Podcasts about language therapy

If you're tired of feeling underappreciated and held back by the school system, this episode is for you!Joining me today is Kim Willard, SLP and founder of Empower YOU Speech and Language Therapy in Spring Hill, Tennessee. After a new school position did not live up to her expectations following a move, Kim realized something had to change.Kim decided to open her private practice after joining the Start Your Private Practice Program back in 2023, and it's been amazing to watch her create success on her own terms. In this episode, Kim shares what it's like to run a mobile private practice that reflects her priorities and gives her the job satisfaction she's always wanted.As a speech therapist with over 18 years of experience and a graduate of stuttering therapy, Kim Willard believes that everyone can become a confident communicator, regardless of their differences. Her practice, Empower YOU, is centered around making speech and language therapy a meaningful and joyful experience for all types of learners. She takes a child-centered approach to therapy sessions, supporting connection over compliance. Her greatest pleasure is to see a child fall in love with learning, share their unique thoughts with the world, and feel as special as they are. In Today's Episode, We Discuss:Dealing with career disappointment following an exciting move Navigating private practice while working full-time, and when she realized she could quit her jobWhat Kim's day-to-day looks like running her own practiceLearning to believe in your skillset and charge what you're worthDeveloping working relationships that lead to referrals (and not competition!)I hope Kim's inspiring story reminds you it's never too late to pivot and start calling the shots yourself. You have so much to offer, and you deserve to charge your worth!If you would like to know more about our Programs and how we help support SLPs and OTs (like Kim) who want our help to start and grow their practices, please visit www.IndependentClinician.com/resources.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned: Check out Kim's website: www.empoweryouspeech.comFollow Kim on Instagram: www.instagram.com/empoweryouspeechLearn more about our programs: www.IndependentClinician.com/resourcesWhere We Can Connect: Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram: https://www.instagram.com/independentclinician/Connect on Facebook: https://www.facebook.com/groups/slp.private.practice.beginners/Mentioned in this episode:Enrollment for the Start Your Private Practice Program is OPEN! Join Now to snag the extra bonuses: www.PrivatePracticeCourse.com

In this week's episode Dr Vishnu Nair lays groundwork for his keynote address at the SPA Conference on a Critical and Decolonial Vision for Speech and Language Therapy. He discusses communication as an embodied experience for - and the knowledge of - people who live with disability, critically examining historical and current power dynamics in the profession, essentialism and its impact on practice, and the variety of ways of knowing needed to address these. Resources: Nair, V. K., Brea-Spahn, M. R., & Yu, B. (2024). Decolonizing Speech Language“Pathology”: Critical Foundational Concepts for Research, Pedagogy and Praxis. Journalof Critical Study of Communication and Disability,2(2), 71–94. https://doi.org/10.48516/jcscd_2024vol2iss2.28 Pillay, M., & Kathard, H. (2015). Decolonizing health professionals' education: Audiology & speech therapy in South Africa. African Journal of Rhetoric, 7(1), 193-227. https://hdl.handle.net/10520/EJC172807  SPA Resources: SPA 2025 Conference: https://www.speechpathologyaustralia.org.au/Public/Public/CPD-events/SPA-conference/2025/Home.aspx Speak Up S6E30 Speech Pathology Week: Speech pathologists communicating their way: https://soundcloud.com/speechpathologyaustralia/speech-pathology-week-speech-pathologists-communicating-their-way-s6e30 Speak Up S5E9 Translanguaging and linguistic justice: https://soundcloud.com/speechpathologyaustralia/s05e09-final Speech Pathology Australia acknowledge the Traditional Custodians of lands, seas and waters throughout Australia, and pay respect to Elders past and present. We recognise that the health and social and emotional wellbeing of Aboriginal and Torres Strait Islander peoples are grounded in continued connection to culture, country, language and community and acknowledge that sovereignty was never ceded. Free access to transcripts for podcast episodes are available via the SPA Learning Hub (https://learninghub.speechpathologyaustralia.org.au/), you will need to sign in or create an account. For more information, please see our Bio or for further enquiries, email speakuppodcast@speechpathologyaustralia.org.au Disclaimer: © (2025) The Speech Pathology Association of Australia Limited. All rights reserved. Important Notice, Please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited (“the Association”). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this recording. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this recording including in any of the materials referred to or otherwise incorporated into this recording. Except as otherwise stated, copyright and all other intellectual property rights comprised in the presentation and these materials, remain the exclusive property of the Association. Except with the Association's prior written approval you must not, in whole or part, reproduce, modify, adapt, distribute, publish or electronically communicate (including by online means) this recording or any of these materials.

A Clare TD is demanding action on what's been described as "shocking" primary care waiting lists in this county. In the year to last December, the number of people waiting for appointments in the MidWest grew by 23% to 23,853. Almost half of these patients are waiting for either Physiotherapy or Speech and Language Therapy assessments. Shannon Sinn Féin Deputy Donna McGettigan has been telling Clare FM's Daragh Dolan that she believes a special taskforce is required.

Welcome to the fourth episode in our RCSLT AI series. In this episode we chat with Dr Richard Cave, Project Manager SLT at MND Association and Consultant Speech and Language Therapist, about his work in the field of Artificial Intelligence. Richard has backgrounds in both computing and speech and language therapy and he brings these together in his work with voice banking and AI, working with Goggle, MNDA and most recently in his PhD research at UCL.We cover:Richard's journey with AI and speech and language therapy.What are the opportunities with AI?What are the things to be cautious about? How can we ensure people are not left out.Why speech and language therapists need to be in this space.Interviewees:Dr Richard Cave, Project Manager SLT at MND Association and Consultant Speech and Language Therapist.Resources:Centre for Digital Language Inclusion: https://www.cdl-inclusion.com/RCSLT Artificial Intelligence resources: https://www.rcslt.org/members/delivering-quality-services/artificial-intelligence-resources/ Please be aware that the views expressed are those of the guests and not the RCSLT.Please do take a few moments to respond to our podcast survey: uk.surveymonkey.com/r/LG5HC3R

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

Dr Sarah Griffiths, narrating her blog written for the Dementia Researcher website. Explore the concept of emotional labour in dementia research with Dr. Sarah Griffiths. This blog examines the challenges researchers face during the recruitment phase of projects, discussing both personal experiences and practical approaches to managing emotions effectively. It offers insights into the emotional demands placed on researchers and provides strategies for handling these challenges in professional settings. Listen to Sarah's reflections to gain a better understanding of the emotional aspects of dementia research. Find the original text, and narration here on our website. https://www.dementiaresearcher.nihr.ac.uk/blog-the-emotional-labour-of-study-recruitment/ #DementiaResearch #Ethics #ResearchEhtics #EthicalReview -- Dr Sarah Griffiths has a background in speech and language therapy and has been involved in aphasia research. For 14 years she was a senior lecturer on a BSc Speech and Language Therapy course at Plymouth Marjon University. Now Sarah is is a Senior Research Fellow in the Centre for Ageing Population Studies, Research Department of Primary Care and Population Health at University College London. -- Enjoy listening? We're always looking for new bloggers, drop us a line. http://www.dementiaresearcher.nihr.ac.uk This podcast is brought to you in association with Alzheimer's Association, Alzheimer's Research UK, Alzheimer's Society and Race Against Dementia, who we thank for their ongoing support. -- Follow us on Social Media: https://www.instagram.com/dementia_researcher/ https://www.facebook.com/Dementia.Researcher/ https://x.com/demrescommunity https://bsky.app/profile/dementiaresearcher.bsky.social https://www.linkedin.com/company/dementia-researcher

In this, the third of our conversations around AI in speech and language therapy, we look at AI as a tool for people who have aphasia - a language disorder that affects a person's ability to speak and understand. Caitlin Longman, Accessibility Lead at the Stroke Association tells us about her work with people with aphasia and we hear from some of them about how they are using AI and also what are their concerns. Dr Abi Roper, an academic speech and language therapist and self-confessed 'techy' tells us about her research into AI to support aphasia.Interviewees:Caitlin Longman, Accessibility Lead at the Stroke Association, guest lecturer at Strathclyde University.Abi Roper, Speech and Language Therapy research fellow at City University and Joint chair of the Computers in Therapy CEN.Resources:For RCSLT Members only:Artificial Intelligence resources: www.rcslt.org/members/delivering…ligence-resources/Integrating Generative AI in speech and language therapy: a practical guide www.rcsltcpd.org.uk/lessons/ai-in-slt/Open access:Computers in Therapy CEN (‘CITCEN') citcen.org/Co-Pilot copilot.microsoft.com/ChatGPT chatgpt.com/Image gen Free AI Image Generator - Image Creator in BingFactsheets from AbilityNet about AI abilitynet.org.uk/factsheets/what-…-how-do-i-use-itFree webinar from AbilityNet about how AI can help disabled people abilitynet.org.uk/webinars/how-can…-disabled-peopleWebinar series from the Health Foundation about AI and the NHS (exploring priorities and anticipating the future) www.health.org.uk/about-the-health…re-of-healthcareA guide from the NHS Confederation on AI: "AI in healthcare: navigating the noise". www.nhsconfed.org/publications/ai-healthcareBlog from NHS England ‘How artificial intelligence is helping to speed up the diagnosis and treatment of stroke patients'. www.england.nhs.uk/blog/how-artifi…troke-patients/Research:AI technologies in therapy - experiences and perceptions of SLPsSuh, H., Dangol, A., Meadan, H., Miller, C. A., & Kientz, J. A. (2024, June). Opportunities and challenges for AI-based support for speech-language pathologists. In Proceedings of the 3rd Annual Meeting of the Symposium on Human-Computer InteracPlease be aware that the views expressed are those of the guests and not the RCSLT.Please do take a few moments to respond to our podcast survey: uk.surveymonkey.com/r/LG5HC3R

For episode 196 of De Facto Leaders, I share a Q & A session where I talk through how to write language therapy goals that are both trackable and functional.This is just one of many Q & A sessions I'm planning on sharing where I talk through how to find the balance between focusing on external behaviors that allow us to document progress and internal cognitive processes.I also talk about when to focus on “observable” language skills vs. strategy-based goals; especially when addressing both language and executive functioning skills. Throughout the session, you'll hear examples related to working on skills like syntax, semantic feature study, vocabulary, and cognitive processes that support language comprehension. This Q & A session was done in the member's group for Language Therapy Advance Foundations, my program that helps SLPs build a system for language therapy. You can learn more about Language Therapy Advance Foundations here : https://drkarenspeech.com/languagetherapy We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Multi-disciplinary artist Tim Arnold in conversation with Sandy Chappell, a Paediatric Speech and Language Therapist with over 30 years of experience. Sandy specialises in working with pre-school and primary school children who have speech and language disorders. She is the founder of Chatterbox Speech and Language Therapy in North Yorkshire and a passionate advocate for screen-free activities that promote early speech and language development. Sandy is also a member of the Health Professionals for Safer Screens campaign group.   For more information on Sandy Chappell, please visit: http://www.chatterbox-slt.co.uk/   Health For more information on Health Professionals for Safer Screens, please visit: https://healthprofessionalsforsaferscreens.org/   Arts If you support a more mindful approach to screen use, join our community and learn more about the film, album, and theatre show of Super Connected: http://superconnected.technology/   This podcast is independently produced and not sponsored. If you appreciate the content created by The Tim Arnold Company, consider supporting on Patreon: https://www.patreon.com/timarnoldmusic

Have you ever been typing out a word and all of the sudden it becomes completely foreign? Like it's gone... weird. Wordnesia is very real. That moment when words, yes including our own names, go from everyday acceptable to downright bizarre happens to most of us.  So should we be worried? Or, as our guest says, should we just enjoy language? THE END BITS Subscribe to Mamamia Check out The Quicky Instagram here Liked this episode? Listen to these: Skibidy Rizz Ohio? Gen Alpha Has Entered The Chat Queer To Non Binary: The Evolution Of LGBTIQA+ Terminology Why Is Everyone Freaking Out About The Curriculum? Want to try MOVE by Mamamia?Click here to start a seven-day free trial of our exercise app. GET IN TOUCH Share your story, feedback, or dilemma! Send us a voice note or email us at podcast@mamamia.com.au and one of our Podcast Producers will come back to you ASAP. If you're looking for something else to listen to why not check out our award winning parenting podcast How To Build A Human.Or click here to listen to the hosts of Mamamia Out Loud open up about creativity and how they stay inspired. CONTACT US Got a topic you'd like us to cover? Send us an email at thequicky@mamamia.com.au CREDITS Host: Claire Murphy With thanks to: Daniel Midgley, Linguist, Author, Science Communication & host of linguistics podcast Because Language.  Senior Producer: Taylah StranoAudio Producer: Lu Hill Become a Mamamia subscriber: https://www.mamamia.com.au/subscribeSee omnystudio.com/listener for privacy information.

Schools invest in tools to identify and support students with Speech, Language and Communication Needs (SLCN). But are these investments paying off? Many schools struggle with poor implementation, wasting valuable time and resources. We're excited to welcome back Angharad Welch, Speech and Language Therapist, to the SENDcast! Four years after her debut, Angharad returns to discuss ‘Identifying language needs in Primary through Screening'. In this episode, Angharad emphasises the importance of effective screening practices and the challenges schools face in implementing them. Here are some of the takeaways: Screening is crucial Implementation is key Invest time in understanding Don't be afraid to adapt Invest in expertise Focus on effectiveness “Your tool is only as good as your implementation and follow through.” Angharad Welch Listen to hear Angharad's expertise on how to ensure an effective screening process and her view on the top screening tools available.   About Angharad Welch Angharad is an experienced Speech and Language Therapist working with children from birth to adulthood, and their adults.  She runs her own business, Find the Key Speech and Language Therapy, which offers direct therapy services to families and settings in Herefordshire, as well as products and trainings to support SENCOs and other Educators. Angharad believes that Therapists and settings need to work together to ensure effective identification and support for young people that reflects the complex realities of the current education system, not just generic advice and strategies.    Contact Angharad findthekeyslt@hotmail.com facebook.com/findthekeyslt https://twitter.com/FindthekeySLT findthekeyslt.co.uk   Useful Links WellComm toolkit Speech and Language Link Language Screen   B Squared Website – www.bsquared.co.uk  Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast  Email Dale – dale@bsquared.co.uk  Subscribe to the SENDcast - https://www.thesendcast.com/subscribe   The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.

Stephen Davidson offers insights into the unique challenges and techniques involved in working with transmasculine singers. From the effects of hormone replacement therapy to practical vocal exercises, Stephen shares invaluable advice for singing teachers and vocal coaches looking to provide inclusive and supportive training in the voice studio. QUOTE‘Anything you can do to help create space, and relaxation, and settle in a nice warm chest voice is always the first port of call.' Click for presenter biosRELEVANT MENTIONS & LINKS Singing Teachers Talk Ep.155 Part One: Building Neurodiversity-Inclusive Voice Studios with Dr Shannon Coates  Singing Teachers Talk Ep.156 Part Two: Building Neurodiversity-Inclusive Voice Studios with Dr Shannon Coates The Alexander Technique  Singing Teachers Talk Ep.138 Exploring the Benefits of The Alexander Technique for Singers with Patrick Ardagh-Walter  Singing Teachers Talk Ep.169 How to Use Gesture for Better Singing with Heather Baker Arthur Lessac  Chris Johnson & Teach Voice  Mentioned Artists/Characters/Songs: Hosier; Orpheus from Hadestown; Summertime by George Gershwin  One Weird Trick, A User's Guide to Transgender Voice by Liz Jackson Hearns Queering Vocal Pedagogy by William Sauerland  NewMusicShelf Anthology of New Music Trans & Nonbinary Voices curated by Aidan K. Feltkamp ABOUT THE GUEST Stephen is a voice coach for trans, non-binary, and gender non-conforming people, conductor of London Trans Choir, and is a trans man himself. He has studied voice widely, including with Alexandros Constansis and Kate Hammett Vaughn, and as part of his actor training. He has taught voice for trans folks with the Speech and Language Therapy department at the Tavistock and Portman Gender Clinic, and is now teaching privately. Stephen also leads regular masterclasses for voice teachers and voice users, and is the author of Transmasculine Voice - A Guide to Vocal Euphoria. Guest Website: londontranschoir.com BAST Training is here to help singers gain the confidence, knowledge, skills & understanding required to be a successful singing teacher. Website: basttraining.com | Subscribe | Email Us | Join the Free FB Group "I am so glad I took the course! It has given me the confidence to move forward in my teaching knowing that I am practising safely, with a wealth of knowledge and support that I simply didn't have before! The training is comprehensive, immediately applicable, massively informative and so engaging! LOVED it!" Hayley Ross, UK...more testimonials

Kieran O' Loughlin, who lives in Ennis, has run into difficulties in getting Speech and Language Therapy for his young son. He has been told that his son Jack, who is autistic, cannot currently be provided with speech and language therapy due to staffing issues. Picture (c) Elena KHarchenko via Canva.com

Dr Sarah Griffiths, narrating her blog written for the Dementia Researcher website. Discover how people with dementia play a crucial role in guiding the ethical review process in research. Sarah Griffiths from University College London shares her insights and experiences in involving patients and carers through Patient and Public Involvement and Engagement (PPIE). Learn how this collaborative approach leads to successful NHS ethics applications and ensures inclusive, accessible research practices. Find the original text, and narration here on our website. https://www.dementiaresearcher.nihr.ac.uk/blog-ethical-review-process-guided-by-people-with-dementia/ #DementiaResearch #Ethics #ResearchEhtics #EthicalReview -- Dr Sarah Griffiths has a background in speech and language therapy and has been involved in aphasia research. For 14 years she was a senior lecturer on a BSc Speech and Language Therapy course at Plymouth Marjon University. Now Sarah is is a Senior Research Fellow in the Centre for Ageing Population Studies, Research Department of Primary Care and Population Health at University College London. -- Enjoy listening? We're always looking for new bloggers, drop us a line. http://www.dementiaresearcher.nihr.ac.uk This podcast is brought to you in association with Alzheimer's Association, Alzheimer's Research UK, Alzheimer's Society and Race Against Dementia, who we thank for their ongoing support. -- Follow us on Social Media: https://www.instagram.com/dementia_researcher/ https://www.facebook.com/Dementia.Researcher/ https://twitter.com/demrescommunity https://www.linkedin.com/company/dementia-researcher

Thinking about starting your private practice on the side? You're going to love this episode of Private Practice Success Stories with SLP Instagram hero Dr. Dani Gaff! Dr. Dani Gaff aka The Messy SLP launched her practice, Messy Speech and Language Therapy, part-time on the side of her school job. However, the joy and fulfillment she found in private practice, coupled with the autonomy it provided, ultimately convinced her to take the plunge to go full-time. Dani is an alum of the Start Your Private Practice Program and in this episode, she shares her journey from being a part-time private practitioner to fully shifting into full-time private practice. Dani also discusses the financial benefits she discovered, and how she nearly doubled her income by combining school contracts with her private practice work. Despite the challenges and uncertainties, she is loving the unparalleled freedom and fulfillment she now experiences.Dr. Dani Gaff, aka The Messy SLP, is a pediatric speech-language pathologist and private practice owner in South Bend, Indiana. She is the owner and sole SLP at Messy Speech and Language Therapy, LLC, and is wrapping up her first year of working full-time for herself. Dani has worked in a variety of settings and has created a sensory-friendly office for families and kids of all ages to enjoy. Outside of her clinical time, Dani is passionate about reaching graduate students and helping them find balance.When she's not wearing her SLP hat, Dani is a volleyball coach, a basketball coach's wife, a dog mom, and loves being active. In Today's Episode, We Discuss:The wake-up call that burnout leads to in many SLPs What happens when you set boundaries in your careerWhat led Dani to start her private practice on the side The creativity and freedom you can get in your private practice The sheer joy you feel when you have your own private practice What's possible financially when you are a private practice owner How you can create a flexible work schedule that fits in with your life, not the other way around Dani's plan to expand her private practice The different phases of business and how to find what works for youI hope you loved this episode with Dani! She is a perfect example of someone who started her private practice on the side, but ultimately transitioned to full-time after the realization that private practice offered her the joy and flexibility she was missing in her previous roles.Want to start your private practice "on the side"? We would love to help you - just like we helped Dani - in the Start Your Private Practice Program. To learn more, please visit www.StartYourPrivatePractice.com. Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned: Visit The Messy SLP website: https://www.themessyslp.com/Follow The Messy SLP on Instagram: https://www.instagram.com/themessyslp/Follow The Messy SLP on Facebook:

Guest: Matthew Guggemos, MS, CCC-SLP - Join us as we sit down with the extraordinary speech therapist and professional drummer Matthew Guggemos for an unforgettable exploration of the intersection of speech therapy and music mastery. Uncover the secrets of meta-learning and the transformative power of embracing diverse skills. From the beat of the drum to the cadence of communication, Matthew shares profound insights on how being a musician enhances the therapist's toolkit. Music may have a reputation for being a soft science, but there are multiple evidence-based and practical ways of using music to increase the efficacy of speech therapy. For example, helping to distinguish signal-to-noise in this world of increasing noise and distraction. Tune in to this rhythm-infused episode to groove your way through the world of speech therapy CEUs. Whether you're a seasoned professional or just starting your journey, there's something for everyone in this harmonious blend of expertise and music magic.

Today, I'm excited to discuss the profound impact of early language and speech experiences on cognitive and academic skills, specifically reading skills. Joining us is a seasoned expert in the field, Stacy Payne, a speech-language pathologist and the founder of Bright Beginnings Pediatric Services. Stacy shares her insights on the importance of creating a language-rich environment for children from an early age. She explains how these early interactions, much more than simple bedtime stories, are integral to cognitive development. Through everyday activities and conversations, parents and caregivers can significantly influence a child's language acquisition and communication skills. We also explore the complexity of the developing brain and how language and communication skills evolve throughout childhood. Stacy highlights the importance of repetition in creating new neural pathways and how incorporating language-building strategies into daily routines, like grocery shopping, can make a huge difference. For those concerned about missing critical language milestones in early childhood, Stacy offers reassurance that the brain can learn new skills and adapt at any age. She also shares exciting opportunities to maximize learning during the summer months, including intensive skill-building camps provided by Bright Beginnings Pediatric Services. This is definitely a conversation you don't want to miss! Show Notes: [2:33] - Speech and language therapy addresses more than just articulation. [3:47] - Stacy explains that speech and language pathology includes everything “above the waist.” [5:01] - It is anything that can get in the way of a person communicating. [7:15] - Language doesn't just include verbal communication. The brain is very complex and we have a lot of modalities to communicate. [8:36] - Stacy explains how language and communication develop in an infant's developing brain. [12:17] - We need to be able to provide a language-rich environment for our developing children. [13:52] - There are so many opportunities in simple day-to-day interactions to integrate language development strategies. [15:12] - The brain requires repetition to develop a new skill and create a new neural pathway. [16:51] - Build language into your day. Think about the countless opportunities at the grocery store. [19:04] - Stacy describes some of the important considerations if a child is growing up in a household of multiple languages. [22:28] - It is important to continue these conversations throughout the child's life, not just in the early years. [24:39] - Talking through things is also a form of modeling. These are all teaching and learning moments. [26:39] - A lot of times, people don't have the words to express themselves. [28:08] - After articulation, pay attention to reading and writing. [31:30] - Sometimes we forget about the things that we can pull into language development as we work on goals and articulation. [33:35] - Stacy discusses cognitive training that speech-language pathologists go through that are typically unexpected by most people. [35:06] - If something is missed in childhood, it's not forever. The brain can still learn new things and how to do things in new ways. [41:26] - We can maximize the summer months to work intensively on these skills. Stacy shares the summer camps available. About Our Guest: Stacy St. Amant Payne is a licensed speech-language pathologist who holds the Certificate of Clinical Competency awarded by the American Speech Language and Hearing Association, a certified lactation educator, a certified ADHD-Rehabilitation Services Provider, and an extensively trained clinician and lecturer in the areas of dysphagia, motor speech disorders, reading disabilities, language-based learning disorders, and ADHD. She is the recipient of several ACE awards from ASHA for her ongoing commitment to continuing education.  Stacy founded Bright Beginnings Pediatric Services over 10 years ago after 20 years in the field of medical speech pathology, with a mission to help children in the community who are experiencing feeding, speech, language, reading, and learning challenges.  Connect with Stacy Payne: Bright Beginnings Pediatric Services Website BBPSLA on Instagram YouTube Channel Links and Related Resources: Top 5 Signs You Need a Speech and Language Pathologist Episode 102: Everyday Activities That Help Build Language Skills with Stefanie Trenholme Writing Disorders in Children: The Language Link Connect with Us: Get on our Email List Book a Consultation Get Support and Connect with a ChildNEXUS Provider Register for Our Self-Paced Mini Courses with LIVE AMA Sessions The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc. or the host, Dr. Karen Wilson.

Send us a Text Message.On this episode of the Mer Herosner Podcast, Dr. Shushan Karapetian, Director of the USC Institute of Armenian Studies, joins Vic and Mike for a very interesting conversation

Jennifer Black combines expertise in early development with management consulting, exploring ways of helping systems grow—family systems and organizational systems. As a speech and language pathologist, a trainer in the Neurosequential Model of Therapeutics, and a trainer in the NCAST model from the Parent-Infant-Child Institute, she brings her considerable skills to this talk, including a consideration of how to facilitate communication in families in indigenous communities in Hawaii and Alaska.

Wondering how private practice can help you get more flexibility in your life? This episode of Private Practice Success Stories is for you! I sat down with Evelyn Pierce-Ruhland, a pediatric speech-language pathologist with a private practice in Kingsville, Ohio called Inspire Speech and Language Therapy. After working in the schools for 10 years she was overwhelmed by the high caseloads, paperwork, and long hours. Feeling the burnout, Evelyn quit her job, joined the Start program, and had her first client within two weeks! In this episode, she talks about how the marketing tactics from the Start program helped her build her caseload to start seeing pediatric clients in local libraries across her rural area. She also discusses how the flexibility of having her own private practice gives her the power to make her own schedule and have more work-life balance. Evelyn Pierce-Ruhland has been an SLP for over 30 years. She worked for 11 years and then had the privilege of taking time off to homeschool her children. She returned to work 4 years ago just before COVID hit. She has worked in a private clinic with OT/PT, an ENT's office, the schools, and now has her own private practice. She specializes in working with the pediatric population. She enjoys working with families as they begin their journey toward full communication with their child. In Today's Episode, We Discuss:When Evelyn got her first real taste of private practiceHow the field has changed and why clinicians are more burned out than everHow Evelyn got her first client within the first two weeksHow the Start program helped Evelyn market her businessHow you can perfect your pricing for your practiceWhat a typical day looks like as a private practice ownerTypes of payment options you can offer in your private practiceThe flexibility I hope you loved hearing from Evelyn! She is a perfect example of someone who took a chance on herself by joining the Start program and found the work-life balance she knew she deserved. If you would like to know more about our programs and how we help support SLPs and OTs who want our help to start and grow their practices, please visit www.independentclinician.com/resources.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned: Visit Evelyn's website: https://inspirespeechtherapy.com/Follow her on Facebook: https://www.facebook.com/InspireSpeechTherapyLearn more about our programs: www.independentclinician.com/resourcesWhere We Can Connect: Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram:

Matthew Mills (he, him) is a Lead Consultant Speech and Language Therapist, and Head of Speech and Language Therapy at the London Gender Identity Clinic, where he has worked since 2009. He is a National Adviser in Trans Voice for the Royal College of Speech and Language Therapists, founder member of the Trans Voice Clinical Excellence Network and External Examiner for the Voice Studies MA/MFA at Royal Central School of Speech and Drama. Matthew is current President of the British Association of Gender Identity Specialsts (BAGIS). VOICE CHOICE Listen to Matthew's favourite vocal performance ‘Home' MJ Rodriguez on the VocalScope Podcast Guests Playlist on Spotify: https://open.spotify.com/playlist/4pjclKQVRnnUnMW0vgu0H0?si=8380f4264b42464e  VOCALSCOPE BOOK CLUB - Join the VocalScope Book Club: https://www.vocalscopevoice.com/bookclub  VOCALSCOPE Linktree: https://linktr.ee/vocalscope  VOCALSCOPE Socials: @vocalscope www.vocalscopevoice.com

Language therapy often focuses on early intervention; but what happens if students continue to struggle with language in the high school years? Many SLPs are pressured to drop students from their caseloads or move to a consult-only model when students transition to secondary school.Yet that often means many students enter adulthood lacking skills that have a significant impact on their ability to access advanced education or job opportunities.  If students don't have a solid grasp on complex syntax, they'll continue to struggle:…Getting the “gist” of things and explaining/recalling past events.…Writing extended responses or forming cohesive narratives for academic reports, job applications, and work-related communication.…Understanding temporal or causal vocabulary that supports time-perception and future thinking.…Engaging in inner dialogue for strategic planning and self-regulation.Building sentence structure is NOT just a skill for students in late elementary school doing Language Arts assignments. It's a LIFE skill, and students who don't have a solid foundation will continue to struggle in adulthood. That's why I invited Tiffany Shahoumian-Ruiz to the De Facto Leaders podcast to share success stories from her experiences with language therapy at the high school level. Tiffany is a bilingual high school SLP from Southern California who has primarily worked in the school systems. She's also a member of Language Therapy Advance Foundations, and many of the strategies we discuss in this conversation are things I cover in that program. In this conversation, we discuss:✅What if everyone else is working on high-level comprehension, but our students still need work at the word and sentence level?✅Does therapy have to mimic classroom activities to be aligned with the curriculum? ✅Can we make a dent in language for high school students, or is it “too little, too late'?✅Will students be bored and disengaged if they're still going to speech in high school? ✅How complex syntax can impact daily functioning and future career opportunities. You can connect with Tiffany by searching her name on Facebook.We also discussed the Expanding Expression Tool by Sara Smith, and you can learn more about that resource here: https://www.expandingexpression.com/In this episode, I mentioned Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy that supports syntax and vocabulary students need to thrive in school and beyond. Learn more about how to become a member here: https://drkarenspeech.com/languagetherapy/

Is your work impacting your mental health? You're not alone. In this episode of Private Practice Success Stories, I sat down with Renée Bruder to talk about how starting a private practice allowed her to finally start prioritizing her own mental health and self-care.I got to know Renée during her time in the Grow Your Private Practice Program where it's been amazing to watch her practice grow to be exactly what she needs. In this episode, she talks about her mental health, how she's embraced the neurodiversity movement and shifted her practice to work more with autistic children and Gestalt Language Processors, and her goals of expanding her income streams, hiring, and moving to a larger office space.If you've been thinking about starting or growing a private practice and want to make sure you're prioritizing your health in the process, this is a must-listen episode!Renée Bruder is a pediatric speech language pathologist and owner of Heyday Speech & Language Therapy just outside of Salt Lake City, Utah. She began her practice a little over a year ago with the goal of creating the work-life balance she so desperately needed. Her practice mission is to be committed to providing effective therapy services using a child-led, play-based approach that values and honors each child's strengths while providing support and guidance toward authentic and meaningful communication. In Today's Episode, We Discuss:Renée's journey into speech and why she decided to start a private practiceThe impact her career had on her mental health The types of clients that Renée works with in her private practiceHow Renée was finally able to prioritize self-care with her private practiceWhy private practice is a great option for neurodiverse individuals Why Renée decided to take a neurodiversity-affirming approach in her private practiceHow she plans to grow her private practice in the futureTips for marketing your private practiceThe momentum that builds when you start growing your practiceI hope you enjoyed this conversation with Renée! She is a perfect example of someone who didn't let herself stay stuck in a position or a role that wasn't serving her, and instead created a life and a career for herself that is supportive and flexible, which is not only helping her but helping her clients too.If you would like to know more about our Programs and how we help support SLPs and OTs who want our help to start and grow their practices, please visit https://independentclinician.com/learn-with-jena/Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned: Visit the Heydey Speech website: https://www.heydayspeech.com/Follow Heydey Speech on Instagram: https://www.instagram.com/heydayspeechslp/Follow Heydey Speech on Facebook: https://www.facebook.com/heydayspeechWhere We Can Connect: Follow the Podcast:

In this episode our guest is Ms. Liza Selvarajah. Liza is a speech therapist who works with neurodiverse children and their families. She came to the cafe to share the importance of understanding and embracing different communication methods for non-speaking children, the benefits of neurodiverse affirming therapy and tips for working with a speech therapist. Grab your warm drink and tune in for a great conversation!Some key takeaways:A speech therapist cannot force a child to speak but they can help you understand how to improve communication with your childObservation is importantTeaching children how to interact with differently abled peers is importantShare stories about your day with your childrenProfessional reports do not need to be hurtful to be effectiveAbout Liza SelvarajahLiza Selvarajah is a Speech and Language Pathologist but she prefers “speech therapist” without the pathologizing aspect. She is a wife and mother and enjoys therapy (in both directions) offering and receiving, as well as music (singing, playing piano, performing). She owns a company called Montreal Speech therapy, co-hosts a podcast called “The Bold SLP”, and just finished offering a course with the Bold SLP called “Strategies to prevent harm in bilingual and multicultural evaluations”. She is fluent in English, French and American Sign Language. The Bold SLP - theboldslpcollectiveThe Good Health Cafewww.thegoodhealthcafe.comFacebook and Instagram: @thegoodhealthcafeSign up for our mailing list: https://www.thegoodhealthcafe.com/submit-your-questionThe Good Health Cafe Feedback Formhttps://www.thegoodhealthcafe.com/submit-your-question@thegoodhealthcafe on Instagram and FacebookSponsor Info:The Good Health Candle Companywww.goodhealthcandle.com@goodhealthcandle on Instagram and Facebook

In this episode, we speak with pediatric Speech-Language Pathologist Becky Wilson, about the link between language disorders and academics and how targeting underlying language skills helps support students learning. Throughout the episode Becky discusses ways reading, math, and all areas of school are interwoven with underlying language skills and ways as a speech-pathologist she targets these skills to develop a child's overall academic learning. Becky Willson, MS, CCC-SLP is a speech language pathologist specializing in language and literacy for grades K-12. She has a private practice in Houston, Texas where she has served students with learning differences for the past 23 years.  Becky's prior experience includes classroom teaching in language-based learning disabilities programs at the elementary and middle school levels. Becky recognizes that language is the foundation for literacy, and the cornerstone for learning in all school subjects and she is dedicated to providing high-quality, multi-sensory intervention that produces results. Her goal is to help children and adolescents reach their highest academic potential, and support educators and families. Links:Becky Wilson's WebsiteThe Parish School Sponsors:Soccor Shots Houston M/I HomesSupport the showSupport the show

Interested in offering innovative therapy services in your own private practice? You're going to love this episode! I sat down with Mary Hadley, a Start and Grow program student, to discuss how she took the leap into private practice after facing a pivotal moment in her career. Now, she's offering a very innovative therapy model for teens who need help with social communication.Join us as Mary discusses how being in private practice has given her career fulfillment, flexibility for her family, and financial success as she's earning significantly more than she was as a school SLP. Y'all, Mary was considering leaving the profession, but starting a private practice helped her turn things around. This is a can't-miss episode! Mary is a highly experienced, certified speech-language pathologist and founder of Signpost Speech and Language Therapy. She specializes in evaluating and treating social communication and executive functioning issues for children, adolescents, and adults. In Today's Episode, We Discuss:When Mary realized she wanted to start a private practiceThe immense need for speech private practices The earning potential as a private practice ownerTips for overcoming imposter syndromeHow Mary's private practice is set up to allow time for her family How her private practice is growing Mary's plans for the future of her private practiceTips for managing taxes and accounting for your private practiceWhy you don't need social media for your business if you don't want itI hope you loved this conversation with Mary! Her determination to find balance, stay true to herself, and build a thriving private practice is truly inspiring. She's a shining example of someone who decided to take control of her destiny and accomplished something truly amazing! Her innovative approach to working with kids with social communication deficits in after-school programs is so, so cool. Want to learn how to grow your private practice and expand your income by offering innovative therapy services? Come join the Grow Your Private Practice Program! To learn more, please visit www.GrowYourPrivatePractice.com.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned: Visit the Signpost Speech website: https://www.signpostspeech.com/Follow Mary on Facebook: https://www.facebook.com/SignpostspeechVisit the Ensemble Therapy website: https://www.ensembletherapy.com/social-communication-groupsWhere We Can Connect: Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram: https://www.instagram.com/independentclinician/Connect on Facebook:

It's #InternationalPodcastDay so we released this show a little early to celebrate

On today's episode I have special guest, Alice. Alice is 25, autistic and studying speech and language therapy. I've known Alice for quite a while now - we both knew each other growing up and we were both late-diagnosed as Autistic so this should be an interesting chat! Links to things Alice mentioned: Purple Ella's Discord: https://direct.me/purpleella Right to choose: psychiatry-uk.com/right-to-choose-asd/ More about being a Speech & Language Therapist: https://www.healthcareers.nhs.uk/explore-roles My 21andsensory links:  @21andsensory on Instagram: ⁠⁠⁠www.instagram.com/21andsensory⁠⁠⁠  @21andsensory on TikTok: ⁠⁠⁠www.tiktok.com/@21andsensory⁠⁠⁠  21andsensory on YouTube: ⁠⁠⁠www.youtube.com/c/21andsensory⁠⁠⁠  21andsensory Blog: ⁠⁠⁠21andsensory.wordpress.com⁠ ⁠⁠  @21andsensory on Twitter: ⁠⁠⁠twitter.com/21andsensory⁠

Families of children with speech and language problems fear cuts by Massey University will add to the critical shortage of therapists. The university - which reported an $8.8 million dollar deficit last year - says there are no current proposals to close the degree programme for therapists but describes it as unsustainable. Ruth Hill reports.

It's claimed s a new primary care centre mooted for Sixmilebridge will play a significant role in reducing overcrowding at University Hospital Limerick. The HSE has confirmed it's seeking expressions of interest from third parties to provide the new facility in the town. When operational, the centre will deliver a wide array of services including Public Health Nursing, Dietetics, Speech and Language Therapy and Physiotherapy. The HSE is hoping to progress to the priced offer stage of the project in the coming months, and Sixmilebridge Councillor PJ Ryan believes the new centre is essential to cater for the region's growing population.

Transcript In this episode we review two books about bilingual parenting: Bilingual success stories around the world by Adam Beck and Bilingual families. A practical language planning guide by Eowyn Crisfield. We get the parental perspective from Maria Papantoniou, a Greek-speaking mother raising her child bilingually in the UK together with her Greek-speaking husband, and Sam Timmermans, a Dutch-speaking father who until recently lived in the UK with his wife and two children. Language scientist Ludovica Serratrice joins me to evaluate the books from a research perspective. Ludovica is Professor of Bi-Multilingualism at the University of Reading in the UK, where she is also Director of the Centre for Literacy and Multilingualism and where she teaches on the BSc in Speech and Language Therapy. Read more about her research on the language development and processing of bilingual children and adults here. In Let's Klets we speak to Daphne Vlachojannis, mother to three multilingual children, currently living in Greece. She tells us how she went about writing (and re-writing) her family language plan as her family expanded and moved countries. You can read more about Daphne and the work she is doing as a consultant at Raising Bilingual Children here. During this episode I referred to an earlier episode of the podcast with Eowyn. That was our very first episode How to plan for a bilingual child. I also mentioned the Planting Languages project. Their website shares materials in several languages which can be used by parents and professionals to think about which resources are available, the family goals, and many other factors which come into play when writing a family language plan.

Language Therapy with Dr. K which was hosted on this channel for the past 3 years now has its own separate chanel. Search and subscribe to the new channel wherever you get your podcasts to receive the upcoming episodes of the beloved podcast series! 

Our staff shortages in special education are not short-term or temporary. They are here to stay for a long time and that means we need to get serious about how staff shortages are impacting individual children and what we can do to move forward without playing the waiting game of "when we get staff, this will be better".  Exploring the Consequences of Staff Shortages: Remember, staff shortages impact each child's education differently and it's important to figure out which of these 4 areas have been impacted most before we seek solutions.  Limited Individualized Attention Delayed Progress Increased Workload for Existing Staff Impacted Collaborative Efforts We need to stop writing IEPs the same way we did just a few years ago. It's time for us to figure out what has worked in the past, what tools we have available today, and how can we design an IEP for the future.  Recommended Resource for Speech and Language Therapy for Young Learners Visit PenquinSmart: https://www.mypenguinsmart.com/ Additional Links Mentioned In This Episode: Master IEP Coach® Certificate Program https://www.masteriepcoach.com/course FAST TRACK: Start Your Own IEP Coaching Practice https://www.masteriepcoach.com/mentorship Download 12 IEP Questions You Need to Ask https://www.masteriepcoach.com/masterclass Find All the Special Education Inner Circle Podcast Episodeshttps://www.catherinewhitcher.com/blog  

What is Armenian mother guilt in the diaspora? How can a pandemic impact language dynamics in the home? Why is it that our professional expertise, competence, and training often disappear when it comes to things Armenian, our families, and our own children? Join Dr. K and Dr. Lori Mesrobian, USC professor of Spanish, as they discuss the extra complications of transmitting Armenian during the pandemic, the intense grief, disappointment, and shame associated with fears of loss, and the need for local and global language resources.

We get a lot of questions about Speech and Language Therapy careers. It's a hugely rewarding area of work where you support and care for people of all ages who have difficulties with speech, language, communication, eating, drinking and swallowing. York graduate Jess is a Speech and Language Therapist working with adults with learning disabilities. Find out about what she does each day and how she got there. As always, full transcript and useful links can be found on our blog. Jess's bio: Jess graduated as a Speech and Language Therapist in 2019 and now works as an NHS Specialist Speech and Language Therapist in an Intensive Support Team for adults with learning disabilities. Jess is also a Speech and Language Therapist for the Down Syndrome Training and Support Service.

Rich Stephens joins Chaya Goldstein-Schuff to talk about his smashing success of Camp SAY Australia, the first-ever sleep away camp for young people who stutter. Rich shares what made the camp experience so special, the power of radical empathy,  the unforgettable fun morning songs, and upcoming programming in the land Down Under. Rich Stephens is a person who stutters and is the President and Programming Director of The Stuttering Association For The Young Australia (SAY: Australia), which is the first International arm of SAY, founded in America in 2001 by Taro Alexander. Rich is also the Camp Director at Camp SAY: Australia, Associate Camp Director at Camp SAY in America, and is the Australian Development Chair of the World Stuttering Network established in 2020. Prior to launching SAY: Australia in 2019, Rich lived in Manchester, UK. Rich spent 6 years working as a Psychiatric Nurse, with his work taking him across the UK, Dublin-Ireland, and Wellington New Zealand. Rich completed his BSc studies in Speech & Language Therapy and MSc in Cognitive Neuroscience & Neuroimaging at the University of Manchester. During his BSc studies, Rich first volunteered at Camp SAY in 2015 as a bunk counselor, and fast forward several years later is now bringing a new approach to supporting young people who stutter in Australia. Links: SAY:AUOfficial Blog of SAY AustraliaInstagramFacebookSAY Morning songs Rich Stephens, President and Program Director email: rich@sayaustralia.org.au

Are you up for a game of Belote? How did a French trick-taking card game gain such ubiquitous popularity both in Armenia and the diaspora? What is the special Armenian twist (hint: the bazar element) with its own language dynamics and social hierarchy? Though full of French, Turkish, and Russian words, why is it perceived as such an Armenian domain by players? Join Dr. K with research assistant and USC student Sarkis Tricha as they explore the roots and origins of Belote, the various game-specific terms used by speakers of Eastern and Western Armenian, the social dynamics and implications of the game, and the importance of using language as a means to play! For more, visit armenian.usc.edu.

Co-authors Lydia Hart and Stephen King are back on the podcast to talk about their recently published book, ‘Help! I've Got a Voice Problem'. A book which should belong on every singer and voice user's bookshelf as well as on display in the voice teacher's studio; so that everyone has the opportunity to understand how voice problems can occur.   KEY TAKEAWAYS Lydia and Stephen wrote this book for the reader, that's what's different about this book. They didn't want to write another book about voice, they wanted to write all the things that had never been written for all the people out there who are experiencing a voice problem, where those people will have lots of questions. From their work with the NHS and the Voice Care Centre Lydia and Stephen discovered that people with voice issues felt a real lack of empathy right from seeing their GP to diagnosis and if they're lucky a referral to a speech therapist. They're not seeing a doctor that has an understanding or sympathy for somebody that's a professional voice user. There's not just the issue with the voice itself that the book addresses, but also the emotions people may be feeling and the fears they have. In the medical or diagnostic world people have started to refer to the body as a machine and not as a living thing. We are not machines and when being treated should be thought of as what we are, people with emotions.   BEST MOMENTS ‘The book is dedicated to everyone without a voice' ‘When framing the journey of voice through a biopsychosocial perspective, all of those questions become clearer' ‘I'm fairly confident that the stuff that we have committed to paper has an almost universal truth about it'   EPISODE RESOURCES Guest Website: voicecarecentre.co.uk Social Media: @lydiahartvoice Relevant Links & Mentions: Stewart Harris: https://stewartharrisdesigns.myportfolio.com/ Sing Like Never Before by Justin Stoney with illustrations by Mark Pate: https://singlikeneverbefore.com/ VoiceWork: Art and Science in Changing Voices by Christina Shewell Lydia Flock: https://www.flockstars.com/ Singing Teachers Talk Podcast - Ep. 32 The Bio-Psycho-Social Model with Stephen King: https://open.spotify.com/episode/4R13bvilWjwQnd9WOfTiVc?si=f2b9489b9e914317 Singing Teachers Talk Podcast - Ep. 58 Understanding the Speaking Voice with Lydia Hart: https://open.spotify.com/episode/5q4JLR8tByssABbUeVNk7F?si=cc1553bd79f54f8c Singing Teachers Talk Podcast: Ep. 88 What can be Learned from Teaching 100,000 lessons with Bob Marks: https://open.spotify.com/episode/5Nc7qa6VxhYALuamxwgKZB?si=a37c1d39d8a64a24 Help! I've Got a Voice Problem book: https://www.newvoicepublishing.co.uk/books/ Lydia's contact email: lydia@voicecarecentre.co.uk Stephen's contact email: stephen@voicecarecentre.co.uk   ABOUT THE GUESTS   Lydia Hart: Lydia Hart is a specialist Speech and Language Therapist, working in the field of Voice and Upper Airway. She works with people experiencing difficulties with their speaking or singing voice, or other throat symptoms. Lydia is known for being vibrant, caring and sensitive, taking time to hold a holistic space for clients to explore and improve their symptoms. Lydia is also a singer, and voice therapy – which ultimately means working with a person, not a diagnosis – is a true vocation for her. Alongside her work at Voice Care Centre, Lydia works for the NHS including the Joint Voice Clinic at Wexham Park Hospital, with leading laryngologist Declan Costello. This involves assessment and management of a range of voice disorders, from muscle tension dysphonia to vocal cord paralysis, and her clinical expertise is constantly expanding. Lydia is dedicated to developing her knowledge and experience in fields outside of Speech and Language Therapy, in order to provide truly holistic, biopsychosocial care. She is currently undertaking a Diploma in Hypnotherapy with Chrysalis Courses, and has trained in manual therapy with Stephen King and most recently Walt Fritz. She is experienced in breath work, including training in Buteyko Breathing Method, and is also undertaking training in Reiki. Lydia incorporates holistic health and wellness into her own life, through natural movement including rock climbing and running, minimal footwear, meditation, breath work and cold water exposure.   Stephen King: As a thought leader in the voice health sector, Stephen has been responsible for creating the Voice Care model in the UK and sat at the helm of disseminating the core ideas around Biopsychosocial philosophy. As a Co – Founder of the not for profit Vocal Health Education, he has overseen the education of over 2,000 externally accredited Vocal Health First Aiders and several industry leading Voice Rehabilitation Specialists. As an author, Stephen has co-written Help! I've Got A Voice Problem, with further academic articles published in peer reviewed journals. Within his role as a manual therapy educator, Stephen has delivered masterclasses and seminars across Europe, China and Japan, as well as having written and delivered the UK's only 9 day intensive vocal massage training qualification. Stephen currently sits as the Director of London's award winning, multidisciplinary Voice Care Centre, where he still occasionally gives treatments to people with voice problems seeking biopsychosocial management of their ongoing issues.  The Centre for Mental Wellness is Stephen's latest venture, where he intends to build an online, multidisciplinary, evidence based and relational therapy platform to help performing artists in times of mental ill health.   ABOUT THE PODCAST   BAST Training is here to help singers gain the knowledge, skills and understanding required to be a great singing teacher. We can help you whether you are getting started or just have some knowledge gaps to fill through our courses and educational events. Website: basttraining.com Get updates to your inbox: Click here for updates from BAST Training Link to presenter's bios: basttraining.com/singing-teachers-talk-podcast-bios  See omnystudio.com/listener for privacy information.

How do immigrants navigate integrating into host societies while still maintaining an orientation toward the homeland? What is the role of language in that process? What if they live in a society with a colonial/imperial legacy? Dr. K is joined by UCLA PhD candidate Anatolii Tokmantcev as they discuss the formation of Armenian communities in Russia, how Armenians are conceptualized in the Russian imagination, the factors that contribute to the quick loss of the Armenian language, and so much more. Join them for a fascinating discussion on the salience of language in particular sociolinguistic contexts. For more, visit armenian.usc.edu.

Today we are continuing the conversation about language skills and development, but this time we're discussing how speech-language therapy helps students with dyslexia. In previous episodes we've talked about speech and language development and we've talked about dyslexia, but now we combine the two because they are certainly linked. My guest today is Nancy Rose Steinbock, an absolute expert in the field of language and literacy disorders. In our conversation today, Nancy talks in length about the connection between language development and literacy and the unfortunate truth that some teachers and educators are not equipped or prepared to effectively support students who are struggling. Nancy gives fantastic tips on what to look for in the early years before school begins for a child, even when pediatricians and caregivers are saying “wait and see”.  All this and more in this conversation today with Nancy Steinbock.   Show Notes: [3:01] - We often talk about language development and literacy separately, but they are closely linked. [4:36] - The key to mitigating language disorders is early identification and intervention. [5:49] - Nancy describes research that demonstrates what to look for in early stages of language development. [7:50] - While being told to “wait and see”, there are things we can look for before professional intervention. [9:02] - Non-verbal communication is a form of language. [11:30] - We need to be careful about discerning the difference between a child who has a language development disability and one who is progressing differently. [13:06] - A parent's concern should always be considered as they know their child better than anyone. Don't always buy into the “wait and see” approach. [14:13] - There are times that language development plateaus and makes it appear that some are catching up when there is still an issue. [17:11] - Many children miss out on early intervention due to the lack of understanding of the link between language and literacy. [19:35] - One of the mistakes we've made in teacher education is that we're not training teachers in the last decade in language. [21:18] - Nancy shares the problems she ran into when working with students and teachers virtually. [24:03] - Nancy demonstrates speech to print vs. print to speech. [26:30] - Language encompasses reading, writing, and speaking and these are developing simultaneously. [28:46] - Because language has been a struggle, children who have not had support become less attuned to listening and experience learned helplessness. [31:08] - Nancy describes some of the other behaviors that develop when a student has not received the help they need. [32:51] - This is not a quick process. This could take years. [34:28] - Asking indirect questions when a student is engaged is much more effective. [36:01] - It is important for students to engage with a story. [37:40] - Connect with Nancy to learn more.   About Our Guest: As a speech language pathologist, Nancy Rose Steinbock, M.A., CCC-SLP is an expert in the field of language and literacy disorders. Over 40 years' experience in the field and engagement with experts in the fields of language development and disorders have developed her expertise in diagnosing and treating spoken and written language skills.   She was fortunate to complete four years of doctoral study at City University of New York, CUNY, when children identified as ‘learning disabled' were seen to be ‘language disabled.' Connections between early childhood speech-language development and academic under-achievement were studied across disciplines in the program.   Knowing that prevention is key to mitigating language disorders, Nancy has created numerous programs and strategies to work with teachers and students who are at risk for developing these disorders. Focusing on bilingual language acquisition and interventionist methods, she founded Inglese Dinamico, an innovative bilingual education project in Venice, Italy, where she provided extensive teacher-training in speech and language development disorders for nearly 15 years. Her 'intervention methodology' for EL teaching has been carried over into her EL teaching for adults in her practice located on Martha's Vineyard in Massachusetts.   Connect with Nancy Steinbock: ChildNEXUS Provider Profile MV Language Website   Links and Related Resources: Episode 102: Everyday Activities That Help Build Language Skills with Stefanie Trenholme, MS, CCC-SLP Dyslexia Article 6 Quick Questions for Parents Concerned About Dyslexia Episode 21: What You Know and Don't Know About Dyslexia with Dr. Lauren McClenney Rosenstein Get Reading Support Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

Welcome to this edition of Aphasia Access Conversations, a series of conversations about topics in aphasia that focus on the LPAA model. My name is Janet Patterson, and I am a Research Speech Language Pathologist at the VA Northern California Health Care System in Martinez, California. These Show Notes follow the conversation between Dr. Papathanasiou and myself, but are not an exact transcript.   Dr. Ilias Papathanasiou is a Professor of Speech and Language Therapy at the Department of Speech and Language Therapy, University of Patras, and a Research Associate at the Voice and Swallowing Clinic, the First ENT Clinic of the Medical School of the National Kapodistrian University of Athens Greece. He is a Fellow of the American Speech-Language-Hearing Association and has received numerous awards and recognition for his tireless efforts on behalf of aphasia awareness and rehabilitation research in the international community.  In today's episode you will hear about: considering LPAA values across social, cultural and international norms, increasing aphasia awareness through actions in the local community, mentoring speech-language pathologists who are learning about aphasia and LPAA in countries initiating aphasia rehabilitation services. Dr. Janet Patterson: As Ilias and I start this podcast, I want to give you a quick reminder that this year we are sharing episodes that highlight at least one of the gap areas in aphasia care identified in the Aphasia Access, State of Aphasia report, authored by Dr. Nina Simmons-Mackie. For more information on this report, check out Podversations episode # 62 with Dr. Liz Hoover, as she describes these 10 gap areas or go to the Aphasia Access website. This episode with Dr. Papathanasiou focuses on gap area number seven, insufficient or absent communication access for people with aphasia or other communication disorders, and gap area 10, failure to address family and caregiver needs including information, support, counseling, and communication training. I hope our conversation today sheds additional light on these gap areas.    With that introduction, I would like to extend a warm welcome to my friend and noted aphasiologist, Dr. Ilias Papathanasiou. Welcome Ilias and thank you for joining me today on Aphasia Access Podversations.   Dr. Ilias Papathanasiou: Thank you very much for this kind invitation. I'm thrilled to be with you and speak about aphasia from a rather international perspective. As you know, I have been trained in UK, I work in Greece, and have been active in many places around the world and working with developing countries, for people with aphasia.   Janet: Ilias, I'm just thrilled to have you here, and as a side note to our listeners, Ilias and I have already been talking for about an hour sharing wonderful stories about aphasia and international aphasia. Sadly, most of that won't be caught on this particular tape, but I hope a good bit of it will, because Ilias, you are a fount of information, not only about aphasia, but also about aphasia and the international community. Let me start by saying that our listeners, Ilias, are likely very familiar with the LPAA model, which as we all know, places the person with aphasia at the center of decision-making, to support them in achieving their real-life goals and reduce the adverse consequence of aphasia. How do you think social and cultural norms play a role in understanding the LPAA model?   Ilias: This is a very interesting question, which we'll have to answer. But first of all, I think we have to start with what is aphasia and how the implications of aphasia start in the community. I will say, aphasia is a language impairment, first of all, which is related from the focal lesion, which has, of course, great effects on the person with aphasia, on the quality of life, on the social network and the person, on the making friendships, on how the person functions, and the everyday environment. Now, how the person functions in the everyday environment, is related to many, many social norms. I have been working for 15 years in UK and then back to Greece. And I think that's changed my perspective. What is the social role? What the social model can offer in aphasia, because we have two different societies so they believe there are too many different societies around the world which can see aphasia as a different perspective. Taking the example from Greece, I think Greece has got a much-closed family network and supportive network comparing with other developing countries. I mean, the traditional Greece accepted that people will live with or very near their children, will have family nearby, they have their friends nearby, and they will try to - the family - to take the leadership support of the person with aphasia. This is something which might be a bit different with the USA. So in this way, the decision relies on the person and their LPAA approach of getting together and having a chat, which is not what it is for me. It is totally different, it is different in that there you have to help the participation for these people. From this perspective, I will say that life participation approach, if you take a very more wide perspective, is how we take behavior. How we take behaviors doing therapy, not only to the linguistic background because we have to start from there, you know, it's a language impairment, but also to changing behaviors of the people surrounding, to the society, and even to the government policy some time. And there's not only you know, intervening to the benefit to the person and facilitated the person which of course is correct, it's not only that. I will bring the examples. How many hospitals around the world are aphasia friendly? How many documents used by the government are aphasia friendly? And they think this access to solve this information is restricted to the people with aphasia. That is not only in USA, but I think is around the world and even you know, in different parts of the world. Some other movements of people with special skills, for example, people with visual impairment, or hearing impairment, they have been around much longer than the people with aphasia, and perhaps their network, their lobby has achieved much more changes on their policy or in the government. But for people with aphasia, this has not been the case as yet. I think this is something which can work because life participation has to be multi-directional. It is not only to change. The direction of a life participation approach, as I have to say, is a market direction, is multimodal. It has to start even from changing the attitude of the person with aphasia, changing the attitudes of the people surrounding aphasia. Telling you that you are of the society in which they move. Perhaps look at the activities which there are. But most important, changing also the government issues, the policy issues, so to make the environment to enable the person with aphasia to participate. It is very different that in Greece, perhaps, we do not have this approach as you expect in USA. Because as I said in the beginning, there is very close family network, which take that role quite importantly, and there are cases that the family will take out the person, because their close family relations, the person will continue to participate in everyday activities with the family, and perhaps helping them to be as active in the social roles as they were before.   Janet: That makes a lot of sense. You really need to think about the LPAA model with respect to the culture where a person with aphasia lives and where their families are. Let me ask you also, Ilias, in Greece, where you live and practice, how do persons with aphasia participate in speech-language treatment, and you've talked about there isn't really a practice model like LPAA, but it's more of folding the person with aphasia into the family. How do people with aphasia participate in speech-language pathology, and then move into the family?   Ilias: Speech-language pathology in Greece is very new. So, some of the public hospitals do not have a speech pathologist, yet. The first graduates from the Greek programs is about 20 years ago. It's really new and most of them have been focused on pediatrics. The rehabilitation of adults and especially with aphasia is very new in Greece. Also now we have started having some rehabilitation centers. People with aphasia are facing rehabilitation on the acute states in the hospitals, people will stay there for three or four days, having the medical checkup, and then move to a rehab unit. In the rehab unit, which will stay for two or three months, they will have more impairment-based one to one therapy on a daily basis. And then, but surrounding them at the rehabilitation center, is always the family member, which will be visit them daily, taking them to activities and whatever. And then in most of the cases the person will move back to the family. They might continue rehabilitation with an outpatient, private speech therapist, which the family supports at home. This setup will help them integrate within the family network. And usually, you know, people are still looking after, say, if they are married and live as a couple, the woman or the man will look after them, take them out to activities that simply would come around, and help, and take them to the different activities and everyday events, helping them to go out and socialize within the family network. We are still in the network that people are visiting each other, you know, the social events and the family events very often, which is quite important. The person still carries on the routine, and there is the physical disability that might restrict the person to go out, but the family will find a way to communicate and have some activities of what they want to do. And usually, I will say, that the integration after is more related to the family. Now, that can happen, I will say about 70%, 75% to 80% of the cases. Still there will be cases with no family and no support or whatever. In that case, there will be some nursing homes. They're very limited, the nursing homes. Someone would go to a nursing home if they are totally dependent on physical abilities, like they cannot walk, not take food and tube fed or whatever. The rest will be with supports in the family.    On the other hand, what has happened in the last years is that people pay privately, a carer to be with the person with aphasia, or an elderly person. Most likely the carer be an immigrant from another country and perhaps they do not speak the language. From that perspective, the family will go in and help this person. And that's how it helps. You have to look at what is a norm for an elderly person with aphasia. Not another person with aphasia, but what is known for an elderly patient in Greece. Say if someone retired, then what she likes to do usually in Greece, is to be close to the family and see the grandchildren, to be close to do some activities. Some of them they might have a summer house with they go and spend some time with the grandchildren there. So again, for a person without aphasia the activities will be surrounded the family. This continues to exit. So, if someone with aphasia has the grandchildren coming to his house and play, and he wants them, that will be a quality of life for him, to see them and play and communicate. This is very nice because this will give him a motive to do things for himself. But also, the kids will be aware of what is aphasia, and what happened, and that will increase in some ways awareness.   Janet: It sounds like there is a lot of responsibility the family members assume for integrating the person with aphasia into the daily activities and their daily roles, and the fun and the work of family life.   Ilias: This is happening in all aspects. The elderly people stay with the family, stay connected. You know, I will not think that Greek person will leave the parents away from them. It's like you know, they will help and will support them. They might not live together but there will be close family support   Janet: Ilias, you work in a university clinic. At that clinic how do you implement the ideas of client- centered practice or LPAA in your work and your work with students,   Ilias: I don't work directly with aphasia at the university clinic, I work on the voice and swallowing clinic. I teach about aphasia with my students. What I say to them is give them is examples from every day. Usually in my classes there is discussion of the psycholinguistic, cognitive neuro model. And also, there are different lectures of putting them into their functional or community participation approach with aphasia. There are no projects in Greece, like clubs with people with aphasia and community settings where they can go. And from one perspective, I'm not sure if we need that. First is from the family, from the personal view. You don't take the people who have aphasia and put them in another place with people with aphasia, to interact only among them. The point is to integrate them in the community activities and not to you know, go from the house to another room because they will meet another 10 people, unless there are community activities for them to do.  The community activities surrounding it are doing the things which you can do before. What I tried to do with my students is first to teach them to find out what an elderly person needs; how the elderly person communicates. It is very common in Greece to have the coffee shops where people go and have a coffee and play cards. I said to them, go and play cards with your grandfather to see how he communicates, to see what he feels, to see what he needs. If you learn to play cards with your grandfather and your grandparents, you will learn to communicate with a person with an aphasia, because really you have to approach the level and the needs of that person. That is my philosophy with my students - go interact with the people on different events and not be so centered to yourself, and what you think. Go and find out what they want. So we tried to create activities within the class, which we will look on these different perspectives. There is no settings like nursing homes, which they have got people with aphasia in Greece, because people are living in their own homes, about 80% - 90%. The family is there. What we mean by the life participation approach is going back to the family life, going back to the community, because that is the most important to the person's needs and he wants to be close with a family.   Janet: As you're doing that, and teaching your students and role modeling, I imagine you might find some obstacles to actually implementing client-centered care. What obstacles do speech pathologists in Greece face? How do you and your colleagues work to mitigate those obstacles and implement the care principles similar to those of LPAA, when you're working with the patients with aphasia,   Janet: First, you know, there are some physical obstacles. For example, if you live in a big city like Athens, in a block of flats, not all of them are accessible. For people to get out of the house is not always very easy. That is an issue, in general and is not like the United States, where you have homes on one level; people can park outside their houses and get in and out. Here it is totally different. It is like having access in place in New York City with steps to go up in one of these big townhouses. It is not easy for a person with aphasia. Think about it, if you live in a townhouse in New York with ten steps to climb and go in, a person with aphasia cannot do that easily; with a stroke, not with aphasia. This is a similar situation in most places in Greece. Even the new buildings have to have access for people with disabilities, but still, we have flats from the 1960s and 1970s, who do not have access. There are physical obstacles for people to come out and get involved.    Then the other big thing which you have to change is the awareness of aphasia. For people to understand that this person does not have intelligence problem, and this is just a communication problem. And that the people, you know, have the executive function, to function and to communicate. People who do not have that in mind, you have to change this way of thinking. A few years back in Greece, people were saying, ”Oh, he had a stroke, now he lost his mind.” I believe this is nothing new, what's happened in Greece, this happened in other parts of the world, the thinking that aphasia affected the intelligence of the person. We tried to change that, to say that aphasia is something which you have. You lost the ability to use your language and to communicate, but still you are the same person, nothing has changed. You still have got your thoughts, your feelings, your loved ones, this has not changed. And as I told you, there is also some natural recovery in different ways. The example, which I gave you before, when we had the chat, when I saw my person from the village where I was born in Greece, when I was living in UK, there was no service for aphasia in Greece. He never had therapy and he was someone with Broca's Aphasia and severe apraxia. His wife was taking him every day to the coffee shop, which he used to do, to see the same people and watching the people play cards, and he has found the natural way of communicating. That I think, is very important because he kept the activities. He kept the roles and that is the social model of the life of the patient. It does not mean life participation is to go to a club to meet other people with aphasia. Life participation means to return back to what you want, and what is your everyday activities, your family, and what it is important to you to do. That's what I tried to do with my students, tried to put them into this modality of thinking that you have to take into account what the person of aphasia is, and what the environment they live. It says a person should return to these roles are soon as they can.   Janet: Those are wise words very, very wise words Ilias, I think, especially the idea about going into the coffee shop. That makes perfect sense is a way of beginning to communicate and establish a pattern between the two of you for communication.   Ilias: Yeah, but this person did develop a pattern of communication with no intervention. You will say then, what would a speech-language pathologist do in this situation. And I will say, the speech-language pathologist will go there from the beginning, might work on the linguistic impairment at the same time, show his wife and facilitate all these changes in the life they knew, and perhaps, if she found a way, two months or three months down the line, to take him to the coffee shop. She should start doing that earlier, taking him out to everyday activities which he used to do before. Sometimes, you know, we have to think we are overreacting. Perhaps we have things in our mind, the therapist, which we say, “oh, you should do that, you should do that, you should do that.” The person really is not aware of what we're suggesting, you know, what I mean? We're very motivated for people to do more things and more things and get involved. But actually, the person, that is not what you want. Some simple things in life can make these changes.   Janet: Exactly.    Ilias: Give them this space to make the choices of what is meaningful to them. The thing, you have to take that into account, and that's what I say from the beginning. The behavior changes, not only the linguistic skills and on the family, but also to us. How we're able to understand as clinicians where to stop participating in the social interaction with them. Some people are lazy, some have got a different network. It's not all you know, what we want to push them to do?   Janet: You're exactly right, because you may have wonderful ideas as a speech-language pathologist, but they don't match with what the person with aphasia would like to do. You must respect their ideas and their wishes.   Ilias: It is not only respect them, because we do, I want to believe that we respect the wishes. We have to teach ourselves to take that into account when we give these wonderful ideas. It is a skill not to push the people, you know, not to push people too far. You have to give them the space, and I think that is quite important, too.   Janet: Let me take this conversation in a slightly different direction. What you've been talking about a lot is really awareness and support and understanding the culture of where a person and how a person with aphasia lives, and how their family lives. But let me take you in a slightly different direction by asking about the papers that you have published on several topics helping people understand aphasia. I'm thinking mostly about your papers on public awareness of aphasia and assessing quality of life for persons with aphasia. Will you tell us a little bit about this line of research that you've been doing, and how you see it informing clinical practice for speech-language pathologists who believe in the LPAA model and patient-centered care   Ilias: Now, you are speaking with someone who has got a very wide background in research. I have to say that my first research and my Ph.D. was about neuroplasticity and connectivity. I did that back in London at the Institute of Neurology, with TMS and connectivity in the middle 1990s, before all this idea about plasticity and connectivity came out.  It was very lovely to work with them. At that point, this was not very popular. I don't know why, but now it is. Perhaps people are not aware about all this work I have done with connectivity in neuroplasticity, back in the 1990s, even though it is published. But it's written in different way.    But coming back to Greece, I have to say, you have to start from a different perspective. Why is that? Because I come from a country who has totally different needs, comparing with UK who have more organized research. I will take that as a guidance or an advice to people who are going back to their countries of developing. There are countries who do not have, you know, the research programs you have in USA, and that are still developing countries. When I came back to Greece, I had to start from somewhere. The things which I needed were tests to evaluate aphasia, I need to see what the public knows about aphasia, and even what are some networks about aphasia, I need to start from epidemiological data. Because unless you work on an epidemiological data, you will not be able to go to the government and say the policies, how many people with aphasia exist and what changed. At the same time, Katerina Hilari in UK was doing the work on quality of life. We did a project with her here in Greece on the validation of the quality-of-life approach, which Katerina has developed, and has been used in Greece as well. With Katerina, we developed the first efficacy study in the Greek language, because we have to prove that the linguistic difference makes a difference. We took the semantic feature analysis in a different perspective, which is more approachable to the Greek. It will do the semantic analysis work, which has been published.    So really, coming back from here, you have to start from the basic and it is important for the local community in the country because you got to start. That's why I have the work which changed my direction some ways. We might speak about different approaches to aphasia in developing countries, when you go to the small countries, this is totally different. At the same time, because people have been starting my position in other countries, I have been invited to help them out in a different perspective. I have been working with Slovenia, for example, helping them to develop the test, and they are doing education about aphasia. Now I have contact with people from Middle East and they want the similar. Through my work with the International Association of Language and Communication Sciences and Disorders, IALP, as part of the Education Committee, we have a mentorship program for clinicians working with aphasia, something which perhaps you don't know. IALP and Tavistock trust, have put together a program and aphasia committee and we are mentors of clinicians in the developing countries. Right now, the IALP program has about twenty clinicians being mentored around the world. I have someone in Vietnam, which is very interesting. And the same time, from my role as the Education Committee, I have been involved in many of these places, which they asked you know, how to develop materials, how to do all this work to change the life of communication disorders. I think aphasia is part of that, because I have all that experience. I think you have to start off at that point with the research, you know, develop the tests, the materials to assess, and then go to the different aspects which we need of recovery. Taking in the national perspective, regarding tests, I will say, you do not have to translate the test, you don't translate the test, you adopt the test. And sometimes it's not possible to do that. Even some of the notes of the quality of life which you have, or the social approach, which you have in the case of the life participation approach with what we have talked before, might not be appropriate in a different country. But you have to think the principles behind that.   Janet: You talk about awareness, and it makes me think that it really is foundational to so much of what we think about with LPAA. You're talking about awareness of aphasia in government areas, in policy areas, in writing documents, in how families engage with people with aphasia, how the shopkeepers around the area engage with people with aphasia. Awareness is important and those of us who are enmeshed in aphasia, we just may take it for granted that everybody knows what aphasia is, or everybody knows how to talk with the person with aphasia, and that's just not so. You're telling me, and I believe you're right, that building awareness is so important to the foundation of building a successful aphasia culture, whether it's the rehabilitation culture, or the family culture, or the government culture,   Ilias: I want to say aphasia-friendly society, instead of culture.   Janet: That's a great way to think about it – aphasia-friendly society, larger than just the speech language-pathology community.   Ilias: Larger than that. With the Bruce Willis and all the issues these days about aphasia, it's a great opportunity to go out and speak what is aphasia. People now might know the word aphasia, but what actually is the effect on life and how we'll live with that. I don't think that people are aware of that, unless it is something they have experienced from their own household. I think we have to get involved, taking the opportunities not only to go to the TV channels or going to the media and speaking about it, using this opportunity to get involved to the changes in the society. I think that is what will be the opportunity. The media help up to one level, but speaking to the media, they will know what is aphasia but that will not change that of the society 100%. People have to be in phase with a person with aphasia, and they have to say, to interact, with a person with aphasia to understand what it is. In the smaller communities, that might be easier, because each knows each other, and that will be much easier. That is why Greece, who is a smaller community, this small village, in a small town is more acceptable, comparing where the neighborhood network and the neighborhood community is still very close, comparing with big cities, which we don't know who lives next to you. That helps people understand what's going on and helping the person with aphasia. We have to start from the local people instead of going to the media. They're here, and you go out and take the people with aphasia to breakfast. I say, going to the coffee shop, that will be another 15 people there, these people will know what happend and speak with them. These 15 people will go to a different level. This is how you spread the word of aphasia. It is not always that the media will do the best thing. That's what I think.   Janet: I think you're right; it takes many perspectives. And people working from many points of view to really build this foundation and the media, especially with the attention it's given in the last couple of weeks about Bruce Willis. The media certainly plays a point, but you're right, not the most important point or not the only point. We are the advocates, and we are the ones who need to lay the foundation for awareness,   Ilias: I think we have to go a step further. Like, yes, the media brought this case up, go to the governor, go to the policies, insist that there is a need there. It is the media in different ways. Go and speak with the politicians, the lobby. I don't think this has happened.    Janet: It happens in some places, but we can certainly do more. Which leads me actually to my next question. So in addition to being a leader in aphasia, in your country of Greece, Ilias, you also have a large international presence in the aphasia community. You've alluded to that, and that presence in the discussion today. But I want to take you a little bit further into that by asking, how do you see the LPAA model influencing aphasia services throughout the international community? I know you've already talked about it with respect to your Greek community, but what are you thinking about, or what are you speculating about with the larger international community?   Ilias: I think that we will be involved in the very international community, but we have to take into account their special social network, which every community has got, which is totally different. Perhaps the life participation approach will be different from one community to another globally, from one country to another. Each community has got different norms, so it has to be adopted to the different norms of the community. How that will happen, I think, is local people will take the history of it and try to disseminate, and they will adopt it locally. It has to be adopted locally, and how it will be applied with different societal structures, that also will be very interesting to see. As I say, working with these developing countries, I will be very interested to see how that will evolve, and how they will respect. Some of the countries think that aphasia therapy is only linguistic because they have different norms, or I don't know if there are some countries which think about intelligence. There must be. So it's a lot of education which has to happen in all these countries to do all this information.    Janet: That's a good perspective and again, brings us back to the work we need to do in terms of aphasia awareness, talking with our colleagues internationally, and connecting with people with aphasia and their families.   Ilias: It's very important because I think the world that will change as well, because the world is getting smaller. I think communication between different countries at different perspectives, now, it's much easier. Look at the different ways which this podcast works. This can have access to different people around the world, they can speak, have communication, have Zoom meeting. It's much easier to communicate and have access to different information. I think that will help to change. But on the other hand, you don't know how ready a culture is to accept this approach, because some technology is going too fast for some countries and cannot be persuaded to go faster in some modalities. I think it's much easier than it used to be 20 years ago to have access to all this information directly. I think this is a positive sign for more countries to approach to life participation approach.   Janet: Certainly, we've had some podcasts on this topic, and people are thinking about how do you connect, to do a group therapy for people with aphasia, using technology or Zoom or some other platform? Certainly, that is exciting and if it helps persons with aphasia, that's a great thing.   Ilias: Can we have a podcast with people with aphasia speaking from different countries?   Janet: I think that would be a terrific idea. We've had one podcast with some people with aphasia speaking, but they have been in the same location. We have had not podcasts, but I've been part of activities where people in different parts of the United States have been talking together on Zoom. I think that's an excellent idea, people with aphasia from different parts of the world gathering together to talk about their aphasia, I'm going to propose that topic to our team,   Ilias: I'm happy to facilitate that.   Janet: Excellent, I'll sign you up Ilias. As we bring this interview to a close, Ilias, I wonder if you have some pearls of wisdom or lessons learned about LPAA and aphasia services in Greece and around the world that you will share with our listeners.   Ilias: I will say first of all, listen to the person. Just note what the person wants. That is the most important thing. A person with aphasia, as Audrey Holland said, is able to communicate even if he has got the linguistic impairment. So as clinicians, as family, try to find the strong points of this person, and make the most of it, to make him an active member of the society. According to what he wants, she wants, do not impose things on the person, give them the opportunity. I think that is applied everywhere. With the different societal rules, people need different things. Just listen to this person, what he wants, and just use the stroke skills which they have, and facilitate to be an active member of the society. Don't ignore the linguistic impairment, change the behavior allowed at all different levels that we have discussed so far. That's what I want to give out of this perspective.   Janet: I think those very important pearls of wisdom, especially the idea of listening to the patient. It's not huge, it doesn't take a lot of effort, but it's so very, very important because it can form the foundation of the relationship that we have and the success that the person with aphasia can feel. Thank you for those, I will take them to heart and take them into our minds as well. I do appreciate Ilias, your insights and your dedication to serving people with communication disorders. Thank you very much for talking to me today.    This is Janet Patterson, and I am speaking from the VA in Northern California. Along with Aphasia Access, I would like to thank my guest, Dr. Ilias Papathanasiou, for sharing his knowledge about aphasia and his experiences in the international aphasia community. I am grateful to you, Ilias, for reflecting on LPAA and international aphasia services, and sharing your thoughts with us today.   You can find references and links in the Show Notes from today's podcast interview with Ilias Papathanasiou at Aphasia Access under the Resource tab on the homepage. On behalf of Aphasia Access, we thank you for listening to this episode of the Aphasia Access Conversations Podcast. For more information on Aphasia Access, and to access our growing library of materials, please go to www.aphasiaaccess.org. If you have an idea for a future podcast topic, please email us at info@aphasiaaccess.org Thank you again for your ongoing support of Aphasia Access.                 References   Papathanasiou, I. (Ed.). (2000). Acquired Neurogenic Communication Disorders: A Clinical Perspective. London: Whurr Publishers.  Papathanasiou, I. & De Bleser, R. (Eds.).  2010 (2nd ed.). The Sciences of Aphasia: From Therapy to Theory. London: Emerald Group Publishing. Papathanasiou, I., Coppens, P. & Potagas, C. (Eds.).  2022 (3rd ed.). Aphasia and Related Neurogenic Communication Disorders, Burlington MA: Jones & Bartlett Publishers.   International Association of Communication Sciences and Disorders.  https://ialpasoc.info  Tavistock Trust for Aphasia. https://aphasiatavistocktrust.org/  Ilias Papathaniou@facebook.com

Episode: 3281 Dyslexia and Orton-Gillingham Multisensory Reading Instruction.  Today, dyslexia and reading.

In this episode, we speak with Pediatric Speech-Language Pathologist Cari Ebert about the importance of play and relational connections in supporting a child's language development. Cari shares her own personal experiences that have shaped her perspective and therapeutic style, discusses the science-based importance of play on children's brain development, and gives specific strategies parents, educators and caregivers can use to incorporate play into their daily activities. Cari also highlights ways to be inclusive and supportive of neurodivergent children's play and development.  Cari Ebert, M.S., CCC-SLP is a Pediatric Speech-Language Pathologist in private practice in the Kansas City, Missouri area where she has found her niche in working with young children ages birth-to-five and their families.  Cari firmly believes that early intervention is the key to future success, and she has dedicated her professional career to helping young children achieve their maximum potential by partnering with parents and caregivers throughout the therapy process. Cari is a therapist, a consultant and a nationally recognized speaker.  Links: Cari Ebert's Website Follow Cari on Instagram The Parish School Website Support the show

Are you a military SLP or OT?  It used to be pretty complicated to start your own private practice as a member of the military since you had to relocate more often; however, that's not really the case now. In this episode of Private Practice Success Stories, I sat down with Rachael Harrelson, a decorated Navy veteran to talk about how she started a successful private practice on the side of her full-time job.  Even if you aren't in the military, you'll love this episode because Rachael shares some amazing tips for starting your practice on the side, the importance of Google reviews, and becoming a health insurance provider.  Rachael Harrelson, M.S. CCC-SLP is the owner of Southern Star Speech and Language Therapy in Burleson, TX.  She is a Texas State licensed and nationally certified Speech-Language Pathologist. Prior to starting her practice, Rachael worked in various settings including in-patient rehabilitation, home health, and public schools. Rachael received a Bachelor's and Master's Degrees at Baylor University and is a veteran of the United States Navy, where she served 8 years as a Hospital Corpsman in the medical field. Rachael has had extensive experience assessing and treating clients with autism, articulation, apraxia of speech, phonological and fluency disorders as well as pragmatic and receptive/expressive language impairments.  ​Rachael believes in a team approach to therapy and therefore encourages collaboration with parents, teachers, and other therapists to provide the most encouraging and successful environment for her clients.  In Today's Episode, We Discuss: The route Rachael took to start taking insurance How Rachael utilized Facebook groups to grow her practice How military families can still start a private practice What to do if you want to move after starting your private practice How Rachael finds inspiration for her private practice How Google reviews can grow your business The importance of putting yourself out there I love seeing the ways that students in my program are making their private practice work for them. Rachael wanted to take the summer to be more present for her kids, so she did! She adjusted her schedule to include summer hours where she took 4-day weekends. It's her private practice, and she calls the shots.  Everything that worked for Rachael can totally work for you too. To learn more about how we help SLPs and OTs start, grow, and scale private practices (and how we can help you too!), visit https://www.independentclinician.com/ (IndependentClinician.com).  Resources Mentioned:  Check out Rachael's website: https://www.southernstarspeech.com/ (https://www.southernstarspeech.com/) Check out Southern Star Speech on Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Southern-Star-Speech (https://www.teacherspayteachers.com/Store/Southern-Star-Speech) Connect with Southern Star Speech Therapy on Facebook: https://www.facebook.com/southernstarspeech (https://www.facebook.com/southernstarspeech) Visit my website to learn about our programs: https://independentclinician.com/ (https://independentclinician.com/) 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/ (https://www.instagram.com/independentclinician/) Follow Me on Facebook: https://www.facebook.com/jena.castrocasbon/ (https://www.facebook.com/jena.castrocasbon/)

I get a lot of questions about how to write language therapy goals…I ALSO get a lot of questions about whether I offer goal banks in any of my courses. I do offer a version of a “goal bank” in Language Therapy Advance Foundations, my course that teaches SLPs a framework for building metalinguistic awareness and independent word learning...but it's not a goal bank in the traditional sense. In my opinion, goal banks do both students and clinicians a huge disservice. While I understand that clinicians need tools to help them be efficient with their paperwork, I think there's a better solution. That's why in this episode I share what that is. Specifically, I talk about:✅Why my course curriculum for clinicians focuses on vocabulary FIRST before I address high-level comprehension and executive functioning. ✅ Do we need to work on the “observable/measurable” behavior? Or the strategy? ✅My alternative to the “goal-bank” and why it helps drive more effective intervention. In this episode, I mentioned the Effective Language Therapy for SLPs Facebook group, where I share regular tips and strategies for building language and literacy skills in K-12 kids. You can join the group here. I'm talking about this topic because it inspired me to create the system I teach in my online course that teaches pediatric SLPs a system for boosting comprehension and processing, Language Therapy Advance Foundations. I'm doing some extra live Q & A sessions in the members group and also opening up some 1:1 consult availability for members in July 2022, so if you've been on the fence about joining, now's the perfect time to take the leap. If you're an SLP who wants to learn a framework that will allow you to streamline your therapy so you can show up to sessions confident you're giving your students the skills they need to thrive, check out our enrollment page and learn more about how to become a member here. 

Thinking about leaving your job and going all-in on your private practice?  It's a big decision and it can be intimidating, but it could change your life. In this episode of Private Practice Success Stories, I sat down with one of my Grow Your Private Practice Students, Sherley Jackson, to talk about her decision to go full-time with her practice as well as hiring, referrals, and so much more.  Sherley L. Jackson is a Speech-Language Pathologist certified by the American Speech-Language Association and licensed by the Georgia Department of Education and Board of Speech & Language Pathology.   With 22 years of experience in the field (in Louisiana, Florida, and North Carolina), 20 of which have been in the public school system, working with PK through 5th-grade students in special education programs.  Sherley earned a Bachelor of Science and a Master of Science degree in Audiology and Speech Pathology from Florida State University. She earned a specialist degree in Special Education from the University of West Georgia.  Her primary concentrations include early language development and articulation/phonological delays. Sherley engages in multicultural issues, IEP coaching and development, and new parent training on facilitating language development in everyday home activities. Sherley is recognized as a Hanen Certified Speech-Language Pathologist and a Master IEP Coach with Catherine Whitcher, M.Ed. In Today's Episode, We Discuss: How Sherley got started with her private practice How she was able to fill her caseload so quickly The benefits of having a community when running a practice How becoming systems-focused helped Sherley grow Tips for finding the right hire When Sherley decided to go all-in with her practice Sherley's plans for growth in the future I hope you found this episode inspiring. I love how Sherley said that if that seed is in you to start a private practice, then that's what you should be doing. If it's been planted, it's not going anywhere! You just have to take those steps to make it happen. Are you ready to leave your job and go all-in on your private practice just like Sherley did? Want support with getting more clients, setting up systems, understanding your finances, and becoming a CEO? If so, we would love to support you in the Grow Your Private Practice Program. https://www.growyourprivatepractice.com/ (Click here) for more information. 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:  Check out the Grow Your Private Practice Program: https://www.growyourprivatepractice.com/ (https://www.growyourprivatepractice.com/) Check out Sherley's website: https://shoutsltherapy.com/ (https://shoutsltherapy.com/) Follow Shout Speech and Language Therapy on Facebook: https://www.facebook.com/shoutSLtherapy/ (https://www.facebook.com/shoutSLtherapy/) Follow Shout Speech and Language Therapy on Instagram: https://www.instagram.com/shoutsltherapy/ (https://www.instagram.com/shoutsltherapy/) 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/ (https://www.instagram.com/independentclinician/) Follow Me on Facebook: https://www.facebook.com/jena.castrocasbon/ (https://www.facebook.com/jena.castrocasbon/)

Back when I first started practicing, I found language therapy to be super overwhelming. There were so many peer-reviewed articles, books, and seminars, and it was hard to sift through it all and determine how to apply it to therapy. These days, we not only have to sort through lots of quality information…we have to ALSO sort through lots of inaccurate information. This can make it really hard to make it hard for professionals and parents to figure out how to support kids' language and literacy skills with the little time you have with your students.I do what I do in order to be a solution for that problem.I get hundreds of emails each month from SLPs sharing their most common language therapy challenges, and although times have changed, the basic questions stay the same. I hear things like:"Where do I even start?""How do I know what skills are most important/how to sequence/what to focus on?""How do I write good goals?"When I dig a little deeper, I usually find that people are making ONE of three common mistakes. Now it goes without saying...these are SUPER common. I know because I used to do every single one of them due to lack of clarity and info overload.So if any of this sounds familiar, you're certainly not alone.These three patterns are what informed the framework I teach SLPs designed to build the language skills kids need to support language processing, literacy, and high-level strategic thinking.I'm talking about this topic because it inspired me to create the system I teach in my online course that teaches pediatric SLPs a system for boosting comprehension and processing, Language Therapy Advance Foundations. I'm doing some extra live Q & A sessions in the members group and also opening up some 1:1 consult availability for members in July 2022, so if you've been on the fence about joining, now's the perfect time to take the leap. If you're an SLP who wants to learn a framework that will allow you to streamline your therapy so you can show up to sessions confident you're giving your students the skills they need to thrive, check out our enrollment page and learn more about how to become a member here. 

How do colonial and diasporic histories impact language dynamics? How do these forces manifest themselves in the case of curious hybrids or third-culture kids, the characterization author Nadia Owusu uses to encapsulate her Ghanian and Armenian-American heritage, through the lens of a child growing up in various international communities? Join Dr. K and Nadia Owusu as they discuss Aftershocks, Owusu's powerful memoir, and use it as a springboard for topics such as colonialism, inherited languages, code-switching, accents, ownership, writing, and performing belonging. For more, visit armenian.usc.edu.

In this episode, Michelle and Erin will focus on clarifying the differences between “playful” and “play-based” language therapy and how this approach can make your therapy more functional and fun! The power of “play” is one of the most powerful tools in our toolboxes even recognized and recommended by the American Academy of Pediatrics. But, how do we embrace this approach effectively and overcome the barriers in our sessions? Erin and Michelle will clarify misconceptions and inspire listeners with an “easy-peasy-lemon-squeezy” evidence-based plan to assist in their next therapy sessions.

What happens when an alternative weekly in Orange County starts a column called ¡Ask a Mexican!, in which journalist Gustavo Arellano responds to reader questions about Mexican-American stereotypes in a satirical, wonderfully witty and informative manner? And he uses Spanish and Spanglish in almost every response? And it becomes so successful that it turns into a book? Join Dr. K and trailblazing LA Times columnist and author Gustavo Arellano as they use his work to talk about journalistic tropes and conventions, immigrant stereotypes and experiences, and of course, issues of language.   For more, visit armenian.usc.edu.