for students and early-career professionals navigating the changing landscape of the field.About the Guests:Vicki Deal-Williams serves as the Chief Executive Officer for the American Speech-Language-Hearing Association (ASHA), where she has been a valued team member for more than three decades. A Certified Association Executive and distinguished Fellow of the American Society of Association Executives (ASAE), Vicki is also an ASHA certified speech-language pathologist and ASHA Fellow. Her expertise lies in cultivating leadership, aligning strategic goals with organizational priorities, and navigating teams through transformation with clarity and purpose. She is known for her ability to authentically build strong, collaborative relationships and to foster a welcoming culture where everyone feels they have a voice. Through clear vision, steady guidance, and deep commitment, she works alongside volunteer leaders and members, students, vendors, partners, and staff to advance ASHA's mission, achieve optimal results, and ensure lasting impact.Perry Flynn, MEd, CCC-SLP, BCS-CL, CTRI, is the Consultant to the North Carolina Department of Public Instruction in the area of Speech-Language Pathology and a Professor in the Department of Communication Sciences and Disorders at the University of North Carolina at Greensboro. He is a Fellow of the American Speech-Language-Hearing Association, a two-time member of ASHA's Board of Directors, and a Board Certified Specialist in Child Language. He is a Professional Association of Therapeutic Horsemanship (PATH) Certified Therapeutic Horseback Riding Instructor. He has presented several times at ASHA Conventions on the topic of recruiting and retaining men and minorities in speech-language pathology and has written several articles on the topic.

Traumatic brain injuries (TBI) like concussions are not uncommon, especially in children and older adults. These injuries can have both short-term and lasting effects on the brain, but what about their impact on cognitive function? Dr. Deling He of UW–Madison's Cognitive-Communication in Aging and Neurogenic Disorders Laboratory (CCANDL) lab joins the podcast to discuss her research on the connections between TBI, speech pathology and cognition and what her study findings mean for people with a history of TBI. Guest: Deling He, PhD, postdoctoral research associate, Cognitive-Communication in Aging and Neurogenic Disorders Laboratory, Department of Communication Sciences and Disorders, UW–Madison Show Notes Read the study from the University of California, San Francisco (UCSF), “Traumatic Brain Injury Strikes 1 in 8 Older Americans,” mentioned by Dr. Chin at 0:30 on the UCSF website. Learn more about Dr. He's study in the article, “TBI linked to long-term cognitive decline in preclinical Alzheimer's disease,” published on Healio's website. Learn more about the Cognitive-Communication in Aging and Neurogenic Disorders Laboratory (CCANDL) on their lab website. Learn more about Dr. He on the CCANDL website. Connect with us Find transcripts and more at our website. Email Dementia Matters: dementiamatters@medicine.wisc.edu Follow us on Facebook and Twitter. Subscribe to the Wisconsin Alzheimer's Disease Research Center's e-newsletter. Enjoy Dementia Matters? Consider making a gift to the Dementia Matters fund through the UW Initiative to End Alzheimer's. All donations go toward outreach and production.

Remote counseling can have benefits for some. Ann Perreau, professor and co-chair of communication sciences and disorders at Augustana College, examines one. Dr. Ann E. Perreau is a professor of Communication Sciences and Disorders at Augustana College (Ill.) and an audiologist in the College's Roseman Center for Speech, Language, and Hearing. In 2023, she was […]

Why good communication is the key to good communities.Community and communication go hand-in-hand. For Sandy Pentland, the culture and cohesion of any group “has to do with the stories [people] tell each other.”Pentland is a professor at MIT, where he helped create and direct the MIT Media Lab. As a pioneer in computational social science, he's using data to map social networks and decode communication. In his latest book, Shared Wisdom: Cultural Evolution in the Age of AI, he explores the interplay between human culture, technological development, and societal change — arguing that communication is the tool that enables groups to achieve these advancements and to cohere throughout them. “Stories are the stuff of culture,” he says. “Sharing stories educates the community… defining the worldview and culture of that group.”In this episode of Think Fast, Talk Smart, Pentland and host Matt Abrahams explore what our communication patterns reveal about group dynamics and organizational health. From the “honest signals” in our interactions to strategies for strengthening remote work connections, Pentland shares how better communication can fuel more connected communities.Episode Reference Links:Sandy PentlandSandy's Book: Shared WisdomEp.137 When Words Aren't Enough: How to Excel at Nonverbal Communication Ep.65 Ties That Bind: Why Remote and Hybrid Teams Need the Right Connection Connect:Premium Signup >>>> Think Fast Talk Smart PremiumEmail Questions & Feedback >>> hello@fastersmarter.ioEpisode Transcripts >>> Think Fast Talk Smart WebsiteNewsletter Signup + English Language Learning >>> FasterSmarter.ioThink Fast Talk Smart >>> LinkedIn, Instagram, YouTubeMatt Abrahams >>> LinkedInChapters:(00:00) - Introduction (02:19) - Honest Signals & Human Behavior (04:12) - The Sociometric Badge Research (05:42) - Human Connection in Remote Work (06:59) - Organizations as Networks (09:31) - How Ideas Spread in Groups (12:42) - Bringing the Right People Together (14:10) - Stories as Cultural DNA (16:53) - The Final Three Questions (21:51) - Conclusion ********Thank you to our sponsors.  These partnerships support the ongoing production of the podcast, allowing us to bring it to you at no cost. Go to Quince.com/ThinkFast for free shipping on your order and 365-day returns. 

Guests: Chelsie Esek-Onyeahialam, MS, CCC-SLP, and Jordyn R. Montique, MS, CCC-SLPEarn 0.1 ASHA CEU for this episode with Speech Therapy PD: https://www.speechtherapypd.com/cours...If you're an advocate for creating inclusive spaces, an ally for growing diversity within our profession, and want to engage in professional networking through evidence-based empowerment, then y'all, this is the hour for you!Chelsie and Jordyn educate colleagues on “White Supremacy Culture” and how it manifests in the field of speech therapy, discuss common barriers BIPOC individuals encounter when entering the profession, and inspire us all with strategies our field can take to overcome them.Show Notes:#BlackSLPMagic: https://www.blackslpmagic.org#BlackSLPMagic Linktree: https://linktr.ee/blackslpmagicJRC the SLP: https://beacons.ai/jrc_theslpEsek Health: https://linktr.ee/EsekHealthCulturally Responsive Clinician Handbook: https://www.raynetherapy.com/thecultu...About the Guests: Chelsie Esek-Onyeahialam, MS, CCC-SLP is a highly respected, board-certified Speech-Language Pathologist whose career reflects both academic excellence and an unwavering dedication to healthcare equity. A proud Magna Cum Laude graduate of Howard University with a Master of Science in Communication Sciences and Disorders, Chelsie has devoted her expertise primarily to acute care, where she champions improved access, outcomes, and advocacy for underserved communities.Jordyn R. Montique, M.S., CCC-SLP is a speech-language pathologist and the owner of RAYNE Therapy, a private practice providing therapy for clients, school contracting, and professional development hours (PDHs). She is the author of The Culturally Responsive Clinician Handbook and the creator of JRCtheSLP, LLC, where she speaks, consults, and develops diverse therapy materials.

Can improving hearing help preserve memory and thinking as we age? Hearing loss isn't just an inconvenience of aging — it's now considered one of the top modifiable risk factors for dementia.Kimberly Mueller, Ph.D., is an associate professor in the Department of Communication Sciences and Disorders at the University of Wisconsin–Madison and a researcher with the Wisconsin Alzheimer's Disease Research Center. Her work focuses on how speech and language change in preclinical Alzheimer's, mild cognitive impairment and dementia. She also leads a clinical trial testing whether over-the-counter hearing aids can benefit people who have mild cognitive impairment and are found to have age-related hearing loss.In this conversation with Being Patient's Mark Niu, Mueller explains why hearing loss is both common and treatable — affecting about one in three adults over 65 — and why it is now considered one of the top modifiable risk factors for dementia. She breaks down how untreated hearing loss can strain the brain, contribute to social isolation and potentially accelerate cognitive decline, and she discusses how new hearing technologies and over-the-counter devices might expand access to care. Mueller also shares early insights from her hearing aid trial, communication strategies for families, and emerging research using everyday speech patterns as a sensitive tool to detect brain changes earlier than standard memory testing.—-If you loved listening to this Live Talk, visit our website to find more of our Alzheimer's coverage and subscribe to our newsletter: https://www.beingpatient.com/Follow Being Patient: Twitter: https://twitter.com/Being_Patient_Instagram: https://www.instagram.com/beingpatientvoices/Facebook: https://www.facebook.com/beingpatientalzheimersLinkedIn: https://www.linkedin.com/company/being-patientBeing Patient is an editorially independent journalism outlet for news and reporting about brain health, cognitive science, and neurodegenerative diseases. In our Live Talk series on Facebook, former Wall Street Journal Editor and founder of Being Patient, Deborah Kan, interviews brain health experts and people living with dementia. Check out our latest Live Talks: https://www.beingpatient.com/category/video/

Partners in PROMISE is a nonprofit organization whose mission is to Protect the Rights of Military children in Special Education and disability communities to ensure they receive equal access to an education.  Listen as Dr. Jenna Kremkow and Carla Wyrsch discuss how the PROMISE advocates for military children with special and exceptional needs.   This podcast is made possible by generous funding from the Luke Spouses' Club. To learn more, visit https://www.lukespousesclub.org/.   Audio mixing by Concentus Media, Inc., Temple, Texas.   Show Notes:   Resources:   Partners in PROMISE https://thepromiseact.org/   Partners in PROMISE Special Education & EFMP Binder  https://thepromiseact.org/binder/   Educator Report https://thepromiseact.org/educators-report-partners-in-promise-2022-research-findings/   Bio: Jenna Kremkow is an associate professor in the Department of Communication Sciences and Disorders at Elmhurst University. She completed her MS and PhD at The Pennsylvania State University with an emphasis in autism, augmentative and alternative communication, child language disorders, and stakeholder training and perspectives. Clinically, Jenna has worked as a speech-language pathologist in elementary schools, outpatient clinics, and early intervention settings. Jenna teaches courses in augmentative and alternative communication, autism, language disorders in children, and research methods. One of her research areas focuses on the experiences of military families with children with autism and the use of technology to improve communication outcomes and quality of life for children with autism and their families. Her goal is to use research to support data-driven recommendations and policy changes to improve special education services for military families.     Carla Wyrsch is the spouse of a retired United States Marine and mother of two. She has devoted her career to educating and advocating for children with disABILITIES. Her experience spans a variety of settings, including residential treatment facilities, military bases, public schools, and the Lerner School for Autism at the Cleveland Clinic. Currently, she is a School Operations Director with MIYO Health. In addition to her work with MIYO Health, Carla enjoys volunteering with Best Buddies of Greater Memphis, the Organization for Autism Research, and Partners in PROMISE as a content creator and advisory board member.

When schools respond to “behavior problems” in students, the focus is often on the symptom, not the cause. Failing to look beyond the surface behavior does a disservice to students, which is why in this episode I share commentary and a clip from my conversation with Dr. Shameka Stewart on the school-to-confinement pipeline. Dr. Shameka Stewart is an Associate Professor of Communication Sciences and Disorders and the Juvenile Forensic Speech-Language Pathologist(r). Dr. Stewart is also a special education advocate trained by the Wright's Law training center. Dr. Stewart's clinical and scholarly work specializes in Juvenile Forensics, Law Enforcement Interaction with youth with CD, child language disorders, and augmentative and alternative communication (AAC). Her primary research focuses on the Confluence and Impact of cognitive and communication disorders on the school-to-confinement pipeline, status offenses, involvement with the criminal justice system, law enforcement interaction, and criminal recidivism in youth placed at-risk for delinquency and crime (especially Black and Brown youth from under-resourced areas). Dr. Stewart is also a clinically certified and licensed speech-language pathologist and is licensed to practice in Maryland, Washington, D.C., and multiple other states. Through her work, Dr. Stewart has created cutting edge social justice and juvenile justice specialty courses for graduate CSD students, nationally known training programs for law enforcement and legal counsel, and national and international CE workshops and training for licensed SLP clinicians, students, and families of children with special needs.Discussion points from this episode include: ✅The relationship between reading challenges and the school-to-confinement pipeline.✅Why “behavior problems” could be related to language processing, reading, or writing challenges.✅“They should know better”: Why we can't assume kids comprehend language in the school discipline handbook. If you're working with students in K-12 of any age, this episode is a must-listen. You can listen to the original interview with Dr. Stewart on the De Facto Leaders podcast here: EP 180: The relationship of literacy and language skills and involvement with the justice system (with Dr. Shameka Stewart) Link here: https://drkarendudekbrannan.com/ep-180-the-relationship-of-literacy-and-language-skills-and-involvement-with-the-justice-system-with-dr-shameka-stewart/You can connect with Dr. Stewart on her website here: www.juvforensicslp.comConnect with her on Instagram @drjuvenile_forensicslp (link here: http://drjuvenile_forensicslp/)Join her Facebook group SLPs 4 Juvenile Justice here: https://www.facebook.com/groups/1226771284165745/membersIn this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

On April 3, 2025, Julie Washington was appointed interim dean of the School of Education at the University of California, Irvine. No stranger to leadership roles, the professor of education was already associate dean for faculty development and diversity at the school, where she's been a member of the faculty since 2021. Before that, Washington served as professor and chair of the Department of Communication Sciences and Disorders at Georgia State University and professor and chair of the Department of Communicative Disorders at the University of Wisconsin-Madison. Washington describes herself as a “language nerd” who, during her high school years, frequently won oratory contests and reveled in the art of diagramming sentences. After working with a speech-language pathologist for voice therapy during that same period of her life, Washington knew she had found the career she wanted to pursue. Most recently, her research has centered around how language impacts reading and writing and how it develops in children who learn variations of American English in their communities. Washington shares her expertise worldwide – this summer, she served as the keynote speaker at the Africa Dyslexia Conference, held in Accra, Ghana, an event co-sponsored by UC Irvine's School of Education. In this episode of The UC Irvine Podcast, we'll learn more about her origin story and the work she's leading with UC Irvine's Language Variation and Academic Success lab and Learning Disabilities Research Innovation Hub, which is funded by the National Institute of Health's National Institute of Child Health and Human Development. Washington will also share where she's seeing the positive impacts of AI in education, why research drives practice in the field, and how she plans to lead her school and maintain its nationally recognized reputation during this time of funding uncertainty. “Words” the music for this episode, was provided by Audionautix via the audio library in YouTube Studio. Audionautix is licensed under a Creative Commons Attribution 4.0 license.

What if choosing between language and executive functioning for your students wasn't an "either/or" decision? And how can we effectively balance academic content with broader cognitive skills? It's a complex challenge, and the answer isn't always obvious.In this episode, I share commentary and a clip of my conversation with Jill Fahy, where we discuss the impact of executive functioning skills on the college experience. Jill is a licensed speech-language pathologist and professor in the Department of Communication Sciences and Disorders at Eastern Illinois University. She is also the co-director of the Autism Center and Director of the Students with Autism Transitional Education Program, where she develops and delivers transitional programming in social skills and executive functions for college students. In this episode, you'll discover:✅ Should we work on language or executive functioning first? The answer isn't straightforward.✅ Balancing academic content areas and broader cognitive skills: Why both parents and professionals need to learn about executive functioning as it relates to their context. ✅ Educating the public on cognition and evidence-based practices, and why it's so easy for vulnerable individuals to grasp on to pseudoscience. ✅ How to use “asset stacking” to address the need to work on multiple interconnected areas at once (e.g., content area skills, language, cognition).You can connect with Jill via email at jkfahy@eiu.edu. You can read her article, Assessment of Executive Functions in School-Aged Children: Challenges and Solutions for the SLP from ASHA Perspectives here: https://pubs.asha.org/doi/10.1044/sbi15.4.151You can learn more about the Students Transitional Education Program at Eastern Illinois University here: https://www.eiu.edu/step/ and the Autism Center here: https://www.eiu.edu/autismcenter/In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here: https://drkarendudekbrannan.com/efleadership We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

France's Prime Minister, François Bayrou, has called a parliamentary confidence vote after his proposals to abolish two public holidays triggered widespread opposition. The unrest has coincided with the emergence of a grassroots movement, ‘Bloquons Tout', which began on messaging apps and is now pushing its message through social media. BBC News Paris Correspondent Hugh Schofield assesses how French media outlets are reporting the crisis, while Paola Sedda, associate professor of Information and Communication Sciences at the University of Lille, examines the protesters' tactics and their uneasy relationship with journalists.American Vogue has appointed Chloe Malle as its new head of editorial content, with Anna Wintour remaining in a senior role at Condé Nast. Michael Grynbaum, media correspondent at The New York Times, explains what the change signals for the future of glossy magazines.And a new book revisits the career of George Ward Price, the Daily Mail correspondent who became known for his extraordinary access to Adolf Hitler in the 1930s. Historian Richard Evans, author of Interviewing Hitler, tells his story.Presenters: Katie Razzall and Ros Atkins Producer: Lisa Jenkinson Assistant Producer: Lucy Wai Production Coordinator: Rosie Strawbridge Technical Coordinator: Craig Johnson Sound: Mike Campbell

UT Health San Antonio Speech-Language Pathology program graduate students are helping local kids at risk for developing a language disorder through a program called LAUNCH. Angela Kennedy, SLP-D, CCC-SLP, is the director of clinical education and an assistant professor for the Speech-Language Pathology program in the Department of Communication Sciences and Disorders.

From the algorithms that curate your social media feed to the recommendation systems that influence what you buy, artificial intelligence is quietly reshaping every aspect of our daily lives. Yet most of us remain in the dark about how these powerful technologies are governed—and that's a problem we can't afford to ignore. Artificial Intelligence (or AI) policy isn't just about tech regulation; it's about who gets to shape the future of work, privacy, and power in our increasingly digital world. The rules being written today will determine whether AI serves all of society or just a privileged few. In this episode of Talking Indonesia, Dr Elisabeth Kramer dives into Indonesia's approach to AI governance, taking its cues from the private sector, with guest Diah Angendari. Diah Angendari is a PhD Candidate at Leiden University and her dissertation examines the interplay between imaginaries, power, and interests in policymaking. She's using the case study of AI in Indonesia to understand the factors that shape these policies. Prior to joining the PhD program, Diah was a lecturer in the Department of Communication Science at Gadjah Mada University.

In this episode of Longwood GradCast: Beyond the Degree, host Dr. Sarah Tanner-Anderson sits down with Daija Fowler, a speech-language pathologist whose journey from psychology major to Communication Sciences and Disorders leader highlights the power of purpose, mentorship, and professional reinvention.Daija traces her path back to her undergraduate days at UNC Greensboro, where a shift in academic focus—and a few pivotal conversations with her mom and a childhood friend—led her to discover a calling in Communication Sciences and Disorders. That moment of clarity set her on a path toward Longwood University, where she pursued her Master's degree in speech-language pathology.A first-generation college student, Daija speaks openly about the challenges she faced navigating graduate school applications, tuition costs, and the weight of doing it all without a roadmap. But it was at Longwood where she found her footing—and her voice. As a graduate assistant in the CSD department, Daija stepped into roles that demanded precision, organization, and adaptability. With the mentorship of faculty like Dr. King, she not only helped run the behind-the-scenes operations of the clinic but also developed a deeper appreciation for the profession she was preparing to enter.Now working full-time in the school system, Daija reflects on her transition from private practice to public education while maintaining her original clients in an after-school capacity. From the nerves of her first interviews to the satisfaction of helping students meet their communication goals, Daija shares how each stage of her journey has deepened her confidence and commitment. Her passion for augmentative and alternative communication (AAC) and fluency—specialties she didn't expect to fall in love with—demonstrates the value of staying open to new possibilities.Throughout the episode, Daija shines a light on the often-overlooked complexities of the SLP role. From diagnostics to collaboration with classroom teachers, she makes it clear that speech-language pathology is about far more than “teaching kids to talk.” It's about connection, growth, and giving students the tools to be heard.A standout moment in the conversation is Daija's tribute to the mentors who helped shape her: Dr. King, Dr. Wallace, and Dr. Walker. Their belief in her potential fueled her drive and underscored the lifelong impact of supportive academic relationships.As she looks ahead, Daija's considering ways to share her story more broadly—possibly through a YouTube channel—to support others navigating the early stages of their SLP careers. Describing her journey in three words—authentic, adaptable, creative—Daija's story is one of resilience, resourcefulness, and the courage to grow beyond expectations.Subscribe now to hear more powerful stories from Lancers making a difference beyond the degree—and follow us to stay connected: Facebook: @longwoodgraduatestudies Instagram: @longwoodgradstudies Twitter: @longwoodcgps YouTube: @longwoodgradstudies Website: www.Longwood.edu/Gradprograms

Expert Panel: Amy Hobek, PhD, CCC-SLP, Fé González Murray, EdD, CCC-SLP, Vishnu KK Nair, Archie Soelaeman, Betty Yu and Reem KhamisTake ACTION HERE: Changes to 2020 certification standards feedback. Survey. (n.d.). https://www.surveymonkey.com/r/2020_Cert_ChangesThis episode will be available for 0.1 ASHA CEU on July 2Correction Note from Dr. Betty: “During the recording I referred to the executive order targeting associations with assets of $500 million or more. I thought ASHA met that criteria but actually ASHA's net assets are around $174 million.”In this episode, Michelle and Erin host an all start line up of colleagues from across the globe to discuss ASHA's Proposed Changes to the “2020 Certification Standards” and the long-term ramifications that these changes could have for our profession. This conversation is timely in that there are only a matter of days, roughly 3 weeks or less, for audiologists and speech-language pathologists (including students) to write in and advocate to ASHA on whether the proposed changes to the 2020 Certification Standards should be accepted… changes that remove key words and language that were hard fought to obtain. Be informed that this conversation does address political rationale behind the changes and offer a plethora of resources for individuals to grow their knowledge regarding the long-term ramifications of these proposed changes… but it ends with resources on how to make your voice heard! So, come join the ladies of “First Bite” and ADVOCATE!About the Panel: Amy Hobek, PhD, CCC-SLP is an Associate Professor of Communication Sciences and Disorders at the University of Cincinnati. Her teaching and scholarship focus on equity and inclusion, with an emphasis on valuing and legitimizing cultural and linguistic variations in these areas within individuals, families, and communities. She is also a licensed speech language pathologist providing clinic supervision of graduate students in a culturally and linguistically diverse preschool setting on UC's campus. She is a co-chair of the Cultural Humility Task Force of the National Black Association of Speech Language and Hearing. She is a topic co-chair of Equity, Inclusion, and Cultural-Linguistic Diversity for the ASHA 2025 Convention. Professor Reem Khamis (also known as Reem Khamis-Dakwar) is Professor Emerita at Adelphi University and Chair of the Department of Communication Sciences and Disorders at Long Island University (LIU) Brooklyn. Her expertise centers on language development, processing, and clinical services within the sociolinguistic context of diglossia and diverse populations. Dr. Khamis is co-founder of the Journal of the Critical Study of Communication and Disability (JCSCD) and a co-founding member of the Speech, Language, and Hearing Scientists Equity Action Collective. She currently serves as Language Section Editor for the Journal of Speech, Language, and Hearing Research (JSLHR). She received the Excellence in Diversity Award in 2020 from the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD). Fé González Murray, EdD, CCC-SLP is an Associate Clinical Professor in the Department of Communication Sciences and Disorders at Northern Arizona University. Prior to joining the NAU faculty, she worked for 25 years as an English/Spanish bilingual speech-language pathologist in various settings, most notably in public schools serving Indigenous American, migrant, and immigrant populations. In addition to teaching and supervising clinical rotations, she facilitates workshops nationally and internationally on topics related to responsive practice with culturally and linguistically diverse individuals and their families, including multilingualism and collaboration with interpreters. Vishnu KK Nair is a lecturer in the School of...

Department of Communication Sciences and Disorders MS SLP Program - Dallas. We at Prestoncrest are honored to host such bright leaders of our community again for their ceremony! May God bless these graduates, previous students and all those that continue to serve and advocate for our most vulnerable in society.Subscribe to PRESTONCREST - with Gordon Dabbs on Soundwise

In the episode, I talk with Julius Fridriksson, Professor of Communication Sciences and Vice President for Research at the University of South Carolina, about what's going on with the NIH since the recent change of administration.

If you've wanted to start a private practice while navigating another job or learn more about serving bilingual clients, don't miss out on this episode! Joining me today is Esmeralda Sánchez, a bilingual and bicultural native Spanish-speaking Speech-Language Pathologist located in Chicago. She is the founder of Bilingual and Brilliant Speech Therapy LLC.Esmeralda joined the Start Your Private Practice program in 2023 and began building her own caseload, starting with four private-pay clients. As her business grew, she transitioned into the Grow Your Private Practice Program to scale her practice further.In this episode, Esmeralda shares why she decided to start her own private practice and talks about her experiences in becoming a mother and struggling to find bilingual services for her own son.Esmeralda Sanchez has twelve years of experience in early intervention, public schools, and private practice. She earned dual Bachelor's degrees in Speech-Language Pathology and Spanish from Saint Xavier University in Chicago followed by a Master's degree in Communication Sciences and Disorders from Indiana University's where she focused on bilingual therapy. Her practice, Bilingual and Brilliant Speech Therapy LLC, combines growth mindset principles, social-emotional wellness, and family-centered practices. Esmeralda specializes in treating receptive and expressive language disorders, late talking, stuttering, articulation disorders, speech clarity, and post-stroke rehabilitation.In Today's Episode, We Discuss:Esmeralda's personal experiences with speech therapy and how she got into the fieldGetting started with private clients while maintaining her job in the schools How private practice has increased her control of income, clients, and scheduleEsmeralda's natural and easy marketing strategies that anyone can doEsmeralda turned her own struggles and experiences into a driving force for her to serve her community through private practice. I hope she inspires you to take the next step toward the life you deserve as a hard-working clinician!If you want our help to start or grow your private practice (just like we helped Esmeralda!), please visit www.independentclinician.com/resources.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit www.independentclinician.com to learn more.Resources Mentioned: Learn more about starting or growing your private practice: www.independentclinician.com/resourcesEsmeralda's website: www.bilingualandbrilliantspeechtherapy.comFollow Esmeralda on Instagram: www.instagram.com/bilingualandbrilliantspeechCheck out Esmeralda's Youtube channel: www.youtube.com/@bilingualandbrilliantspeechWhere We Can Connect: Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram:

How can you take your career growth into your own hands? In this episode of Neurocareers: Doing the Impossible!, we're diving into a story of initiative, inspiration, and empowerment led by the students of the Neuroscience Alliance at the University of Central Florida (UCF). Faced with a desire to expand their educational and career opportunities, these incredible students didn't wait for the right resources to come their way—they created them! The Neuroscience Alliance was founded with a mission to promote awareness, research, and volunteer opportunities in neuroscience while building professional connections between students and faculty. In this episode, we're joined by the remarkable minds behind the Neuroscience Alliance at UCF. They'll share their journey, the challenges they faced, and the benefits they've experienced by creating such a vibrant and supportive organization. More importantly, they'll provide practical advice and inspiration for students worldwide who want to take charge of their own education and career development. Ready to discover how you can create opportunities, build networks, and make a real difference in your field? Tune in to hear the story of the Neuroscience Alliance and learn how you can bring similar initiatives to life at your university. Let's explore how students are redefining neuroscience education—one bold step at a time! About the Podcast Guests: The Neuroscience Alliance (NSA) at the University of Central Florida The NSA is a student organization committed to advancing awareness, research, and volunteer opportunities in neuroscience. It serves as a bridge between students and faculty, offering insights into current research and future career opportunities. The alliance takes a multidisciplinary approach to neuroscience, linking it with fields like medicine, psychology, biotechnology, psychiatry, and more. NSA organizes various activities, including the Central Florida Brain Bee—a competition that challenges high school students' knowledge of neuroscience, aiming to foster interest and encourage future careers in this dynamic field. Join the Neuroscience Alliance: Email: neuroscienceallianceucf@gmail.com  Participate in the Central Florida Brain Bee: Contact Sudeepta Matha: sudeepta.matha@ucf.edu  These platforms provide fantastic opportunities for both collegiate and high school students to delve deeper into neuroscience, offering both educational and practical experiences in the field. For more information about the Neuroscience Alliance, visit https://med.ucf.edu/mdna/neuroscience-alliance-at-ucf/    Sudeepta Matha Undergraduate Student & Neuroscience Advocate Sudeepta Matha is a 4th-year undergraduate student at the University of Central Florida, majoring in Psychology on the Neuroscience Track with a minor in Cognitive Sciences. Passionate about neuropsychology, Sudeepta focuses on researching the interplay between neurodevelopment, autism, and behaviors like suicidal ideation and non-suicidal self-injury. As Executive Manager of the Central Florida Brain Bee, Sudeepta has advanced through roles as a volunteer, PR Manager, and Event Manager, demonstrating dedication to neuroscience education and outreach. Sudeepta plans to pursue a Ph.D. in neuropsychology, aiming to uncover new insights into neurodevelopmental disorders and suicidality.    Andrei Nesterenko Emerging Neuroscientist & Biomedical Explorer Andrei Nesterenko is a third-year undergraduate at the University of Central Florida, majoring in Biomedical Neuroscience with minors in Political Science and Rhetoric and Writing. His research spans multiple areas of neuroscience, with two current projects focusing on noninvasive intracranial pressure monitoring and the intersection of neuroscience and the legal system. As a former Public Relations Manager and the current Research Manager for the 2024 Central Florida Brain Bee, Andrei has dedicated his efforts to increasing access to basic neuroscience education in the Greater Orlando area and beyond. Following graduation and future post-baccalaureate research opportunities, Andrei plans to pursue a joint MD-PhD degree in either biomedical or behavioral neuroscience.   Charisse Melendez Future Audiologist & Community Educator Charisse Meléndez is a third-year student at the University of Central Florida majoring in Communication Sciences and Disorders with a minor in Spanish. Her future career goals are to pursue a doctorate in audiology, specializing in pediatrics and musicians, and lead an organization with a humanitarian focus. Her research interests include minimizing cochlear implant candidacy discrepancies between English and Spanish-speaking individuals, evaluating the relationship between hearing and memory, and the interrelationships between hearing and other diagnoses (for differential diagnosis). She is currently the PR manager for the Central Florida Brain Bee, a neuroscience competition under the NSA. Some of her personal interests include playing musical instruments at her church (bass, guitar, and piano), candle making, and working out.   Mae Torra Biomedical Science Student & Environmental Advocate Mae Torra is a 2nd-year undergraduate student at the University of Central Florida, majoring in Biomedical Sciences on the Neuroscience Track with minors in Environmental Studies and Genomics & Bioinformatics. Over the summer of 2024, they conducted research in Brown University's Computational Neuroscience cohort through their Leadership Alliance SR-EIP. In the Neuroscience Alliance at UCF, they have served as a STEM Day Director, Event Director, and Secretary, with contributions ranging from designing educational activities for community outreach to hosting research workshops. They plan to pursue a Ph.D. in Behavioral Neuroscience, and are currently exploring interdisciplinary connections between neuroscience and ecology through a literature review on pollinator behavior.   Prof. Kiminobu Sugaya Distinguished Professor & Researcher in Neuroscience Prof. Kiminobu Sugaya is a leading neuroscience researcher at UCF. He is a mentor within the Neuroscience Alliance, guiding students and research in neurodegenerative diseases and stem cell therapy. For more about his work or to get in touch, visit his faculty page at UCF Department of Neuroscience: https://med.ucf.edu/biomed/person/dr-kiminobu-sugaya/   About the Podcast Host: The Neurocareers podcast is brought to you by The Institute of Neuroapproaches (https://www.neuroapproaches.org/) and its founder, Milena Korostenskaja, Ph.D. (Dr. K), a career coach for people in neuroscience and neurotechnologies. As a professional coach with a background in neurotech and Brain-Computer Interfaces, Dr. K understands the unique challenges and opportunities job applicants face in this field and can provide personalized coaching and support to help you succeed. Here's what you'll get with one-on-one coaching sessions from Dr. K: Identification and pursuit of career goals Guidance on job search strategies, resume, and cover letter development Neurotech / neuroscience job interview preparation and practice Networking strategies to connect with professionals in the field of neuroscience and neurotechnologies Ongoing support and guidance to help you stay on track and achieve your goals You can always schedule a free neurocareer consultation/coaching session with Dr. K at https://neuroapproaches.as.me/free-neurocareer-consultation Subscribe to our Nerocareers Newsletter to stay on top of all our cool neurocareers news at updates https://www.neuroapproaches.org/neurocareers-news

Want to share your feedback? Send us a message!Researchers from the Delaware Stuttering Project at the University of Delaware—Dr. Ho Ming Chow, Associate Professor and principal investigator, Sayan Nanda, Ph.D. student, and Dr. Nicole Guarino, research scientist—join host Sara MacIntyre, M.A., CCC-SLP, to discuss their recent article, "Atypical gut microbiota composition in a mouse model of developmental stuttering," published in Scientific Reports (Nature Portfolio). Building upon previous genetic and mouse model research by Dr. Dennis Drayna and colleagues at the NIH [previous podcast episode with Dr. Drayna linked below for background], their study explores the potential link between developmental stuttering and the gut-brain connection by examining gut microbiota differences in GNPTAB mouse models.In this episode, Dr. Chow, Sayan Nanda, and Dr. Guarino provide essential background context before walking through the study's development, methodology, and key findings. They discuss the potential role of the microbiome in other neurodevelopmental conditions, the challenges of translating mouse model research to human studies, and the exciting directions for future research this study has prompted.Article discussed:Nanda, S., Lamot, B., Guarino, N. et al. Atypical gut microbiota composition in a mouse model of developmental stuttering. Sci Rep 14, 23457 (2024). https://doi.org/10.1038/s41598-024-74766-xPrevious Stuttering Foundation Podcast episode referenced, 'Genetics and Stuttering with Dr. Dennis Drayna.'Delaware Stuttering Project WebpageDr. Ho Ming Chow, Associate Professor at the University of Delaware and a principal investigator for the Delaware Stuttering Project, received his Bachelor's and Master's Degrees in Engineering at the University of Hong Kong. After working as an engineer for a few years, he became interested in studying human cognition and went to Germany for his doctoral study. He obtained his Ph.D. in Cognitive Sciences with an emphasis on Cognitive Psychology at the University of Osnabrück. He completed his postdoctoral training at the National Institutes of Health. Before joining the University of Delaware in 2019, he was a research faculty at the University of Michigan and Nemours Children's Hospital, Delaware.Sayan Nanda received his Master of Science in Data Informatics from the University of Southern California and his Bachelor of Technology in Computer Science and Engineering from the Manipal Institute of Technology. Sayan is currently a Ph.D. student in the Communication Sciences and Disorders department at the University of Delaware. Sayan is primarily interested in stuttering research and the application of statistics and machine learning techniques in the same. His focus is on neuroimaging.Dr. Nicole Guarino is an adjunct faculty at the Department of Communication Sciences and Disorders, the University of Delaware. She received her PhD in Neuroscience from Thomas Jefferson University and her B.A. in Neuroscience from Franklin and Marshall College. She has been working in Dr. Chow's lab since 2022 and is interested in the neurobiological bases of stuttering.

Ever wondered what it takes to bring a TED talk to life? In this episode, Michael Herold has a conversation with Dr. Alina Nikolaou, a passionate TED event curator, who shares her insights about the exciting world of organizing TED and TEDx events. They discuss the process of selecting speakers, the power of storytelling, and how to balance entertainment with information. Dr. Nikolaou offers valuable tips on public speaking, preparation rituals, and the experience of participating in TEDx.You'll also pick up tips on how to pitch a TEDx talk and ways to stay engaged with the TED community.Listen and Learn:  The difference between TED and TEDx, and how these talks are bringing global ideas to local stages across the world  What it is really like to attend or organize a TEDx event—on stage, behind the scenes, and beyond How are TEDx speakers chosen, coached, and prepared to deliver talks that leave a lasting impact? How TEDx organizers curate the perfect lineup and ensure each talk flows  Even the weirdest ideas have a place at TEDx—how organizers craft the perfect lineup of talks What happens behind the curtain before a TEDx talk?  How can speakers avoid awkwardness when transitioning from rehearsal to the stage? What's the secret to delivering a talk naturally—without memorizing every word like a script? How to enliven a slide deck to captivate any audience Tips for landing a TEDx talk Resources:  TEDAI Vienna TED.com TEDx.com Alina on LinkedIn TEDAI on LinkedIn Alina's Website Jill's TEDx talk Michael's TEDx talk Ted Talks The Official TED Guide to Public Speaking  About Dr. Alina NikolaouDr. Alina Nikolaou is Director and Curator of TEDAI Vienna, the first TED event in Europe dedicated to groundbreaking ideas on Artificial Intelligence. Born to Greek and Austrian parents, Alina grew up during the financial crisis in Athens, Greece. After school, she moved to Vienna, Austria to graduate with degrees in Communication Science and Political Science. After a short and rather disenchanting journey into the world of advertising, Alina returned to academia for her doctoral research where she explored how Virtual Reality can affect how we think and behave toward complex sociopolitical issues. Her co-authored study about the influence of deepfakes on media trust and credibility won the award for Best Student Paper at the annual conference of the International Communication Science Association in 2023. Alina has held several courses at the University of Vienna, ranging from empirical research methods in the Social Sciences to Media History. In October 2023 she presented her research at AWE EU, the leading industry conference on mixed reality.Constantly fascinated with the hypes, hopes and fears that surround new technologies, Alina has been a Curator at TEDxVienna since 2019. There she specialises on interdisciplinary ideas about tech, philosophy and power, and brings them to life in the form of TEDx Talks.To deal with how miraculous and ridiculous the world is she constantly experiments with different artforms: A regular on Vienna's storytelling stages, Alina is known for her criticisms on capitalism, her borderline anarchist stance and her absurdist humor. Her most recent appearance was at the Rote Bar at Volkstheater, Vienna. Alina is also the creator of the (so far unsuccessful) dadaist Bring Back Boredom movement and the far more successful event format “Poetry Society Vienna”.Alina holds a Bakk.phil, MSc and Dr.phil. in Communication Science as well as a BA in Political Science from the University of Vienna, Austria. Related Episodes 313. ACT-Informed Exposure for Anxiety with Brian Pilecki and Brian Thompson 188. Unwinding Anxiety with Judson Brewer 239. Edit Your Story, Change Your Life with Lori Gottlieb 294. Yes And: Improv in Psychology with Kelly Leonard Learn more about your ad choices. Visit megaphone.fm/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Ever wondered what it takes to bring a TED talk to life? In this episode, Michael Herold has a conversation with Dr. Alina Nikolaou, a passionate TED event curator, who shares her insights about the exciting world of organizing TED and TEDx events.  They discuss the process of selecting speakers, the power of storytelling, and how to balance entertainment with information. Dr. Nikolaou offers valuable tips on public speaking, preparation rituals, and the experience of participating in TEDx. You'll also pick up tips on how to pitch a TEDx talk and ways to stay engaged with the TED community. Listen and Learn:  The difference between TED and TEDx, and how these talks are bringing global ideas to local stages across the world  What it is really like to attend or organize a TEDx event—on stage, behind the scenes, and beyond How are TEDx speakers chosen, coached, and prepared to deliver talks that leave a lasting impact? How TEDx organizers curate the perfect lineup and ensure each talk flows  Even the weirdest ideas have a place at TEDx—how organizers craft the perfect lineup of talks What happens behind the curtain before a TEDx talk?  How can speakers avoid awkwardness when transitioning from rehearsal to the stage? What's the secret to delivering a talk naturally—without memorizing every word like a script? How to enliven a slide deck to captivate any audience Tips for landing a TEDx talk Resources:  TEDAI Vienna TED.com TEDx.com Alina on LinkedIn TEDAI on LinkedIn Alina's Website Jill's TEDx talk Michael's TEDx talk Ted Talks The Official TED Guide to Public Speaking  About Dr. Alina Nikolaou Dr. Alina Nikolaou is Director and Curator of TEDAI Vienna, the first TED event in Europe dedicated to groundbreaking ideas on Artificial Intelligence. Born to Greek and Austrian parents, Alina grew up during the financial crisis in Athens, Greece. After school, she moved to Vienna, Austria to graduate with degrees in Communication Science and Political Science. After a short and rather disenchanting journey into the world of advertising, Alina returned to academia for her doctoral research where she explored how Virtual Reality can affect how we think and behave toward complex sociopolitical issues. Her co-authored study about the influence of deepfakes on media trust and credibility won the award for Best Student Paper at the annual conference of the International Communication Science Association in 2023. Alina has held several courses at the University of Vienna, ranging from empirical research methods in the Social Sciences to Media History. In October 2023 she presented her research at AWE EU, the leading industry conference on mixed reality. Constantly fascinated with the hypes, hopes and fears that surround new technologies, Alina has been a Curator at TEDxVienna since 2019. There she specialises on interdisciplinary ideas about tech, philosophy and power, and brings them to life in the form of TEDx Talks. To deal with how miraculous and ridiculous the world is she constantly experiments with different artforms: A regular on Vienna's storytelling stages, Alina is known for her criticisms on capitalism, her borderline anarchist stance and her absurdist humor. Her most recent appearance was at the Rote Bar at Volkstheater, Vienna. Alina is also the creator of the (so far unsuccessful) dadaist Bring Back Boredom movement and the far more successful event format “Poetry Society Vienna”. Alina holds a Bakk.phil, MSc and Dr.phil. in Communication Science as well as a BA in Political Science from the University of Vienna, Austria.  Related Episodes 313. ACT-Informed Exposure for Anxiety with Brian Pilecki and Brian Thompson 188. Unwinding Anxiety with Judson Brewer 239. Edit Your Story, Change Your Life with Lori Gottlieb 294. Yes And: Improv in Psychology with Kelly Leonard Learn more about your ad choices. Visit megaphone.fm/adchoices

Guest: Dyan Dickerson MA, CCC-SLPEarn 0.1 ASHA CEU for this episode with Speech Therapy PD: https://www.speechtherapypd.com/course?name=Floortime-for-the-SLPIn this episode of First Bite, Michelle and Erin welcomes Diane Dickerson, a certified expert in DIR Floortime and feeding, to explore the intricacies of the Floortime model. Listeners get an inside look into the principles of DIR (Developmental, Individual Differences, Relationship-based) Floortime and understand its impact on communication and feeding therapy. Diane shares her professional journey, the importance of affect, and how to approach therapy with critical thinking. Tune in to hear case studies and learn practical tips for applying Floortime in both feeding and communication settings.About the Guest: Dyan Dickerson is an ASHA (USA) and RCLST (UK) certified speech-language pathologist who graduated with both her B.S. and M.A. degrees in Communication Sciences and Disorders from the University of Central Florida. While in school, Dyan became passionate about The Floortime Approach while working privately with a family, where she used the approach with their son for nearly four years (Hi, J!). After graduation, Dyan moved to Washington, D.C., to work at The Floortime Center for six years, where she later became the lead speech-language pathologist. Dyan provided services in the private practice setting, school-based therapy, home services, and throughout the community. She saw clients in individual sessions and group therapy as well as provided intensive services for families around the world as part of a collaborative team. Dyan is Floortime trained and holds certification in the S.O.S. Approach to Feeding and Integrated Listening Therapy (iLs) and training with Gestalt Language Processing. While working at The Floortime Center, Dyan traveled to Budapest to present on Foodtime, a feeding program she co-developed, as well as Miami to present on both Foodtime and speech-language therapy using the Greenspan Floortime Approach. Dyan is a collaborative volunteer for The Greenspan Approach online course - an ASHA-approved C.E. program - she holds licensure in Florida and the UK. Dyan believes in a developmental, whole-child approach to therapy and uses The Floortime Approach to support children and their families. Dyan is soon moving back to Tampa, Florida, and will support clients and families in person and virtually.Mentioned in this episode:Nourishing Connection: Trauma-Informed Feeding Therapy a course from Erin ForwardThis comprehensive course supports you in providing authentic, trauma-informed feeding therapy for neurodivergent and medically complex clients. Through 18 hours of ASHA CEU credits, you'll engage with a weekly live lecture (that can be rewatched as a recorded version) plus dedicated office hours for additional questions if you're unable to join live. You'll gain access to a supportive group for ongoing discussion and receive a 50+ page ebook filled with valuable resources, including a goal bank. Explore the key principles of mealtime literacy—connection, comfort, and curiosity—designed to help children engage with food in a way that respects their individuality. Scroll down for a detailed topic breakdown and start building your confidence in a flexible, child-centered approach to feeding therapy. Learn more/sign up: https://www.erinforwardslp.com/courses

If you want to get into private practice with purpose and confidence, this episode is for you! My guest today is Eliana Provenzano-Lewis. Eliana is a bilingual speech-language pathologist with a pediatric private practice in Tulsa, Oklahoma. She started Monarch Speech and Language Therapy in 2023 after feeling determined to explore different work environments.Using what she learned in the Grow Your Private Practice program, Eliana is expanding her services to include parent coaching, educational workshops, and plans for hiring other therapists to grow her reach.In this episode, Eliana shares the challenges and triumphs of private practice, as well as how she's creating a flexible career that aligns with her values and family life.Eliana is a nationally certified and state licensed Bilingual Speech-Language Pathologist in the state of Oklahoma. She received a double bachelor's degree in Communication and Sciences Disorders and Spanish. She then completed her Master's degree of Science, in Communication Sciences & Disorders. Eliana earned all her degrees at Oklahoma State University, in Stillwater, Oklahoma. Eliana's area of special interests include working with Early Intervention and Bilingualism (Spanish/English). Additionally, Eliana is very passionate about using a whole-child, and family-centered approach by teaching, advocating, and assisting caregivers with getting their child all the support they need across multiple environments (home, school, community) as soon as possible. During her free time, Eliana enjoys spending time with family and friends, enjoying time outdoors, exercising, listening to audiobooks, cooking, being a plant and dog mom, and trying new restaurants in the Tulsa area with her Husband, Dereck. In Today's Episode, We Discuss:Eliana's background in SLP and what it was like graduating during the pandemicHow she embraced her niche of bilingual therapyEliana's advice for balancing school contracts and private clientsHow a client-first approach takes the pressure off of marketing yourselfThe inspiration behind Eliana's practice and what it means to her and othersI hope Eliana's story inspires you to take the first steps toward building a practice that will give you the kind of life you've always wanted! If you'd like to learn more about our programs and how we support SLPs and OTs in starting and growing their practice, just like Eliana did on her journey, please visit www.independentclinician.com/resources.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned: Learn more about our Private Practice Programs: www.independentclinician.com/resourcesCheck out Eliana's practice: www.monarch-tulsa.comFollow Monarch Speech on Instagram: https://www.instagram.com/monarchtulsa/Where We Can Connect: Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram:

Heather Howell Cleckler is a 4th generation rancher from Immokalee, FL.  She graduated from the University of Florida with a degree in Communication Sciences and Disorders and Education. She also earned a masters in Speech-language Pathology. When she's not busy managing her family's ranch and outfitting business, she's busy being involved in the community, helping with the annual Immokalee Cattle Drive, and spending time with her family. Heather has always been the biggest supporter of HHS and we are so glad we get to start the year off strong with her!

Catherine Parkin serves as Clinical Assistant Professor, Department of Rehabilitation Medicine at NYU Grossman School of Medicine, She co-authored the book, Medical aspects of disability for the rehabilitation professionals in 2017 by the Springer Publishing Company. Mary Regina Reilly has served as the Clinical Director of Speech Language Pathology at Rusk Rehabilitation, NYU Langue Health for the last ten years.  Her Master's Degree is from Columbia University and she did her fellowship at Montefiore Medical Center in the Bronx, New York.  Clinical concentration has focused on pediatric dysphagia with medically complex infants with additional efforts in developing specialty programs for adults with acquired neurogenic disorders. She was instrumental in assisting in the development of the Masters of Science Program in Communication Sciences at Yeshiva University and has served as an adjunct professor at both Mercy College and NYU Steinhardt. Dr. Angela Stolfi is the Director of Physical Therapy, Director of Therapy Services at Rusk Ambulatory Satellite Locations, Site Coordinator of PT Clinical Education, and Director of PT Residency and Fellowship Programs at Rusk Rehabilitation, NYU Langone Health.  Dr. Stolfi holds a faculty appointment in the Department of Rehabilitation at NYU School of Medicine and regularly lectures in the physical therapy programs at both NYU and the University of Scranton. The focus of much of her current and recent research relates to mentoring and education of student physical therapists.  She is also an Associate Editor of the Journal of Clinical Education in Physical Therapy (JCEPT). Maria Cristina Tafurt is the Site Director at the Rusk Institute NYU Langone Medical Center, Hospital for Joint Diseases.  She has been a licensed occupational therapist for over 30 years receiving her Bachelor's degree from the University of Rosario in Bogata Colombia, and her Advance Master's degree from NYU University.  Her clinical experience has varied with an emphasis on brain injury rehabilitation, pain management, hand therapy, and orthopedics. She holds a faculty appointment in the Department of Rehabilitation Medicine as a Clinical Instructor and has authored or co-authored sixteen articles, abstracts and international presentations in her field.  The discussion covered the following topics: influence of artificial intelligence, and research endeavors pertaining to occupational therapy, physical therapy, and speech-language pathology.

  Dr. Janet Patterson: Welcome to this Aphasia Access Aphasia Conversations Podcast, a series of conversations about the LPAA model and aphasia programs that follow this model. My name is Janet Patterson, and I am a research speech-language pathologist at the VA Northern California Healthcare System in Martinez, California. Today, I am delighted to be speaking with Dr. Elizabeth Madden, an Assistant Professor at Florida State University in the School of Communication Sciences and Disorders and an affiliate of the Institute for Successful Longevity. Liz also leads the FSU Aphasia Research Laboratory. Liz's research, teaching and clinical interests focus on rehabilitation of aphasia, and specifically on understanding the relationship between spoken and written language abilities in individuals with aphasia and developing behavioral treatments to address reading and writing disorders post stroke. Her work also addresses the impact of aphasia on the friendships and social well-being of people with aphasia and their care partners. These Show Notes accompany the conversation with Liz but are not a verbatim transcript.   In today's episode you will hear about: the power of friendship and what people with aphasia and care partners think about how aphasia can affect the ability to create and sustain friendships, the definition of literacy and its behavioral components, and behavioral treatments for reading comprehension deficit in aphasia.   In 2024, Liz was named a Distinguished Scholar USA by the Tavistock Trust for Aphasia UK. The Tavistock Trust aims to help improve the quality of life for those with aphasia, their families and care partners by addressing research capacity related to quality-of-life issues in aphasia. Congratulations on receiving this honor, Liz. Aphasia Access collaborates with the Tavistock Trust for Aphasia in selecting the awardees and is pleased to have the opportunity to discuss their work and the career influence of the Tavistock Award.   Welcome Liz, to Aphasia Access Conversations.   Dr. Liz Madden: Thank you, Janet. I'm really happy to be here today. I also say thank you to Aphasia Access and to the Tavistock Trust for Aphasia. I'm very grateful for this award and excited to have this conversation.   Janet: I'm excited to be talking to you, my friend and research partner in several endeavors that we've been working on over the last few years.   Liz, as we've said, you were named a Tavistock Trust Distinguished Scholar USA for this year, and you join a talented and dedicated group of individuals. How has receiving the Tavistock Award influenced your clinical and research efforts in aphasia,   Liz: I first wanted to extend that thank you to the Tavistock Trust for Aphasia, and specifically Henrietta, the Duchess of Bedford and the honorable Nicole Campbell, and just a very gracious, sincere thank you for all the time and effort and support they give to aphasia researchers. I would say, I'm just delighted and very humbled to be recognized this year. I would say further that this award motivates my work that is focused on trying to really make an impact on the lives and quality of life and successful living for people who have aphasia and continuing my work. My beginning work was really more impairment focused, which some of that we will talk about, and I really value that. But having this award, and the more I stay in the field, it is extending that and making sure that everything I'm doing always is directly related to helping the lives of people with aphasia.   Janet: That leads right into the question I'd like to begin with Liz, which is about your recent work investigating the role of friendship for persons with aphasia. I believe in the power of friendship and community during joyful times and also during the sad times in one's life. In Aphasia. Access podcast episode number 119, Finding the person in front of aphasia, I talked with your friend and colleague, Dr Lauren Bislick, with whom I believe you collaborate to investigate friendship and aphasia. How did you become interested in this aspect of aphasia, and what can you tell us about your work in this area and your collaboration with Lauren?   Liz: Lauren and I did our Ph.D.'s together. We both were mentored by Diane Kendall at the University of Washington, so Lauren and I are Ph.D. sisters. Also, we were both at Project Bridge, led by Dr. Jackie Hinkley in 2018. That's really where my interest in friendship began. That conference brought together researchers, speech-language pathologists, people with aphasia, and their friends and family. I was the researcher at a table, and we ended up being Team Friendship. Lauren was also at this meeting, but she was at Team Yoga; Lauren does a lot of work with friendship, but also with yoga. My other colleague who does a lot of friendship work with me is Dr. Michelle Therrien here at FSU. She primarily works with children who use AAC, but her main research is friendship. She and I had already had some conversations about the importance of friendship, particularly for people who have communication disorders. The idea was we leave the conference and to take action and carry out some of the goals that were generated from that discussion. So that's when I reached back out to Lauren, because she was at that conference. Then I also reached out to my friend, Michelle Therrien, and other individuals who became part of our Team Friendship, Dr. Sarah Wallace, who's also one of our good friends and collaborators, and Rachel Gough Albritton who is one of Jackie Hinkley's former doc students and here at FSU as well. and the office of research. That is the background of some conversations before Project Bridge, but really for me, coming back and actually starting studies addressing different aspects of friendship, which I know we'll talk more about, was really brought about by the Project Bridge conference.   Janet: That is quite a story, and I can see you sitting around the table and developing Team Friendship - good for you.   We all know, Liz, that one of the unfortunate consequences of aphasia can be the loss of or the diminishing of friendships, or the disruption of the communication skills important to developing and sustaining friendship and community. What have you learned from people with aphasia about their successes and challenges in sustaining and creating new friendships.   Liz: Yes, good question. Well, at that conference that I mentioned, there were five or six people with aphasia, and initially our table was labeled something like, What happens in the long run? and we started having conversations. It was very clear after our initial conversation that the group centered on relationships and friendship, so we shifted to being friendship only. I will say, just at that table, it became very clear to me, that's what rose to the top when the group was thinking about the bigger picture of living life.   In a research project we've done there was a small sample of 15 people with aphasia, and we talked to them over time. I think the timing of a conversation is really something important to keep in mind when we're talking to people with aphasia about any topic, of course, but particularly friendship. From other studies we've noticed that responses are really different. If we're talking during the early days, maybe the acute days, versus the chronic days, we'd get really different responses. Just a quick summary, again, this was 15 people and a unique set. Most people in our study were a part of aphasia groups, and, of course, really motivated to do research. But I will say, when we looked at their responses, when asked to think back to the early days, all different aspects of friendship, how supported they felt, or how they were able to communicate, and we compared it to their responses in the now. Overall, the pattern was less satisfaction, feeling less supported or less able to engage in those earlier days, but more of a recovery pattern over time, but again, not for everybody. There were still a few people in our group that were reporting not having many friends. Our paper had a different light, a positive light about friendships. Some of the other papers out there have a more negative tone. It's a very important area we need to address. I was happy to see this group reporting, now that they had been living with aphasia for several years, their pattern of more negative responses early, and a recovering pattern now. They reported making friends with other people who have aphasia, and finding at this point, who are those good friends.   There's other great work being done by other colleagues, Brent Archer, Jamie Azios and Katie Strong, who are studying the same topic. They had a great paper that describes who stuck around, they were examining the next steps of what it takes to support the positive recovery that we know does happen for some people.   Janet: I like the positive perspective you are taking. Given that one has had a stroke, and given that the this is the situation in life, what is the positive? What can you do? Who are your friends? Look at positive ideas rather than publishing research on all the negative aspects. Kudos to you for doing that.   Liz: Thanks, all of it's important, right? We have to know that. I think we had a special group. I think we had a particularly positive outcome, and it was good to know that friendships don't disappear for everyone. But I think there's something that those people had done and that their friends had done, that we're still trying to learn more about.   Janet: Thank you for that work. Liz. It makes me think about the aphasia journey in that it involves not just the person with aphasia, but also their care partners and all the people around them. In your investigations of friendship, what do the care partners of persons with aphasia tell you about their successes and challenges in sustaining and developing friendships? These friendships could be individual friendships or partner friendships or group friendships through social, religious or professional activities or even community groups.   Liz: Thank you for this question. I think it's sometimes a forgotten group that we overlook, the care partners, and the critical role they play in the recovery of people with aphasia. I always try to have us remember we want the care partners to do well on their own as people, and so we've done a couple projects. We've just finished data collection on a much larger study of 80 aphasia care partners, and I'm just getting into those data. We did a Qualtrics survey and also did experience sampling, where we used a phone app, and four times a day for two weeks, participants got these little pings, and they had to tell us, Where are you? What are you doing? Who are you with? How are you feeling? When was the last time you interacted with a friend? Was it a text? I don't have the amazing outcomes for you yet. This project was a much bigger follow-up to a project a few years ago with 35 care partners. We, of course, wanted to interview them but then COVID was happening, so we settled for a really nice Qualtrics survey.   I will say that these individuals were surprised when we were reaching out to them. They kept trying to schedule their loved one with aphasia, and we said, “No, we want to talk to you about your friendships.” And they were surprised, asking, “You want to talk about me.' I will say they were very excited that we wanted to know about them. Back to the timeline I shared earlier in that very small study, the profile was opposite. We asked them about their friendships before they were caregivers, the early stages of caregiving, and then now, and their comments kind of make sense. Across the group they reported in the early stages, they felt like they had really great friends, support and satisfaction. People were rallying around them, coming to the hospital to support them. Many of them had been caregiving for a very long time when we did a comparison, and their reported friendship satisfaction and support was actually lower now. The questions were not the same and the groups were different, but as I told you a few minutes ago, the people with aphasia were more negative in the acute stage, and our small group were more positive now with how they're feeling about their friendships, and the care partners were the opposite. They were feeling more supported in the beginning, and now as time has gone on, some of them report the friends aren't there as much. Some of them felt like they were a burden, or they didn't know how to engage, being very selfless. They have dropped their own social interests to take care of their loved one. We did see in that project, that the longer, the more months a person had been caregiving, was correlated with poor self-perceived friendships and also how they perceived their loved one's health. That was just their perception. If they perceived their loved one to have more health concerns, not just a feature but overall health, they also tended to rate themselves as not as satisfied with their friendship. Bringing in that piece of information and the caregiving burden into our new projects, we did actually get scales on resilience and caregiving burden depression. In this new project we replicated some of our same questions, and we're now trying to look more at overall well-being, seeing how resilience and purpose in life and caregiving burden might play a role.   Janet: That reminds me of the commercials, when you are taking off in an airplane or when you are thinking about being a care partner, you do have to take care of yourself as the care partner before you can give the best care to the person with aphasia. Anything that we can do to focus on the person the with aphasia, and also focus on the care partner, I think, is good in terms of developing and sustaining friendships,   Liz: Yes. Care partners definitely have a lot more to say, and we haven't actually been able to do face to face interviews yet, but we did have a lot of really rich, open ended responses and surveys that we're still looking through. A piece I'm really interested in, is we have that one-time perception when they did our one-time survey, now we have their responses, we can track how people respond over a two-week period, were they always at home with their loved ones and not responding to friends? I think there's just a lot and again, trying to understand from this group what are the positives. Who are the people that have these positive responses? Then, of course, the next big steps are trying to provide more research resources and interventions for both care partners and people with aphasia. Our group has not yet reached out to friends, so that's a big part to come. I think other researchers have examined friends and a key part intervening with these friends too.   Janet: People with aphasia and care partners have different friendship styles and needs, and when aphasia disrupts communication, it can also affect the way a person approaches friendship. As speech-language pathologists, I believe that we can play a role in guiding a person with aphasia and a care partner to develop communication skills that can support friendship efforts. Liz, what are some ideas or actions that you might think of for speech-language pathologists in a busy clinical practice? What kind of actions can they take to support friendship activities, for a person with aphasia, recognizing, of course, that we are all different in our friendship activities. Also recognizing that you're at the very beginning of some of this work, I'm hoping that you have some ideas you might be able to share with us.   Liz: Yes, actually our very first friendship project addressed this topic. It was led by Michelle Therrien, and we surveyed about 40 speech-language pathologists trying to find out their view of the role that they think they should play. They find friendship to be very important. They find it to be in their scope of practice. But not surprising, were not aware of resources. They felt overwhelmed with how much speech-language pathologists have to cover, right? But it was really good to know that the group we reached out to found it to be a very important part of their practice that they want to address. I think you hit on something really important, that we teach and adopt having a person-centered care model, and we know that it's part of what we ask about. The simplest thing is asking. We don't need tools. We just need to make sure it's part of what we ask, making sure we're talking about relationships, talking about friendships.   There are some really great tools that do exist. There's the Stroke Social Network Scale by Sarah Northcott and Katerina Hillary from the UK. Katie Strong, Brent Archer, Jamie Azios and Natalie Douglas are a wonderful group who have been studying friendship. They've used the Social Convoy Model in some of their papers. It has a great visual that they have used, and therapists can also use. Basically, it is mapping out the social network of who's most important, which could be used one time, or as a pre-post measure. There are different ways, formal or informal, of trying to monitor someone's social network or how they feel supported. I don't think there's a target number of friendships and I don't think more means better, but it could be just making sure we're checking in and that we know that's an important part of therapy. We want them to be able to communicate and interact with friends. Speech-language pathologists are creative in to how to make that happen.   Janet: I agree with that view Liz, and I hope that speech-language pathologists will feel comfortable being creative and asking people about their friendships or what they might need to help maintain or sustain their friendships.   I would like to turn now to the topics of reading and literacy, which I know you have been investigating. While these terms are related, they are not synonymous. Would you please explain the difference between them and how you are investigating both in your research?   Liz: Yes. Thanks. That is a good question. To be honest, the first answer is not very scientific. When I was writing papers it was getting cumbersome to always write reading and spelling/ writing. The term came to be when I wanted to make sure that I was making it clear that I wasn't just focused on reading, but also concerned with the spelling and writing components. With my colleagues, Jessica Obermeier and Aaron Bush, we started using the term literacy for some of our work. People will have different ideas of what literacy might entail. I have been describing treatment as “literacy focused”, working on reading and spelling and writing.   My initial work was very much focused on reading, and over the past several years I became more interested in trying to also add on the spelling component. If we're working on spelling and writing it gives us a chance to inherently work on the reading. If we're only focused on reading, it doesn't bring in the writing. There's a time for them to be separate, I fully agree. There are also times where they can be targeted at the same time.   Janet: That makes perfect sense. When I think about how we discussed in the past, reading for pleasure, or reading to gain knowledge, or reading for information, or reading for safety, so many different aspects of reading, literacy also factors into how you use reading in those situations.   Liz: Yes, and so in a lot of day-to-day communication, you need both, right? It's for text messaging, right? We need to read it and respond in a written way, also emails. There are lots of instances where for the for the interaction to go well, we need to be able to read and respond in writing, such as filling out forms, email, texting, social media. For a lot of interactions we need both for there to be a successful written language exchange.   Janet: Liz, as part of our work with the Academy of Neurologic Communication Disorders and Sciences, Aphasia Writing Group, you and I were part of the team who critically reviewed treatment approaches for reading comprehension deficits in persons with aphasia. You've also investigated, as you mentioned earlier, specific aspects of reading deficits in persons with aphasia. What are some of the insights that you have gained from this work? And by the way, it was such a pleasure doing that critical review of treatment for reading deficits, and there was a lot of interesting information that came to light in that paper.   Liz: Yes, thank you. I was going to comment that I remember we thought we were going to have all these papers to go through and really and that review, we were very much focused on papers where the main outcome was reading comprehension. When we stuck to what our aim was, there really weren't that many papers that that met the aim of that project. So that really brought to light that it really is an area of our field that doesn't have enough attention.   Some of my recent projects, as I mentioned with Aaron Bush and Jessica Obermeier, we've talked to people with aphasia and gotten their perspective of before and early days. I really like doing this research over time. Things change, but we learned just how important reading and writing are to people with aphasia, and that they really want to work on it. I think we've seen when we looked in the literature, there wasn't much there. When we've talked to people with aphasia and speech-language pathologists, they want to work on reading, and they're not sure how. That further motivates me that this is an area to work on.   In some of my beginning work, I was Diane Kendall's research speech language pathologist for a few years before I did my Ph.D., and I exclusively delivered her phono motor treatment. In that research trial, the main outcome was word retrieval, but the therapy that she designed inherently worked a lot on reading and writing. We retrained every phoneme - how to say it, what your mouth is doing, and also the graphemes that go with the phonemes. As her research speech pathologist, that's really when I got very interested in reading. I'd be in these sessions, and we'd finally bring out the graphemes that go with the phonemes. I recall telling people that this is going to get better – and it did not. That connection between the phonemes and the graphemes, for a lot of people, wasn't there. In that clinical experience as her research speech pathologist is when I realized that the treatment improved reading for some people, but not for everyone. So that's my background of really getting focused on reading.   In the last few years, I've been working on adapting that original version of treatment that was for word retrieval. I've added some components to make it more focused on reading. I've been working with Olga Burkina, who's at the Kessler Stroke Foundation, and has an NIH grant where she is pairing exercise with this reading focused phono motor treatment. It's fun to be a part of that group exploring the idea of doing aerobic exercise to improve the brain blood flow, and to see if that's going to help improve reading treatment. Again, the idea being going forward is what the treatment might change.   There are some other projects also. I'm working with Will Graves at Rutgers. He is using computational modeling to have us stop guessing which treatment. We're trying to get a really good baseline assessment, trying to find out about semantic impairment, phonological impairment, and then we're using this reading focused phono motor treatment. We also have a reading focus semantic feature analysis. I really enjoy getting to work with different researchers who have these wonderful, big questions, and that I'm getting to support it as the speech-language pathologist on these projects focused on reading and writing and phono motor treatment. So those are some exciting projects I'm involved in right now.   Janet: That's exciting, because you started out by saying there were only a few papers that we found that really address reading treatment, and you're right.  It's daunting, then how do you select the reading treatment? How do you help this person with aphasia who wants to improve their reading comprehension? I think it's exciting that you've got all these different avenues and are working with a variety of people to investigate treatment.   Liz: Yeah. And the one thing I'll add to that is part of that, that review we did, for some people those treatments are helping reading comprehension. But for some people, I've been trying to work on the next step. I have a very small dataset where I've added a semantic comprehension stage to my adapted photo motor treatment. I'm in the very early stages of this and I'm sure it's fine to say, but I've been having these really exciting conversations with Kelly Knollman-Porter and Sarah Wallace. They're also Tavistock Trust recipients, and they study reading from a different perspective, using text to speech, compensatory and very focused book reading. They're very comprehension focused, so we're at the very early, fun stages of where we are in our thinking. I think there might be a middle step we are missing, but we are talking about taking these impairment focused treatments, which I think have a role, and have a participation, functional part of it. That's another emerging, new collaboration, where we are coming to reading from different perspectives, and we're trying to see where we can get with that goal, back to this comprehension question, improving functional reading, maybe from impairment and compensatory approaches.   Janet: I think that's the right approach to take, and I think it's exciting, because we have to remember that everybody reads differently. Some people like reading, some people don't enjoy reading. They read what they have to, but they don't particularly enjoy it. So, if we all come to it from different perspectives, we all have different strengths that we bring, and different deficits as well, and different needs or designs, just as is so many things with aphasia. Start with the person with aphasia, asking What do you want to read? What problems are you having? Then use that as a guide to selecting an impairment-based treatment or text to speech treatment, or whatever. I think that's exactly the right approach.   Liz: The one thing the treatment we were talking about, phono motor treatment, in general, is a phonology treatment. The good thing is that my focus is asking, is it improving reading? I'm also extending it to writing. We do know at its core, it's a language treatment, so it is nice that it can be tweaked to serve the person's main interests. I think that's important, that we are trying to work on what people want to work on, but we want to make sure we're improving, if we can, not just one language modality, and we know that these abilities are supported by similar brain structures and underling cognitive processes. That's something else we've been trying to work on, being person centered and at the same time trying to maximize generalization - lots of pieces. I am finding now what's most motivating and exciting is trying to make sure that we're doing things that people with aphasia find important, and how also to keep the whole science moving forward in this way that's going to have functional, important outcomes. That people with aphasia are going to be able to do what they want to do to the best that they can.   Janet: Absolutely! But then there's the scientific challenge of how do you collect the data? How to best observe specific outcome data on performance measures, but also collect the person-centered data. How do you collect data that really can speak to whether you're having a success and whether this might be generalizable or transferable to another person?   Liz: I think it's important that we need both. I always say, and some of my collaborators may not like it, but if in the person reported outcome, a person with aphasia is telling us that they feel better and that they are communicating better in life, and those measures should not be optional, those measures to me, a critically important part of seeing this treatment successful. There are different ways to do that and different ways to capture their perspective. For example, if trained reading words moved this much and if the patient reported outcome change is greater, then I find that to be a success. If the reverse happens, I find treatment not successful. If my probes showed gain but the person with aphasia does not see it or feel it, then I don't find treatment to be a success. So, I think it's really important that persons with aphasia tell us different things, and we need to have many assessments in both of those categories. I think, when possible.   Janet: You're absolutely right. When you think about many of the treatments that we're doing, they are not necessarily easy, and they take time, and you have to stay the course. I think you know, I've been interested for a number of years in motivation and engagement, and what keeps people motivated and doing what they're doing. If you've got a treatment that you can see over time, small changes in your specific reading outcomes, but not so much of a change in the person centered outcomes, or person reported outcomes, how do you know the person is still really engaged and motivated and willing to slog through your treatment in order to get to the place that you hope they will? I think you're correct when you're assessing the importance of the person reported outcome.   Liz: Yeah, that's good. And then that's a whole other like measure in itself, right? The key of motivation we've talked about in some of the trials. The one person who didn't do very well, and just in our conversation, sometimes it for different reasons. That wasn't motivating for that person. There's that's a whole very important piece that a lot of us have a lot of room to improve in how we capture that and support that.   Janet: Which is a challenge when we're trying to devise treatments for, say, reading or anything that can be applicable to a wide range of persons with aphasia. Kudos to you for meeting that challenge as best you can.   Liz: We're working on it. But I do really think that it's changing. Sometimes I feel like there are impairment-based people and life participation people, and I don't think it needs to be that way. It's fine if we only study one area. We can't all study everything, but I think as a whole they complement each other very well. And so I'm just excited to see that it seems like things are moving in a really exciting way, where people who study aphasia in various different ways now seem to have the main outcome, asking is this going to help people with aphasia feel better, communicate better, and look forward to something different in life? I think we're all seeing that that's what we're supposed to be doing, and how we do it is going to look really different, and that's great. I think we're moving in the right direction.   Janet: Very well said. I think, and you obviously do as well, that literacy and reading skills are crucially important to individuals with aphasia in so many ways, such as life skills reading or pleasure reading. Acknowledging that we all have different skill levels and preferences, what are some ideas that you might have identified that speech-language pathologists can use to support the literacy and reading desires and activities for a person with aphasia?   Liz: Great question. I think my answer is very similar to the question about what can SLPs do to help support friendship? I think being person centered. You said earlier, right, we all have different interests. Somebody might say it's not one of my goals and I really don't want to spend a lot of time on this. But just having those conversations and person-centered measures and using supported conversation we can easily gather important information. There are some really good patient-reported outcome measures that ask about reading, so maybe use some of those existing tools. The Comprehensive Aphasia Disability Questionnaire has a nice scale that talks about different aspects of reading as well as other aspects of language. But at the minimum, I think finding a way, even just to draw your own scale and then trying to find out in their life, what are different activities where they want to or need to engage, right? Texting, email, restaurant. I mean, we think about it, we're reading all the time throughout life. So, I think finding the reading need is a general interest and then getting really specific is one way to do it. Another thing could be, as I mentioned before, our brain relies on similar structures and language networks when we are engaging in spoken language and written language. So oftentimes improving our reading and writing improves our spoken abilities and vice versa. So even if it's not the main goal in treatment, for example if the main outcome might be word retrieval, I really believe multimodal learning is important. If, after you've gone through what you want to do say writing it, having them repeat it, maybe copy it, even though that's not the main goal, and it's not slowing the therapy, if it's working for you and your client, then I really think, at the minimum, using written language to support spoken language has a good role. I also think the opposite can be true using spoken language to support written language. So I do think that it's important that we know we are addressing all of language, and that that language skills really do usually move up and down together in aphasia.   Janet: Well said, again. Liz, thank you so very much for joining me today in this fascinating look into friendship, literacy, reading and aphasia. And again, hearty congratulations to you on being named Tavistock, Distinguished Scholar. On behalf of Aphasia Access, I wish you well in your research and clinical efforts, and thank you for taking the time to speak with me today. At this point, I'd also like to thank our listeners for supporting Aphasia Access Conversations by listening to our podcast, including this fascinating discussion with Liz Madden.   Liz: Thanks so much, Janet, I feel like you could just chat with you all day. Thank you again for giving me a chance to highlight some of my work. Also I want to thank everyone with aphasia who has participated in my projects, all my students and collaborators, Aphasia Access and the Tavistock Trust for Aphasia. Thanks again.   Janet: For references and resources mentioned in today's podcast, please see our Show Notes. They are 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. For Aphasia Access Conversations, I'm Janet Patterson, thanking you again for your ongoing support of Aphasia Access. References Antonucci, T. C., & Akiyama, H. (1987). Social networks in adult life and a preliminary examination of the convoy model. Journal of Gerontology, 42(5), 519–527. https://doi.org/10.1093/geronj/42.5.519 Archer, B.A., Azios, J.H., Douglas, N.F., Strong, K.A., Worrall, L.D. & Simmons-Mackie, N.F. (2024). “I Could Not Talk . . . She Did Everything . . . She's Now My Sister”: People with Aphasia's Perspectives on Friends Who Stuck Around. American Journal of Speech-Language Pathology, 33, 349–368. https://doi.org/10.1044/2023_AJSLP-23-00205 Azios, J.H., Strong, K.A., Archer, B, Douglas, N.F., Simmons-Mackie, N. & Worrall, L. (2021). Friendship matters: A research agenda for aphasia. Aphasiology, 36(3),317-336. https://10.1080/02687038.2021.1873908   Madden, E.B., Bislick, L., Wallace, S.E., Therrien, M.C.S. & Goff-Albritton, R. (2023). Aphasia and friendship: Stroke survivors' self-reported changes over time. Journal of Communication Disorders, 103, 106330. https://doi.org/10.1016/j.jcomdis.2023.106330 Madden, E., Conway, T., Henry, M., Spencer, K., Yorkston, K., & Kendall, D. (2018). The relationship between non-orthographic language abilities and reading performance in chronic aphasia: An exploration of the primary systems hypothesis. Journal of Speech Language Hearing Research, 61, 3038-3054. https://doi.org/10.1044/2018_JSLHR-L-18-0058 Madden, E. B., Torrence, J., & Kendall, D. (2020). Cross-modal generalization of anomia treatment to reading in aphasia. Aphasiology, 35, 875-899. https://doi.org/10.1080/02687038.2020.1734529   Purdy, M., Coppens, P., Madden, E. B., Freed, D., Mozeiko, J., Patterson, J., & Wallace, S. (2018). Reading comprehension treatment in aphasia: A systematic review. Aphasiology, 33(6), 629–651. https://doi.org/10.1080/02687038.2018.1482405 Strong, K.A., Douglas, N.F., Johnson, R., Silverman, M., Azios, J.H. & Archer, B. (2023). Stakeholder-engaged research: What our friendship in aphasia team learned about processes and pitfalls. Topics in Language Disorders, 43(1), 43-56. https://10.1097/TLD.0000000000000302   Therrien, M., Madden, E. B., Bislick, L., & Wallace, S. (2021). Aphasia and Friendship: The Role and Perspectives of Speech-Language Pathologists. American Journal of Speech-Language Pathology, 30(5), 2228-2240.   Resources   Stroke Social Network Scale reference and materials: https://cityaccess.org/tests/ssns/      Aphasia Access Conversations Episode #119 - Finding the person in front of aphasia: A conversation with Lauren Bislick

Catherine Parkin serves as Clinical Assistant Professor, Department of Rehabilitation Medicine at NYU Grossman School of Medicine, She co-authored the book, Medical aspects of disability for the rehabilitation professionals in 2017 by the Springer Publishing Company. Mary Regina Reilly has served as the Clinical Director of Speech Language Pathology at Rusk Rehabilitation, NYU Langue Health for the last ten years.  Her Master's Degree is from Columbia University and she did her fellowship at Montefiore Medical Center in the Bronx, New York.  Clinical concentration has focused on pediatric dysphagia with medically complex infants with additional efforts in developing specialty programs for adults with acquired neurogenic disorders. She was instrumental in assisting in the development of the Masters of Science Program in Communication Sciences at Yeshiva University and has served as an adjunct professor at both Mercy College and NYU Steinhardt. Dr. Angela Stolfi is the Director of Physical Therapy, Director of Therapy Services at Rusk Ambulatory Satellite Locations, Site Coordinator of PT Clinical Education, and Director of PT Residency and Fellowship Programs at Rusk Rehabilitation, NYU Langone Health.  Dr. Stolfi holds a faculty appointment in the Department of Rehabilitation at NYU School of Medicine and regularly lectures in the physical therapy programs at both NYU and the University of Scranton. The focus of much of her current and recent research relates to mentoring and education of student physical therapists.  She is also an Associate Editor of the Journal of Clinical Education in Physical Therapy (JCEPT). Maria Cristina Tafurt is the Site Director at the Rusk Institute NYU Langone Medical Center, Hospital for Joint Diseases.  She has been a licensed occupational therapist for over 30 years receiving her Bachelor's degree from the University of Rosario in Bogata Colombia, and her Advance Master's degree from NYU University.  Her clinical experience has varied with an emphasis on brain injury rehabilitation, pain management, hand therapy, and orthopedics. She holds a faculty appointment in the Department of Rehabilitation Medicine as a Clinical Instructor and has authored or co-authored sixteen articles, abstracts and international presentations in her field. The discussion covered the following topics: involvement of informal caregivers in treatment, staying on top of new developments, use of assistive technology, provision of care via telehealth, and impact of Long Covid on patient care.

Parkinson's disease significantly impacts various aspects of communication, and this can make it challenging for people with the disease to communicate effectively, be understood by others, and engage in social situations. Dr. Gemma Moya-Galé joins this episode to talk about her work on voice and communication in people with Parkinson's disease. In particular, she discusses a novel app she and her team are developing, with funding from The Michael J. Fox Foundation, to help people with Parkinson's improve how well their speech is understood. The app uses evidence-based principles from speech therapy and noise-augmented automatic speech recognition to provide speech training and feedback. She also shares her recent research on linguistically and culturally responsive methods for addressing communication challenges in both English- and Spanish-speaking individuals with Parkinson's disease, and how this approach has the potential to improve clinical care. Gemma is an Assistant Professor of Communication Sciences and Disorders, as well as the Director of the Communication, Technology, and Language Diversity Lab at Teachers College, Columbia University.This podcast is geared toward researchers and clinicians. If you live with Parkinson's or have a friend or family member with PD, listen to The Michael J. Fox Foundation Parkinson's Podcast at michaeljfox.org/podcasts. We're excited to announce that we will be merging our two podcasts in 2025, and we invite you to subscribe to our Michael J. Fox Foundation Parkinson's Podcast on Apple Podcasts or wherever you get your podcasts for future episodes featuring scientists, doctors and people with Parkinson's talking about different aspects of life with the disease as well as new research toward treatment breakthroughs.

Catherine Parkin serves as Clinical Assistant Professor, Department of Rehabilitation Medicine at NYU Grossman School of Medicine, She co-authored the book, Medical aspects of disability for the rehabilitation professionals in 2017 by the Springer Publishing Company. Mary Regina Reilly has served as the Clinical Director of Speech Language Pathology at Rusk Rehabilitation, NYU Langue Health for the last ten years.  Her Master's Degree is from Columbia University and she did her fellowship at Montefiore Medical Center in the Bronx, New York.  Clinical concentration has focused on pediatric dysphagia with medically complex infants with additional efforts in developing specialty programs for adults with acquired neurogenic disorders. She was instrumental in assisting in the development of the Masters of Science Program in Communication Sciences at Yeshiva University and has served as an adjunct professor at both Mercy College and NYU Steinhardt. Dr. Angela Stolfi is the Director of Physical Therapy, Director of Therapy Services at Rusk Ambulatory Satellite Locations, Site Coordinator of PT Clinical Education, and Director of PT Residency and Fellowship Programs at Rusk Rehabilitation, NYU Langone Health.  Dr. Stolfi holds a faculty appointment in the Department of Rehabilitation at NYU School of Medicine and regularly lectures in the physical therapy programs at both NYU and the University of Scranton. The focus of much of her current and recent research relates to mentoring and education of student physical therapists.  She is also an Associate Editor of the Journal of Clinical Education in Physical Therapy (JCEPT). Maria Cristina Tafurt is the Site Director at the Rusk Institute NYU Langone Medical Center, Hospital for Joint Diseases.  She has been a licensed occupational therapist for over 30 years receiving her Bachelor's degree from the University of Rosario in Bogata Colombia, and her Advance Master's degree from NYU University.  Her clinical experience has varied with an emphasis on brain injury rehabilitation, pain management, hand therapy, and orthopedics. She holds a faculty appointment in the Department of Rehabilitation Medicine as a Clinical Instructor and has authored or co-authored sixteen articles, abstracts and international presentations in her field. The discussion in Part Two covered the following topics: types of patients treated, impact of health care disparities, and patient cooperation in health care interventions by providers.

Catherine Parkin serves as Clinical Assistant Professor, Department of Rehabilitation Medicine at NYU Grossman School of Medicine, She co-authored the book, Medical aspects of disability for the rehabilitation professionals in 2017 by the Springer Publishing Company. Mary Regina Reilly has served as the Clinical Director of Speech Language Pathology at Rusk Rehabilitation, NYU Langue Health for the last ten years.  Her Master's Degree is from Columbia University and she did her fellowship at Montefiore Medical Center in the Bronx, New York.  Clinical concentration has focused on pediatric dysphagia with medically complex infants with additional efforts in developing specialty programs for adults with acquired neurogenic disorders. She was instrumental in assisting in the development of the Masters of Science Program in Communication Sciences at Yeshiva University and has served as an adjunct professor at both Mercy College and NYU Steinhardt. Dr. Angela Stolfi is the Director of Physical Therapy, Director of Therapy Services at Rusk Ambulatory Satellite Locations, Site Coordinator of PT Clinical Education, and Director of PT Residency and Fellowship Programs at Rusk Rehabilitation, NYU Langone Health.  Dr. Stolfi holds a faculty appointment in the Department of Rehabilitation at NYU School of Medicine and regularly lectures in the physical therapy programs at both NYU and the University of Scranton. The focus of much of her current and recent research relates to mentoring and education of student physical therapists.  She is also an Associate Editor of the Journal of Clinical Education in Physical Therapy (JCEPT). Maria Cristina Tafurt is the Site Director at the Rusk Institute NYU Langone Medical Center, Hospital for Joint Diseases.  She has been a licensed occupational therapist for over 30 years receiving her Bachelor's degree from the University of Rosario in Bogata Colombia, and her Advance Master's degree from NYU University.  Her clinical experience has varied with an emphasis on brain injury rehabilitation, pain management, hand therapy, and orthopedics. She holds a faculty appointment in the Department of Rehabilitation Medicine as a Clinical Instructor and has authored or co-authored sixteen articles, abstracts and international presentations in her field. The discussion covered the following topics in Part One: a description of each of the three professions, educational requirements to become practitioners, and recruitment and retention of clinicians. 

Want to share your feedback? Send us a message!Julia Kerrigan, B.A., current second year Master's student and the University of Iowa, and Shelley B. Brundage, Ph.D., CCC-SLP, BCS-SCF, Fellow-ASHA, join host, Sara MacIntyre, M.A., CCC-SLP, to discuss a recent paper published in the Journal of Communication Disorders, 'Lived Experiences of Children who Stutter in Their Own Voices.' The authors begin by sharing a bit about their professional journeys into stuttering, research areas of interest, and then dive into discussing their motivation to further explore and document the lived experiences of young people who stutter where they emphasize the real need to increase this particular area of research within our field of stuttering. They proceed to walk through their design, findings, impressions, and areas of clinical consideration and application.Lived Experiences of Children who Stutter in Their Own VoicesJulia S. Kerrigan; Shelley BrundageSeptember 2024Journal of Communication DisordersDOI: 10.1016/j.jcomdis.2024.106468FluencyBankJulia Kerrigan, B.A. is a current second-year Master's student at the University of Iowa and a Teaching Artist with the SPACE Community and Arts program.Shelley B. Brundage, Ph.D., CCC-SLP, BCS-SCF, Fellow-ASHA, is professor in the Department of Speech, Language, and Hearing Sciences at the George Washington University (GWU). She is a certified SLP and a board-certified specialist in stuttering, cluttering, and fluency. She is the co-chair of the tri-annual Oxford Stuttering and Cluttering Research Conference. Her research addresses clinical questions that enhance the lives of persons who stutter, by improving procedures for assessment, treatment, and clinical education in stuttering. Recent work has merged her expertise in assessing student learning outcomes with her expertise in the development and use of virtual reality technologies; this work has led to grants, publications, and awards for innovation. She teaches graduate courses on stuttering and research methods and is the recipient of numerous awards for teaching excellence and mentoring. She is the co-author of two books, the seventh edition of A Handbook on Stuttering and Writing Scientific Research in Communication Sciences and Disorders.

Guest: Lisa Bowers, PhD, CCC-SLPIn this episode, Michelle is joined by the charismatic Lisa Bowers, PhD CCC-SLP, Chair of the Council of Academic Programs in Communication Sciences and Disorder's (CAPCSD) IPE/IPP committee, and Director of the Service Learning Initiative at the University of Arkansas. Lisa, a passionate advocate for the speech-language pathologist working to improve children's language and literacy abilities, spends this power hour sharing some of her favorite resources and imparting pearls of wisdom! So, whether you are a tried and true SLP and want to improve your interprofessional education and practice within the public schools for your students struggling with reading or are still in your clinical fellow and not sure where to begin when it comes to speech-sound disorders and literacy, this episode has you covered.

Dr. John Anderton, Associate Director for Communication Science at the CDC's Office of Readiness and Response, tells us how the CDC has changed their approach to National Preparedness Month; Brian Lentes, Senior Director for Public Health Infrastructure at ASTHO, discusses ASTHO's upcoming Virtual Performance Management Vendor Showcase; and you can now apply for ASTHO's latest cohort of the Diverse Executives Leading in Public Health program. CDC Web Page: National Preparedness Month 2024 ASTHO Web Page: Vendor Showcase – Performance Management Systems ASTHO Web Page: Diverse Executives Leading in Public Health ASTHO Web Page: DELPH Applications