Podcasts about Kennedy Krieger Institute

This week, we are joined by Dr. Rebecca Landa, a leading expert in early autism detection and intervention. Dr. Landa is the founder of the Center for Autism Services, Science and Innovation (CASSI™) at Kennedy Krieger Institute and has dedicated her career to identifying early signs of autism and developing effective interventions. Today, we'll discuss what early autism indicators look like, why early intervention is critical, and how parents, educators, and professionals can support children in their developmental journey. Download latest episode to learn more! Resources Linkedin.com/in/Rebecca-landa  Center for Autism Services, Science and Innovation (CASSI™) ............................................................... Autism weekly is now found on all of the major listening apps including apple podcasts, google podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

Our guest this week is Tim Kane of Ridgewood, NJ a former Senior Director of Broadcasting for the NBA, board member at the Epic School Foundation and father of three children including an autistic son. Tim and his wife, Laurie, have been married for 28 years and are the proud parents of three children: Katie (27), Caroline (21) and Jack (24) who is Autistic. Tim reflects on his storied career that began at ESPN in the early days and with the NBA for more than 30 years as well as a long list of NBA A-listers who have showed an extraordinary level of compassion for the Kane family and especially their son.  Tim also talks about his faith and shares with gratitude some of the organizations that have had an influential role in their lives, including:       EPIC School Foundation      Autism NJ, and      Kennedy KriegerAll on this episode of he SFN Dad to Dad Podcast.Show Links - Phone – (201) 673-2750Email – tkane41@verizon.netLinkedIn –  https://www.linkedin.com/in/tim-kane-09aa304/Kennedy Krieger Institute https://www.kennedykrieger.orgEpic School https://www.epicschool.orgAutism New Jersey https://www.epicschool.orgRegister for the 6th Annual SFN Dads Virthual Conference on May 10, 2025: https://us02web.zoom.us/meeting/register/TLkN_ViJTTqnaK-M8pHPNA After registering, you will receive a confirmation email containing information about joining the meeting.Special Fathers Network -SFN is a dad to dad mentoring program for fathers raising children with special needs. Many of the 800+ SFN Mentor Fathers, who are raising kids with special needs, have said: "I wish there was something like this when we first received our child's diagnosis. I felt so isolated.  There was no one within my family, at work, at church or within my friend group who understood or could relate to what I was going through."SFN Mentor Fathers share their experiences with younger dads closer to the beginning of their journey raising a child with the same or similar special needs. The SFN Mentor Fathers do NOT offer legal or medical advice, that is what lawyers and doctors do. They simply share their experiences and how they have made the most of challenging situations.Check out the 21CD YouTube Channel with dozens of videos on topics relevant to dads raising children with special needs - https://www.youtube.com/channel/UCzDFCvQimWNEb158ll6Q4cA/videosPlease support the SFN. Click here to donate: https://21stcenturydads.org/donate/Special Fathers Network: https://21stcenturydads.org/  Special thanks to Amgen for there ongoing an generous support.  https://www.amgen.com/  

Send us a textDr. Lev Gottlieb, a neuropsychologist discusses his unique approach to neuropsychology and child development, emphasizing the importance of collaboration among caregivers, and a strengths-based approach to treatment. He highlights the need for effective communication between parents and professionals and the challenges of navigating labels and accommodations in education. Dr. Gottlieb advocates for a comprehensive care model that focuses on the whole child rather than just their diagnoses, encouraging parents to trust their instincts and create open channels for communication.About Dr. Lev Gottlieb: He is a neuropsychologist and UCLA Assistant Clinical Professor. He assesses children, adolescents, and adults, and coordinates their care. Dr. Gottlieb earned his Bachelor's Degree in Psychology from University of Pennsylvania and Doctoral Degree in Clinical Psychology from Northwestern University School of Medicine. He completed specialty training in Neuropsychology at Children's Hospital of Chicago, NYU Child Study Center, Johns Hopkins University School of Medicine, Kennedy Krieger Institute, The Help Group, and UCLA, where he continues to serve on the clinical faculty.Dr. Gottlieb has extensive experience providing evaluations and treatment to those with neurodevelopmental differences and acquired brain injuries, and has published and presented research on these conditions and their treatment as well as on learning, memory, and talent.To learn more about Dr Gottlieb's clinic:https://www.theintegratedclinic.com/Dr Jessica Hochman is a board certified pediatrician, mom to three children, and she is very passionate about the health and well being of children. Most of her educational videos are targeted towards general pediatric topics and presented in an easy to understand manner. For more content from Dr Jessica Hochman:Instagram: @AskDrJessicaYouTube channel: Ask Dr JessicaWebsite: www.askdrjessicamd.com-For a plant-based, USDA Organic certified vitamin supplement, check out : Llama Naturals Vitamin and use discount code: DRJESSICA20-To test your child's microbiome and get recommendations, check out: Tiny Health using code: DRJESSICA Do you have a future topic you'd like Dr Jessica Hochman to discuss? Email Dr Jessica Hochman askdrjessicamd@gmail.com.The information presented in Ask Dr Jessica is for general educational purposes only. She does not diagnose medical conditions or formulate treatment plans for specific individuals. If you have a concern about your child's health, be sure to call your child's health care provider.

In this episode Tanya and her guest Dr. Gigi discuss the importance of advocating for your child and using additional services for their education. About my guest: About my guest: Over the course of her career, Dr. Gallup Larsen has worked in public and private school settings, outpatient clinics, and residential settings. In all settings, Dr. Gallup Larsen collaborates with interdisciplinary teams to provide school-based services, outpatient therapy, and/or interventions to children, adolescents, and their families. Dr. Gallup Larsen is a Licensed Clinical Psychologist (LCP), a Nationally Certified School Psychologist (NCSP), and has a Diplomate credential in School Neuropsychology (ABSNP). Dr. Gallup Larsen earned a Doctorate in Clinical and School Psychology from James Madison University's Combined-Integrated Doctoral Program, an American Psychological Association (APA) accredited program. Prior to returning to school for her doctorate, she also obtained her Master's and Certificate of Advanced Graduate Study (CAGS) in School Psychology from George Mason University, a National Association of School Psychologists (NASP) accredited program. Dr. Gallup Larsen has served as a school psychologist in Alexandria, Virginia, and Loudoun County, Virginia. She was recognized as the School Psychologist of the Year for 2013 by the Virginia Academy of Schools Psychologists (VASP). Clinically, she also currently works as a Licensed Clinical Psychologist with Metropolitan Psychological Services, PLLC. Offices are located in McLean and Arlington, Virginia. Dr. Gallup Larsen completed an APA-accredited Pre-Doctoral internship in the Psychiatric Mental Health Clinic (PMHP) and the Center for Child and Family Traumatic Stress (CCFTS) with Kennedy Krieger Institute/Johns Hopkins Medicine in Baltimore, Maryland. The PMHP at Kennedy Krieger Institute provides diagnostic evaluation and treatment services for children and adolescents who are having difficulty with mood, behavior, or relationships at home, within the family, at school, and with peers. The CCFTS provides mental health evaluation and treatment services to children, adolescents, and families who have experienced or may be at risk for trauma. Dr. Gallup Larsen specializes in treating children, adolescents, young adults, and their families. Her specific areas of interest include anxiety, attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), tic disorders, depression, relationship issues, trauma, and adjustment-related distress. In addition, she provides parent/caregiver therapy, and has received specialized training in the Chicago Parent Program (CPP) and Supportive Parenting for Anxious Childhood Emotions (SPACE). In therapy, Dr. Gallup Larsen uses an assimilative-integrative approach to best meet the unique needs of her individual clients and their families. This approach emphasizes a client-centered, systemic approach that is also informed by cognitive-behavioral, developmental, and relational or attachment-based evidence-based treatments. Dr. Gallup Larsen approaches her work with each client and family using an open and warm therapeutic style which puts her clients at ease. Dr. Gallup Larsen greatly values diversity and culture and views therapy as a collaborative process meant to foster positive change as clients and families develop more compassion for themselves and one another. Personally, Dr. Gallup Larsen has two young adult children, a bonus teen son, a bonus adult daughter, and a bonus grandson. She and her partner enjoy spending time with their diverse family, as well as traveling. Virginia "GiGi" Gallup Larsen, PsyD, LCP, NCSP Licensed Clinical Psychologist (VA Lic # 0810007625) Nationally Certified School Psychologist Metropolitan Psychological Services, PLLC - Tyson's Corner Office 8401 Greensboro Drive Suite 550 McLean, VA 22102 2000 N 15th Street, Suite 200 Arlington, VA 22201 |(ph)| 703.831.6008, ext. 512 |(e)| drgalluplarsen@mpspllc.com |(w)| www.mpspllc.com

In this episode we discuss how to help your child deal with anxiety. Ages & Stages Information: https://agesandstages.com/ About my guest: Over the course of her career, Dr. Gallup Larsen has worked in public and private school settings, outpatient clinics, and residential settings. In all settings, Dr. Gallup Larsen collaborates with interdisciplinary teams to provide school-based services, outpatient therapy, and/or interventions to children, adolescents, and their families. Dr. Gallup Larsen is a Licensed Clinical Psychologist (LCP), a Nationally Certified School Psychologist (NCSP), and has a Diplomate credential in School Neuropsychology (ABSNP). Dr. Gallup Larsen earned a Doctorate in Clinical and School Psychology from James Madison University's Combined-Integrated Doctoral Program, an American Psychological Association (APA) accredited program. Prior to returning to school for her doctorate, she also obtained her Master's and Certificate of Advanced Graduate Study (CAGS) in School Psychology from George Mason University, a National Association of School Psychologists (NASP) accredited program. Dr. Gallup Larsen has served as a school psychologist in Alexandria, Virginia, and Loudoun County, Virginia. She was recognized as the School Psychologist of the Year for 2013 by the Virginia Academy of Schools Psychologists (VASP). Clinically, she also currently works as a Licensed Clinical Psychologist with Metropolitan Psychological Services, PLLC. Offices are located in McLean and Arlington, Virginia. Dr. Gallup Larsen completed an APA-accredited Pre-Doctoral internship in the Psychiatric Mental Health Clinic (PMHP) and the Center for Child and Family Traumatic Stress (CCFTS) with Kennedy Krieger Institute/Johns Hopkins Medicine in Baltimore, Maryland. The PMHP at Kennedy Krieger Institute provides diagnostic evaluation and treatment services for children and adolescents who are having difficulty with mood, behavior, or relationships at home, within the family, at school, and with peers. The CCFTS provides mental health evaluation and treatment services to children, adolescents, and families who have experienced or may be at risk for trauma. Dr. Gallup Larsen specializes in treating children, adolescents, young adults, and their families. Her specific areas of interest include anxiety, attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), tic disorders, depression, relationship issues, trauma, and adjustment-related distress. In addition, she provides parent/caregiver therapy, and has received specialized training in the Chicago Parent Program (CPP) and Supportive Parenting for Anxious Childhood Emotions (SPACE). In therapy, Dr. Gallup Larsen uses an assimilative-integrative approach to best meet the unique needs of her individual clients and their families. This approach emphasizes a client-centered, systemic approach that is also informed by cognitive-behavioral, developmental, and relational or attachment-based evidence-based treatments. Dr. Gallup Larsen approaches her work with each client and family using an open and warm therapeutic style which puts her clients at ease. Dr. Gallup Larsen greatly values diversity and culture and views therapy as a collaborative process meant to foster positive change as clients and families develop more compassion for themselves and one another. Personally, Dr. Gallup Larsen has two young adult children, a bonus teen son, a bonus adult daughter, and a bonus grandson. She and her partner enjoy spending time with their diverse family, as well as traveling.

In this "Ask the Expert" episode, Dr. GG deFiebre of SRNA was joined by Dr. Rebecca Martin, who detailed the mechanism and benefits of transcutaneous spinal cord stimulation (TSS). Dr. Martin explained how TSS, a non-invasive method, aims to amplify spinal cord excitability and improve neurological functions like movement and sensation [00:01:25]. She contrasted TSS with implanted spinal stimulators, noting their respective applications and advantages [00:02:34]. Dr. Martin shared the promising outcomes of TSS in clinical trials, emphasizing its potential for widespread clinical use, and she urged patients to inquire about it at their clinics [00:05:42]. You can read her group's recent paper here: "Transcutaneous Spinal Cord Stimulation Enables Recovery of Walking in Children with Acute Flaccid Myelitis" https://www.mdpi.com/2227-9067/11/9/1116 Rebecca Martin, OTR/L, OTD, CPAM received her Bachelor of Science in Occupational Therapy from Boston University in 2001 and her Occupational Therapy Doctorate from Rocky Mountain University of Allied Health Professions in 2008. Prior to joining the Kennedy Krieger Institute, Dr. Martin worked in brain injury rehabilitation in Boston, Massachusetts. Dr. Martin joined Kennedy Krieger in 2005 as a Senior Occupational Therapist in the International Center for Spinal Cord Injury. Since 2010, Dr. Martin has been the Manager of Clinical Education and Training at ICSCI and is responsible for program development, staff training, and oversight of the clinical research program. Dr. Martin speaks nationally on topics related to Activity-Based Rehabilitation; she has taught many continuing education courses for rehabilitation professionals in the areas of neurological pathology, rehabilitation, and research. She has been the principal investigator and co-investigator for grants from the Paralyzed Veterans of America Education Foundation and Department of Defense to develop, promote, and disseminate an activity-based restorative therapy training program and curriculum. In 2011, Dr. Martin was awarded the Leader in Spinal Cord Injury Care by the International Center for Spinal Cord Injury at Kennedy Krieger. From 2011-2016, Dr. Martin served as a Committee Chair for the annual Contemporary Trends in Spinal Cord Injury Management Symposium at Kennedy Krieger. As a consultant for SwissStim, she has helped create clinical use guidelines for training and documentation. In 2015, Dr. Martin was invited to serve on the NIH and NINDS Committee to establish Pediatric Spinal Cord Injury Common Data Elements.

In today's podcast, we delve into the critical issue of appointment attendance, a key factor affecting ambulatory access. This topic is vital because it represents both a significant opportunity to provide essential care and a major financial benefit for our organization. As we've discussed in earlier episodes, the imbalance between provider supply and patient demand has created a shortage of available appointment slots. Time is our most precious resource in ambulatory care, and when a patient misses an appointment, it not only results in missed opportunity to deliver high-quality and safe care to that patient -- but it means a substantial loss of precious time for our community. This challenge is even more pronounced in pediatrics, where the responsibility for attendance often lies with families or caregivers, not the patient. To explore this issue further, we're joined by two esteemed guests. Dr. Allison Gornik, a licensed clinical psychologist at Kennedy Krieger Institute and assistant professor of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine, recently served as the lead author on an article on appointment attendance. Lorna Kernizan, the Chief Ambulatory Officer at Children's Mississippi and a seasoned executive with nearly 30 years of experience, offers her insights from the perspective of leading initiatives related to appointment attendance at one of the leading US children's hospitals. Together, they will help us understand the nuances of appointment non-attendance and discuss potential solutions. https://www.tandfonline.com/doi/full/10.1080/13854046.2023.2219421

Join Dr. Brad Schlaggar, president and CEO of Kennedy Krieger Institute and Dr. Lisa Carey, the Assistant Director of the Center for Innovation and Leadership in Special Education as well as an education specialist for the Neuropsychology Department at Kennedy Krieger. Accommodations for college require self-advocacy. It is the student themselves who must request those accommodations at the school—not the parents. Services such as occupational therapy, speech therapy, reading support, and instructional assistants, which may have been a part of a student's IEP, are not a part of college accommodations. Additionally, since many students live on a college campus, there may be additional accommodations to consider for housing, dining, and recreation. Listen as they dive into the process of requesting accommodations and the importance of working with the college's Disability Support office. Families need to start preparing their child early for this change so that students have the self-advocacy skills to be successful in college.   Resources for students and families: Understood.org has great resources for understanding disability services in higher education Kennedy Krieger has a guide specifically for college students with a history of cancer. The US Department of Education Office for Civil Rights offers a guide of student rights and responsibilities in postsecondary education. Edutopia has a helpful blog post on this topic.See omnystudio.com/listener for privacy information.

In today's first of two episodes with Dr. Jeanne Donaldson, we discuss using token economies with children to help them establish positive behaviors. Dr. Donaldson defines what a reward/token economy is and how the functions of a reward system can be used, as well as how to avoid misusing them. Dr. Jeanne Donaldson earned her Ph.D. in Psychology from the University of Florida and completed a postdoctoral fellowship at the John Hopkins University School of Medicine at the Kennedy Krieger Institute. Her research focuses on solving issues common in early childhood and assessing child and adult interventions. To learn more or contact Dr. Donaldson, you can reach out to her via email at jdonaldson@lsu.edu.

Today we roll out a new series on the podcast called COPAA Conversations by chatting with Denise Marshall, the CEO of the Council of Parents, Attorneys, and Advocates. COPAA's mission is to protect and enforce the legal and civil rights of students with disabilities and their families. The organization offers trainings, an amazing conference, public policy work, legal assistance, really effective committees, and more! It's seriously my one-stop shop for information and community in my work. Denise and I chat about all things COPAA in this episode, and of course, we dive into some of our favorite advocacy tools and ideas! I hope you'll join us and check out COPAA! Transcript: https://share.descript.com/view/Tx38ehX5c7M Denise Stile Marshall, M.S. - Denise has led the Council of Parent Attorneys and Advocates (COPAA) since 2005. She graduated from Johns Hopkins University with a Master of Science in Applied Behavioral Science. Denise has over 40 years' experience in the field of disabilities in a variety of support, management, and advocacy capacities. She has a wealth of non-profit association management experience and is a dynamic trainer, experienced in leading sessions for participants of diverse abilities and experience levels. Prior to becoming the CEO of COPAA Denise was the Director of Training and Educational Outreach for the national organization TASH from 1995-2005, the Program Manager and trainer for Maryland Leaders in Disability Policy; and a Positive Behavior Support specialist and Director of the National Training Center for The Kennedy Krieger Institute in Maryland among other consulting and management positions. Denise's specific areas of interest are civil right to quality education, positive behavioral supports, prevention and reduction in the use of restraints, abolishment of seclusion and aversive techniques, family supports, grassroots advocacy, self-advocacy, and experiential learning. Denise and her husband are the parents of two children and have three grandchildren, one of whom has Down syndrome.

In the second episode of Season 1, Quintara and Tianna discuss elopement behavior. The Sissyahs also discuss ways to manage this behavior in the home, school, and community settings.ReferencesAnderson, C., Law, J. K., Daniels, A., Rice, C., Mandell, D. S., Hagopian, L., & Law, P. A. (2012). Occurrence and family impact of elopement in children with autism spectrum disorders. Pediatrics, 130(5), 870-877.Kennedy Krieger Institute. "Nearly half of children with autism wander or 'bolt' from safe places." ScienceDaily. ScienceDaily, 8 October 2012. Trigger warningUnfortunate fatal events are discussed in this episode. This episode is dedicated to our STAR.Social MediaWebsite: https://www.abasissyahs.com/Instagram:ABA Sissyahs - @abasissyahsQuintara - @themysticalanalystTianna - @motivatedbx

Access is key, and athletes often encounter obstacles to competing in the sport they love. Lacrosse has grown in popularity in recent years, but some fans say the sport has a problem. A Baltimore lacrosse organization is trying to change the sport. We speak with Coach Lloyd Carter, one of the founders of Blax Lax. Blax Lax is set to host its 10th annual Devin Day Celebration with a lacrosse tournament in August, co- sponsored and hosted by Catonsville Community College. And the Kennedy Krieger Institute's adaptive sports program, the Bennett Blazers, brings together young people with disabilities interested in a range of sports. We speak with Landon Brown, a longtime member of the team, and Coach Gerry Herman, who has managed the Bennett Blazers program since it started in 1990. The Blazers' wheelchair basketball team advanced to the NWBA Varsity Wheelchair Basketball National Championship on Sunday. That tournament is scheduled to take place in Richmond, Virginia from April 5 to 7. Photo by Szkandera Ondrej, via Wikimedia Commons. (Original airdate: Nov. 20, 2023)Do you have a question or comment about a show or a story idea to pitch? Contact On the Record at: Senior Supervising Producer, Maureen Harvie she/her/hers mharvie@wypr.org 410-235-1903 Senior Producer, Melissa Gerr she/her/hers mgerr@wypr.org 410-235-1157 Producer Sam Bermas-Dawes he/him/his sbdawes@wypr.org 410-235-1472

There are over 7000 identified rare diseases that impact over 300 million people worldwide. And a disproportionate number of those rare diseases affect the developing brain and nervous system. Having any given rare disease is indeed rare. But having a rare disease is, in fact common. February, is rare disease awareness month and the last day of February is recognized internationally as Rare Disease Day.  For this month's episode, Dr. Brad Schlaggar, pediatric neurologist, and president and CEO of Kennedy Krieger Institute is joined by Dr. Anne Comi, a pediatric neurologist, to discuss a specific rare disease and some potentially very promising progress in its treatment. Additionally, we will hear from Megan Lewis, mother of Tucker, who shares some insights of their journey with a rare disease. See omnystudio.com/listener for privacy information.

This week, we're replaying a classic episode where Steve and Yvonne interview Brian Brown of Brown and Barron, LLC (https://www.brownbarron.com/).   Remember to rate and review GTP in iTunes: Click Here to Rate and Review   View/Download Trial Documents   Case Details: Accomplished Baltimore trial lawyer Brian Brown explains how he secured justice for Ashley Partlow, who was subjected to the Kennedy Krieger Institute's negligent Lead-Based Paint Abatement and Repair and Maintenance Study. Designed to identify the least expensive solution to a nationwide lead paint and dust problem, the study monitored blood lead levels in children under 4 years of age who were living in homes with unhealthy levels of poisonous lead dust. Ashley was too old to be an official test subject but was still exposed to high levels of lead dust through the study. As a result of her exposure, Ashley suffers from permanent brain damage and struggles with learning disabilities and behavior issues. After a month-long trial, a Baltimore City, Maryland jury returned a verdict of $1,841,000 in damages in this landmark case.   Guest Bio: Brian S. Brown Brian S. Brown, one of the firm's founding partners, as well as its Managing Member, has over thirty years of experience as a trial lawyer and focuses his practice on litigating medical malpractice and nursing home abuse cases. Brian has tried well over 100 tort cases and has obtained multiple multi-million dollar verdicts. Over his career, he has recovered more than $175 million for his clients, through both trial and settlement. In addition to his trial experience, Brian has extensive appellate experience, having appeared before the Maryland Court of Appeals twelve times, and the Court of Special Appeals more than fifty times. He is admitted to practice in Maryland and the District of Columbia, as well as in the 4th Circuit Court of Appeals. Brian is currently a member of the Maryland Association for Justice (MAJ) and the American Association for Justice (AAJ). Brian has presented on legal topics in a variety of settings, including for the Inn of Court, and over ten times for HB Litigation Conferences. He has also presented to the entire bench of the Circuit Court of Baltimore City regarding the evolving law of expert testimony in Maryland. Brian has been named as a Super Lawyer, and he has been selected as a member of both the Multi-Million Dollar Advocates Forum and of the prestigious Litigation Counsel of America. Outside of his legal work, Brian has served as the President of the Board for the Maryland Disability Law Center (now known as Disability Rights Maryland), and has volunteered with other civic organizations, including with the Upton School Foundation and with Higher Achievement. Read Full Bio   Show Sponsors: Legal Technology Services - LegalTechService.com Digital Law Marketing - DigitalLawMarketing.com Harris Lowry Manton LLP - hlmlawfirm.com   Free Resources: Stages Of A Jury Trial - Part 1 Stages Of A Jury Trial - Part 2

In this episode, Dr. Daniel Correa sits down with Abbey Romeo and her mother Christine, both of whom appeared on the Netflix show Love on the Spectrum U.S. Abbey shares her experience of growing up with autism and how she has learned to overcome challenges that have accompanied her diagnosis. Christine shares her perspective of being Abbey's mother and supporting her daughter as she navigates life with autism. Next, Dr. Correa speaks with Dr. Wilfreda Lindsey, a neurologist at the Kennedy Krieger Institute and an assistant professor in Neurology at Johns Hopkins University in Baltimore, MD. Dr. Lindsey explains the meaning of autism spectrum disorders, available therapies, and how families can support their loved ones living with autism through childhood and the transition to adulthood.   Additional Resources Association for Science in Autism (ASAT) Got Transition® Learn more about TRAQ Learn more about autism spectrum disorder Brain & Life: Is There a Link Between Epilepsy and Autism?   More about Abbey and Christine Made by Abbey Abby Romeo - @hatsbyabbey (TikTok & Instagram); Christine Romeo - @Abbeysmom17 (TikTok)   Other Brain & Life Podcast Episodes on Neurodiversity ‘Bake Off' Star Lizzie Acker on Showstopping Cakes through Neurodivergent Eyes We want to hear from you! Have a question or want to hear a topic featured on the Brain & Life Podcast? ·       Record a voicemail at 612-928-6206 ·       Email us at BLpodcast@brainandlife.org   Social Media:   Guests: Abbey Romeo @hatsbyabbey (TikTok & Instagram); Christine Romeo @Abbeysmom17 (TikTok); Kennedy Krieger Institute @KennedyKrieger (X) Hosts: Dr. Daniel Correa @neurodrcorrea; Dr. Katy Peters @KatyPetersMDPhD

Access is key, and athletes often encounter obstacles to competing in the sport they love. Lacrosse has grown in popularity in recent years, but some fans say the sport has a problem. A Baltimore lacrosse organization is trying to change the sport. We speak with Coach Lloyd Carter, one of the founders of Blax Lax. And the Kennedy Krieger Institute's adaptive sports program, the Bennett Blazers, brings together young people with disabilities interested in a range of sports. We speak with Landon Brown, a longtime member of the team, and Coach Gerry Herman, who has managed the Bennett Blazers program since it started in 1990.Do you have a question or comment about a show or a story idea to pitch? Contact On the Record at: Senior Supervising Producer, Maureen Harvie she/her/hers mharvie@wypr.org 410-235-1903 Senior Producer, Melissa Gerr she/her/hers mgerr@wypr.org 410-235-1157 Producer Sam Bermas-Dawes he/him/his sbdawes@wypr.org 410-235-1472

 Parenting young children with behavioral outbursts can be very challenging. Dr. Joyce Harrison, early childhood psychiatrist from Kennedy Krieger / Johns Hopkins shares practical parenting tips and referral resources for families of young children.**What parenting tips could pediatric clinicians share with parents of preschool-aged children?o   Stay calmo   Positive instructions; tell what they SHOULD be doing; + instead of “stop”o   Catch them doing something good/right thing; PRAISEo   Ignore negative behaviorso   Consequences in the moment – be consistent, avoid idle threatso   Child centered time, money in the bank ($) = TIME INo   Practice Effective Time outs o   Parents need time outs, too** Any resources that you could recommend for pediatricians to help them take care of preschool-aged kids w/ behavioral problems?Statewide child psychiatry access phone hotlines/ Pediatric mental health case access programs can help you find resources for young children in your areaLocal AAP chapter may also know about local resourcesThe national AAP offers Early Childhood ECHOs for educationThe AAP sells their Toolkit for managing BEP in kids younger than 5About Dr. Joyce Harrison: ·       Associate Professor of Child and Adolescent Psychiatry at Johns Hopkins University School of Medicine and Faculty at the Kennedy Krieger Institute·       Previous and first Medical director of Maryland Behavioral Health Integration in Pediatric Primary Care program (CPAP)·       Project director for Kennedy Krieger Institute's Early Childhood ECHO programs·       Co-chair of AACAPs Infant and Preschool CommitteeCheck out our website PsychEd4Peds.com for more resources.Follow us on Instagram @psyched4peds

Temper tantrums can be so frustrating - for the child, the parent, the teacher, and everyone involved!  On episode 20 of PsychEd4Peds, Dr. Joyce Harrison, child and adolescent psychiatrist at Kennedy Krieger Institute/Johns Hopkins, shares with us an "8 S" framework for evaluating kids with temper tantrums. Q: What is on the differential diagnosis for a 4 year old with temper tantrums?A: Thinking alphabetically, ** A = ADHD, anxiety, and/or autism,** C= communication difficulties, ** D = developmental delay/intellectual disability, ** T=trauma or adverse childhood experiencesQ:  What questions could the pediatrician ask the parent to sort through some of these possible issues?   A:  It can be helpful to use the "Eight S framework"§ 1 - Safety first· Is this child safe?· Are the people around this child safe? · Is this child safe to be treated in the setting that they're in? § 2 - Specific behaviors · What is the child doing that makes the parent think something is wrong· What is the most problematic thing? · What are you most concerned about?§ 3 – Setting· Where are the behaviors happening? (childcare/preschool, home, out w/ other people)§ 4 - Scary/trauma · Has anything scary happened to this child/family? § 5 - Services!!!!! · what kinds of services is the child getting now? (OT, PT, behavioral tx, meds)§ 6 - Sleep· How well are they sleeping? Any nightmares?§ 7 - Social interactions· Does your child have friends? · Does your child get invited to other things?§ 8 - Speech problemsDr. Joyce Harrison is an Associate Professor in the Division of Child and Adolescent Psychiatry at Johns Hopkins University School of Medicine. She is also on the Faculty at Kennedy Krieger Institute, a hospital serving children with developmental disabilities.  She is a nationally-recognized educator in early childhood mental health and its integration in primary care. She is the Project director for Kennedy Krieger Institute's Early Childhood ECHO programs, and  Co-chair of AACAPs national Infant and Preschool Committee.  She served as the founding  Medical director of Maryland Behavioral Health Integration in Pediatric Primary Care program. She is President of the Association for Infant Mental Health, Maryland-DC chapter.Check out our website PsychEd4Peds.com for more resources.Follow us on Instagram @psyched4peds

Tourette syndrome and tics—what are these two neurological disorders, how do they differ and how are they treated is the subject of this month's episode of Your Child's Brain.  Join Dr. Brad Schlaggar, president and CEO of Kennedy Krieger, along with  four of his colleagues from the Institute's Tourette Syndrome Center of Excellence. They are: Dr. Harvey Singer Dr. Marco Grados Dr. Joseph McGuire Dr. Shannon Dean Links to visit: Tourette Syndrome Center of Excellence at Kennedy Krieger Institute and Johns Hopkins Medicine Tourette Association of AmericaSee omnystudio.com/listener for privacy information.

During a recent two-month period, Maryland and Pennsylvania-based trial lawyers Briggs Bedigian and Jon Stefanuca obtained verdicts of $34 million and $187 million in back-to-back trials in complex birth injury cases.  Join Ben and Rahul for their discussion with Briggs and Jon about their path to handling these challenging, highly leveraged, and risky cases, and the strategies they have developed for sustained and repeated success.  Whether you handle birth injury cases or not, this episode contains important lessons that will benefit anyone who tries cases for a living. About Briggs BedigianH. Briggs Bedigian (“Briggs”) is a trial lawyer dedicated to representing victims of medical malpractice and catastrophic personal injuries nationwide. Briggs and his partner, Charles Gilman, co-founded Gilman & Bedigian, LLC with one guiding principle – to provide the absolute best legal representation to those most in need.   Briggs' particular set of trial skills sets him apart from his peers when he steps into the courtroom. His familiarity with the trial process and his humility and comfort trying cases in front of juries has proven both persuasive and productive. Briggs has tried more than 70 cases to verdict, including winning the largest medical malpractice verdict in Pennsylvania history, $182 million on behalf of a catastrophically injured child. His record of success also includes winning the second largest medical malpractice verdict in Maryland history of $55 million.   While Briggs prepares every case for trial, he routinely achieves multimillion-dollar pre-trial settlements, many in excess of eight-figures. Experience has proven that the hard work of trial preparation and his assertive strategy has been crucial to his success.   Briggs has earned a reputation in the legal community as the “go-to attorney” for catastrophic medical malpractice and personal injury cases. When judges, defense lawyers, doctors, and prominent lawyers refer Briggs their serious personal injury cases, you know he is providing top notch legal representation – and getting top results.   Bar Admissions:  Maryland  Pennsylvania  District of Columbia  United States District Court of Maryland  United States District Court for the District of Columbia   Special Admissions by way of Pro Hac Vice:  Virginia  Texas  Alabama  New Jersey  Georgia  Delaware  North Carolina  Ohio  Nevada   Education:  University of Baltimore School of Law, J.D.  Honors: Top 10% of class  Ithaca College, New York, B.A.  All American football player  Captain of College football team – elected by teammates.   Professional Associations and Memberships:  The Inner Circle of Advocates (Inducted 2015)  Maryland Association for Justice (Elected to Board of Governors)  Philadelphia Trial Lawyers Association (Elected to Board of Governors)  Pennsylvania Association for Justice  The American Association for Justice  Maryland State Bar Association  Baltimore City Bar Association   Honors and Awards:  2013 Trial Lawyer of the Year – Maryland Trial Lawyers Association  2016 Named as one of Maryland's Top 100 Lawyers – Super Lawyers Magazine  Named as “Super Lawyer” in the field of medical malpractice by Maryland Super Lawyers Magazine  Named as a ‘Rising Star” in the field of medical malpractice and personal injury by Baltimore Magazine's Maryland Super Lawyers  The Heuisler Honor Society  Named in The National Trial Lawyers Top 40 under 40    About Jon Stefanuca   As a trial attorney at Gilman & Bedigian, LLC, Jon handles a variety of medical malpractice and personal injury cases. Jon has extensive experience with cases involving catastrophic injuries, including, but not limited to:  Cerebral Palsy  Pediatric brain injury  Hypoxic Ischemic Encephalopathy  Developmental delays  Brain bleeds/ strokes  Neurologic injuries  Musculoskeletal injuries  Infections/ sepsis/ meningitis  Surgical injuries  Anesthesia injuries  Paraplegia/ quadriplegia  Traumatic brain injuries (TBI)  Spinal cord injuries   Jon dedicates most of his time to helping children injured by medical negligence, including children diagnosed with cerebral palsy, hypoxic ischemic encephalopathy, and developmental delays.   Beyond medical negligence, Jon has extensive experience with toxic exposure cases, including carbon monoxide poisoning and lead paint poisoning.   He has handled hundreds of birth injury cases around Maryland and across the country. Some of his recent jury verdicts speak for themselves:  $182,000,000, Birth Injury: Hagans v. Hospital of the University of Pennsylvania  $34,000,000, Birth Injury: Anderson v. University of Maryland St. Joseph Medical Center  $20,000,000, Intellectual property dispute: Adcor Industries, Inc. v. Beretta USA Corp.  $13,300.000, Birth Injury: Lewis v. Upper Chesapeake Medical Center   In addition to medical malpractice litigation, Jon has extensive experience with toxic exposure cases, including carbon monoxide and lead paint cases. His experience includes class actions, mass actions, business disputes, contract disputes, intellectual property disputes, and non-disclosure agreement .litigation.  Verdicts and settlements in excess of $350,000,000.00.  America's Top 100 Medical Malpractice Litigators by America's Top 100.  “Nation's Top One Percent” of attorneys by National Association of Distinguished Counsel.  Power List for medical malpractice and personal injury by The Daily Record.  Board Member, Maryland Association for Justice, the largest trial lawyers' association in the State of Maryland.  Member, American Association for Justice.  Maryland Super Lawyer in the field of medical malpractice by Super Lawyers Magazine since 2020.  Rising Star in medical malpractice by Maryland Super Lawyers Magazine since 2011.  Maryland Top 10 under 40 for medical malpractice in 2015.   Prior to joining Gilman & Bedigian, LLC, Jon was a trial attorney with Murphy Falcon & Murphy, a nationally recognized group of elite trial lawyers. Jon represented the injured in a variety of cases involving medical malpractice, catastrophic personal injuries, product defects, brain injuries, lead poisoning, and carbon monoxide poisoning, among other cases. He was a member of the litigation team in the class action filed against St. Joseph Medical Center and Dr. Mark Midei, which culminated in a $37,000,000.00 settlement. Jon was also a member of the litigation team in the class action filed against Kennedy Krieger Institute, involving allegations of unethical and unlawful experimentation on children. Jon also developed a reputation for representing professional athletes and their families in personal injury cases.   Unlike most other attorneys, Jon has experience representing both plaintiffs and defendants. Jon was a litigation associate with Nash & Associates, LLC, where he represented MedStar Health, a $4 billion health care system in the Baltimore area with a network of nine hospitals and twenty other health-related businesses across Maryland and the Washington, D.C. region. As a result of this experience, Jon has a unique understanding of medical malpractice defense mentality and strategy.   Jon served a judicial clerkship for the Honorable W. Michel Pierson, Circuit Court Judge of the Circuit Court for Baltimore City, prior to entering private practice.   EDUCATION  Jon graduated with honors from the University of Maryland School of Law. He served as the Articles Editor on the Board of the Maryland Law Journal of Race, Religion, Gender, and Class. He was also admitted as a member of the school's Moot Court Board. As a student attorney, he represented a number of community organizations in the Economic Housing and Community Development Law Clinic for which he received a Special Achievement Award.   LANGUAGES  In addition to English, Jon speaks Russian, French and Romanian.   PUBLICATIONS  Jon Simon Stefanuca, The Fall of the Federal Election Campaign Act of 1971: A Public Choice Explanation, 19 U. Fla. J.L. & Pub. Pol'y 237 (2008).  Jon Simon Stefanuca, Crawford v. Washington: The Admissibility of Statements to Physicians and the Use of Closed-Circuit Television in Cases of Child Sexual Abuse, 5 U. Md. L. J. Race, Rel. Gender & Class 411 (2005).  Jon Simon Stefanuca, The PRI and Its Demise as Mexico's Single Ruling Party, 38 Towson U. J. Int'l Aff. 32 (2002).  Jon Simon Stefanuca, The ICC and the United States: Arguments in Favor of Ratification of the Rome Treaty, 37 Towson U. J. of Int'l Aff. (2001). 

Each month, our Carrier Connections program features a different X-linked condition with the goal to increase awareness and education of X-linked conditions and how they impact females. In the month of September, we are featuring Barth syndrome.  Barth syndrome is an X-linked disorder characterized by symptoms that include the enlargement and weakening of the heart, skeletal muscle abnormalities, short stature, and recurrent infections. This syndrome is the result of a mutation in the gene, TAFAZZIN, which normally functions to encode a protein involved in remodeling cardiolipin. Female carriers typically do not experience symptoms associated with Barth syndrome. Today, we are joined by Rebecca (Becky) McClellan, MGC, CGC. Becky is a board-certified genetic counselor who splits her time between the Neurogenetics-Metabolism Clinic at Kennedy Krieger Institute and the Johns Hopkins Center for Inherited Heart Diseases. For more than 20 years at she has supported patients and families with a wide spectrum of neurodevelopmental disabilities at Kennedy Krieger Institute and has specialized in mitochondrial and other rare metabolic conditions. Rebecca also actively works to enhance family support resources by working closely with organizations such as the Barth Syndrome Foundation and SADS Foundation, and serves on the medical advisory board of Remember the Girls a support organization focused on carrier issues, and the Timothy Syndrome Foundation. Carrier Connections is sponsored by Horizon Therapeutics, Sanofi, and Ultragenyx Pharmaceutical. For more information about our organization, check out rememberthegirls.org.

In this episode, I interview Meredith Davis about her career path and current role. She received her bachelor's degree from Davidson College in English and her master's in occupational therapy from the University of Alabama at Birmingham. Her previous work experience includes working as a Concierge at BF Saul, a Circulation manager for France Magazine at the French Embassy, and an Occupational Therapy Assistant at the Kennedy Krieger Institute. She is currently a Therapy Supervisor at the League Education and Treatment Center. We discuss: 0:46: An overview of her current role 1:57: What a typical day is like 3:20: The types of problems she helps her students with 4:08: The distinction between occupational therapy and speech therapy 5:58: The typical patient timeline 8:22: How students are typically referred to her 9:33: The process of determining a student's needs and goals 11:40: The level of treatment customization for students 15:02: An overview of the collaboration with other professionals in the role 17:10: The highs and challenges of her role 19:34: The training required for her role 22:00: Why she chose this career path 23:00: What she likes more about her current role than to previous jobs 24:47: Advice for narrowing down one's career interest 26:07: Advice for how to prepare for a career in occupational therapy in college 26:58: General career advice

The fourth Season of the National Institute of Neurological Disorders and Stroke's Building Up the Nerve podcast, where we discuss the unwritten rules, or “hidden curriculum,” of scientific research at every career stage. We know that navigating your career can be daunting, but we're here to help—it's our job!In episode 6, we talk about conducting research as a clinician-scientist, including the different paths to research as a clinician and what a clinician-faculty position can look like.Featuring Erika Augustine, MD, Associate Chief Science Officer, Kennedy Krieger Institute; Edjah Nduom, MD, Associate Professor, Emory University; and Audrey Brumback, MD, PhD, Assistant Professor, The University of Texas at Austin.ResourcesNINDS Institutional Awards for Clinician-Scientists, such as T32 and K12 Programs: https://www.ninds.nih.gov/funding/training-career-development/institutional-grants For example, Dr. Augustine is on the leadership team of the Child Neurologist Career Development Program-K12 at Kennedy Krieger Institute: https://www.kennedykrieger.org/cncdp-k12NINDS Career Development Awards: https://www.ninds.nih.gov/funding/training-career-development/career-development-awards OPEN Stage Webinar: Clinician Scientist Clinic – Overview of NINDS Funding Opportunities and Q&A: https://www.ninds.nih.gov/news-events/events/open-stage-webinar-clinician-scientist-clinic-overview-ninds-funding-opportunities-and-qa NIH Office of Clinical Research Training and Medical Education: https://clinicalcenter.nih.gov/training/index.html The World Wasn't Ready for You by Justin C. Key: https://www.harpercollins.com/products/the-world-wasnt-ready-for-you-justin-c-key?variant=41016598036514  Transcript available at http://ninds.buzzsprout.com/.

How does the brain communicate with the rest of the body? One critically important way for that communication to happen is via the spinal cord, a really complex bundle of nerve cells and fibers, embedded in a canal that is protected by our spinal columns. The spinal cord makes it possible for information to flow from the brain to the rest of the body and for information from the body to flow up the brain. September is Spinal Cord Awareness Month and we are pleased to be discussing this important topic. Dr. Brad Schlaggar, CEO and President of Kennedy Krieger is joined with two of his colleagues. Dr. Cristina Sadowsky, a physiatrist, is the clinical director for the International Center for Spinal Cord Injury at Kennedy Krieger.  She is also an Associate Professor in the Department of Physical Medicine and Rehabilitation at The Johns Hopkins University School of Medicine. Dr. Rebecca Martin, an occupational therapist, is the Manager of Clinical Education and Training at the International Center for Spinal Cord Injury at Kennedy Krieger. She is an assistant professor at The Johns Hopkins University School of Medicine in the Department of Physical Medicine and Rehabilitation. He is also joined today by a good friend and special guest. Van Brooks. Van is the founder and Executive Director of the Safe Alternative Foundation for Education.  SAFE, for short, is a non-profit organization in West Baltimore that believes that all students should have access to a quality education and the resources and opportunities that will assist them in achieving their goals. SAFE provides afterschool, weekend, and summer learning educational opportunities through vocational programs that provide real world application as well as exposing students to the world outside of their community. Van was one of the very first patients in our International Center for Spinal Cord Injury, 18 years ago. In addition, he is a member of Kennedy Krieger Institute's Board of Directors. Links to visit: International Center for Spinal Cord Injury at Kennedy Krieger - SpinalCordRecovery.org Safe Alternative Foundation for Education - Safealternative.org See omnystudio.com/listener for privacy information.

Laugh along with Maryland's funniest kids with this week's edition of KID JOKES. Kramer gives us an update on the gigantic Lego Titanic set for Kennedy Krieger Institute.  Tattoos at Jess' wedding reception? In our latest BRIDE TO BE REPORT.

Join the conversation with C4 and Bryan Nehman as they discuss more teen violence. Two 19-year-olds were shot earlier this week and a 16-year-old was shot and killed outside of Kennedy Krieger Institute on Monday night. Why can the city get control of this teen violence? Baltimore County Inspector General Kelly Madigan joins the show to discuss her findings over the last fiscal year in Baltimore County. Also, cable tv viewership is down almost 50% from where it was last year. Do you still have cable? C4 and Bryan Nehman live every weekday from 5:30-10:00 am ET on WBAL News Radio 1090, FM101.5, and the WBAL Radio App.

Check out the latest episode of Your Child's Brain. Join Dr. Brad Schlaggar President and CEO of Kennedy Krieger Institute and three colleagues: Dr. Joy Salpekar, a pediatric neuropsychiatrist, Dr. Roma Vasa, a child and adolescent psychiatrist and Dr. Aaron Hauptman, pediatric and adult neuropsychiatrist as we discuss the specialty area of neuropsychiatry, in particular, developmental and pediatric neuropsychiatry.See omnystudio.com/listener for privacy information.

For almost all of its history autism was considered a "pervasive developmental disorder." It involved serious deviations from normal development, serious impairments in communication, social relatedness and behavior. Academic papers often had a simple shorthand for autism: "devastating." But today, if you're quirky and anxious but otherwise completely normal, poof! you too can have "autism." In this double-header episode, Jill Escher comments on reports that the singer has autism, followed by an earlier recorded discussion with Dr. Lee Wachtel and Dr. Carmen Lopez-Arvizu about the highly diluted and trivialized term autism.Dr. Wachtel is the Clinical Director of the Neurobehavioral Unit at Kennedy Krieger Institute. Dr. Lopez-Arvizu is the Medical Director of the Psychiatric Medical Health Program at KKI. Links: Jill Escher: The Sia Shaming Spectacle Is a Tragedy for the Arts and the Autism Community https://www.ncsautism.org/blog//sia-shaming Jill Escher: Stop Hating on Maddie Ziegler: She Was Magnificent in Sia's “Music”https://www.ncsautism.org/blog//stop-hating-on-maddie-ziegler-she-was-magnificent-in-sias-music Lee Wachtel: In Defense of Profound Autismhttps://www.youtube.com/watch?v=284K2by1FO4

The focus of this podcast is on an aspect of sickle cell disease that doesn't get as much attention as it deserves—the neurological and developmental implications of the disease. These conditions may severely impact children's functional independence, mental health, quality of life and educational pursuits, and may increase their risk of future complications. Dr. Bradley Schlaggar, president and CEO of Kennedy Krieger Institute, is joined by Dr. Eboni Lance.  Dr. Lance is the Medical Director, of Kennedy Krieger's Sickle Cell Neurodevelopmental Clinic. She is the Associate Director, of the Institute's Neurology and Neurogenetics Clinic. Dr. Lance is an Associate Professor of Neurology and Pediatrics at the Johns Hopkins University School of Medicine. Dr. Schlaggar is also joined by Derek Robertson and Shanta Robertson--the Robertson's, parents of children with sickle cell disease, are the Founders and Directors of the Maryland Sickle Cell Disease Association, an organization that was created to improve the lives of Marylanders with sickle cell disease.  Links to visit: Maryland Sickle Cell Disease Association https://marylandsicklecelldisease.org/ Kennedy Krieger Institute Sickle Cell Neurodevelopmental Clinic https://www.kennedykrieger.org/patient-care/centers-and-programs/sickle-cell-neurodevelopmental-clinic Hospital Education Liaison Program https://www.kennedykrieger.org/training/programs/center-for-innovation-and-leadership-in-special-education/community-outreach/hospital-education-liaison-program Sickle Cell Disease and Schooling Resources for Families https://www.kennedykrieger.org/patient-care/centers-and-programs/sickle-cell-neurodevelopmental-clinic/sickle-cell-disease-and-schooling-resources-for-families Supporting Students with Sickle Cell Disease in School https://www.kennedykrieger.org/patient-care/centers-and-programs/sickle-cell-neurodevelopmental-clinic/sickle-cell-disease-and-schooling-resources-for-school-staff Sickle Cell Research Studies https://www.kennedykrieger.org/patient-care/centers-and-programs/sickle-cell-neurodevelopmental-clinic/research-studiesSee omnystudio.com/listener for privacy information.

In today's episode, we interview Emily Hoppe. Emily is a  psychiatric-mental health nurse practitioner and PhD candidate at Johns Hopkins University School of Nursing in Baltimore, Maryland. Before starting her PhD, Emily practiced as a staff nurse and psychiatric nurse practitioner at Kennedy Krieger Institute in Baltimore, Maryland for eight years. Her clinical practice focused on the mental health of young children with behavioral and emotional concerns, supporting parents, and diagnosis and treatment of children and adolescents with OCD. Before going to nursing school, Emily got a BA in English. We learn about her career path, and how she decided to return to academia while being in practice, and how she decided to go to Johns Hopkins for her PhD.Emily's research focuses on parents' adverse and childhood experiences' impact on parenting practices, and the role of neighborhood safety in parenting. We learn about her mixed methods research, and how it fits within the timeline of her PhD program. We also learn about the major milestones of the PhD program in nursing at Johns Hopkins. Emily is also an academic parent. We learn about how the birth of her child impacted her career decisions, the type of support she got as a practicing nurse, and the support system she has as a doctoral candidate and parent in her PhD program. We also discuss how the pandemic influenced her experience at the beginning of her PhD.We round off the interview with learning about Emily's best advice for doctoral candidates, how she sets boundaries around work, and what a day in the life looks like for her.References Dr. Debbie GrossJohns Hopkins University Johns Hopkins PhD program in nursing

Welcome to the NeurologyLive® Mind Moments® podcast. Tune in to hear leaders in neurology sound off on topics that impact your clinical practice. In this episode, we spoke with a variety of specialists in neurology who presented research and gave talks at the 75th American Academy of Neurology Annual Meeting, held April 22-27, 2023, in Boston, Massachusetts. Those included in this week's episode, in order of appearance, are: Michael H. Barnett, MBBS, PhD, FRACP, a consultant neurologist at Royal Prince Alfred Hospital (RPAH) Sydney, director of the RPAH MS Clinic and the MS Clinical Trials Unit at the Brain and Mind Centre; codirector of the MS Research Australia Brain Bank; and a senior professor at the University of Sydney. Nancy R. Foldvary-Schaefer, DO, FAAN, the director of the Sleep Disorders Center and staff in the Epilepsy Center at Cleveland Clinic, and a professor of medicine at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University. Sean J. Pittock, MD, the director of the Center for Multiple Sclerosis and Autoimmune Neurology and director of the Neuroimmunology Research Laboratory at Mayo Clinic. Katherine W. Turk, MD, a neurologist at Boston VA Memory Disorders Clinic, principal investigator and codirector of the Center for Translational Cognitive Neuroscience lab (CTCN) at VA Boston; and assistant professor of neurology and coleader of the Outreach, Recruitment and Engagement core of the Alzheimer's Disease Research Center at Boston University. Erika U. Augustine, MD, MS, the associate chief science officer and director of the Clinical Trials Unit at the Kennedy Krieger Institute. Jeffrey M. Statland, MD, a neuromuscular disease specialist and professor of neurology at the University of Kansas Medical Center. Chian-Chun Chiang, MD, a stroke and migraine specialist and assistant professor of neurology at Mayo Clinic. Want more from the 75th American Academy of Neurology Annual Meeting? Click here for all of NeurologyLive®'s coverage of AAN 2023. Episode Breakdown: 1:10 – Barnett on the topline findings for CNM-Au8 from the VISIONARY-MS clinical trial. 8:35 – Foldvary-Schaefer on the understanding of the relationship between epilepsy and sleep. 13:25 – Pittock on the latest data on ravulizumab from the CHAMPION-NMOSD trial. 19:00 – Turk on the landscape of diagnosis and treatment for mild cognitive impairment, and how to improve the process. 22:00 – Augustine on Dr. Sidney Carter and the current paradigm of care in child neurology. 27:15 – Statland on the findings for ataluren in nonsense mutation Duchenne muscular dystrophy from Study 041. 34:05 – Chiang on the takeaways from a big data analysis of 25 therapies for acute migraine management. This episode is brought to you by Medical World News, a streaming channel from MJH Life Sciences®. Check out new content and shows every day, only at medicalworldnews.com. Thanks for listening to the NeurologyLive® Mind Moments® podcast. To support the show, be sure to rate, review, and subscribe wherever you listen to podcasts. For more neurology news and expert-driven content, visit neurologylive.com. REFERENCES 1. Barnett MH. VISIONARY-MS Top-line Results: A Phase 2, Randomized, Double-Blind, Parallel Group, Placebo-controlled Study to Assess the Safety and Efficacy of CNM-Au8, a Catalytically Active Gold Nanocrystal Suspension in Relapsing Multiple Sclerosis. Presented at: AAN Annual Meeting; April 22-27, 2023; Boston, MA. 2. Foldvary-Schaefer NR. Diagnostic Testing: Beyond the MSLT. Presented at: AAN Annual Meeting; April 22-27, 2023; Boston, MA. 3. Pittock SJ. Efficacy and safety of ravulizumab in adults with anti-aquaporin-4 antibody-positive neuromyelitis optica spectrum disorder: outcomes from the phase 3 CHAMPION-NMOSD trial. Presented at: AAN Annual Meeting; April 22-27, 2023; Boston, MA. 4. Statland JM. Safety and Efficacy of Ataluren in nmDMD Patients from Study 041, a Phase 3, Randomized, Double-Blind, Placebo-Controlled Trial. Presented at: AAN Annual Meeting; April 22-27, 2023; Boston, MA. 5. Chiang CC. Simultaneous Comparisons of 25 Acute Migraine Medications: A Big Data Analysis of 10 Million Patient Self-Reported Treatment Records From A Migraine Smartphone Application. Presented at: AAN Annual Meeting; April 22-27, 2023; Boston, MA.

Check out the latest episode of Your Child's Brain. Join Dr. Brad Schlaggar President and CEO of Kennedy Krieger Institute and his guests Heidi Daniel,  president and CEO at the Enoch Pratt Free Library in Baltimore, and Dr. Tzipi Horowitz-Kraus, a developmental neuroscientist at Kennedy Krieger Institute as we discuss children's reading, literacy, and the impact of technology on both. Links to visit: Enoch Pratt library Summer Reading Program https://www.prattlibrary.org/summer-break The Neurobiology of Reading podcast https://urlisolation.com/browser?clickId=796DE2A7-3F7F-4DA8-A057-296FDC84DFF0&traceToken=1682690228%3Bkennedykrieger_hosted%3Bhttps%3A%2Fwww.youtube.com%2Fwatch%3Fv%3DS&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DS_7brlIMa_k Dr. Brad Schlaggar (BS): Welcome to Your Child's Brain, a podcast series produced by Kennedy Krieger Institute with assistance from WYPR. I'm Dr. Brad Schlaggar, pediatric neurologist and president and CEO of Kennedy Krieger Institute. One of the most distinctive features of the human brain is its capacity for language. Arguably, our brains have evolved to produce spoken and heard language. But exactly when that capacity emerged in humans is debated, in the scientific literature, spoken language likely emerged no less than a couple of 100,000 years ago and perhaps as long ago as one million or more years. On the other hand, the invention of the written form of language and therefore the origins of reading, came roughly 5,000 years ago. Simply put, while our brains evolved for spoken language, reading and writing are far too recent to have been drivers for the evolution of our brains. It has only been in the last several 100 years that human society has put such a premium on the value of reading that large portions of society learned to read. That said, in Maryland and in the US as a whole and while estimates vary, roughly one in five adults has very low or absent literacy skills, contributing to significant challenges for the health and welfare of those individuals. For some, reading difficulty is largely the consequence of lack of access to quality education while for others, the issue is dyslexia or a reading impairment, despite sufficient intellectual ability and access to quality education. For so many reasons, it is critically important for us to understand the full complexity of how our brains learn to read and how factors in our children's life, like screen time, for example, impact the development of this crucial skill. Today, I'm joined by two guests, both with expertise that is highly relevant to a discussion of reading development and literacy. Dr. Tzipi Horwitz-Kraus from the Department of Neuropsychology at Kennedy Krieger Institute is an international leader in the neuroscience of reading development. She's an associate professor in the Department of Psychiatry and Behavioral Science at Johns Hopkins University School of Medicine. She's also an associate professor of education and science and technology and in biomedical engineering at the Technion, Israel Institute of Technology. For full disclosure, Tzipi and I are research collaborators on the neuroscience of reading development and we published several papers together. Heidi Daniel is the president and CEO of the Enoch Pratt Free Library, a true gem in Baltimore, Maryland, where she has been at the helm since July of 2017. Welcome, Tzipi and Heidi. Heidi, you're completing your sixth year leading the Enoch Pratt Free Library. I know that literacy is one of the pillars of the library's strategic plan, especially focused on digital literacy and pre-literacy. Tell us about the library's approach to literacy. Heidi Daniel (HD): The library approaches literacy the way we approach most things through the lens of access. You mentioned having access to high-quality education and high-quality materials is really important for the development of reading and literacy in our population. The library's focus is really on making sure that we're approaching learning and reading as a whole person way of looking at it. We're very focused on family literacy and for our pre-literacy skills and wanting to make sure that we're empowering parents and caregivers and the community around children to be fully literate themselves, to have the skillsets that they need to develop literacy in the children and their families and their care and their communities. Then giving access to high-quality materials to help them develop. That looks like a lot of things. It could be providing access to programming around development of brain, development of reading. It's modeling, it's doing programs that model, seeing, read, play with your children. It's providing play rich environments where children have the opportunity to play and explore while also having a lot of rent around them integrated into their play scape. Because we know that children learn through play. It's also that digital literacy piece. As we recognize that digital literacy is critical to the communities that we service and through really our whole world. We're all connected to devices and screens. How does that play out when we start to talk about children learning to read and children's brain development. Even in our teens, how does that interact with their continued growth and development? We really want to make sure that parents are educated on the impact of devices, and that they have access to high-quality apps and materials on those devices. We're not telling people to stay away from screens and only take out print books. If you know anything about the library, we've got tons of electronic resources for folks to access. But what we want to make sure is that caregivers feel empowered to make decisions around high-quality electronic usage. What apps are really educational and useful? How much screen time kids should be having? Really looking at all of the things that come into play when we talk about the interaction of literacy and devices and that they know how to correctly use them for empowerment so that it's not just that junk food approach, doing what feels good, but maybe what isn't like super nutritional for your brain. We take that approach as well as connecting families to all the additional resources they might need to support growth and learning in their home. BS: That sets us up so well for the discussion that we're about to have. Tzipi, tell us a bit about your work on understanding how our brains learn to read. Tzipi Horwitz-Kraus (TH-K): I've been working on the neurobiology of reading for I think 15 years now. I started coming out from a very personal place with having several family members with dyslexia, with the basically difficulty in reading, struggle with reading along the years. I saw that aside to wonderful thinking skills, great intelligence, right ability to manage in your environment. It struck me, how can it be, how can these intelligent individuals struggle with this ability that most of us are doing so naturally? I started digging in and doing the academic journal that I'm having for many years. I started looking for biomarkers, for reading difficulties, and we started looking at different neuroimaging tools or tools that helps us to understand how the brain works. We found that individuals with dyslexia, when they are adults, their brain basically does not recognize that they're making reading errors. Then we said, let's see if this is modifiable. Can we train them to better recognize words and can their brain actually realize that they made reading errors? We found that the brain is plastic, so we moved on to kids and we found that the kid's brain, even if they have dyslexia, is even more plastic than the adult brain that has dyslexia. In the past years, aside to work that we are doing with children with dyslexia and reading difficulties, and we will talk more about it, we started looking at younger kids at pre-reading age and we're trying to see whether we can minimize reading difficulties, and for better effect, not only reading difficulties, let's make all kids love reading because this is one of the most enjoyable activities that kids can do themselves and definitely can do with their parents. BS: As I mentioned earlier, human spoken language dates back on the order of probably 100,000 or a couple of 100,000 years ago. But written language and therefore reading, it's really been around just 5,000 years. What are the implications of how relatively new reading is for the human experience? How does that affect the way you think about investigating the way the brain learns to read? TH-K: This is an amazing question and there is a lot of literature about it that relates to this whole process as recycling these brain networks that were originally aimed to listen, to see, to pay attention to things in order to work together, so reading is accomplished. I think when we're talking about recycling these networks. This is a term coined by a researcher named Dehaene 2009. We kind of understand that maybe not all people can recycle these networks and maybe these brain networks cannot be recycled as easily for everybody. That only emphasizes how much this process is not really intuitive. Which means that in order for these networks to be active together, in order for us to see the words, to listen to the words in our thought and to pay attention to the words, then the timing of this activity needs to be very, very precise. The teaching or the tutoring of this process needs to be very explicit. So it's not intuitive for all kids. BS: Along those lines, what does the research tell us about the best approaches and at what ages it's best to introduce a child to reading? TH-K: Oh, wow. If we go back to the American Pediatric Association, they will tell you that a child should be exposed to reading from birth basically. If we talk about these brain regions that are related to reading, which are visual regions, auditory listening regions, attention regions, meaning, so language and vocabulary these brain networks are really ready to perceive this information at birth. I think that a fine stimulation of these brain regions using storytelling in a different way that matches the child age, using different methods like as batteries or speaking in a voice or reading the story and the voice that the young child can listen and process and then when the child is older, showing the words with the finger that the parent is reading is a great way even at early ages. We do see some of our studies that are looking at children at pre-reading age that are exposed massively or even not massively, are exposed to more hours of stories told by their parents and that they're exposed to more books in their household that even in their close environment basically show greater engagement of brain regions related to imagination when they just listen to stories so they're not seeing anything, but they can imagine the stories. BS: So Heidi, along those same lines of this early exposure, can you talk about some of the programs that you've implemented at the Enoch Pratt Free Library for early reading opportunities for young children. HD: As we talked about, it's really important that caregivers feel less self-conscious about doing anything right and use these intuitive techniques that come naturally to us when we're working with small and young children reading in a calm voice, letting them take breaks and walk away, letting them come back. Singing, playing with them while you're reading, letting them touch the words, pointing out the words. We do all of that naturally through our programming that we do with young children that is family-oriented. We have what people call the traditional story time at the library, we still have all of those. Then we also do some extra programs. We have a program called Books For Me that's been quite successful that really focuses in on groups of parents that partake in a cohort together and from their child's very young, we love to start at birth, right through as their children get older and even including older siblings and the experience of coming together and reading. The program really focuses on that modeling of using different techniques and there's five or six that the American Library Association really encourage parents to use that include things like singing, playing rhyming. Rhyming is really important. Showing the words doing left to right and focusing in on that phonological awareness. A lot of that can happen best through print. We also, through part of that program built home libraries because it's really important that children have access to literature and quality books in their home. I think a lot of studies show that the number of books in the home correlates with better educational outcomes later in life. So for us, we recognize that the cost of books is a big barrier and obviously we want you to come to the library and take out as many books as possible. But so many of our programs now focus on also building that home library for young children and then also even during our summer break programming for older kids and adults as well. Because it's also really important for young children to see the adults in their life reading as well so that they see that this is something important, this is something enjoyable. As the library we love to focus in on, like let your child love to read, especially as they get older, don't worry quite so much about that reading level. Obviously, there's markers and signs that you want to be thoughtful of if they're not developing correctly. But also really just let your child read books. My son is a reluctant reader and he loves Captain Underpants and I let him read that well past his level of reading, he was well beyond it lexical wise, but he just enjoyed reading them and it was the same with Diary of a Wimpy Kid. Just let them have fun and enjoy it. That's part of the beauty of reading is you get this wonderful experience out of it and it develops empathy and kindness in our brains, and really the ability to think about other people. I think sometimes when we work with parents at the public library, we have the privilege and ability to be able to say, make this a really enjoyable bonding experience with your child. Even if you're making up part of the story and they were walking away and they're coming back, it is okay, the idea of the written word being an enjoyable experience, it's also really important and having a lot of print rich environments for your child to explore is also a key development piece. BS: We've used this term dyslexia a couple of times now. So Tzipi, let's talk about it. What is dyslexia exactly? Why do some children have difficulty learning to read, despite all the other efforts being made to enhance the environment, access to education, intellectual ability, all of that. Why still do some children have difficulty learning to read? TH-K: Let's start with the definition for dyslexia. Dyslexia is defined as slow and inaccurate reading despite average IQ and higher. The typical exposure to written language. The reason for dyslexia is neurobiological. It's basically a brain that is active differently. Based on what we said at the beginning of the recycling of these networks that we're actually supposed to see and listen and pay attention to something that is happening in your visual field or when you hear something, there's really not surprising that there are situations that individuals just have difficulties reading. In our studies, this is exactly what we research. Is there a specific brain activity that we see in individuals with dyslexia? Can it be modified? Do we have different profiles of children with reading difficulties? Those who have attention difficulties in reading difficulties, are they the same as those with just reading difficulties? Because this reading network is so complex, it is really not surprising that reading difficulties can occur due to error sort of say, in different places in the network. We see children with epilepsy that suffer from reading difficulties, those with autism disorder, that suffer from reading difficulties and many, many more. I can say that the classical finding that was replicated by several researchers is that individuals with dyslexia show a greater engagement of the right side of the brain when they read as opposed to the average population, the children engagement of the left side of the brain when they read. This is a pattern that we're seeing in several studies, regardless or in most languages, I would like to say. BS: How early can reading issues such as you're describing be identified in a child? Can you talk about pre literacy skills and whether difficulty attaining those reading skills, those pre literacy skills predicts difficulty reading. TH-K: I think that Heidi touched upon some of these early markers. If we think about reading, as I said, I think that reading start developing when the child is born because the infrastructure for reading start developing right there and even beforehand in the uterus. I would say that early markers for future reading difficulties or for the occurrence of future reading difficulties would be related to the awareness to the tiny little sounds in language, the ability to repeat a word that you're hearing, the naming of the letters was found that the ability to name letters fast and accurately, which together is called automatically, is a marker for a future reading achievement. These kind of markers would probably predict the occurrence of feeding difficulties in future .BS: A significant direction of your work and something that you and I have collaborated on over the years is the role of executive function in reading. You talked about attention so broadly, executive function and how that influences reading development. Can you talk about how executive functioning is linked to reading issues and does treating executive dysfunction improve reading outcomes for example in children that have both ADHD and dyslexia? TH-K: Executive functions might be a term that not everybody are familiar with, and also in the field of psychology, this is like an umbrella term for many sub cognitive abilities that are related to learning from our own mistakes for example these include working memory, which is our ability to capture several items in our memory and to manipulate them. Speed of processing. How fast we process information and inhibition our ability not to respond immediately, but to hold that thought and wait with it. Some also referred to attention as part of executive function and some do not. We think, and what we find our studies is that executive functions might be the synchronizer of the reading system. What do I mean by that? We talked about the visual system that we see that is related to the ability to read words orthographically. To read the words holistically without decoding each letter at a time. We have the auditory system that is located in a different region in the brain that is related to the phonological processing steps. The ability to be aware that the tiny little sounds in language and also to decode letter and sound. In order to have a fluent reading, these two systems must be active in a synchronous manner. What we see in our studies is that executive functions or brain regions that are related to executive functions usually mapped to the frontal lobe but my neuroscience fellows will absolutely not like what I'm saying now, because this is an overall simplicity of this situation. But for now, let's just say in frontal regions of the brain, these regions basically synchronize the visual and auditory regions in our brain and we think that this is a critical role of executive functions. In a way, we can think about a metaphor of an orchestra where you have lots of tools in your orchestra, but you have the conductor who synchronize them altogether into a nice melody and we think that this is what executive functions are doing during the reading process. BS: One of the topics that has come up already, we've talked about screen time, different types of technology of how we are now viewing the written word. What do we know about how the use of technology or screen time affects the developing brain and pre literacy, learning to read? TH-K: This is a question My kids always tell me, please mom do not talk with my friends about screen, please. I can only speak for what we know scientifically. Let's put all our belief aside. What we found in several very innovative neuroimaging studies that are looking at neurobiological correlates for screen time. That children already at the age of three to five years when they're exposed to higher screen time. And that involves tablets and smartphones and television and all kinds of screens. The greater the time is, the less organized the white matter tracks in the brain. What are these white matter track? These are basically, we can think about them as the roads that connect the cities and if we're talking about cities, let's talk about the visual and the auditory regions that we just talked about and the executive functions related regions. These are the cities. They communicate with each other by roads that connect them. These are exactly the white matter tracks that I'm talking about. What the research shows is that the higher the screen time is, the less organized these roads are. If you're driving in a less organized road and you have a bump or you have a hole or you have whatever during your ride, the information or the car will move much slower than what we find is that for 3-5 year old kids, the higher the screen exposure is, the lower the organization is in these white matter, we also see that the cities themselves or the gray matter of regions that are part of the visual, auditory and executive function system is different. It's less thick. The cortex is less thick in these regions and this is in pre literacy age. We do not really know what is happening earlier in a younger age group. BS: I was going to ask you about these younger age group because we know that multiple guidelines from professional societies, medical, psychological and others, they recommend no screen time for children less than two years of age. That's a pretty stark recommendation. What is the level of evidence that we have at this time for zero screen time for under two years? TH-K: I think that unfortunately we cannot have a definitive answer for this question because in order to be able to answer this question, we will have to have longitudinal studies tracking screen time from birth onwards and see how that affects the child's brain. However, birth to five years old is really the critical time for brain development. There are different processes like the synaptogenesis. Where these synopsis are created and the pruning where it's cut when it's not being used, so many processes in this. Within these five years, if our results from 3-5 year old kids show this dramatic effect, I can only assume that kids that are younger than that, screen exposure will not be beneficial for them. BS: Right. I think it's reasonable to say that we should limit screen time. The research is not there yet to be really determinative. It is also fair to say that it's okay to FaceTime with grandma, it's okay to read back and forth, pointing to the words on a screen with your child if you're engaged in reading. It's not that all screen time necessarily is aversive to the brain's development, but we do know and we can extrapolate is that large quantities of screen time are probably to be avoided. We've been talking about reading off the screen. Does it even matter? Does it matter if you're reading off of the printed page or off of a screen in terms of how the brain is processing the printed word? TH-K: This is an excellent question that we really wanted to answer using MRI. MRI is this tube and this huge magnetic field. It's really hard to get a book inside the MRI to really see how your brain is active when you read a paper-printed based book, but you can use other tools for that. You can use EEG, electroencephalogram, which is this cap with the electrodes that measures brain electricity signal from your scalp. This is what we've done, a really freshly published paper that looked at brain activation of children that are 6-8 years old that are reading from the computer screen versus reading from a printed paper. What we found is that when children were reading from the screen, their brain activation looked like a brain activation of a distracted person. Patterns that look like a cognitive overload that's probably related to the way the individual is screening the screen, so the pattern of actual reading while reading from the screen, and there are behavioral studies supporting that. That there is a greater cognitive overload when you read from a screen versus when you read from a paper, both in adults and both in children. This is what we found. Again, would love to run greater studies compared to that one. BS: Heidi, how do you approach this question, reading from the screen versus the printed page? HD: We approach that in the same way. Start with the professional guidelines and the research which does show that young children tend to be more distracted when they're reading from screens and that there's less exchange verbally between the parent and the child also when they're reading from a screen or looking at images on the screen than when they're reading from print. It reduces that exchange of words between the caregiver and the child and it also means that there's less bonding going on, less intimacy in their reading experience. But it's very distracting when you're reading from the screen because there are things that come along, that are pop-ups, they're ads and that again gets to the quality of what you're putting on the screen in front of your child as well. Most of our children's librarians have taken a lot of media literacy classes to learn how to vet and evaluate apps. If we're loaning devices, the apps that are on those devices have been prevented to make sure that they don't have pop-ups, or distracting graphics, or things that would take away from the experience of reading with the child. Again, it gets back to what I said earlier about that junk food approach. Not everything is created equal just because you can access it. We recognize that a lot of parents are looking for those free apps, so a lot of times we will purchase the app, load up a device, and let parents borrow them so that we're ensuring that they're getting higher-quality experiences with their children that are appropriately aged 3-5, for that screen time so that it's more quality screen time as well. As a mom, like I can tell you I've handed my child a device in the shopping cart just so that I can get my things done, but we want to make sure that what we're giving them is high quality exposure. TH-K: To your point, Heidi, you were talking about destruction and I wanted to share really interesting study that we conducted looking at the effect of smartphone existence and text messages that are sent to the parents while they're reading a book to the child. Let's say you decided to read a book to the child. Great. Good for you. You're reading it dialogically, so with a lot of excitement in the air. Then all of us parents, we have our phone and we just got a text message, so we're just peeking at it. What is happening to this dialogue and to this interaction that we just had with the kids? Luckily, neuroimaging data can reveal what is happening between these two brains. What we found using a really interesting neuroimaging technique that is called hyperscanning, so we collect data both from the parent and from the child while they're reading a book, we saw that the ability of the parent and child to pay attention to each other, what we call joint attention, that we can actually measure looking at the brain correspondence of these two goes down. For us, it was striking because it opened up so many questions. Does it go back? Do we go back to synchronization with the child after it is interrupted by the device? If you are choosing to read a book for the child, put the phone aside for a couple of minutes. [LAUGHTER] BS: Exactly. Heidi, the library has rolled out some programs including with the summer coming, I know Summer Break Baltimore. Can you describe that program, how does it work, and what are some of the early outcomes from it? HD: This Summer Break Baltimore program is really our new take on the classic summer reading program. We changed the focus because it's not just about reading. We also include a lot of experiences in that program as well. There's rewards for attending programs, there's rewards for going to cultural places throughout the community. But the idea is that you keep your child or the child in your care engaged throughout the summer because it combats that summer slide. The fact that children lose usually about a grade level of reading in the summer if they're not engaged in some learning activity. We want to make sure that those levels stay up, so we try to engage children in a wide variety of activities. We have camps during the summer for all age groups, and the earliest readers even get to be read to and get rewards and parents can get rewards for reading as well because we know that that's fun. We really focus on the rewards being building your home library. We give away a lot of books during the summer. The outcomes have been pretty great actually. We had seen quite a dip in summer reading over the years because people are engaged in camps, they're engaged in a lot of activities. Rarely now, as time has changed, you see the two parent, one parent at home available to take their kid to a program at 10:00 AM. It's a lot busier and kids are engaged in a lot more activities. We started going out to camps as well as having camps. We've gone to rec centers, we've partnered with the schools, and we really take this program out so that this way we can incorporate reading into every single piece of the summer experience throughout the community. What we've seen is our numbers were slipping, we had in the low thousands of families participating, and last summer, we had over 20,000 families that finished. We're really excited about how families are engaging with this and I think that piece of also building a summer library, having those books in your home to keep have been really an important piece as well because parents realized that having those books around for children to go back to over and over is really valuable in your child's learning journey. It's been great. We hope more families will engage with it or continue to engage with it so that we can keep those summer scores up. BS: If we can, let's put a link to the library summer books program on our website or web page for this episode so we could direct families to it. The other thing I'd like to link, if we could, is I know that the two of you were part of a webinar through the library that was recorded on April 17th. It's probably a similar conversation I would imagine, but perhaps a bit longer and more in-depth, but I think we should be able to link that webinar to the web page for this episode as well. That would be great. TH-K: Definitely. BS: Thank you both. I want to thank our guests for this fascinating discussion on reading development. We hope you our listeners have found this topic interesting and informative and that you'll consider sharing this podcast and rating it. You can check out our entire library of topics on Your Child's Brain at Wypr.org, KennedyKrieger.org, Wypr.org/studios, or wherever you get your podcasts. You've been listening to Your Child's Brain. Your Child's Brain is produced by Kennedy Krieger Institute with assistance from WYPR and producer Spencer Bryant. Please join us next time as we examine the mysteries of your child's brain.See omnystudio.com/listener for privacy information.

Our focus on Midday today is the Attorney General's Report on Child Sexual Abuse in the Archdiocese of Baltimore.A warning to our listeners: for the rest of the hour, we're going to talk about child sexual abuse.Yesterday, Maryland Attorney General Anthony Brown released the long-awaited Catholic clergy sexual abuse report. It chronicles more than 80 years of abuse by more than 150 Catholic clergy members, seminarians, deacons and Archdiocese employees, and their victimization of more than 600 children and young people. The Catholic Church is by no means the only religious faith institution which has had clergy break trust and act criminally with their congregants, nor are religious institutions the only professions in which abusers prey on children. But the Catholic Church is the sole focus of this particular report. Here's part of what AG Brown had to say yesterday when he announced the report's release: “Today, certainly in Maryland, is a day of reckoning and a day of accounting…“The incontrovertible history uncovered by this investigation is one of pervasive, pernicious and persistent abuse by priests and other Archdiocese personnel. It's also a history of repeated cover-up of that abuse by the Catholic Church hierarchy…” "What was consistent throughout the stories was the absolute authority and power these abusive priests and the church leadership held over survivors, their families and their communities. The report seeks to document this long and sordid history..." "While it may be too late for the survivors to see criminal justice served, we hope that exposing the archdiocese's transgressions to the fullest extent possible will bring some measure of accountability and perhaps encourage others to come forward." — Md Attorney General Anthony Brown, speaking Wednesday in Annapolis. The report was written by Elizabeth Embry, who worked on it for four years. Ms. Embry is now a member of the House of Delegates. She will be joining Tom to talk about the report and its findings here on Midday next week, after the General Assembly Session has concluded. The abuse described in the report goes back to the 1940s. Archbishop William Lori, in a letter to Catholics published yesterday offered an apology, acknowledged the, quote, “reprehensible time in the history of this Archdiocese,” and asserted that since the 1990s, the church has been more transparent and cooperative with law enforcement to remove abusers from its ranks. We invited Archbishop Lori to join our conversation. He declined our invitation. Today is a holy day in the church calendar, Maundy Thursday, and the Archbishop's spokesperson cited a schedule conflict.Today, we'll hear from some of the survivors of the abuse that is described in the report, from reporters who have been covering this story, and from a Doctor who treats child sexual abusers. Joining Tom in Studio A to discuss the AG's report are Scott Maucione, WYPR's health reporter, and Emily Hofstaedter, a WYPR general assignment reporter. We also hear a recorded comment from Dylan Segelbaum, a reporter with WYPR's news partner, The Baltimore Banner. Later in the program, Tom is joined by Dr. Elizabeth Letourneau. She's the director of the Moore Center for the Prevention of Child Sexual Abuse at Johns Hopkins Bloomberg School of Public Health. If you are a victim of abuse, and you are ready to come forward you can report past abuse by members of the clergy or anyone else by calling the Attorney General's Office at 410-576-6312 or emailing report@oag.state.md.us. In addition, there are a variety of local and national resources available for survivors of sexual violence: Baltimore Child Abuse Center at Center for Hope: 410-601-HOPE; https://lbhstaging22.lifebridgehealth.org/CenterforHope/BaltimoreChildAbuseCenterServices.aspx Center for Family and Traumatic Stress at Kennedy Krieger Institute: 443-923-5980; https://www.kennedykrieger.org/patient-care/centers-and-programs/traumatic-stress-center Maryland Coalition Against Sexual Assault: https://mcasa.org/ Male Survivors: https://malesurvivor.org/ Rape, Abuse, and Incest National Network: https://www.rainn.org/ Survivor Network of Those Abused by Priests (SNAP): https://www.snapnetwork.org/ CORRECTION: During today's live broadcast, we heard a clip of a woman named Maria Smith. Ms. Smith was incorrectly identified; she is a Catholic parishioner, not a survivor of sexual abuse. We apologize for the error.See omnystudio.com/listener for privacy information.

We discuss the symptoms, treatment and prevention of concussions with Dr. Adrian Svingos from the Kennedy Krieger Institute's Center for Brain Injury Recovery.Concussion SourceIt's estimated that each year between 1 and 2 million children experience a concussion. Falls are the primary source for toddlers and preschoolers, while driving and sports accidents cause the most concussions in teens.Concussion SymptomsParents and coaches should learn the symptoms of a concussion, some of which are not immediately apparent. Blackouts are rare. 80% of kids never experience a blackout. Symptoms can include headaches, nausea, balance problems, emotional and sleep changes.There are many misconceptions surrounding the treatment of concussions and the rules have changed as more is learned.Concussion PreventionCoaches are changing how they train their student athletes to prevent concussions. There are less contact practices, more strength training and better technique.More resources are available at:https://kennedykrieger.org/patient-care/centers-and-programs/concussion-clinic

This is an audio recording of the NCSA March 14, 2023 webinar featuring Dr. Lee Elizabeth Wachtel, one of the world's foremost clinicians serving patients with severe and profound autism. She is Medical Director of the Neurobehavioral Unit at Kennedy Krieger Institute and Professor of Psychiatry at Johns Hopkins University, Maryland. She discusses:—The vast chasm between high-functioning neurodiversity and profound autism—How the Lancet Commission defined Profound Autism—The many ways autism causes suffering in this population—How no other medical diagnosis is subjected to same demands by the milder impaired population—And much more Links: To watch the presentation (with slides) on YouTube, please visit the NCSA YouTube channel at https://www.youtube.com/@nationalcouncilonsevereaut902 National Council on Severe Autism: NCSAutism.org/Autism Confidential: AutismConfidential.org/

Your humble host attends a book signing and discusses autism and the barriers faced by those on the spectrum who want to play ball and/or get fit. Kennedy Krieger Institute: https://www.kennedykrieger.org/stories/interactive-autism-network-ian/autism-physical-fitness Follow this podcast on Instagram: @KeepItToYourselfPodcast
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The ability to communicate with others, in whatever mode or form, is truly such a gift. Whether it's through spoken words, written language, signs made by the hands, or through the use of devices, our thoughts, feelings, needs, and wants can be expressed to others. Unfortunately, this is not the truth for everybody. According to the American Speech-Language-Hearing Association, 5-10% of Americans may have difficulties in communication, ranging from speech disorders (the inability to correctly or fluently produce voice and sounds) and language disorders (impairments with understanding and sharing ideas with others). Additional statistics, such as about 5% of children having noticeable disorders with speech and over 3 million Americans who stutter, present the sad truth that there are those who cannot fully voice out both the joy and the pain they experience.We are joined today by Joanne Cazeau, a certified pediatric speech-language pathologist (SLP) by The American Speech-Language-Hearing Association (ASHA), early interventionist, and a private practice director in Bergen County, New Jersey. She received her BS in Speech and Hearing Sciences with a concentration in Speech-Language Pathology and a Minor in Public Health from The George Washington University in 2015, and MS in Speech-Language Pathology from Howard University in 2017. She has worked as an SLP clinician at Kennedy Krieger Institute, where she assessed, diagnosed, and treated speech, language, oral motor, and swallowing disorders. In 2021, she founded Koze Speech Therapy, specializing in infants, toddlers, and children with communication delays and disorders.Livestream Air Date: May 4, 2022Joanne Cazeau, MS, CCC-SLP: IG @beyondbabblesFriends of Franz: IG @friendsoffranzpod & FB @friendsoffranzpodChristian Franz (Host): IG @chrsfranz & YT Christian FranzThankful to the season's brand partners: Clove, BETR Remedies, Eko, Lumify, RescueMD, Medical School for Kids, Your Skincare Expert, Twrl Milk Tea

Dr. Bradley Schlaggar, president and CEO of Kennedy Krieger Institute welcomes Dr. Lisa Jacobson, a pediatric neuropsychologist and Dr. Lisa Carey, an education specialist, to discuss the late effects of cancer treatment on children, especially as it relates to school and learning.    Here are helpful links for people who wish additional information: https://www.kennedykrieger.org/patient-care/centers-and-programs/neuropsychology-department-outpatient-clinics/oncology-clinic https://www.kennedykrieger.org/patient-care/centers-and-programs/neuropsychology-department-outpatient-clinics/oncology-clinic/cancer-survivorship-schooling-resources https://www.kennedykrieger.org/patient-care/centers-and-programs/neuropsychology-department-outpatient-clinics/oncology-clinic/cancer-survivorship-research-projects https://www.kennedykrieger.org/training/programs/center-for-innovation-and-leadership-in-special-education/community-outreach/hospital-education-liaison-programSee omnystudio.com/listener for privacy information.

February is nationally recognized as Rare Disease Month and to highlight this,  Dr. Bradley Schlaggar, president and CEO of Kennedy Krieger Institute, welcomes Dr. Jacqueline Harris, a pediatric neurologist at Kennedy Krieger and Abby Tower, mother of five-year old Bay to discuss rare diseases and in particular KAT6a, a very rare disorder impacting Bay and her family.    Guests for this month's episode include: Dr. Brad Schlaggar - President and CEO of Kennedy Krieger and professor of neurology and pediatrics at The Johns Hopkins University. Dr. Jacqueline Harris - Pediatric neurologist and researcher at Kennedy Krieger and an assistant professor in pediatrics, neurology and genetics at The Johns Hopkins University School of Medicine.  Abby Tower - Abby is a parent of Bay, a very social five-year-old who has a rare disorder called KAT6a.  See omnystudio.com/listener for privacy information.

Welcome to Episode 100 of the Think UDL podcast: UDL Critiques with Eric Moore. Eric Moore is the Director of Learning Technology at the Kennedy Krieger Institute in Baltimore, MD. He is also the founder and owner of Innospire Education Consulting through which he consults with organizations on UDL, instructional design, and accessibility. Eric also was my very first guest on the Think UDL podcast back in 2018. And as this, the 100th episode was approaching, I asked him if he wouldn't mind talking with me again about the state of UDL and how it has progressed and changed in higher education since our first conversation. And since we have been working on an article with some esteemed colleagues on various critiques of UDL, we thought it would be a needed conversation for the public to hear. So in this episode, we will discuss the various critiques we have heard as UDL practitioners in higher education over the last 5 years and offer some answers along with some further discussion in a way that seeks to further strengthen UDL in higher education and beyond.

On this episode of Your Child's Brain, Dr. Bradley Schlaggar, president and CEO of Kennedy Krieger Institute, welcomes Dr. Amy Bastian, chief science officer and director of the Center for Movement Studies at Kennedy Krieger  to discuss pediatric clinical research as a way forward to better care and to developing treatments for childhood disorders and injuries. Links to visit: https://clinicaltrials.gov/ https://www.kennedykrieger.org/research/participate-in-researchSee omnystudio.com/listener for privacy information.

For the next six weeks, we will be re-airing episodes as we work on a brand new line up starting January 3rd, 2023. Wishing you and your loved ones a joyous holiday season, and thank you all for being a part of our Parenting Understood community!  Bloom is Michelle's monthly parenting group to solve your child's behavior concerns while building a strong loving connection. You can find out more about it here: https://www.thrivingtoddler.com/membership *** Today we continue with part 2 of our conversation with Dr. Jeanne Donaldson. We will continue to discuss using token economies with children to help them establish positive behaviors. Today's focus will be on the types of rewards/tokens that can be used, pricing strategies, selecting backups and using variety, troubleshooting common problems with token economies, implementing savings, and discussing taking away tokens as a form of punishment.  Dr. Jeanne Donaldson earned her Ph.D. in Psychology from the University of Florida and completed a postdoctoral fellowship at the John Hopkins University School of Medicine at the Kennedy Krieger Institute. Her research focuses on solving issues common in early childhood and assessing child and adult interventions. Some key tokens mentioned include: Passes/privileges TV show/video game time Extra book/chapter at bedtime Outings – library, park, children's museum Sleepover Parent cleans my room Breakfast for dinner Dance party Pick the restaurant Stay up late   Tangible items School/office supplies Art supplies Craft items  Stickers Scented lip balm Books Bubbles Squishy toys Glow sticks/bracelets  Clothing Holiday-themed and seasonal items To learn more or contact Dr. Donaldson, you can reach out to her via email at jdonaldson@lsu.edu. For more information on Thriving Toddler's Backpocket Essentials program, please visit: https://www.thrivingtoddler.com/backpocket-essentials  

On this month's episode rare diseases are discussed. Including the difficulties in diagnosing these rare disease and the importance of research in developing effective treatments. On this episode, Dr. Bradley Schlaggar, president and CEO of Kennedy Krieger Institute welcomes: Dr. Ali Fatemi - Chief Medical Officer at Kennedy Krieger Institute and Director of the Moser Center for Leukodystrophies and an investigator at the Hugo W. Moser Research Institute at Kennedy Krieger. Dr. Fatemi is also professor of neurology and pediatrics at Johns Hopkins School of Medicine. Dr. Erika Augustine - Associate Chief Science Officer and the Director of the Clinical Trials Unit at Kennedy Krieger Institute, as well as the Director of the Batten Disease Clinic at Kennedy Krieger. Dr. Augustine is also an associate professor of Neurology at Johns Hopkins School of Medicine. Links to visit: https://rarediseases.org/ https://www.kennedykrieger.org/stories/news-and-updates/research-news-releases/kennedy-krieger-named-center-excellence-its-treatment-rare-pediatric-diseases  See omnystudio.com/listener for privacy information.

Racial trauma has been caused by centuries of discrimination and violence against African Americans; a legacy of injustice that has had a long-term impact on mental, emotional, and psychical well-being. While there is no one-size-fits-all approach to healing Black racial trauma; transformation and change are still possible. A powerful tool to help those who have been impacted by racism is Acceptance and Commitment Therapy (ACT). We talk with Research Scientist and Clinician, Jennifer Shepard Payne who in her book, Out of the Fire: Healing Black Trauma Caused by Systemic Racism Using Acceptance and Commitment Therapy, offers a thorough examination of the application of ACT to the unique problems that African Americans face. Jennifer describes how she is culturally adapting traditional ACT practices, and how this therapy can help African American communities heal from generations of oppression. Listen and Learn: What motivated Jennifer to specialize in culturally tailoring Acceptance and Commitment Therapy (ACT) for African American communities Why Jennifer wrote a book on healing Black Trauma  Jennifer's personal experience with racism as a Black woman in America What Jennifer thinks about the disparity in the current mental health system for African Americans Jennifer's perspective on resilience in relation to Black racial trauma  What inspired Jennifer to pursue ACT, and how beneficial it can be in assisting African Americans who have suffered racial trauma The concept of Racial Battle Fatigue The importance of collective black values for the future Resources: Visit Jennifer's website to discover more about her: https://www.drjspayne.com/ Grab your copy of Jeniffer's book: Out of the Fire: Healing Black Trauma Caused by Systemic Racism Using Acceptance and Commitment Therapy: https://bookshop.org/a/30734/9781684039883 Grab your copy of all our favorite books at bookshop.org/shop/offtheclockpsych, including Yael's new book, Work, Parent, Thrive!: https://bookshop.org/a/30734/9781611809657 Check out Debbie, Yael, and Jill's websites to access their offerings, sign up for their newsletters, buy their books, and more! About Jennifer Shepard Payne Jennifer Shepard Payne, Ph.D., LCSW, is a Research Scientist and Clinician for the Kennedy Krieger Institute in the Center for Child and Family Traumatic Stress (CCFTS) and theCenter for the Neuroscience of Social Injustice. She is also an Assistant Professor in the John Hopkins University School of Medicine with a primary appointment within the Department of Psychiatry, Division of Child and Adolescent Psychiatry. She serves as the coordinator of the Acceptance and Commitment Therapy (ACT) Clinical Services within the adult segment of CCFTS. Dr. Payne received her doctorate from the UCLA School of Public Affairs and is a Licensed Clinical Social Worker with many years of experience in mental health clinical practice and administration. Her research interests include developing culturally tailored community-based depression and trauma interventions and addressing minority mental health disparities.  For several years, Dr. Payne has been working on culturally tailoring Acceptance and Commitment Therapy (ACT) for African American communities experiencing racial trauma. She developed a culturally-tailored ACT intervention called POOF® and is training and consulting on the model: www.POOF-PullingOutOfFire.com. Additionally, she is a board member of MEND, an international organization of clinicians of color who are trauma-trained to help oppressed communities (www.mendminds.org). Her new book is called Out of the Fire: Healing Black Trauma Caused by Systemic Racism Using Acceptance and Commitment Therapy.  Learn more about your ad choices. Visit megaphone.fm/adchoices

For the next six weeks, we will be re-airing episodes as we work on a brand new line up starting January 3rd, 2023. Wishing you and your loved ones a joyous holiday season, and thank you all for being a part of our Parenting Understood community!  Bloom is Michelle's monthly parenting group to solve your child's behavior concerns while building a strong loving connection. You can find out more about it here: https://www.thrivingtoddler.com/membership *** In today's first of two episodes with Dr. Jeanne Donaldson, we discuss using token economies with children to help them establish positive behaviors. Dr. Donaldson defines what a reward/token economy is and how the functions of a reward system can be used, as well as how to avoid misusing them. Dr. Jeanne Donaldson earned her Ph.D. in Psychology from the University of Florida and completed a postdoctoral fellowship at the John Hopkins University School of Medicine at the Kennedy Krieger Institute. Her research focuses on solving issues common in early childhood and assessing child and adult interventions. To learn more or contact Dr. Donaldson, you can reach out to her via email at jdonaldson@lsu.edu.  

Dr. Michael Baly is a licensed clinical psychologist practicing in Northern Virginia. His work focuses on helping individuals address the effects of complex trauma, attachment wounds, and ongoing relational stress. He is a Certified Sensorimotor Psychotherapist, and a consultant and trainer in development with the Sensorimotor Psychotherapy Institute. He has particular interests in working with teenagers and emerging adults, new parents, and individuals struggling with compulsive, self-injurious, and addictive behaviors. He is also passionate about integrating Sensorimotor Psychotherapy with alternative disciplines – such as neurofeedback and psychedelic-assisted therapy.Currently, Dr. Baly is a partner and Clinical Director at Ekoe, an integrative practice focused on creating safe, anti-oppressive spaces focused on embodied and collective trauma healing. Previously, Dr. Baly taught at Johns Hopkins University; was a founding partner and Clinical Director of Encore Outpatient Services, an intensive outpatient program treating co-occurring trauma and substance use disorders; and was a supervising psychologist overseeing a postdoctoral training program at the Kennedy Krieger Institute.Dr. Baly currently lives in Washington, DC with his wife, 6-month-old son, dog and cat.In This EpisodeEkoedrbaly@ekoehealing.com---The Trauma Membership is coming. A monthly subscription offering you gold nuggets from 600+ interviews. Get access to each of my 3 online courses. The Master Class Video Series. And a subscription to The Trauma Therapist Newsletter. Learn more here: http://thetraumamembership.com/This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/5739761/advertisement

In Session 206, I spoke with Dr. Melissa Gonzalez, BCBA-D, about Pediatric Feeding Disorders, and what Applied Behavior Analysis can offer in this area.  Melissa is the Clinical Therapy Director at the Siskin Children's Institute in Chattanooga, Tennessee, arriving there by way of Louisiana State University's Clinical Psychology program and the Kennedy Krieger Institute, amongst other waypoints.  In this episode, we discussed how she got into working with individuals with Pediatric Feeding Disorders, what are the diagnostic criteria for this repertoire, what we know what works for PDFs, the difference between picky eaters and individuals with PFDs, the importance of taking a multidisciplinary approach to treatment, and much more! This is a topic I'm not terribly familiar with, so I learned a ton. If you have the same reaction to this podcast, please share it with friends and colleagues! Here are some of the resources we discussed: Feedingmatters.org  Pediatric Feeding Disorders Fact Sheet  S3E7: Ethical Considerations of Behavioral Feeding Interventions with Lisa Tereshko and Mary Jane Weiss Ethical Considerations of Behavioral Feeding Interventions (the paper... Tereshko, et al., 2021). Pediatric Feeding Disorder: A Nationwide Prevalence Study (Kovacic, et al., 2020). Pediatric Feeding Disorder: Consensus Definition and Conceptual Framework (Goday, et al., 2019). This podcast is brought to you buy: Abaspeech.org - the brainchild of Session 203 guest, Rose Griffin, is giving listeners a 30% discount on all of her courses which include, The Advanced Language Learner, Help Me Find My Voice, and Start Communicating Today. The offer is valid through December 1st, 2022. Go to abaspeech.org, check out the ‘courses' link, and use the promo code, aba30, at checkout. The University of Cincinnati Online. UC Online designed a Master of Education in Behavior Analysis program that is 100% online and asynchronous, meaning you log on when it works for you. Want to learn more? Go to online.uc.edu and click the “request info” button.  HRIC Recruiting. Barb Voss has been placing BCBAs in permanent positions throughout the US for just about a decade, and has been in the business more generally for 30 years. When you work with HRIC, you work directly with Barb, thereby accessing highly personalized service. So if you're about to graduate, you're looking for a change of pace, or you just want to know if the grass really is greener on the other side, head over to HRIColorado.com to schedule a confidential chat right away.

Juan Webster, General Manager Sagamore Pendry Baltimore, maintains over 15 years of extensive, wide ranging experience in hotel management and operations, and a deep understanding of the Baltimore market. As the first-ever Corporate Director of Social Impact, Juan will create and implement programs and processes to expand our positive impact within our communities. Webster is also the first to hold a position designed to facilitate greater diversity and inclusion in all of our practices in order to foster a true sense of equity for associates across our organization.Having graduated from the University of North Carolina at Chapel Hill with a degree in Sociology, he continued his studies at North Carolina Central University in the Hospitality and Tourism Department and he was also presented with the Doctor of Arts Honoris Causa from Stratford University in Hospitality Management. Though having served within several high-end luxury resort companies, he dedicates a substantial amount of time to acknowledge the need for socioeconomic support within the local Baltimore community.Juan currently sits on the board of directors for Visit Baltimore, Downtown Partnership of Baltimore, Kennedy Krieger Institute's PACT Foundation and Suited to Succeed Baltimore. With the aid of his wife, he founded the LACC Foundation focused on satisfying the immediate needs of the homeless. He has worked with many local and national committees through Baltimore including the Baltimore City Public Schools where he helped uplift students and amplify their achievements both academically and through service.Webster also provided mentorship and labor to the International Rescue Committee, National Society of Minorities in Hospitality, Union, St. Vincent de Paul of Baltimore, Catholic Charities of Baltimore, Choo Smith Foundation and The Movement Team.The Truth In This ArtThe Truth In This Art is a podcast interview series supporting vibrancy and development of Baltimore & beyond's arts and culture. Mentioned in this episode:Juan Webster To find more amazing stories from the artist and entrepreneurial scenes in & around Baltimore, check out my episode directory. Stay in TouchNewsletter sign-upSupport my podcastShareable link to episode ★ Support this podcast ★

This is part three in Talking About Kids' three-part series on traumatic brain injury (TBI).  In part one, Keith Owen Yeates explained what TBI is and why we care.  In part two, Juliet Haarbauer-Krupa shared strategies for preventing TBI.  In this final installment, Stacy Suskauer presents the latest research on responding to concussions, TBIs, and other head injuries to ensure the best possible outcomes children and adolescents. Stacy is the Vice President of Pediatric Rehabilitation at Kennedy Krieger Institute and the Director of the Division of Pediatric Rehabilitation at Johns Hopkins University School of Medicine. More information about Stacy and links to some TBI resources hand-picked by her can be found at www.TalkingAboutKids.com.

Are you at maximum capacity with your clients that you see on the side and considering making the leap to full-time private practice?  I always recommend starting your private practice on the side, but there comes a time when you grow so much that you have to choose if you want to stay small or go all in. In this episode of Private Practice Success Stories, I sat down with Ali Moulton, one of my Grow Your Private Practice students, to talk about how she started and grew her private practice.  Ali is a certified member of the American Speech-Language-Hearing Association (ASHA) and is licensed as a Speech-Language Pathologist by the Commonwealth of Virginia and the District of Columbia. She received her graduate degrees in Speech and Language Pathology and Learning Disabilities from Northwestern University. She received her undergraduate degree in Communication Sciences and Disorders with a concentration in Speech and Language Pathology from Northwestern University. Ali enjoys working with children of all ages and prides herself on having a child-centered approach to evaluations and treatment programs. She has experience working in the medical, clinical, and public school settings and has extensive training in interdisciplinary models of assessment and treatment to optimize outcomes. Ali began her career at Kennedy Krieger Institute and participated in the Maternal and Child Health Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) program. She has assessed and provided treatment for children with a variety of communication disorders, including speech sound production disorders [articulation disorder, phonological delay or disorder, Childhood Apraxia of Speech (CAS), Dysarthria], orofacial myofunctional disorders, cognitive communication disorders, receptive and expressive language disorders, fluency disorders, and language-based learning disabilities. In Today's Episode, We Discuss: How Ali got started with her private practice How she knew it was time to go full-time  Setting boundaries as you grow How Ali finds her clients Marketing tips The benefits of having a mobile practice The systems that Ali uses to run her private practice Straddling two worlds is hard. There comes a time when you have to make the leap from part-time private practice owner to full-time. With the Grow Your Private Practice program, Ali was able to make the transition without any stress.   I don't want you to be stressed out in private practice, I want you to be successful like Ali. I hope this episode inspires you to take the leap so that you can start thinking like a business owner and find the success you deserve.  If you want help to grow your private practice in a successful vs. stressful way, we would love to help you in the https://www.growyourprivatepractice.com/ (Grow Your Private Practice Program). 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 https://www.independentclinician.com/ (www.independentclinician.com) to learn more. Resources Mentioned:  Apply to join the Grow Your Private Practice Program: https://www.growyourprivatepractice.com/ (https://www.growyourprivatepractice.com/) Check out Ali's website: https://www.moultonspeech.com/ (https://www.moultonspeech.com/) Follow Ali on Instagram: https://www.instagram.com/moultonspeech/ (https://www.instagram.com/moultonspeech/) Connect with Ali on Facebook: https://www.facebook.com/alisonmoultonspeech (https://www.facebook.com/alisonmoultonspeech) Where We Can Connect:  Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199 (https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199) Follow Me on Instagram: https://www.instagram.com/independentclinician/ Follow Me on...