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In this episode, Dr. Karen Litzy talks with Dr. Karen DeSimone, physical therapist and owner of KD360 Wellness and Physical Therapy, about building a hybrid practice that combines insurance-based care with cash-based wellness services. Karen shares how she shifted from treating visits to delivering outcomes, why that change helped her reduce burnout, and how other clinic owners can apply a similar model without adding staff, locations, or more marketing spend. Why it works: outcome-focused messaging makes the value feel concrete and emotionally compelling, which helps listeners see the episode as a practical solution to a problem they already feel. Key topics covered: ·       Why declining reimbursements pushed Karen to rethink her business model ·       The difference between treating visits and treating outcomes ·       How to introduce cash-based services without abandoning insurance ·       Why fewer patients and fewer visits can lead to better results ·       How to have confident, patient-centered conversations about pricing ·       Why the model works for solopreneurs and small clinics ·       The mindset shift needed to step off the insurance treadmill Timestamps: ·       0:01 — Welcome to the Healthy, Wealthy, and Smart Podcast and the episode's focus on healthcare and business ·       0:29 — Karen DeSimone's background and the shift toward an outcome-based model ·       1:53 — What drove Karen to build a new model ·       2:54 — Why she stacked cash-based services on top of physical therapy ·       4:58 — How to talk to patients about cash-based care ·       6:43 — How those conversations happen in practice ·       8:09 — Why this model can work for other areas like knee pain and surgery avoidance ·       9:29 — What is included in the cash-based offering ·       11:25 — Bundling services into one package instead of adding visits ·       12:32 — Building profitable programs from existing patients ·       13:25 — Why this approach can work without more marketing ·       14:56 — Why she did not want a larger business or more locations ·       16:40 — Why clinicians should think beyond growth for growth's sake ·       18:39 — The difference between selling and serving ·       19:46 — Why it should never feel like a hard sell ·       20:27 — Building conviction and confidence through repeatable outcomes ·       21:46 — Practicing how to talk about pricing ·       23:03 — How to keep patients moving forward in a 12-week program ·       24:30 — Long-term results and patient return visits ·       25:03 — Deciding who the model is right for ·       26:42 — Why timing matters in the clinical conversation ·       28:49 — The first shift: decide ·       31:49 — Who can implement this model ·       33:51 — Lightning round: money beliefs, metrics, and burnout advice ·       36:47 — What Karen is doing to stay healthy, wealthy, and smart ·       37:30 — Where to find Karen and learn more ·       38:24 — Free starter framework for clinicians ·       39:12 — Final encouragement to share the episode Notable takeaways: ·       "We're not treating visits, we're delivering outcomes." ·       Cash-based services can be stacked on top of physical therapy to improve results and revenue. ·       Patients often pay for faster outcomes when the value is clearly explained. ·       The first step is a decision: choose the model you want, then commit to it. ·       Confidence comes from repeatable results, not from perfect wording. Resources & Links: ·      Clinical Architecture Website ·      KD 360 PT and Wellness ·      Instagram ·      LinkedIn ·      Free Gift: The Freedom From Back Pain Starter Framework, More About Karen: Karen DeSimone, PT, DPT, has practiced physical therapy for 26 years. She earned her Doctor of Physical Therapy from the MGH Institute of Health Professions, began her career at Massachusetts General Hospital, and in 2009 opened KD360 Wellness & Physical Therapy in South Yarmouth, Massachusetts, where she still practices today. A solo clinician running a hybrid cash and insurance model, she helps clients avoid surgery and heal faster using a structured, outcome-driven program. After years inside the insurance-based model, Karen reached a hard conclusion: you can't build a successful system on a broken model. So she built her own: a defined clinical pathway with enrolled patients and predictable outcomes. That pathway became the Freedom From Back Pain Clinical Success System, the online implementation program she now teaches through her company, Clinical Architecture, helping other PT clinic owners deliver the same cash-based care inside their own practices, without adding new patients, staff, or marketing. Her work centers on one principle: we're not treating visits, we're delivering outcomes. Jane Sponsorship Information: Book a one-on-one demo here Mention the code LITZY1MO for a free month Follow Dr. Karen Litzy on Social Media: Karen's Instagram Karen's LinkedIn Subscribe to Healthy, Wealthy & Smart: YouTube Website Apple Podcast Spotify SoundCloud Stitcher iHeart Radio

  Episode: 140 RAISING PPA assessment and treatment from the Ground Up: In Conversation with Jeanne Gallée     In this episode you will discover: · Assessment and Intervention Aren't Separate — Conversation itself can double as both. By listening closely and responding to what a client offers, in a "more art than science" way, clinicians gather meaningful data and provide support at the same time, rather than treating these as two distinct phases of care. · Rigid Testing Can Erase the Person Behind the Diagnosis — Traditional standardized assessments often serve the goals of an institution or research protocol more than the person being assessed. Frameworks like RAISE and the PACT scale shift the focus toward strengths, natural conversation, and what someone can still do, rather than repeatedly measuring decline. · PPA Needs Its Own Identity and Training Path — Because primary progressive aphasia sits uneasily between post-stroke aphasia care and traditional dementia care, clinicians often receive little formal training in it. A global survey found major gaps in education and confidence, underscoring the need for dedicated resources, like Dr. Gallée's PPA roadmap, built specifically for this population. Do you ever wish you could step back in time and undo the missteps and errors of the past? What if you had the opportunity to build something from the ground up? Certainly, knowing what you know now, you could begin in a better place. But of course, there's always pitfalls with new beginnings, even with the knowledge of lessons from the past. You could, however, make a positive impact on that new beginning. Welcome to the Aphasia Access Conversations podcast. I'm Jerry Hoepner, a professor from the University of Wisconsin Eau Claire, and co-facilitator of the Chippewa Valley Aphasia Camp, Blue Gold Brain Injury Group, Mayo Brain Injury Group, Young Persons Brain Injury Group, Brain In-Cog, and Thursday Night Poets. I'm also a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas about their aphasia care through a variety of educational resources. I'm privileged to introduce today's guest, Dr. Jeanne Gallée, who is a clinical scientist in the Department of Medicine at the University of Washington. Dr. Gallée is a licensed speech language pathologist practicing in the greater Washington state area. She completed her Bachelor of Arts in Cognitive and Linguistic Sciences at Wellesley College in 2016 and Doctor of Philosophy at Harvard University in Speech and Hearing Bioscience and Technology in 2021. She has been recognized as a Distinguished Early Career Professional by ASHA and a Distinguished Scholar by the Tavistock Trust for Aphasia. Her work is dedicated to improving assessment practices and functional outcomes for individuals living with aphasia and neurodegenerative conditions. Jerry Hoepner: Jeanne, it's really nice to see you again today, and to have this opportunity to have a conversation with you as a recent recipient of the Tavistock Scholar Program, and to talk about your work with individuals with primary progressive aphasia. So, thanks for being "on" today for the conversation. Jeanne Gallée: Thank you so much for having me, Jerry. I'm really honored to be here. Jerry Hoepner: Likewise, I'm really excited for this conversation, and as I just alluded to, I wanted to congratulate you on being awarded the first Tavistock Scholar with an emphasis doing work in primary progressive aphasia, and I thought maybe I could get your thoughts on being selected as a Tavistock Scholar. Jeanne Gallée: Thank you. It feels honestly incredibly remarkable in the sense that I think it represents a shift in how we're thinking about the separate diagnoses of progressive aphasia versus an aphasia that's due to an acute injury. And I'm really honored to be a part of that. I think there have been many discussions growing over the years, and I think we're seeing that shift in how we do think about addressing assessment and intervention and general care for people across the aphasia continuum. Jerry Hoepner: Agreed, I think there's been so much growth in the last five years in that area. I can remember at the outset of the pandemic, having discussions about "What do we do with people with primary progressive aphasia who were a part of our aphasia group? Should they be a part of our aphasia group? How do we pivot to that in an online context?" and it feels like we've come so far in our conversation about where primary progressive aphasia fits in in all of those different contexts. Jeanne Gallée: Right, I entirely agree, and I think the journey of my own work has already evolved in so many ways that I couldn't have imagined, like you say, five years ago I completed my doctoral work March 2021 and just seeing the phenomenal amounts of change that have really taken place since then has been incredible, and I feel very lucky to be part of that momentum right now. Jerry Hoepner: Absolutely, it's exciting to see these things move forward. And one of the differences that I see is primary progressive aphasia started out within the Life Participation Approach, just soundly from day one, as opposed to a lot of aphasia care, which has kind of evolved from this medical model, and how refreshing it is to see something built from the ground up. Done right, so to speak. I don't know if you have thoughts on that piece… Jeanne Gallée: No, I do. I think that's a really interesting point. I think I might be part of the camp that at times feels like progressive conditions get a little bit lost in the rehabilitation space, but I think you're absolutely right. I think the absence of pharmacological treatment, or a cure that has long standing effects for these progressive conditions has made rehabilitation specialists much more attuned to focusing on quality of life, life participation, maintaining autonomy, and so forth. So, I think I forget that perspective sometimes. Perhaps from the space that I work in, I tend to be in a more interdisciplinary environment where I feel on the opposite end. I'm often asked for justification for providing these types of services, and that fits in nicely with our previous discussion on how we do see that differentiation and how people with aphasia due to a progressive condition may be siloed from people who have the more quote unquote traditional aphasia symptoms. Jerry Hoepner: Yeah, that's a really good point. And you know, referring to those previous conversations we discussed that need for primary progressive aphasia to have a space of its own. It's tricky because it doesn't fit into post-stroke aphasia quite right, and it doesn't fit into the Alzheimer's and dementia world quite right. So, yeah, it's nice to see this developing in the Life Participation kind of context, really excited about Anna Volkmer's conference dedicated to primary progressive aphasia. Yeah, what an excellent point, that even though we feel like it's great to build it from the ground up, there's still people in that interdisciplinary context, who are very much looking at this, like,"Justify this. How is having conversations and doing activities with someone justifiable, as a, you know, as a skilled intervention?" Jeanne Gallée: Right. I think a lot of it comes back to misunderstandings about the scope of our profession. So, coming from the speech language pathology standpoint, we may have a perspective that other providers may not. And it's interesting, particularly when that confusion or disconnect happens in conditions that are communication led, where we see the symptoms primarily touching upon our ability to interact verbally or non-verbally to communicate. And it's fascinating, and I think speaking to that silo, we see PPA having been a relatively new and still considered very rare condition, but there's so much overlap with other conditions, right, in the kinds of symptoms that we see and there's so much where, as any speech pathologist with experience in acquired neurogenic communication disorders, we can see that we can apply our skill set, but again, likely due to the terminal nature of the condition, we end up seeing providers taking it a different route, or saying either there's only the pharmacological route, or we just let it lie or let it be as is, which we wouldn't do with any other condition. We wouldn't say that for someone with ALS. We would want to provide them the supports, even if they're temporary, to improve quality of life. So, it is an interesting, almost cultural phenomenon as well. I think. Jerry Hoepner: Yeah, that I think it's really fascinating, and I'm so glad you brought that up. It reminds me of kind of the phrase, the company we keep, right? It's easy to be amongst, you know, people who are in the [Life Participation Approach to Aphasia] LPPA world, who think the way that we think, and who do the way that we do. And I do a lot of work in the area of cognitive communication disorders with acquired brain injuries, and so forth, and there's been a remarkable shift in the last five years there as well towards a more Life Participation bio psychosocial approach, and some of the work that I've been passionate about for years has been more and more accepted. So you feel like when you're in that company of all of your people that everything's all good, but it also reminds me of something that my friend Natalie Douglas always says, which is that "We need to be out there amongst others who need to understand the importance of this kind of a perspective, and sharing that." And when you talked about those other professionals, I really didn't think about that until you said that. Right, really important to get them on the same page, and to help them understand why this is so important. Jeanne Gallée: Right? And I think that's where the conference that you mentioned, the first PPA only conference that's taking place this summer in London, is so special because one of the reasons why we were so motivated to have this type of a conference is that there wasn't really the space at the typical aphasiology conferences, and then the larger neurology-based conferences, or more broadly dementia-based conferences, also didn't quite feel like a home. I think, especially their studies of quality of life, in particular, we're really not seen as rigorous in those contexts. So, this conference, what's nice is that we have that uniting force of everyone being focused on PPA, but it's super interdisciplinary, and that I think will really promote some fantastic conversations. Jerry Hoepner: Wow, that's really encouraging and exciting to see that move forward. I'm not in the primary progressive aphasia world, although when we're at aphasia camp and things like that, certainly that's a part of my role. But as soon as I saw the call for papers come out, I'm, you know, texting and messaging all of my PPA folks to say, "Did you see this? This is great. Are you doing something?" It's very exciting. So, I'm excited to see where that moves in the future and to hear how things go this time around. That's great. Jeanne Gallée: Likewise, I'm really excited, and I do really believe it will lead to a whole future cascade of collaboration. Jerry Hoepner: Yeah, amazing. Well, before we delve into your amazing work, I've been reading your articles, and it's been just a pleasure to read it. I'm always impressed with how certain themes of importance can come across in different areas of our field, and it's been fun to see that. I wonder, because I'm looking at the list of collaborators, just some incredible collaborators on that list, in those papers, I'd love to hear a little bit about your mentorship, both in primary progressive aphasia and kind of thinking about the Life Participation quality of life kind of context as well. Jeanne Gallée: Yeah, I think in hindsight my mentorship experience seems more linear than it did in the moment. And I think it goes back to my original journey in my doctoral program. The program I was in, the Speech and Hearing Bioscience and Technology program at Harvard was a little bit different from others, where we didn't apply to work with a specific mentor, but truly just to get into the program. And they encouraged a pretty extensive shopping period to work with a variety of mentors to get a feel for topic area, mentorship style, and so traditionally first year students didn't even have any experiences, they just focused on the very time-intensive and rigorous coursework. I came in and started my first experience with Evelina Fedorenko at Massachusetts Institute of Technology, who had worked with an undergrad. And that I think from the get-go gave me a very holistic view. I think, of the ways in which we could think about language, and in particular, the language network. So, there I was working on MRI studies of what activations do we see in the language network. In response to linguistic stimuli. And we were working with undergrads at MIT who were all healthy between the ages of 18 through 30, and I just felt at a certain point that I had this growing interest towards thinking about what happens when something goes wrong. So when it's atypical processing of language. I first thought I might be interested in pediatric population, so I was all over the place, but through the partnership that my program had with the MGH Institute of Health Professionals, I ended up having this amazing opportunity to be mentored by Evelina Federenko, as well as Sophia Vallila Rohter at the Institute of Health Professions, as well as the Frontotemporal Disorders Unit at Mass General Hospital, through my actual clinical training. So I had this quite hefty consortium of mentors, and I think that has its own set of challenges, right? It's a little bit less mentor-directed and more on the student to say, "This is exactly what I want to work on." But I think that allowed me to build a network of experiences and mentors, and that just has bled into every experience I've had since then. I also think the pandemic, you brought that up before, had a huge role in this, and all of a sudden people were very, very open to virtual meetings and connections and wanted connection. I think everyone felt very stuck at home and wanted to find more people and to find meaning and Anna Volkmer and I had the opportunity to meet at the Academy of Aphasia in Macau in 2019. And honestly meeting her in our connection has been also one of those launching pads for me to really jump out into the world of international collaboration. So all that to say, I think a lot of chance encounters and just a lot of plunging into possible conversations head first has led to this phenomenal mentorship team. And a lot of people who I collaborate with now I see as my inadvertent mentors, and that includes Anna, that includes Maya Henry at UT Austin, Amy Mooney in Oregon, just people who have consistently volunteered their time to mentor me in ways in which I can only say I would have never expected. Jade Cartwright and I have had such a phenomenal collaboration over the past few years as well, where we just had the same interests, and Zoom allowing, we were able to build on those. Jerry Hoepner: That's really an amazing answer to that question. I love the term inadvertent mentors, because I just think that those are the best mentors, where you're as much a mentor to them as they are to you. And it's just this really reciprocal relationship, but it's also built on this organic, like passion and interest for the same kinds of topics. Where it's not forced and that's a really nice kind of look back on your entire process. I was also struck by the term "mentor shopping", or "mentor shopping period", whatever. And I think that's really great that you had an opportunity for that not to be so mentor-led, and I mean it clearly shows through when you talk about your clinical experience and how that was connected to your research experience, and kind of all used to create this amalgamation of who you are. I mean, it's clear in talking with you, it's clear in reading your work that you have that strong, multi prong kind of basis. It's not just research, it's not just this specific area of research, it's really broad and the clinical connection is there, so that makes a lot of sense when I hear you talk about that, for sure. Jeanne Gallée: Oh, thank you. Yeah, I think in hindsight, again, it seems more linear, and in the moment it sometimes felt a little wild, I will say, in terms of just wrangling what do I actually want to pursue, and how. And I'm still figuring that out. But I think this community of collaborators and mentors is truly what has kept me in the field and as well. Jerry Hoepner: Yeah, I think when you can connect with other people who are passionate about the work that you're doing. I can't imagine sitting at alone in my office doing a project, and I mean it's just so much more fun when you're doing it with other people. And other people who can expand the way that you think, which I'm sure everyone that you've mentioned on that list really does, when you can say, "Well, I think we should do it this way" and someone says, "Have you thought about…" and it just completely wrecks your world in a good way, "Like, oh my gosh, I didn't think about that, that's so exciting!" and then you just get into this back and forth. Yeah, very fun to hear about that. And again, it clearly shows through in the work that you do. In our previous conversations, you also mentioned this idea, and this again built on those clinical foundations that your initial mission was really to help develop interventions for people with primary progressive aphasia, and then you kind of got not off track, but inadvertently focused on working on assessments. You mentioned that there's just such a need, and this is so common in a lot of areas, but there's a need for more person-centered, ecologically valid strength-based assessment, and that the traditional measures just don't tell us enough. So, I'm really excited to talk about the work that you're doing on assessment, and how that brings us closer to what we need from an intervention standpoint, too. Jeanne Gallée: Yeah, so that really is at the heart of what has been my experience. Also, right from the get-go, we started talking about the differences, or the possible differentiation that the field has historically taken in thinking about post-stroke aphasia versus primary progressive aphasia. One of my first real PPA projects in my doctoral work was meant to be a naming treatment study for people living with PPA, and one of the roadblocks I kept hitting was also my mentors and reviewers telling me that I was trying to add too many things. And in that process I realized I don't think just using something that exists for post-stroke aphasia is going to be the best way to address the patients I'm seeing right now. And it's not because there's something wrong with that treatment. That treatment was not designed for these individuals. And that led to many more rabbit holes, and you know me really just feeling this existential crisis of "Well, why are we working on the stimuli that we are, and why are we asking questions about these ones?" And I have so much respect for the assessments that exist, and the individuals behind them, and the time they invested in making them. I am also of the belief that we can move forward and improve our processes. There are certain assessments that may be widely used and have so much again power behind them. You know, we have best associated certain assessments with characterizing a diagnosis, but what I ended up seeing in my placements and throughout my clinical work is that many assessments serve more of a mission of an institution or a research protocol than the person being assessed. And in the face of a person with a terminal condition who is using their precious time to serve you in that space, I just think it's so much more important, or that much more important, to really consider what is most functional for them. What will serve them? And how we, how can we give back to that person? And again, part of that emotion, I think, comes from having worked in many research-centered spaces, where someone might not get intervention afterwards, or they might not understand why they are participating in up to five hours of assessment, and I think that's where that passion for focusing on reprioritizing the patient or the client really came from. Jerry Hoepner: I think that attention to "what's in it for them", is really important and clearly based in kind of where your heart is at and where your clinical mindset is at. Because it's easy to go in and say, "Well, we need this data. We need all the data that we get." but to what end, right? Like, how is it going to help? And how is that going to give us any more information about how to help this person, then what they can't do, right? So, I appreciate that mindset a lot, you know. It makes me think, and this is a little off track, and we didn't talk about this question earlier, but what a shift it will be clinicians working with people with primary progressive aphasia, and how they'll be able to shift from using kind of the existing tools that were out there for other purposes to moving towards tools that are designed specifically for people with PPA, and maybe just a snapshot of your thoughts about that piece. Jeanne Gallée: So I think it's really important to know where the field comes from, the work in which it was grounded in. So, I think it, it makes sense to talk about standardized assessment scores. It makes sense to talk about, you know, the specific assessments that can help us quickly differentiate presentations or needs, right? So, using the symptom-led approach, can we identify specific behaviors really quickly in a standardized way? I think the issue comes in when we stop being dynamic in how we use them. It's very easy to use an assessment in a way that feels rote. It feels just like a test, and it's like you said, "just collecting data for the purpose of collecting data." And lose that aspect of humanity. And maybe I'm putting words in other clinicians' mouths, but especially when a certain condition is rare, like PPA is. You may not have very much experience with seeing someone with PPA, or any type of progressive condition, and feel really stuck and needing to be in the motivation of being really professional, sticking to a certain set of tests. "This feels right." Right, this is what someone told me to do. I can fill this out, and there's something very potentially vulnerable or scary about just going with your gut in those moments. And what Anna Volkmer and I have spoken about so often is just the power of having a conversation with someone, and seeing what you can learn from that conversation, not only about the person themselves, but their communication behaviors. And how you can get so much from that conversation, including the trust and comfort of the client in front of you. Jerry Hoepner: Absolutely, yeah. One of the things that I think about when you're talking about that is, in working with people with acquired brain injuries and traumatic brain injuries one of the things I've learned is they will tell you, or they will ask, right? They'll say, "What is this? "What kind of information is this giving you?" "Why do we have to do this stupid test?" And I think that's good. I think that's a mindset that we should have when we're thinking about all of the assessments that we do. Why are we doing this? Is this really necessary? And they're very willing to say, "If it's necessary, that's fine, I'll do it, but are you getting something from this that I'm not seeing?" Right, I love that question, and I think it speaks to what you just said, right? Like, there's so much information that we can gather from conversations, from our interactions with people, we should be thinking about getting that, and if we're doing something else, we should have a why directly following, yeah. Jeanne Gallée: Yes, the why is so important, and you're right. Sometimes we do just need to get certain information. I think for me, one of the most striking moments early on in my training was having small talk. You know, just conversation with a person with semantic variant primary progressive aphasia, and thinking, "Wow, this all feels quite typical. I'm curious about why they're here? What their testing will look like…" and then moving on to the Boston Naming Test and immediately seeing the challenges that came. That dichotomy is really helpful to have in those moments, but again, there's the argument of why are we asking about the name abacus, right? Why are we using that right now, and how does that represent how someone is performing functionally in their everyday life? Jerry Hoepner: Absolutely, yeah, totally. I agree. Can you share a little bit about the RAISE framework, which I really love, because it relates to the way that I think about assessment from the standpoint of counseling, like you build on relationships and connections. William Miller is famous for saying, "The last thing you should ever do at the beginning of a session is assessment." You're beginning of a relationship with someone, don't assess first thing. So, I love that piece, and then thinking about the pact, and I'll let you kind of expand those, but I'll let you unpack them – ha ha- but how that starts to move us towards intervention. Jeanne Gallée: Right. So the RAISE assessment framework was really built out of those conversations, and I guess realizations on my own part about that discomfort with the really rigid end that assessment can…I'll restate that. The rigidity that assessment can have, so again speaking to really, really standardized sets and rigid protocols of specific measures that someone uses, and like you said, having the experience of multiple research participants, as well as patients, asking "Why are we doing this? I know I'm not good at this. Why are we doing it again and again?" And in those moments, not feeling like I had the power to really justify exactly why we were doing everything, apart from, "Oh, this is important for the research study." Which it was, but just feeling like there was that aspect of humanity that was missing, and coming up with my own toolkit in those moments to fill in those blanks. So right after the completion of my PhD, Anna Volkmar and I started speaking a lot more about the power of conversational assessment. And then that led into conversations where we worked with Anne Whitworth, Deborah Hersh, and Jade Cartwright, where again, through the power of Zoom across all times. I was pregnant with my first, and meeting everyone usually at midnight my time. I already was nocturnal at that point!  Where we would just be discussing all of these issues, and what was amazing about this is that, particularly Anne and Deb come from more of the post-stroke aphasia world, and had these amazing principles grounded in those populations where Deborah Hersh had also really come forward with the concept of therapeutic assessment. So as you had said assessment and intervention shouldn't be separate, they belong together and coexist at all times if we're smart about it. And what we ended up doing, first informally and then formally through the more official Delphi process is coming up with a set of principles as a framework for assessment. So, to take a step away from, "Oh, it's just Lucy Goosey, we're having a conversation and chit chat." What we're actually promoting is a pretty structured set of principles to guide the ways in which we can cultivate assessment for individuals with PPA and their loved ones. Jerry Hoepner: Yeah, absolutely. I was kind of scanning on my computer, I was trying to think of the name. I love this name of the article, where it says, 'Please don't assess me to death, or something like that. Jeanne Gallée: Yes, yeah. Jerry Hoepner:  Yeah, and, and thinking about that whole entire process from beginning to end as a relationship, as you know, not discreetly assessment, not discreetly intervention, I think it's just really important. Can you talk a little bit about the PACT and kind of where that has moved things in terms of the assessment piece, but also kind of set a set up for intervention and what that looks like? Jeanne Gallée: Great, so the PACT the Progressive Aphasia Communication Toolkit kit builds off of what we put forth with the RAISE assessment framework. So with RAISE we promote that the relationship might be temporary, it might be a single interaction, or it might be long term, and we cultivate that through conversation and then the PACT is a set of scales that leverages that conversation, we take that natural or as natural as can be interaction and use it to come up with a concrete framework of communication strengths. So that might all sound very esoteric. To make that more concrete, there are four scales to the PACT. They're all clinician ratings, where the clinician is asked to look at a pre-recorded conversation that would occur naturally in a clinical or research context, and then on a scale from four to zero, rate the person speaking's strengths. So within the domains of speech and voice, as well as language and social pragmatics, as well as discourse, and the point or the purpose of that was to really anchor a person's communicative ability in one of these more natural environments with a provider. We collect so much phenomenal qualitative data, but at times it can feel challenging to quantify it and the hope with the PACT is that we can quantify our very real, possibly subjective evaluation of a person's communication at a certain moment in time. Jerry Hoepner: Yeah, and what I love about that, and you might have a slightly different thought about this, because you're deeper into it, but from an assessment standpoint, you can then do that all the way through. You can say, "Here's where they are this year, here's where they are next year, here's where they are the year after that, or you know, two years ago, or whatever your lens is at that point." You can do that without kind of this constant repeating of, "Okay, let's see how bad you are today compared to a year ago, or compared to two years ago." Just a very different mindset. And I love the focus on "What can you still do? What what's working? And how can we leverage what's working to really help you to actually communicate today?" As opposed to saying, "Oh boy, the ship is sinking." which is kind of the typical approach. Jeanne Gallée: Yes, that exactly what you're saying. The tendency tends to focus on what's no longer there. And while that might be helpful in clinical trials to characterize a person's performance diagnostically and the trajectory of a diagnosis over time. It really does not serve the person who goes home after the assessment, nor their loved ones to help them maintain that autonomy and quality of life, and also caregiver burden. And that is actually one of the points I really love about the PACT, is it builds on that RAISE aspect, that final tenant of evolution or adaptation over time. There's no repeat measure conflict here, where you know something might seem familiar. One of the unique parts of the PACT is that the clinician doesn't fill out the scale while they're talking to the person, they're really just recording them talking, so it is on the clinician side where, as often as they'd like to, they could implement the structured prompts of the PACT and then fill out the scale and see how performance might vary over time. They might see effects of context of the conversation, or the environment, or maybe the time of day, you know, phase of life, but it remains a way to use that really important information you gather through these conversations without recreating a testing environment frequently. Jerry Hoepner: I really love that framework. I think there's a lot of room for that to be used in other contexts as well. I just think it's really a wise way of thinking about it. I also, you just mentioned caregivers and caregiver burden in this context, and how does that fit into this entire RAISE framework, the PACT, and so forth. Jeanne Gallée: I think for both the RAISE assessment framework as well as the PACT the carers play an essential role in the sense that if they are available and present in the patient's life, then they are involved in the process. And so within the RAISE framework, the care partner is involved to provide feedback or to be given feedback, and in the PACT the same occurs, where if they are present at the time of the conversation, they are involved in the conversation. What I tend to do in the people I have piloted the PACT, I say come in as you would naturally, but then also take a step back. Let the person that with PPA that we're talking to take the lead, but I want you to interact as you would naturally. And then they're separately also asked to comment on the strengths that the person with PPA has. Their feedback is so integral because if they are present in a person's life, they play an essential role in promoting anything that we do work on in speech therapy. Jerry Hoepner: Absolutely, yeah, really well said. And I wanted to dig in, partly because I have envy of this figure, the roadmap figure for PPA, and I think it really sets up well for as we think about professionals out there too, like what's the roadmap, not just for the person and their partner, but what's the roadmap for clinicians, future clinicians, all of that. Maybe you can talk a little bit about that figure. Jeanne Gallée: I'd be delighted to. So, this was one of those, I would say classic for me moments where I had an idea and went to PowerPoint and started playing around with a visual of what I was thinking. The roadmap paper in no way is meant to be the only guide for how we can work with a person with PPA, but was really born out of discussions with Amy Mooney, as well as Zoe Ezzes, and Kristin Schafferr Mendez through the National Aphasia Association about the possible gaps in education or preparation a person might experience when first working with people living with PPA.  There are so many ways in which we could say, "Oh, just work on this exact task. Work on these.." and that can feel so lost and unanchored, unmoored moreover. And I wanted to provide the clinical toolkit that I've been using to help me think about my broader approach. So to not get lost in the weeds, but just generally think about what's my purpose here, what's my journey, and so at the center of this road that I created is the tenant of providing that person-centered care, like we aim to with the RAISE assessment framework, so really bringing it back to establishing that honest and holistic and person-centered relationship with your client and their care partners. And focusing on creating a journey that's unique to the client that I think can feel hard when there are so many unknowns with a condition like PPA, where you're always working with an interdisciplinary team. Which you may or may not have contact with. So the first part of this roadmap is really defining your role. Who are you as a professional, and what kinds of support can you provide, and part of defining your own role includes defining your role relative to the rest of the interdisciplinary team. How can you provide a different approach from the neurologist or the neuropsychologist who play vital but very different roles in a person's care journey? Part of that definition also includes advocating across professions, so a classic conundrum that people with communication-led disorders face is that they may not have certain challenges in other domains, but their communication results in a domino effect of difficulties. And so, as the speech language pathologist, coming up with ways in which you can provide supports to other providers or your client to improve their communication can be essential for that comprehensive care. That might include coming up with a communication notebook that has a single page related to specific questions or common topics when talking to the neurologist or the physical therapist or other providers. And then part of this roadmap includes referring out. So having the humility and confidence to say I can't help with this in the ways that you may need. I will either refer you to a specialist within our field or outside of our field to help with these specific aspects, and I think that's just responsible care. Jerry Hoepner: Absolutely. Really well described, and such a perfect. A segway to my next question. I always tell my students, assessment isn't just the first and last session that you're working with someone, and the same goes for intervention, right? It's not excluded from the beginning and the end, right? Like, you can't do intervention on day one, you can't do it on the last day, right? I think we kind of silo those things as well, you know, we assess and we intervene every day side by side. Can you share a little bit of your perspectives on this? And, and how that relates to kind of what we just talked about in terms of that roadmap? Jeanne Gallée: Yeah, I think part of the challenge with some of these concepts is that it's very helpful to have experience in working with individuals, whether it is through formal speech therapy or elsewhere, to feel comfort with the unknown. Because a lot of it relies on your ability to listen and to respond to what you notice. You may inadvertently put in assessment by asking follow-up questions to a point a person made when you were talking about their commute. Ad you may offer different technological supports or just visual supports to your client in that conversation in a way to build up supports to see, "Oh, do we see a difference in how they're responding to what I'm saying? And how I provide support? Or when I dial it back, do we see a completely different direction?" So, it is this beautiful, possibly more art than science approach of responding to what a person is giving you. And there are so many individual differences in all of us.  I always joke about how when I used to collect data on the picture description using both age match controls and people with PPA, I would almost burst out laughing when some of the controls provided responses, because I would get one to two sentences sometimes because see the difference in motivation. A person who does not have a communication concern, does not see the need to show exactly what they can do. And would benefit from some encouragement to show exactly how much they can say, whereas a person with PPA, who might have an Aphasia Quotient that recognizes their aphasia, might speak for five to 10 minutes to show exactly everything that they can accomplish. And so I think having that in your back pocket is really important when it comes to thinking about coming up with your recipe of all the ingredients of your assessment and intervention approach and counseling approach. So, I think that's where most of my work comes from, is that there is no one size fits all, but there are certain ingredients or components that we need to apply, and the exact ratios depend on the person you're working with. Jerry Hoepner: That is such a good description of dynamic assessment and intervention and how that I agree, probably more art than science. And that's hard for people who want a black and white answer, like "Step one…" but it's so true, and, and being effective in working in this context, that really moves us nicely into a recent paper that you did, those global perspectives on the management of PPA, and I was struck by the numbers here. Only 40% of respondents said that they had received training in primary progressive aphasia at their university, and they identified all of these needs, right, like online instruction, sample tools, and activity dealing with end of life care and trainings for end of life care. When you mentioned counseling, that totally relates to what we're up against in terms of counseling, right? No one feels confident or has very good self efficacy. Tey don't know if what you know the lines are, what part is theirs and what part is someone else. And I think just really important to like I said, lay out a roadmap and help people to understand what we were just talking about in terms of that art and science of how do you navigate this space when it has to be individualized for every person, and that can feel uncomfortable for a lot of people. So, I'd love to hear more of your thoughts on that, and kind of what you learned from that context. Jeanne Gallée: Yeah, so this research study. Was really an amazing endeavor on part of everyone who was involved. It felt like a grassroots effort to find the speech language pathologists around the world who aren't associated with a particular institution who do work with primary progressive aphasia. So of course it will never be a fully representative sample of every clinician who does so, but I do think we worked very hard to cast a wide net. So we used a snowball method. I contacted almost 40 institutions and governing bodies to find speech language pathologists who do have experience with PPA, because while more and more non-specialist providers will be seeing this patient population, we wanted to hear from the people who currently are in the field and creating their own expertise and toolkits to work with these individuals. So, what we found is that a lot of people are out on their own creating their own wheels, so to speak. And it just really led to that beautiful conclusion of now with the power of our globalization of education and sharing of resources, we can come up with a resource that's shared worldwide. Of course, there will be adaptations to fit different contexts, cultures, languages, but one of the issues has been that the systems of care for PPA have often relied upon very specific individuals. And that's reflected in the educational level. Even I was in the master's program between 2017 and 2019, I didn't hear about PPA formally in my coursework, and if it was mentioned we did not go into any of these aspects of specialized care. Part of that might have been because I didn't take very specific courses that then you know were optional or precluded, so I might have missed it, but I really didn't receive that education in the classroom. I received it through my clinical training, which I would argue is possibly even more valuable, right? You have that experiential training. But I think for clinicians who might want to transition in their careers, or you know, inadvertently in their place of work, are transitioning based on who shows up, that is a huge disservice. Jerry Hoepner: Yeah, agreed. And it's a complex issue, right, because I can remember actually teaching about this back before Tom [Sather] was in my department. I taught the aphasia class and the acquired cog class, and I was thinking, like, where do I talk about primary progressive aphasia? Do I talk about that in acquired com? Do I talk about that in aphasia? Do I do it in both? Where do I talk about end of life care, and like, how does that fit in, because that's, you know, at that point I was teaching dysphasia, too. Believe it or not, and I'm like, it's kind of there, it's kind of here, it's kind of, it's kind of in counseling, it's all right. So that makes it tricky to have kind of a uniform message when it's all over the place. And love to just get your thoughts on that too. Like, where do you put that stuff? Like, it's it's PPA, it's end of life care, it's aphasia, it's right, it's counseling, it's so many things at once. Jeanne Gallée: It is so many things at once, and I do think that speaks to the fact that it may well need its own class as part of progressive conditions. Jerry Hoepner: Yeah. Jeanne Gallée: But I do think a large part of what we share there is that understanding of we may also need to shift the identity of who we think about when we think about life care. And when we think about a progressive condition. Since a huge flavor, so to speak, of PPA is the fact that it is early onset, and especially with our cultural shifts, and you know, people starting families later in life. The face of a person with PPA looks very different from, at least in my childhood, of what looked like typical Alzheimer's disease dementia. And it's a younger, possibly more dynamic working person, possibly with little kids at home. And I think that's where that symptom-led approach has been most beneficial for my practice. Where we think about "What are you experiencing and how is it impacting your life?", rather than saying "This is the diagnosis, let's put you over here in this box." Jerry Hoepner: Yeah, the idea of putting it in a box and siloing things really resonates in this context, and I love what you said about identity, right? The identity - what we all have in our mind's eye when we think about end of life care is not the typical person with primary progressive aphasia. Like I can remember as an elementary school student visiting the nursing homes and singing to the residents and things like that, and this was not, this was not the group of people that we were thinking about in that context. Very, very different, and I just think that's a really good mindset shift to recognize how actually broad that is. I'm sure there's people listening to this who work in, you know, end of life pediatric care who want to slap me in the face right now, but right, we have such a different mindset when we're thinking about end of life care, and that reset that you just made super important. Jeanne Gallée: Yeah, yeah, and easier said than done, I think, As well as just seeing who shows up to the University of Washington support groups, and just the own perspectives that individuals bring there. But I think we can do it. I think, as a field, that will be the way in which we can become the best generalist provider, so to speak, where we take general principles of addressing symptoms or situations, and then apply those to diagnoses across the spectrum. Jerry Hoepner: Absolutely, really well said, and a great place to kind of wrap up our questions, but I want to give you the opportunity, are there points that you want to share before we kind of close our conversation? Things that we missed. Jeanne Gallée: I think the general thread throughout our conversation has just spoken to the power we do have as providers or researchers working with patients with primary progressive aphasia or related conditions, I think when we feel that our expertise in the newest theories or approaches might be lacking, we can always rely upon our empathy and full body listening, just to bring in elements that go across the lifespan, and that in of itself can lead to so many honest and transparent choices in our clinical care that can best serve our communities. I think we are much more empowered than we think we are. Jerry Hoepner: Absolutely, that's a really important thread through many places where clinicians feel uncomfortable. They've got it there and they just have to gain that confidence, and being empowered to step into those moments. Well said. Well, Jeanne it's been just a really fun conversation. I'm sure we could talk all afternoon, but I look forward to catching up to you at future conferences and things like that. It's been my pleasure to have this conversation. So, thank you for being a part of it. Jeanne Gallée: Right back at you, Jerry. Thank you so much. This has been a really fun conversation, and like you said, I hope to meet in person in the near future. Jerry Hoepner: Agreed. On behalf of Aphasia Access, 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 series or topic, email us at info at aphasia access.org Thanks again for your ongoing support of Aphasia Access.   Resources and Readings 1) The RAISE Assessment Framework: Gallée, J., Cartwright, J., Volkmer, A., Whitworth, A., & Hersh, D. (2023). "Please Don't Assess Him to Destruction": The R.A.I.S.E. Assessment Framework for Primary Progressive Aphasia. American journal of speech-language pathology, 32(2), 391–410. https://doi.org/10.1044/2022_AJSLP-22-00122  Gallée, J., Volkmer, A., Whitworth, A., Hersh, D., & Cartwright, J. (2024). Applications of the R.A.I.S.E. Assessment Framework to Support the Process of Assessment in Primary Progressive Aphasia. American journal of speech-language pathology, 33(5), 2280–2290. https://doi.org/10.1044/2024_AJSLP-24-00085 2) A roadmap for clinicians just starting to work with PPA: Gallée, J. (2023). A Roadmap to enhance care for people living with primary progressive Aphasia: What Can Be Done Now?. Perspectives of the ASHA Special Interest Groups, 8(5), 847-862. https://doi.org/10.1044/2023_PERSP-23-0002  3) Aspects of language functioning in early and late-onset Alzheimer's disease dementia: Gallée, J., Gibbons, L. E., Choi, S. E., Lee, M., Scollard, P., Trittschuh, E. H., Mez, J., Saykin, A. J., Foldi, N. S., Mukherjee, S., & Crane, P. K. (2025). Facets of language performance in early-onset and late-onset Alzheimer's disease dementia. Alzheimer's & dementia : the journal of the Alzheimer's Association, 21(9), e70705. https://doi.org/10.1002/alz.70705 4) The Progressive Aphasia Communication Toolkit (in production at Alzheimer's & Dementia, but here is the preprint): Gallée, J., Cartwright, J., Henry, M. L., Mooney, A. R., Stark, B. C., Volkmer, A., Dietz, A., Nakano, C., Battista, P., Beales, A., Beber, B. C., Cadório, I., Caldwell, M., Davies, K., Ezzes, Z., Gauch, M., Graney, T., Grobler, S., Haley, K. L., Hausmann, A., … Crane, P. K. (2025). The Progressive Aphasia Communication Toolkit (PACT): A Strengths-Based Approach to Multidomain Evaluation for Intervention. medRxiv : the preprint server for health sciences, 2025.11.25.25340904. https://doi.org/10.64898/2025.11.25.25340904 5) A global survey on SLP perspectives on the management of PPA: Gallée, J., Cartwright, J., Grasso, S., Jokel, R., Lavoie, M., McGowan, E., Pozzebon, M., Beber, B. C., Duboisdindien, G., Montagut, N., Norvik, M., Sugimoto, T., Townsend, R., Unger, N., Winsnes, I. E., & Volkmer, A. (2024). Global perspectives on the management of primary progressive aphasia. Scientific reports, 14(1), 19712. https://doi.org/10.1038/s41598-024-70156-5 6) Aspects of language functioning in early and late-onset Alzheimer's disease dementia: Gallée, J., Gibbons, L. E., Choi, S. E., Lee, M., Scollard, P., Trittschuh, E. H., Mez, J., Saykin, A. J., Foldi, N. S., Mukherjee, S., & Crane, P. K. (2025). Facets of language performance in early-onset and late-onset Alzheimer's disease dementia. Alzheimer's & dementia : the journal of the Alzheimer's Association, 21(9), e70705. https://doi.org/10.1002/alz.70705

We learned in grad school that working on joint attention and language will lead to speech development. But for the estimated 30% of autistic children who never develop functional, fluent speech, that's not the whole story. Dr. Karen Chenausky, PhD, CCC-SLP, is a speech scientist, SLP, and director of the SPAN Lab at the MGH Institute of Health Professions. She takes us beneath the iceberg to explore the hidden contributors to speech development in autism, including the motor-speech disorder component our field rarely talks about. In this episode, you'll learn: -Challenges that can limit spoken language in autism include joint attention, receptive language, speech perception, sensory differences, fine/gross motor cascades, and motor speech challenges -Minimally speaking vs. minimally verbal vs. pre-verbal: what each term really means, and why we wait until about age 5 to classify a child as 'minimally verbal' -How Dr. Chenausky identifies suspected Childhood Apraxia of Speech (CAS) in minimally speaking children using Iuzzini-Siegel's (2015) criteria, plus the catch-22 when a child doesn't produce enough speech to diagnose speech motor disorders -What to evaluate in a minimally speaking preschooler: the motor component of speech, language comprehension and expression, nonverbal IQ, and gross/fine motor skills -An invaluable assessment tool you may not know SLPs can use: the Vineland Adaptive Behavior Scales for capturing fine and gross motor performance -Auditory-Motor Mapping Training (AMMT), the intonation-based treatment inspired by Melodic Intonation Therapy, and the promising findings on who benefits most (hint: phonemic repertoire and readiness-to-learn skills mattered) -JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), Connie Kasari's play-based intervention that builds the prerequisite skills for language -A Monday-morning session framework: three-tiered tasks (mastered, on-the-cusp, challenge) that keep the child at a 70-80% success point in their zone of proximal development -Writing pivotal speech goals that expand the phonemic repertoire while diversifying language expression -When to prioritize robust AAC, because every child deserves access to all the ways of communicating -Dr. Chenausky's call to the field to develop more reliable methods to assess nonverbal IQ and receptive language in children with motor praxis and visual processing/visualmotor challenges Research referenced in this episode Chenausky, K., Norton, A., Tager-Flusberg, H., & Schlaug, G. (2018). Behavioral predictors of improved speech output in minimally verbal children with autism. Autism Research, 11(10), 1356-1365. Free link: https://pubmed.ncbi.nlm.nih.gov/30230700/ Chenausky, K., Brignell, A., Morgan, A., & Tager-Flusberg, H. (2019). Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder. Autism & Developmental Language Impairments, 4. Free link: https://pubmed.ncbi.nlm.nih.gov/35155816/ *To connect with Dr. Chenausky, Google search "Karen Chenausky SPAN Lab"

The biopsychosocial model of health has been around since the late 1970s. In musculoskeletal rehabilitation, the biopsychosocial model is prominent in clinical practice guidelines for a variety of different conditions, with different approaches advocated for how to provide rehabilitation within the model.Today, Dr Kate Jochimsen guides JOSPT Insights listeners through psychologically-informed rehabilitation practice - taking principles that have become quite prominent in the chronic low back pain field and seeing how they might apply to young, active people with chronic hip pain.Dr Jochimsen is an Assistant Professor in the Department of Psychiatry at Harvard Medical School, a researcher at the Center for Health Outcomes and Interdisciplinary Research at Massachusetts General Hospital (MGH), and a member of the Physical Therapy Residency Faculty at the MGH Institute for Health Professions. Her work bridges the gap between sports medicine and psychology, with a primary focus on chronic pain and hip injuries.------------------------------RESOURCESOSPRO yellow flags tool: https://www.jospt.org/doi/10.2519/jospt.2016.6487Screening for yellow flags - clinical framework: https://www.jospt.org/doi/10.2519/jospt.2021.10570Pain Catastrophizing Scale: https://www.sralab.org/rehabilitation-measures/pain-catastrophizing-scaleAssociation between pain and function in people with hip pain - systematic review: https://pubmed.ncbi.nlm.nih.gov/41020468/JOSPT's July 2026 hip-focused issue (10 hip articles): https://www.jospt.org/toc/jospt/56/7Association for Applied Sport Psychology mental wellness resource center: https://appliedsportpsych.org/resources/mental-wellness-resource-center/Why things hurt - TEDx with Professor Lorimer Moseley: https://www.youtube.com/watch?v=gwd-wLdIHjsPsychologically informed practice in low back pain (case report): https://www.jospt.org/doi/10.2519/josptcases.2025.0177Psychologically informed physical therapy for musculoskeletal conditions (APTA paid course): https://www.orthopt.org/course/33-3-psychologically-informed-physical-therapy-for-musculoskeletal-disordersManaging persistent pain (APTA paid course): https://learningcenter.apta.org/products/persistent-pain-management-certificate-a-comprehensive-learning-series

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

In this bonus episode recorded live at the Collegis Education DisruptED summit in Phoenix, we spoke with Marc Austin and Reamer Bushardt to explore how partnerships between higher education institutions and employers can drive more relevant, workforce-aligned learning experiences. Through examples from healthcare and university initiatives, the conversation highlights how co-designed programs, continuous feedback loops, and shared goals can better prepare students for real-world careers.  The discussion emphasizes that successful partnerships require trust, aligned values, and ongoing collaboration—not just transactional agreements. Ultimately, when done well, these partnerships create meaningful pathways for students, improve career outcomes, and strengthen the connection between education and the evolving needs of the workforce. Guest Names:  Dr. Marc Austin, Vice Provost & Managing Director, Montclair Unbound Reamer Bushardt, Provost & VP for Academic Affairs, MGH Institute of Health Professions Guest Socials:Marc's LinkedIn Reamer's LinkedIn Guest Bios: Dr. Marc Austin serves as the Vice Provost and Managing Director for Montclair Unbound, Montclair State University's unit dedicated to extending the reach of the university through online and blended forms of education. Previously, he was the Associate Provost and Dean of Augusta University Online.  Dr. Austin has spent the past two decades launching new, innovative approaches to online, executive and adult learning programs. Dr. Austin has also been a featured speaker for WCET, The Chronicle of Higher Education, ASU/GSV and others. He holds a PhD from Columbia University, a MSc from the London School of Economics and a BA from the University of Pennsylvania. Reamer L. Bushardt, PharmD, PA-C, DFAAPA serves as Professor, Provost and Vice President for Academic Affairs at the MGH Institute of Health Professions, which was founded by the Massachusetts General Hospital and is the only degree granting member of Mass General Brigham. As Provost, he is the Institute's chief academic officer with responsibility for all academic programs, research programs, faculty, and students. Dr. Bushardt is a seasoned educator, researcher, clinician, and administrator with experience in rural, community-based practice and faculty service within four academic health centers. He is licensed as a PA and pharmacist, specializing in the care of older adults and management of inappropriate polypharmacy and drug injury. As a PA, he has spent more than twenty-three years in primary care practice. - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Show Highlights · Dr. James JC Cooley along with Co-Host Dr. Michael Mantell- renowned and esteemed mental health architect and prolific author have a sit-down conversation with Joshua D. Hartzell, MD, MS-HPEd, FACP, FIDSA – Military Veteran, Practicing Internal Medicine, Infectious Diseases Physician, and a Certified Executive Coach · Leadership inspired by caring creates cultures where people can thrive personally and professionally. · Leading from a place of caring is evidence-based leadership · Leading from a place of caring is not soft. · Leading with care can be learned and intentionally implemented. Summary: According to Dr. Joshua Hartzell, caring should be the foundation that drives how we lead others, shaping cultures where individuals can truly thrive both personally and professionally. Leadership rooted in caring is not just an idealistic approach but an evidence-based one, consistently linked to higher engagement, stronger performance, and improved well-being. Far from being “soft,” caring leadership requires courage and discipline, as it involves holding high standards, making tough decisions, and providing honest feedback while maintaining respect and empathy. Importantly, leading with care is not an innate trait reserved for a few—it is a skill that can be learned, practiced, and intentionally implemented through self-awareness, consistent behaviors, and a genuine commitment to valuing people. Joshua D. Hartzell, MD, MS-HPEd, FACP, FIDSA Biography Joshua D. Hartzell, MD, MS-HPEd, FACP, FIDSA is a retired Army Colonel who spent 25 years in military medicine. Dr. Hartzell has held numerous leadership positions throughout his career including being Program Director for the Internal Medicine Residency and Assistant Chief of Graduate Medical Education at Walter Reed National Military Medical Center and Assistant Dean for Faculty Development at the Uniformed Services University. He deployed as a Battalion Surgeon with the 82nd Airborne Division to Afghanistan. Dr. Hartzell is also faculty at the MGH Institute of Health Professions where he teaches leadership development. A practicing Internal Medicine and Infectious Diseases Physician, he has devoted the last decade to developing leaders training and teaching thousands of students, residents, and faculty within healthcare. Dr. Hartzell has delivered over 100 talks on leadership development and has written numerous papers on the topic. Dr. Hartzell is a Certified Executive Coach and holds additional coaching certification in the Leadership Challenge 360. He combined his years of boots on the ground leading in medicine with his research to teach other leaders practical strategies about how to sharpen their leadership skills in his book, A Prescription for Caring in Healthcare Leadership: Building a Culture of Compassion and Excellence. Website: https://joshuahartzellmd.com/ LinkedIn: linkedin.com/in/joshhartzellmdSupport the show: http://www.cooleyfoundation.org/See omnystudio.com/listener for privacy information.

Today's guest is Dr. King Chung from MGH Institute of Health Professions. She is an educator, a researcher, an inventor, and a humanitarian. Her areas of expertise are in amplification, calibration, and humanitarian audiology. Dr. Chung's research focuses on how to improve signal processing strategies of hearing aids and cochlear implants. Her research team is also working on developing a universal hearing aid app and calibration system to improve access to amplification and equipment, especially in low- to mid-income countries. Additionally, she is a humanitarian who has been leading students and audiologists to provide free hearing services for underserved and unserved populations around the world. Dr. Chung has 3 granted U.S. patents with two more pending. She was a Fulbright Scholar in Brazil in 2019 and a recipient of the Humanitarian Award from the American Academy of Audiology in 2020. Today, we are going to discuss Dr. Chung's project on developing a universal hearing aid/amplification app using methods disclosed in two complementary patents.

In this episode, Dr. Cassandra Vonnes, DNP, GNP-BC, APRN, AOCNP, CPHQ, FAHA, a Gerontological Nurse Practitioner, and member of the GAPNA Communication Team, talks with MJ Henderson, MS, RN, GNP-BC, a Gerontological Nursing Consultant and a Retired Assistant Professor at MGH Institute of Health Professions, in Boston Massachusetts.Together, they discuss GAPNA's evolution toward inclusivity across all advanced practice nursing roles, the importance of student engagement in professional organizations, and Ms. Henderson's continued commitment to supporting older adults through the Village to Village Network. Henderson shares her passion for gerontological nursing, lifelong learning, and community connection. MJ Henderson, MS, RN, GNP-BC, is a Gerontological Nursing Consultant and a Retired Assistant Professor at MGH Institute of Health Professions, in Boston Massachusetts.Dr. Cassandra Vonnes, DNP, GNP-BC, APRN, AOCNP, CPHQ, FAHA, is the Nurses Improving Care for Healthsystem Elders (NICHE) Coordinator, Geriatric Oncology, at the Moffitt Cancer Center, in Tampa, Florida. She is a member of the Gerontological Advanced Practice Nurses Association Communication Team and is a host of the GAPNA Chat podcast series. Discover GAPNA: https://www.gapna.org/Production management by Anthony J. Jannetti, Inc., for the Gerontological Advanced Practice Nurses Association.Opening Music by:Optimistic / Inspirational by Mixaund | https://mixaund.bandcamp.com
Music promoted by https://www.free-stock-music.comClosing Music by:Scott Holmes.http://www.scottholmesmusic.com

Today we are featuring two articles that relate to moving genetics into mainstream healthcare. In our first segment, we discuss polygenic risk scores and the transition from research to clinical use. Our second segment focuses on hypermobility Ehlers Danlos Syndrome and the triaging of clinical referrals.    Segment 1: Readiness and leadership for the implementation of polygenic risk scores: Genetic healthcare providers' perspectives in the hereditary cancer context   Dr Rebecca Purvis is a post-doctoral researcher, genetic counsellor, and university lecturer and coordinator at The Peter MacCallum Cancer Centre and The University of Melbourne, Melbourne, Australia. Dr Purvis focuses on health services delivery, using implementation science to design and evaluate interventions in clinical genomics, risk assessment, and cancer prevention.   In this segment we discuss: - Why leadership and organizational readiness are critical to successful clinical implementation of polygenic risk scores (PRS). - How genetic counselors' communication skills position them as key leaders as PRS moves from research into practice. - Readiness factors healthcare systems should assess, including culture, resources, and implementation infrastructure. - Equity, standardization, and implementation science as essential tools for responsible and sustainable PRS adoption. Segment 2: A qualitative investigation of Ehlers-Danlos syndrome genetics triage   Kaycee Carbone is  a genetic counselor at Boston Children's Hospital in the Division of Genetics and Genomics as well as the Vascular Anomalies Center. Her clinical interests include connective tissue disorders, overgrowth conditions, and somatic and germline vascular anomaly conditions. She completed my M.S. in Genetic Counseling at the MGH Institute of Health Professions in 2023. The work she discusses here, "A qualitative investigation of Ehlers-Danlos syndrome genetics triage," was completed as part of a requirement for this graduate program.    In this segment we discuss: - Why genetics clinics vary widely in how they triage referrals for hypermobile Ehlers-Danlos syndrome (hEDS). - How rising awareness of hEDS has increased referral volume without clear guidelines for diagnosis and care. - The ethical and emotional challenges genetic counselors face when declining hEDS referrals. - The need for national guidelines and clearer care pathways to improve access and coordination for EDS patients. Would you like to nominate a JoGC article to be featured in the show? If so, please fill out this nomination submission form here. Multiple entries are encouraged including articles where you, your colleagues, or your friends are authors.   Stay tuned for the next new episode of DNA Dialogues! In the meantime, listen to all our episodes Apple Podcasts, Spotify, streaming on the website, or any other podcast player by searching, “DNA Dialogues”.    For more information about this episode visit dnadialogues.podbean.com, where you can also stream all episodes of the show. Check out the Journal of Genetic Counseling here for articles featured in this episode and others.    Any questions, episode ideas, guest pitches, or comments can be sent into DNADialoguesPodcast@gmail.com.    DNA Dialogues' team includes Jehannine Austin, Naomi Wagner, Khalida Liaquat, Kate Wilson and DNA Today's Kira Dineen. Our logo was designed by Ashlyn Enokian. Our current intern is Stephanie Schofield.

The Windward Institute invites all new and returning READ listeners for a five-part Fall 2025 series, What We all Can Learn about Reading, Together. This series brings together 20 guests including researchers and educators. We'll dive into reading research, practice, and lived experience. This series is for everyone, whether you're just starting to learn about reading education or you've been immersed in it for years. This episode explores why some children struggle to read and dives into diagnosed disabilities including dyslexia and developmental language disorder. You will learn about factors that can contribute to reading difficulty through a whole child lens with Cynthia U. Norris, PhD, a researcher at Florida State University.the role of language in reading development and variability with Kate Cain, PhD, professor at Lancaster University.the characteristics of dyslexia and developmental language disorder (DLD) with Tim Odegard, PhD, Murfree Chair of Excellence in Dyslexic Studies andProfessor of Psychology at Middle Tennessee State University and Norma Hancock, PhD, Postdoctoral Research Fellow at SAiL Literacy Lab at MGH Institute.ways to understand reading difficulties in readers learning to read in English with Laura Rhinehart, PhD, Assistant Researcher at the Center for Dyslexia, Diverse Learners, and Social Justice at UCLA.Thank you for joining our special READ Podcast series: What We All Can Learn About Reading, Together. You can also listen to this series at The Windward Institute's YouTube page.We invite you to share your top bookmarks from this episode by connecting with us on Instagram @thewindwardinstitute, or Facebook.  Subscribe to READ's newsletter for access to monthly episodes: SubscribeUntil next time READers! 

The Windward Institute invites all new and returning READ listeners for a five-part Fall 2025 series, What We all Can Learn about Reading, Together. This series brings together 20 guests including researchers and educators. We'll dive into reading research, practice, and lived experience. This series is for everyone, whether you're just starting to learn about reading education or you've been immersed in it for years. This episode dives into the reading brain and the development of reading skills over time. You will learn about thereading brain with Dr. Joanna Christodoulu, Director of the BEAM Lab at MGH Institute of Health Professions.brains of children who struggle to read with Dr. Nicole Landi, Director of the Landi Lab at University of Connecticut.stages of reading development with Alexis Pochna, Director of The Windward Institute.role of language in literacy development with Dr. Mindy Bridges, Associate Professor, Hearing and Speech at University of Kansas Medical Center.reading and multilingual learners with Dr. Claude Goldenberg, Nomellini & Olivier Professor of Education, Emeritus, at Stanford UniversityThank you for joining our special READ Podcast series: What We All Can Learn About Reading, Together. You can also listen to this series at The Windward Institute's YouTube page.We invite you to share your top bookmarks from this episode by connecting with us on Instagram @thewindwardinstitute, or Facebook.  Subscribe to READ's newsletter for access to monthly episodes: SubscribeUntil next time READers! 

Psst… wanna hear some tea? Join Drs. Maya Hunt, John Woodward, and Cait Silvestri as they discuss gossip - what it is, what it means, and how it can impact the surgical training environment. Joined by authors of a recent paper deconstructing gossip in surgical residency, Dr. Bobbi Ann Adair White and former CoSEF leader Dr. Joseph L'Huillier, the team examines the ways gossip can be positive and negative, how we can mitigate the harms that come with it, and reflect on some of our own experiences with gossip as trainees. Episode Hosts: - Dr. Maya Hunt, Indiana University, mayahunt@iu.edu - Dr. John Woodward, University at Buffalo, @JohnWoodward76, jmwoodwa@buffalo.edu -  Dr. Cait Silvestri, Columbia University, @CaitSilvestri, cs4004@cumc.columbia.edu  -  CoSEF: @surgedfellows, cosef.org   Guests: -  Dr. Joseph L'Huillier, University of Buffalo, @JoeLHuillier101, josephlh@buffalo.edu -  Dr. Bobbi Ann Adair White, MGH Institute of Health Professions, @_BAAW_, bwhite2@mghihp.edu  Learning Objectives: -  Define gossip in the context of surgical education, distinguishing between its academic definition and common perceptions -  Identify how forms of gossip can be constructive, as well as destructive - Explore the process model of gossip in surgical residency programs, including what choices recipients have when receiving gossip -  Recognize environmental factors that contribute to gossip in surgical settings - Apply practical strategies to mitigate harmful gossip in training environments References: - L'Huillier JC, Silvestri C, Brian R, et al. The Anatomy of Gossip: Dissecting Dynamics and Impacts in Surgical Residency. Surgery. 2025;180:109126. doi:10.1016/j.surg.2024.109126 https://pubmed.ncbi.nlm.nih.gov/39862712/ - L'Huillier JC, Woodward JM, Lund S, et al. Is it gossip or feedback? Surgical attendings' perceptions of gossip within residency. J Surg Educ. 2024;81(10):1362-1373. doi:10.1016/j.jsurg.2024.07.004 https://pubmed.ncbi.nlm.nih.gov/39173427/ Please visit https://behindtheknife.org to access other high-yield surgical education podcasts, videos and more.   If you liked this episode, check out our recent episodes here: https://behindtheknife.org/listen Behind the Knife Premium: General Surgery Oral Board Review Course: https://behindtheknife.org/premium/general-surgery-oral-board-review Trauma Surgery Video Atlas: https://behindtheknife.org/premium/trauma-surgery-video-atlas Dominate Surgery: A High-Yield Guide to Your Surgery Clerkship: https://behindtheknife.org/premium/dominate-surgery-a-high-yield-guide-to-your-surgery-clerkship Dominate Surgery for APPs: A High-Yield Guide to Your Surgery Rotation: https://behindtheknife.org/premium/dominate-surgery-for-apps-a-high-yield-guide-to-your-surgery-rotation Vascular Surgery Oral Board Review Course: https://behindtheknife.org/premium/vascular-surgery-oral-board-audio-review Colorectal Surgery Oral Board Review Course: https://behindtheknife.org/premium/colorectal-surgery-oral-board-audio-review Surgical Oncology Oral Board Review Course: https://behindtheknife.org/premium/surgical-oncology-oral-board-audio-review Cardiothoracic Oral Board Review Course: https://behindtheknife.org/premium/cardiothoracic-surgery-oral-board-audio-review Download our App: Apple App Store: https://apps.apple.com/us/app/behind-the-knife/id1672420049 Android/Google Play: https://play.google.com/store/apps/details?id=com.btk.app&hl=en_US

Welcome back to Home Base Nation! This is our sixth episode in a series where we talk with some of the folks at Home Base who wake up every day with the same mission in mind, regardless of their role at the Center of Excellence in the Navy Yard and beyond. Over the next several weeks, we will share the staff conversations I had with some of the hardworking professionals at Home Base who help treat the invisible wounds of veterans and military families. We have published 120 episodes since 2019. For this new season, we thought it would be a good idea to look back on some of the highlights of our conversations and select 20 episodes that resonated with veterans, service members, military families, and the civilians who support them.But first up, you'll hear from some of the folks at Home Base who wake up every day with the same mission in mind, no matter what they do at the Center of Excellence in the Navy Yard and beyond. For this episode, you will hear a brief conversation with Grace O'Halloran, a Speech Language Pathologist on the Brain Health Team at Home Base. A University of New Hampshire graduate, Grace earned her Master's in Speech-Language Pathology in 2023 at the MGH Institute of Health Professions.Following my conversation with Grace, you'll hear one of our first episodes on the show featuring Marine Veteran Kirstie Ennis. In her second deployment to Afghanistan in June 2012, Kirstie sustained polytraumatic injuries from a helicopter crash, including traumatic brain injury, facial and spine injuries, and leg trauma that eventually left her with an amputation above the knee.After being injured overseas, Kirstie went on to become a Paralympian snowboarder, a proud contestant at Prince Harry's 2016 Invictus Games, a Pat Tillman Awardee for Service, and a member of a Veteran team on a 1,000-mile trek across Great Britain with the organization Walking With The Wounded.She continues to push herself every day while giving back to others through mountaineering and world travel. Since 2016, Kirstie set out to climb the Seven Summits (the highest peaks on every continent) and has so far climbed six of them.In Honor of National Women Veterans Recognition Day on June 12th, we are thrilled to re-run this Episode with Kirstie.

In S5 E2 I am delighted to welcome Dr Joshua D Hartzell MD MS-HPEd FACP FIDSA to the podcast. Dr Hartzell is an Infectious Diseases and Internal Medicine Physician and a retired Army Colonel who has spent 25 years in military medicine. He is also the author of a fantastic new book : A Prescription for Caring in Healthcare Leadership: Building a Culture of Compassion and Excellence.                  Throughout his career Dr Hartzell has held numerous leadership positions including being Program Director for the Internal Medicine Residency and Assistant Chief of Graduate Medical Education at Walter Reed National Military Medical Center and Assistant Dean for Faculty Development at the Uniformed Services University. He deployed as a Battalion Surgeon with the 82 nd  Airborne Division to Afghanistan. He is also faculty at the MGH Institute of Health Professions where he teaches leadership development. As a practising clinician he has devoted the last decade to developing leaders training and teaching thousands of students, residents, and faculty within healthcare. Josh hashas delivered over 100 talks on leadership development and has writtennumerous papers on the topic. He combines his years of boots on the ground leading in medicine with his research to teach other leaders practical strategies about how to sharpen their leadership skills in his book.        In this conversation I have the joy of exploring Josh's own story of self and motivation to write this book. He discusses the practicalities and process of writing and publishing in addition to his personal and professional purpose in sharing the strategy, art and practical application of leadership in healthcare.  In this book he weaves science and story together in a very accessible format making this book both an enjoyable read but an enduring manual to re-visit again and again. We discuss feedback, sponsorship, organisational communication and "aggressive listening" as a leader in addition to leading and caring for self and others. There are many, many leadership books in the world but Josh provides a unique lens and needed prescription for healthcare today and going forward.Links/References/Further Reading:Dr Joshua Hartzell https://joshuahartzellmd.com/https://www.linkedin.com/in/joshhartzellmd/Josh's reading recommendationshttps://www.amazon.com.au/dp/B0BNKXF3VQ?ref_=mr_direct_us_au_au&showmrihttps://danielcoyle.com/the-culture-code/https://www.hayhouse.com.au/lead-from-the-heart-ebook The Mind Full Medic Podcast is proudly sponsored by the MBA NSW-ACT Find out more about their service or donate today at www.mbansw.org.auDisclaimer: The content in this podcast is not intended to constitute or be a substitute for professional medical advice, diagnosis or treatment. Always seek the advice of your doctor or other qualified health care professional. Moreover views expressed here are our own and do not necessarily reflect those of our employers or other official organisations.

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Tiffany Hogan, a professor at MGH Institute of Health Professions in Boston, who studies the connections among speech and language and literacy across time in children. Together, Susan and Dr. Hogan explore the complexities of language, the components that form language, and the significance of language for literacy. Dr. Hogan explains Developmental Language Disorder (DLD)—its characteristics, its prevalence, and the challenges in recognizing it. She emphasizes the importance of supporting children with DLD and the role of educators in making a difference long-term. She also provides listeners with effective strategies for supporting children with oral language deficits, offers insights into the relationship between background knowledge and language, and answers questions from our listener mailbag.Show notes: Connect with Tiffany HoganX: @tiffanyphoganFacebook: sailliteracylabInstagram: @seehearspeakpodcastPodcast: seehearspeakpodcast.comResourcesWebsite: DLDandMe.org Read: A Review of Screeners to Identify Risk of Developmental Language DisorderWebsite: Raising Awareness of Developmental Language DisorderListen: SeeHearSpeak podcast with Tiffany HoganPolicy Paper: If we don't look, we won't see: Measuring language development to inform literacy instructionListen: Focused implementation: Doing less to do more, with Doug Reeves, Ph.D.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Listen to Beyond My Years: Building an education network to make change, starring A. Simone McQuaige.Quotes: “Neurodiversity means that we have lots of different ways to think, and we each come to the table with different brain structures” –Tiffany Hogan, Ph.D. ”Oral language difficulties are a crystal ball into reading comprehension” –Tiffany Hogan, Ph.D.“You, as an educator, can be the one that really makes a difference for that child. It only takes one person to make a huge difference in the life of a child” –Tiffany Hogan, Ph.D.Episode timestamps*02:00 Introduction: Who is Tiffany Hogan?04:00 Defining language05:00 Language development and its Impact on literacy10:00 Variability in language learning11:00 Developmental Language Disorder (DLD)18:00 Challenges in Identifying and Supporting DLD20:00 The Importance of Vision Screening21:00 Universal Screeners for DLD24:00 Listener mailbag: How can educators most effectively help students with oral language deficits in early childhood prepare and develop literacy?28:00 The Connection Between Language and Background Knowledge30:00 Understanding DLD and Its Challenges33:00 The Role of Speech Language Pathologists35:00 Final Thoughts*Timestamp

Join HeHe in this enlightening episode of The Birth Lounge Podcast, where she discusses the essentials of functional movement and strength training during pregnancy and postpartum with physical therapist Elaina Manolis. Discover the crucial role of muscle strength in preventing injuries and ensuring a smoother postpartum recovery. Learn about balancing mobility with stability, the impact of hormones, and the significance of a structured corrective exercise regimen. Elaina provides expert insights based on her extensive experience and personal journey, emphasizing the importance of preparing your body for the physical demands of motherhood. Tune in for actionable tips, evidence-based information, and valuable resources to help you navigate pregnancy and beyond with confidence.   The Importance of Functional Movement During Pregnancy Common Pregnancy-Related Injuries and How to Prevent Them Postpartum Functional Movement and Corrective Exercises Finding the Right Physical Therapist   Guest Bio: Elaina was born and raised in Albuquerque, NM and has been a studio-trained dancer since the age of 3. She was a member of her high school danced team and won 3 State titles. She then coached that team for 6 years while dancing on her college dance team at the University of New Mexico. She earned her Bachelor of Science degree in Exercise Science at UNM in 2010 and her Doctorate of Physical Therapy degree at UNM in 2015. She got married in 2015 and moved to the Dracut, MA where her husband was born and raised. She started her own self-pay physical therapy practice, EDM Physical Therapy, LLC, and is also a full-time treating therapist at Spaulding Rehabilitation Outpatient center in Boston, MA focusing on injury prevention and performance enhancement. Additionally, she is a contract physical therapist for NeuroTour Physical Therapy, providing backstage treatment to the performers in the Broadway shows that She is currently serving as a committee member for professional development for the International Association of Dance Medicine & Science (IADMS) and is in her final year of studies for her terminal academic degree as a Doctor of Science (ScD) in Physical Therapy through Texas Tech University. Additionally, she is adjunct faculty in the DPT programs at both UMass Lowell and MGH Institute of Health Professions.   INSTAGRAM: Connect with HeHe on IG  Connect with HeHe on YouTube   Connect with Elaina on IG  BIRTH EDUCATION: Join The Birth Lounge here for judgment-free childbirth education that prepares you for an informed birth and how to confidently navigate hospital policy to have a trauma-free labor experience!   Download The Birth Lounge App for birth & postpartum prep delivered straight to your phone!   LINKS MENTIONED: Book with Elaina: www.edmphysicaltherapy.janeapp.com Get 20% off an initial evaluation with the code TBH20 typed in the "How Did You Hear About Us?" section when booking! (The EMR platform I use has not yet integrated an actual discount code section so this is my workaround!)

Is PECS out as an AAC tool for autistic kids? Today, we're diving into a hot topic in the world of autism and communication: the Picture Exchange Communication System, or PECS. Over the years, PECS has been widely used as a way for autistic children to communicate, but as new research and insights have emerged, there's been a lot of conversation—some of it controversial—around its effectiveness and limitations. In this episode, I'm thrilled to be joined by two speech-language pathologists, Paulina Elias, and Amanda Blackwell, from Natural Communication, who share their invaluable expertise on PECS and the bigger picture of AAC (Augmentative and Alternative Communication) for autistic children. We explore how PECS started, what it offers, and why more and more professionals are moving toward more flexible, child-led communication methods that honor autonomy and individuality. You'll hear us discuss everything from the importance of giving kids the freedom to say ‘no' to strategies that empower communication beyond requests. Plus, we talk about the pitfalls of hand-over-hand prompting and the emerging preference for tools that grow with a child's communication needs. If you're an educator, parent, or anyone working with autistic children, this episode will give you new perspectives on PECS, AAC, and the role of true connection in supporting autistic communication. Get ready for a thought-provoking discussion that might change the way you think about communication support! Watch on YouTube: https://youtu.be/Tu4rKeAM0dc Bios:  Paulina Elias, M.Cl.Sc., SLP Reg. CASLPO Paulina is a multilingual speech language pathologist (SLP) living in Canada. Although she works with people of different ages and communicative needs, she has a special interest in the areas of multilingualism, gestalt language development, and autism. Paulina enjoys collaborating directly with families and interdisciplinary teams in each person's native language. At this time, Paulina offers international consults virtually, and evaluation and intervention services in Ontario, Canada. She regularly presents internationally on the topics of multilingualism, gestalt language development, and AAC. Dr. Amanda Blackwell, EdD, SLPD, CCC-SLP Dr. Amanda is passionate about communication in all forms. She has had the opportunity to learn from a variety of people from diverse cultural backgrounds as she has lived and worked full time as a bilingual (English/Spanish) SLP in Guatemala since 2013. Dr. Blackwell teaches postgraduate courses in autism and AAC at Minot State University and Saint Mary's College, and mentors SLPD students in their capstone research projects through the MGH Institute of Health Professions and Rocky Mountain University. She loves to travel around the world (with recent trips to Spain, Argentina, Ecuador, Mexico, Paraguay, Honduras, and Sri Lanka) to collaborate with professionals in presentations, workshops, research, and autism identification (ADOS-2). Topics Covered: Podcast features Paulina and Amanda from Natural Communication discussing updates in PECS and AAC. Paulina is a multilingual speech-language pathologist from Guatemala; Amanda is a U.S. speech-language pathologist with 11 years in Guatemala, focusing on autism and AAC. Both advocate for accessible information in multiple languages, especially Spanish, and are expanding to French and Portuguese. PECS, created in 1985, is a structured communication system based on ABA principles, mainly for requests. Criticism of PECS includes its rigidity and lack of fostering true communication skills beyond requests. Hand-over-hand prompting is discouraged due to autonomy concerns; hand-under-hand is recommended for better control. Communication books should enable autonomous communication, including the ability to protest or reject. Building relationships and trust with clients is essential for effective communication and learning. The podcast calls for a shift from traditional methods like PECS to more flexible, multimodal communication strategies. Natural Communication provides resources in English and Spanish, including a crash course on Gestalt language development, and engages in research and workshops to enhance AAC practices. Listeners are encouraged to explore free printable communication boards and resources to support AAC implementation. Connect With Paulina & Amanda: Our English website (for free resources, our parent and professional courses, professional development events, and individual consultations info): www.naturalcommunication.com Our Spanish website (for free resources, our parent and professional courses, professional development events, and individual consultations info): www.comunicacion-natural.com Our socials: @natural.communication (English) and @comunicacionnatural (Spanish) Instagram: https://www.instagram.com/natural.communication/ and https://www.instagram.com/comunicacionnatural Resources Mentioned: ASHA Journal Article: https://pubs.asha.org/doi/10.1044/2023_PERSP-23-00098 Playground AAC board: https://www.prc-saltillo.com/articles/playground-core-communication-boards-from-prc-saltillo?mode=view PRC Saltillo core: https://saltillo.com/chatcorner/content/29 GRID core board: https://thinksmartbox.com/news/low-tech-super-core-resources/ Avaz core board: https://avazapp.com/avaz-aac-coreboards/ Assistiveware core boards in different languages: https://www.assistiveware.com/learn-aac/quick-communication-boards Project Core boards: https://www.project-core.com/communication-systems/ Smarty Symbols Core: https://smartysymbols.com/free-core-board-download/ You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook Submit a question for the Q&A episodes.  Ask me anything and tune in to see if your question is featured on the show!

Our lives are not the movies.  When sudden, unpredictable events like family hardships or natural disasters strike, it can feel like we're living in one. But more often, the changes in our stories are subtle.  The turmoil is internal, and we're left to wrestle with our challenges quietly, on our own.  Today's guest is no stranger to this real-life push and pull. She knows what it's like to juggle the expectations of motherhood, navigate life transitions, and manage the chaos that comes with it all. Dr. Emma Laird, PT, DPT, OCS is a board-certified physical therapist at Pro Kinetix in Oakland, California, specializing in orthopedic care. She earned her Doctorate in Physical Therapy from MGH Institute of Health Professions and is a certified Orthopedic Clinical Specialist. Emma brings a holistic approach to helping her clients return to their favorite activities while promoting lifelong movement health. A Bay Area native, Emma is passionate about sports and strength training, values she learned early on from her active upbringing. When she's not working, she enjoys spending time with her fiancé, their dog, exploring local breweries, and staying active outdoors. Today's show is a real-world conversation on topics such as: Maintaining a healthy connection with your partner during a season of change The myth of our “best self” and how optimal is fluid Managing internal and external pressures on your career during family changes  Redefining success and recalibrating your goals to align with your new life path The power of showing up consistently as your authentic, imperfect self We want to thank Emma for joining us! If you're in the Oakland, CA area and need help recovering from an injury, visit her and her team at Pro Kinetix. You can also find her in our Art Of Coaching universe facilitating one of our live events and online in our digital community. The Apprenticeship - Bottom line, this is for anyone who coaches, mentors, or helps others in any capacity. It's for leaders who aren't just talking about personal growth but are ready for a different type of challenge. Our live leadership training workshop goes beyond the usual clichés. No cheesy trust falls or empty motivational speeches. We dive into the real skills you wish you'd learned earlier in life: navigating tough conversations, handling difficult people, managing power dynamics, and driving real change. If you deal with people-problems at all, are in a leadership position, or want to step into one—and if you're ready to turn personal growth from lip service into real commitment, THIS EVENT IS FOR YOU! Check out our entire 2025 live event schedule for the best date and location for you! Related Episodes: E313 | How to Communicate With Someone Who Shuts Down and Stonewalls E339 | Scott and Jamie Livingston: Overcoming Challenges In Relationships

In this episode of Dyslexia Uncovered, we get to hear the first of our Big Sky Conversations. Dr. Tiffany Hogan from the MGH Institute shares her expertise in linking oral and written language development in children, particularly those with developmental language disorder (DLD) and dyslexia. The discussion spans the challenges of labeling disorders – such as dyslexia and DLD, the translation of research into practice, and how implementation science can bridge the gap between research and practice. The episode also highlights the importance of addressing systemic barriers, and if you listen to the end, you can hear some behind-the-scenes shenanigans.Share your thoughts and follow your host on X @OdegardTim

In this episode, Lisa interviews Rebecca Hill, PhD, DNP, FNP-C, CNE, FAAN about the state of research on tongue tie and its associated effects on infant feeding. They discusses her personal journey, how she evolved her work into researching tongue tie. The conversation explores the importance of clinical experience and the need for evidence. Dr. Hill discuss the challenges of measuring the effectiveness of tongue tie treatment and the need for ancillary support from lactation consultants, speech-language pathologists, and occupational therapists. HighlightsThere IS research on tongue tie, with the number of published studies increasing every year.Randomized controlled trials (RCTs) are challenging to conduct ethically in this population.Rigorous research methods and eliminating bias are crucial in studying tongue tie.Research is bringing credibility to the field of tongue tie and breastfeeding.Ancillary support from lactation consultants, speech-language pathologists, and occupational therapists is important in treating tongue tie.Clinical judgment plays a critical role in healthcare.Current research projects that Dr. Hill is supervising. To learn more, download freebies, and for the links mentioned in the episode, including our popular course, Understanding Milk Supply for Medical and Birth Professionals, click here: www.tonguetieexperts.net/LinksUse code PODCAST15 for 15% off About Dr. Rebecca HillDr. Rebecca Hill holds a BSN, MSN, post-master's certificate in nursing education, DNP, and PhD in Nursing. She is a family nurse practitioner, certified nurse educator, and lactation counselor. Her current titles include Associate Dean for Academic Affairs and associate professor at the MGH Institute of Health Professions School of Nursing in Boston, MA, and she maintains a clinical practice.

Interview on women's health and weight loss with Lindsey Wismer MSN, ANP-BC, WHCNP-BC, CPT, including all the trendy weight loss prescriptions like ozempic, curzepatide and semablutide. Listen to our other episodes with Lindsey and learn more about her below: https://podcasts.apple.com/ca/podcast/perimenopause-midlife-health-how-to-join-us-live-to/id1622289300?i=1000658099441 DM or email us at thrivingfamilypodcast@gmail.com to pre-order the Abundance Journal and get a free gift!  Get the Journal to Joy and check out our other Thrive Journals now: ⁠https://www.calmparent.net/thrive-journals⁠. Perfect to give as a gift! Check out our Amazon store: https://www.amazon.com/shop/thrivingfamilypodcastbycalmparent We're here for you, so please leave a review in the comments with topics that would be helpful to you and that you're interested in. See free giveaway info below! Get our free guide to sleep well every night! ⁠https://www.calmparent.net/sleep-well-every-night⁠ DON'T MISS A BEAT, JOIN US ON THRIVE SOCIAL: https://www.calmparent.net/thriving-family-podcast-membership  Connect on FB: https://m.facebook.com/thrivingfamilypodcast/ YouTube: https://www.youtube.com/channel/UCiqp1YF3rI909vsKko0G0zw   LinkedIn: https://www.linkedin.com/company/65412085/ CONTEST DETAILS! If you follow & leave a review of this podcast, you'll be entered to win a NOW Tone Therapy System by Solu (valued at $179 USD). No purchase or payment is necessary to enter, see the Terms and Conditions page of our site for more about the contest. NOW Tone Therapy System by Solu exclusive discount for our community:https://www.calmparent.net/now-tone-therapy-system-by-solu-yoga-for-your-mind. More about Lindsey Wismer MSN, ANP-BC, WHCNP-BC, CPT Lindsey had a personal goal to become a healthcare provider since the age of 5. She achieved that after obtaining her credentials as both an Adult and a Women's Health Care Nurse Practitioner, after graduating from MGH Institute of Health Professions in Boston, MA. Prior to graduate school, Lindsey Wismer received her undergraduate degree in Exercise & Sport Science from Oregon State University. Additionally, Lindsey Wismer is a certified personal trainer, and a former group exercise instructor, and basketball coach. Lindsey Wismer's current pursuits include furthering her advanced education in general Functional Medicine topics, with a special interest in management of hormonal distress (Premenstrual syndrome, perimenopause/menopause), Exercise optimization, SIBO and other related GI imbalances, and Metabolic Syndromes including obesity. Additionally, she has expertise in contraceptive care for persons needing pregnancy protection. She is also happy to see you for the common cold, cough, or back strain. Find out more or book an appointment here:⁠⁠ https://www.merritthw.com/mhw-staff/lindsey-wismer-functional-medicine-medical-weight-loss-hormone-management⁠⁠/.

In this episode we discuss navigating non-invasive prenatal screening, also known as non-invasive prenatal testing, by reviewing two articles covering genetic counseling insights, informed consent challenges, and inclusive practices. You can find the Journal of Genetic Counseling webpage via onlinelibrary.wiley.com or via the National Society of Genetic Counselors website.    Segment 1 “Genetic counseling for fetal sex prediction by NIPT: Challenges and opportunities”   Chelsea Stevens is a clinical and research genetic counselor in the cardiovascular genetics clinic at Brigham and Women's Hospital. She has been working at BWH since 2022 and works primarily on projects aimed to understand genotype/phenotype relationships in cardiomyopathies. The publication we will be discussing today is the result of Chelsea's capstone project during her genetic counseling graduate education at the MGH Institute of Health Professions. She is from Connecticut and has been living in Boston for the past 6 years and loves working in a city with a strong genetic counseling network.   Courtney Studwell  is a laboratory genetic counselor in the Center for Advanced Molecular Diagnostics (CAMD) at Brigham and Women's Hospital. In the cytogenetics laboratory, Courtney serves as a liaison to clinical providers ordering genetic testing and helps to implement updated testing protocols that reflect patient needs and the evolving landscape of genetic testing technologies. In addition to working in the laboratory, Courtney also sees patients in the Center for Fetal Medicine and Reproductive Genetics at Brigham and Women's Hospital and is passionate about providing high-quality genetics care to patients at all stages of their reproductive process.   In this segment, we discuss: An overview of NIPS, its evolution and recommendations on utilizing it as a screening tool Insights into study participants' clinical practices and training regarding inclusive language for sex and gender Challenges and misconceptions faced by providers when offering NIPS Recommendations to address issues related to challenges and misconceptions   Segment 2 "What knowledge is required for an informed choice related to non-invasive prenatal screening?"   Jill Slamon is an Assistant Professor in Obstetrics and Gynecology in the Vanderbilt School of Medicine and the founding Assistant Program Director of the Vanderbilt University Master of Genetic Counseling Program. Jill has over 12 years of clinical experience in reproductive and prenatal genetic counseling with unique experiences in preconception counseling in the queer community. Her research interests focus on topics ranging from genetic counseling education and training, genetic counseling outcome measures, patient-reported outcome measures, and experiences of queer patients seeking preconception and prenatal care. Jill earned a Bachelor of Science from the Lyman Briggs College at Michigan State University. She then earned a Master of Art in Teaching from National Louis University and a Master of Science in Genetic Counseling from Northwestern University in Chicago, IL.   In this segment, we discuss: The challenges in informed consent and fetal sex prediction in NIPS Professional guidelines related to informed consent and NIPS The multidimensional measure of informed choice (MMIC) Impact on decisional conflict among patients offered NIPS   Would you like to nominate a JoGC article to be featured in the show? If so, please fill out this nomination submission form here. Multiple entries are encouraged including articles where you, your colleagues, or your friends are authors.   Stay tuned for the next new episode of DNA Dialogues! In the meantime, listen to all our episodes Apple Podcasts, Spotify, streaming on the website, or any other podcast player by searching, “DNA Dialogues”.    For more information about this episode visit dnadialogues.podbean.com, where you can also stream all episodes of the show. Check out the Journal of Genetic Counseling here for articles featured in this episode and others.    Any questions, episode ideas, guest pitches, or comments can be sent into DNADialoguesPodcast@gmail.com.    DNA Dialogues' team includes Jehannine Austin, Naomi Wagner, Khalida Liaquat, Kate Wilson and DNA Today's Kira Dineen. Our logo was designed by Ashlyn Enokian. 

Midlife is rough, like a menu you don't want to order from! But... we have some really helpful ways to Thrive during our midlife hormone changes. Hormone Therapy is a great way to help. Join us for LIVE for Midlife Magic: ⁠⁠⁠https://www.calmparent.net/midlife-magic If you use code "midlife" at the checkout you will get 35% off!⁠⁠ During the Midlife Magic LIVE session on June 13th in Portland, Oregan, we will talk about all things perimenopause. You don't want to miss this chance to connect with amazing women, and get all your perimenopause questions answered from the experts! DON'T MISS A BEAT, JOIN US ON THRIVE SOCIAL: ⁠⁠https://www.calmparent.net/thriving-family-podcast-membership⁠⁠  Find out more about Linsdey Wismer, MSN, ANP-BC, WHCNP-BC, CPT and book an appointment! Listen to our other episode with her on women's health: https://podcasts.apple.com/ca/podcast/5-what-women-over-30-need-to-know-about-their-bodies/id1622289300?i=1000646484415 Listen to our first episode on perimenopause with Dr. Pam: https://podcasters.spotify.com/pod/show/calm-parent/episodes/Episode-27-Secrets-to-looking-like-a-celeb-during-and-after-menopause-with-Dr--Pam-e1n90oj Perimenopause symptoms include: Fatigue Irregular periods Vaginal dryness Sleep problems Night sweats Mood changes Joint/ muscle pain Weight gain Sex drive Headaches Mood changes/mood swings. DM or email us at ⁠thrivingfamilypodcast@gmail.com⁠ to pre-order the Abundance Journal and get a free gift!  More about Lindsey Wismer MSN, ANP-BC, WHCNP-BC, CPT Lindsey had a personal goal to become a healthcare provider since the age of 5. She achieved that after obtaining her credentials as both an Adult and a Women's Health Care Nurse Practitioner, after graduating from MGH Institute of Health Professions in Boston, MA. Prior to graduate school, Lindsey Wismer received her undergraduate degree in Exercise & Sport Science from Oregon State University. Additionally, Lindsey Wismer is a certified personal trainer, and a former group exercise instructor, and basketball coach. Lindsey Wismer's current pursuits include furthering her advanced education in general Functional Medicine topics, with a special interest in management of hormonal distress (Premenstrual syndrome, perimenopause/menopause), Exercise optimization, SIBO and other related GI imbalances, and Metabolic Syndromes including obesity. Additionally, she has expertise in contraceptive care for persons needing pregnancy protection. She is also happy to see you for the common cold, cough, or back strain. Find out more or book an appointment here:⁠⁠ https://www.merritthw.com/mhw-staff/lindsey-wismer-functional-medicine-medical-weight-loss-hormone-management⁠⁠/. Get the Journal to Joy and check out our other Thrive Journals now:⁠⁠https://www.calmparent.net/thrive-journals⁠⁠. Perfect to give as a gift! Check out our Amazon store: ⁠https://www.amazon.com/shop/thrivingfamilypodcastbycalmparent⁠ We're here for you, so please leave a review in the comments with topics that would be helpful to you and that you're interested in. See free giveaway info below! Get our free guide to sleep well every night!⁠ ⁠https://www.calmparent.net/sleep-well-every-night⁠⁠ Connect on FB:⁠ https://m.facebook.com/thrivingfamilypodcast/⁠ YouTube: ⁠https://www.youtube.com/channel/UCiqp1YF3rI909vsKko0G0zw⁠   LinkedIn: ⁠https://www.linkedin.com/company/65412085/⁠ CONTEST DETAILS! If you follow & leave a review of this podcast, you'll be entered to win a NOW Tone Therapy System by Solu (valued at $179 USD). No purchase or payment is necessary to enter, see the Terms and Conditions page of our site for more about the contest. NOW Tone Therapy System by Solu exclusive discount for our community:⁠https://www.calmparent.net/now-tone-therapy-system-by-solu-yoga-for-your-mind⁠. --- Send in a voice message: https://podcasters.spotify.com/pod/show/calm-parent/message

Chime In, Send Us a Text Message!We're kicking off Stroke Awareness Month with our first business spotlight series in partnership with Vivistim®. On this episode we'll introduce you to Teresa Jacobson Kimberley, PT, PhD, FAPTA  Director of the Rehabilitation Science PhD Program School of Health and Rehabilitation Sciences MGH Institute of Health Professionals.About our Guest:Dr. Kimberley is a Professor and Director of the Brain Recovery Lab in the MGH Institute's Department of Physical Therapy. She is also a research associate at Harvard Medical School, Spaulding Rehabilitation Hospital, Massachusetts General Hospital, and the Center for Neurotechnology and Neurorecovery. Her lab's cross-disciplinary focus is to understand the pathophysiology of sensory-motor impairment and facilitate recovery for people with neurologic disorders. The career-long impact of her work is reflected in numerous awards, including Physical Therapy's highest honor of being named a Catherine Worthingham Fellow of the American Physical Therapy Association. Connect with our guest Mention: VNS REHAB About Vivistim®:Vivistim® is the first FDA-approved neurostimulation device to pair vagus nerve stimulation with rehabilitation therapy and daily activities. This pairing helps strengthen the brain connections needed to improve hand and arm function. It's the only system of its kind, and it is proven safe and effective. The MicroTransponder® Vivistim® Paired VNS™ System is intended to be used to stimulate the vagus nerve during rehabilitation therapy in order to reduce upper extremity motor deficits and improve motor function in chronic ischemic stroke patients with moderate to severe arm impairment. Do not use if you have had a bilateral or left cervical vagotomy. Risks may include, but are not limited to pain after surgery, hoarseness, bruising, swelling, coughing and throat irritation. While not observed in the Vivistim studies, infection leading to explant is a risk associatedNew show supporter CTA for 2024-Mike Garrow Support Our Show! Thank you for helping us to continue to make great content. We appreciate your generosity! For more information about joining our show or advertising with us visit: https://enable4us.comSupport the Show.Support the show:Become a monthly subscriber for as low as $3 per month.Click here to subscribe.Be sure to give the show a like and share, & follow plus connect with us on social or contact us to support us as a show sponsor or become a guest on the Know Stroke Podcast. Visit website to to learn more: https://www.knowstrokepod.com/Show credits:Music intro credit to Jake Dansereau. Our intro welcome is the voice of Caroline Goggin, a stroke survivor and our first podcast guest! Please listen to her inspiring story on Episode 2 of the podcastConnect with Us and Share our Show on Social: Website | Linkedin | Twitter | YouTube | Facebook

Brett DiMarzo, the Director of Graduate Enrollment Digital Strategy at Boston College, shares his extensive experience and unique strategies in enhancing digital engagement across various graduate programs. From leveraging advanced digital tools to crafting personalized communication across multiple platforms, Brett dives into the intricacies of creating a cohesive digital presence that caters to prospective students effectively.Key TakeawaysStrategic Integration: Brett emphasizes the importance of a coordinated digital strategy that integrates various communication channels—from social media to text messaging—to create a seamless student recruitment experience.Innovative Use of Technology: Exploring cutting-edge digital platforms and tools, such as AI and student engagement platforms, to improve interaction with students and streamline the enrollment process.Continuous Learning and Adaptation: The ongoing process of adapting to new digital trends and technologies to maintain a competitive edge in graduate recruitment.Guest Name: Brett DiMarzo, Director of Graduate Enrollment Digital Strategy, Boston CollegeGuest Bio: Brett DiMarzo has been in the field of higher education for over 18 years and is currently the Director of Graduate Enrollment Digital Strategy at Boston College. After graduating from his bachelor's degree program at Stetson University, he initially spent time as part of the management team within the Walt Disney Consumer Products division, enhancing his customer service and leadership skills. Returning to the field of higher education in 2003, he began his professional career in Financial Aid at MGH Institute of Health Professions in Boston, later moving to the Office of Admission as the Assistant Director of Admission. He also spent several years as Associate Director of Graduate Admission at Suffolk University and led the recruitment and admission efforts as Director of Graduate Admission for the School of Nursing and Health Sciences at Simmons University prior to coming to BC. He received his Master of Education degree in Higher Education Administration from Northeastern University in 2011, has served in several positions in the New England chapter of NAGAP, has presented at both national and regional NAGAP conferences, and currently sits on the NAGAP Leadership Cultivation and Elections Committee and the Education Committee. - - - -Connect With Our Co-Hosts:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaSeth Odell https://www.linkedin.com/in/sethodell/https://twitter.com/sethodellAbout The Enrollify Podcast Network:The Higher Ed Pulse is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Generation AI and Confessions of a Higher Education Social Media Manager.Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Connect with Us at the Engage Summit:Exciting news — Mallory will be at the 2024 Engage Summit in Raleigh, NC, on June 25 and 26, and we'd love to meet you there! Sessions will focus on cutting-edge AI applications that are reshaping student outreach, enhancing staff productivity, and offering deep insights into ROI. Use the discount code Enrollify50 at checkout, and you can register for just $200! Learn more and register at engage.element451.com — we can't wait to see you there!

We discuss the importance of starting mental and emotional health conversations with children from a young age, highlighting the benefits for their emotional development and future stability and happiness.  In today's episode, Rebecca Rolland, a Harvard lecturer and author, emphasizes that these discussions should be ongoing and developmentally appropriate, focusing not only on negative emotions but also on the positive aspects of mental health to build resilience and empathy.  Rolland encourages openness and adaptability in these talks, reassuring children they have support and an open line of communication for any emotional challenges they may face. “Just as children are constantly developing over time in, say, their ability to read, their ability to tie their shoes and do physical things, we want to think about them as developing emotions and emotional vocabulary. We wouldn't tell a 6- or 7-year-old, well, let's talk about the nuances of depression in the same way we would do that with a teenager. That wouldn't make sense to them because they don't necessarily have a framework for that.” ~Rebecca Rolland, EdD To learn more -- or read the transcript -- please visit the official episode page. Our guest, Rebecca Rolland is the author of The Art of Talking with Children (HarperOne, 2022), a book designed to support educators, parents, and caregivers in enhancing their interactions with children. She is a nationally certified speech-language pathologist who has worked clinically with populations ranging from early childhood through high school and provided teacher professional development. She teaches at the Harvard Graduate School of Education and Harvard Medical School. She served as the Academic Learning Specialist at Kingsley Montessori School and as an Oral and Written Language Specialist in the Learning Disabilities Team at Children's Hospital Boston. She has an Ed.D. from the Harvard Graduate School of Education, an M.S. in Speech-Language Pathology from the MGH Institute of Health Professions, and a B.A. in English from Yale Our host, Gabe Howard, is an award-winning writer and speaker who lives with bipolar disorder. He is the author of the popular book, "Mental Illness is an Asshole and other Observations," available from Amazon; signed copies are also available directly from the author. Gabe makes his home in the suburbs of Columbus, Ohio. He lives with his supportive wife, Kendall, and a Miniature Schnauzer dog that he never wanted, but now can't imagine life without. To book Gabe for your next event or learn more about him, please visit gabehoward.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

Interview with Linsdey Wismer, MSN, ANP-BC, WHCNP-BC, CPT on what women 35+ can to maintain their health and feel more energized each day. Lindsey Wismer had a personal goal to become a healthcare provider since the age of 5. She achieved that after obtaining her credentials as both an Adult and a Women's Health Care Nurse Practitioner, after graduating from MGH Institute of Health Professions in Boston, MA. Prior to graduate school, Lindsey Wismer received her undergraduate degree in Exercise & Sport Science from Oregon State University. Additionally, Lindsey Wismer is a certified personal trainer, and a former group exercise instructor, and basketball coach. Lindsey Wismer's current pursuits include furthering her advanced education in general Functional Medicine topics, with a special interest in management of hormonal distress (Premenstrual syndrome, perimenopause/menopause), Exercise optimization, SIBO and other related GI imbalances, and Metabolic Syndromes including obesity. Additionally, she has expertise in contraceptive care for  persons needing pregnancy protection. She is also happy to see you for the common cold, cough, or back strain. Find out more or book an appointment here: https://www.merritthw.com/mhw-staff/lindsey-wismer-functional-medicine-medical-weight-loss-hormone-management/. DM or email us at thrivingfamilypodcast@gmail.com to pre-order the Abundance Journal and get a free gift!  Get the Journal to Joy and check out our other Thrive Journals now: ⁠https://www.calmparent.net/thrive-journals⁠. Perfect to give as a gift! Check out our Amazon store: https://www.amazon.com/shop/thrivingfamilypodcastbycalmparent We're here for you, so please leave a review in the comments with topics that would be helpful to you and that you're interested in. See free giveaway info below! Get our free guide to sleep well every night! ⁠https://www.calmparent.net/sleep-well-every-night⁠ DON'T MISS A BEAT, JOIN US ON THRIVE SOCIAL: https://www.calmparent.net/thriving-family-podcast-membership  Connect on FB: https://m.facebook.com/thrivingfamilypodcast/ YouTube: https://www.youtube.com/channel/UCiqp1YF3rI909vsKko0G0zw   LinkedIn: https://www.linkedin.com/company/65412085/ CONTEST DETAILS! If you follow & leave a review of this podcast, you'll be entered to win a NOW Tone Therapy System by Solu (valued at $179 USD). No purchase or payment is necessary to enter, see the Terms and Conditions page of our site for more about the contest. NOW Tone Therapy System by Solu exclusive discount for our community:https://www.calmparent.net/now-tone-therapy-system-by-solu-yoga-for-your-mind. --- Send in a voice message: https://podcasters.spotify.com/pod/show/calm-parent/message

In the final episode of this Pulse Check series on Graduate Marketing, host Shane Baglini is joined by four of the industries most passionate graduate professionals to discuss all things GEM. This episode provides insights from a director of graduate admissions, a 15 year GEM pro turned agency strategist, graduate marketing pro and a view from the cabinet as we discuss post-COVID graduate marketing and enrollment, current trends, marketing to graduate students and how graduate enrollment is supplementing the undergraduate enrollment cliff. Guest Names:Kittie Pain, Director of Graduate Admissions, Kutztown UniversityMarcus Hanscom, Director of Enrollment Marketing, DD AgencyBrett DiMarzo, Director, Graduate Enrollment Digital Strategy, Boston CollegeKeith Ramsdell, Vice President for Enrollment Management and Marketing, Ashland UniversityGuest Social Handles:  Kittie Pain:LinkedIn: https://www.linkedin.com/in/kittiepain/X (Twitter): https://twitter.com/kittpainMarcus Hanscom:LinkedIn: https://www.linkedin.com/in/marcushanscom/X (Twitter): https://twitter.com/MarcusHanscomBrett DiMarzo: LinkedIn: https://www.linkedin.com/in/brett-dimarzo-1a135262/ Keith Ramsdell: LinkedIn: https://www.linkedin.com/in/keith-ramsdell-06784945/Kittie Pain Bio: Kittie Pain serves as the director of graduate admissions at Kutztown University of Pennsylvania and has over twenty years of experience in graduate enrollment management (GEM). She holds a bachelor's degree from McDaniel College and a master's degree from Drew University. She is a member of the NAGAP Publications and Marketing committees and serves on the McDaniel College Alumni Council.Marcus Hanscom Bio: A purpose-driven, higher education enrollment management and marketing leader, Marcus Hanscom is the Director of Enrollment Marketing at DD Agency, a full-service digital marketing agency focused on inbound marketing for higher education. Prior to joining DD Agency in October 2023, he worked in progressive roles in enrollment management at Roger Williams University and the University of New Haven, predominantly working with graduate students. He also recently served as a higher education consultant for Dutcher LLC, supporting clients in academic program analysis and development, market research, digital marketing strategy, staffing assessment, and more.Marcus has presented widely on enrollment management and marketing strategies at national and regional conferences for Academic Impressions, Aslanian Market Research, Carnegie, NAGAP, NEGAP, Stamats, TxGAP, and others, and completed his third term on the NAGAP Board of Directors in 2020. He was awarded the NAGAP Distinguished Service Award in 2023 and is co-host of the official NAGAP podcast, The NAGAP Report. He was the founding president of NEGAP, the New England Association for Graduate Enrollment Management.Brett DiMarzo Bio: Brett DiMarzo has been in the field of higher education for over 18 years and is currently the Director of Graduate Enrollment Digital Strategy at Boston College. After graduating from his bachelor's degree program at Stetson University, he initially spent time as part of the management team within the Walt Disney Consumer Products division, enhancing his customer service and leadership skills. Returning to the field of higher education in 2003, he began his professional career in Financial Aid at MGH Institute of Health Professions in Boston, later moving to the Office of Admission as the Assistant Director of Admission. He also spent several years as Associate Director of Graduate Admission at Suffolk University and led the recruitment and admission efforts as Director of Graduate Admission for the School of Nursing and Health Sciences at Simmons University prior to coming to BC. He received his Master of Education degree in Higher Education Administration from Northeastern University in 2011, has served in several positions in the New England chapter of NAGAP, has presented at both national and regional NAGAP conferences, and currently sits on the NAGAP Leadership Cultivation and Elections Committee and the Education Committee.Keith Ramsdell Bio: Keith Ramsdell serves as Vice President for Enrollment Management and Marketing at Ashland University in Ohio where he provides strategic leadership and vision for undergraduate, graduate, international and online admissions, enrollment operations, financial aid, military and veterans services, marketing and communications. Keith is currently chair of the NAGAP External Relations and Partnerships Committee and a member of the NAGAP Experts Bureau. He has 25 years of progressive leadership experience in higher education and enrollment management, with nearly 15 years focused exclusively on graduate enrollment. - - - -Connect With Our Co-Hosts:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaSeth Odell https://www.linkedin.com/in/sethodell/https://twitter.com/sethodellAbout The Enrollify Podcast Network:The Higher Ed Pulse is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Generation AI and Confessions of a Higher Education Social Media Manager.Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Connect with Us at the Engage Summit:Exciting news — Mallory will be at the 2024 Engage Summit in Raleigh, NC, on June 25 and 26, and we'd love to meet you there! Sessions will focus on cutting-edge AI applications that are reshaping student outreach, enhancing staff productivity, and offering deep insights into ROI. Use the discount code Enrollify50 at checkout, and you can register for just $99! This early bird pricing lasts until March 31. Learn more and register at engage.element451.com — we can't wait to see you there!

Nurse educators play a significant role in setting an example for students early in their careers. Educators can make mistakes, and it is critical to role model moral courage by acknowledging these mistakes. Rachael Salguero and Karen Hunt, who teach at MGH Institute of Health Professions, developed this innovative teaching strategy to foster students' development of moral courage by openly encouraging students to “call in” the educator if they identify an error or have a concern based on words or behavior.   

Today, I'm interviewing Dr. Whitney Patrickson and Dr. Naseem Chattawalla about a newer electrical stimulation device that helps improve walking. This device is called PoNS. On today's episode, we'll learn more about what PONS is, how it can help people with multiple sclerosis, and what results have been seen in clinic. *Individual results and patient experiences vary. Speak to your physician to determine if PoNS is right for you.* Whitney Patrickson PT, DPT is Director of Physical Therapy at Helius Medical Technologies. She plays multiple roles supporting physical therapists who use the company's Portable Neuromodulation Stimulator (PoNS) device – including training PoNS Trainers, ensuring the integrity of real-world and clinical trial data, and serving as a clinical/scientific resource and educator. Whitney received her Doctor of Physical Therapy degree from The University of Saint Augustine for Health Science. Naseem Chatiwala is a board certified neurological and vestibular specialist and the founder/owner of Rehab Health 360 LLC, a specialized clinic offering premium physical therapy services to clients with neurological deficits. In addition, she is an adjunct faculty at MGH-Institute of Health professions and University of Massachusetts, Lowell, and a course developer/instructor for Summit Professional Education. Naseem served as a co-chair of the APTA of MA Neuro SIG. She is currently a chair of APTA of MA annual conference committee and a co-chair of the APTA Concussion CPG-Knowledge translation task force. She was awarded Emerson Rehab 2019-Excellence in Education Award, the APTA of MA 2021 Outstanding Achievement in Clinical Practice Award and most recently recipient of the IHP's 2022 Bette Ann Harris distinguished Alumni Award. Connect with PoNS professionals - https://ponstherapy.com/ Additional Resources: https://www.doctorgretchenhawley.com/insider Reach out to Me: hello@doctorgretchenhawley.com Website: www.MSingLink.com Social: ★ Facebook: https://www.facebook.com/groups/mswellness ★ Instagram: https://www.instagram.com/doctor.gretchen ★ YouTube: https://www.youtube.com/c/doctorgretchenhawley?sub_confirmation=1 → Game Changers Course: https://www.doctorgretchenhawley.com/GameChangersCourse → Total Core Program: https://www.doctorgretchenhawley.com/TotalCoreProgram → The MSing Link: https://www.doctorgretchenhawley.com/TheMSingLink

In this season finale episode, I chat with Dr. Tiffany Hogan, a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, who shares her experiences and advice for negotiating for faculty positions. Dr. Hogan shares a faculty perspective on the negotiation process. She provides an overview of the process, explains how to prepare for negotiations, things to avoid doing during negotiations, and the types of things applicants can negotiate for. Dr. Hogan also provides examples of wording that can be used during the negotiation process to justify counter-offers. This episode is a must-listen for anyone preparing to negotiate for a faculty position for the first time! You can follow Dr. Hogan's work in the Speech and Language Literacy Lab (SAiL) and her podcast (SeeHearSpeak), on Twitter, Instagram, and Facebook. A transcript of the podcast is available at www.aboutfromandwith.com

Wow! Rebecca Rolland is a lecturer at the Harvard Graduate School of Education and serves on the faculty at Harvard Medical School. She has worked as an oral and written language specialist in the Neurology Department of Boston Children's Hospital. As a nationally certified speech-language pathologist, she has worked clinically with populations ranging from early childhood through high school and has provided teacher professional development. She has an Ed.D. from the Harvard Graduate School of Education, an M.S. in Speech-Language Pathology from the MGH Institute of Health Professions, an M.A. in English from Boston University, and a B.A. in English from Yale.   We go into her journey to learn what had her taking this route that led to her writing her amazing book. Art of Talking with Children, which isnow available from HarperCollins.   To learn more about her and get her book go to: http://www.rebeccarolland.com     Listen, Follow the podcast, share the episode and tag @claimitpodcast @_triciahuffman   Go to  PazazzApple.com and find a grocer retailer near you to keep this GOOD MOOD FOOD on hand. An easy snack that supports both your physical and mental wellbeing.    Join my DAILY TEXT SUBSCRIPTION to get loving messages to nudge you out of your way, remind you what matters, motivate, nurture and empower you - right to your texts! Use code "joy3" to get a discount for the first 3 months - cancel anytime! https://yourjoyologist.com/text/ Get access to THE DROP IN messages my private clients have raved about for over a decade - easily accessible on a private podcast feed! 2-3 new short powerful drops per week! https://yourjoyologist.com/dropin/ Get immediate access to my SHAKE UP journey NOW to accept all of yourself, heal shame, and be locked into who you are - in the now! https://yourjoyologist.com/shakeup/ Get my book at  ftheshouldsdothewants.com and If you have it - PLEASE leave a review on Amazon + Goodreads! Shop my products before they are gone at shop.yourjoyologist.com Please subscribe to the podcast and leave a review! Screenshot it and send it to podcast@yourjoyologist.com and I will send you a gift from my shop!  

Today talk to researcher Tiffany Hogan about language comprehension. We'll start with the Simple View of Reading, exploring the relationship between phonics and language comprehension. Then we'll discuss knowledge as the result of systematic and explicit language comprehension instruction and share approaches that work in the classroom - like read-alouds and discourse. Tiffany P. Hogan, PhD, is a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, Director of the Speech and Language (SAiL) Literacy Lab and the center for translational research, implementation science, and dissemination for equity in CSD, (cTIDE), Research Associate at Harvard University, and inaugural research affiliate for the Boston University Center for Anti-Racist Research. Resources Mentioned in this Episode ASHA Voices on Apple PodcastsOn the Importance of Listening Comprehension  If you don't look, you don't see: Measuring language development to inform literacy instructionList of commercially available Developmental Language Disorder (DLDP) ScreenersDLDandme.orgRADLD.orgUnderstanding Dyslexia in the Context of Developmental Language DisorderIncreasing Higher Level Language Skills to Improve Reading ComprehensionAdapting Curricula for Children with Language Comprehension DeficitsFive ways SLPs (and others) can positively impact children with dyslexiaA generic implementation framework for school-based research and practice'We test, not teach, comprehension' Jeanne Chall: CUBED free assessment and progress monitoring for decoding, language, and readingExecutive functions and morphological awareness explain the shared variance between word reading and listening comprehension Young-Suk Kim “the acquisition of an alphabetic code is like catching a virus… this virus infects all speech processing… Language is never the same again” Uta Frith Connect with Tiffany on Social or Listen to Her Podcast - See Hear Speak! Twitter: @tiffanyphoganWeb: Connect with us Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

Thank you to Danielle Stare for leading our October 10th Empower Women event, Women's Health in Midlife. She discussed various topics around women's health, including breast health for Breast Cancer Awareness month, reproductive aging and sexual health, nutrition and bone health.  Danielle Stare RN, MSN, FNP is a family nurse practitioner with 14 years of experience in Internal Medicine.  Danielle completed her undergraduate Bachelor of Science as Summa Cum Laude from Boston College in 1998 and Master's of Science from the University of New Hampshire in 2004.  Danielle started her career as a critical care nurse then nurse practitioner at Shriners Hospital for Children in Boston MA.  Danielle transitioned to the community and joined an internal medicine practice, Steward Primary Care of Methuen, in May 2009.   Danielle has maintained her relationship with Boston College and has served as a clinical preceptor helping to educate the next generation of nurse practitioners for over 10 years.  She also serves as a preceptor for the MGH Institute of Health Professionals. Danielle blends Eastern and Western medicine into the care of her patients. She believes in preventative medicine, nutrition and lifestyle modification in addition to pharmacological remedies when needed to treat disease processes and chronic medical conditions. She carries these practices into her own life and her family's health.   When Danielle is not busy caring for patients and teaching she enjoys spending time with her three daughters and her husband Michael. She strives to maintain a healthy work-life balance to prioritize her and her family's physical and mental health. Danielle enjoys traveling and hobbies including home improvement projects, cooking, biking, hiking, skiing and strength training.   Enjoy!          General Disclaimer: Lexington Wealth Management is a group of investment professionals registered with HighTower Securities, LLC, member FINRA and SIPC, and with HighTower Advisors, LLC, a registered investment advisor with the SEC. Securities are offered through HighTower Securities, LLC; advisory services are offered through HighTower Advisors, LLC. This is not an offer to buy or sell securities. No investment process is free of risk, and there is no guarantee that the investment process or the investment opportunities referenced herein will be profitable. Past performance is not indicative of current or future performance and is not a guarantee. The investment opportunities referenced herein may not be suitable for all investors. All data and information reference herein are from sources believed to be reliable. Any opinions, news, research, analyses, prices, or other information contained in this research is provided as general market commentary, it does not constitute investment advice. Lexington Wealth Management and HighTower shall not in any way be liable for claims, and make no expressed or implied representations or warranties as to the accuracy or completeness of the data and other information, or for statements or errors contained in or omissions from the obtained data and information referenced herein. The data and information are provided as of the date referenced. Such data and information are subject to change without notice. This document was created for informational purposes only; the opinions expressed are solely those of Lexington Wealth Management and do not represent those of HighTower Advisors, LLC, or any of its affiliates.  

Dan kicked off the show with an examination and exploration of today's top stories with various experts and reporters. Joining the program was Infectious Disease Physician and Associate Hospital Epidemiologist at Tufts Medical Center Dr. Gabriela Andujar Vazquez, Dir. of the MGH Institute for Technology Assessment (ITA) and an Assoc. Professor at Harvard Medical School Dr. Jagpreet Chhatwal, Tantasqua Regional Senior High School Assistant Principal and handler of NEADS Assistance Dog “J.D.” Beth Johnson, and Boston Marathon Jimmy Fund Walk Director Zack Blackburn.

Today we're sitting down with DPT David Schwartz from Blue Iron Physio. Topics include:Strength vs Stability - What's the difference?Getting athletes back-to-sportHow to select the right PTDavid is the owner and primary operator of Blue Iron Physio in Tenafly NJ. He earned his Bachelors of Science degree in Kinesiology from the University of Maryland and following his undergraduate studies, he moved to Boston where he earned his Doctorate in Physical Therapy from MGH Institute of Health Professions.During his final year in graduate school, he worked with both Harvard University's Football and Track and Field teams. Since earning his Doctorate in Physical Therapy, David has taken a specific interest in working with an active client population. David draws upon his background in strength and conditioning and biomechanics to help his clients progress back to their optimal level of function. Ready to take your game to the next level? With our holistic and data-driven approach, experienced coaches, and cutting-edge technology, RPP Baseball takes the guesswork out of player development. Twitter https://twitter.com/RPP_Baseball/ Instagram https://www.instagram.com/RPP_Baseball/ Call us at 201-308-3363 Email us at rpp@RocklandPeakPerformance.com Website ...

When it comes to success, there's hope and strategy. They're different. Success in private practice starts with creating it, and Dr. Laurel Mines practices this with her clients and her own business. Whenever athletes are determined to achieve their next level of peak performance (or find themselves sidelined by injuries), they know they're in the right hands with Dr. Laurel Mines, PT, DPT OCS. Dr. Laurel is a physical therapist, athletic performance trainer and sports mental performance coach, to her clients, she's the caring and fun drill sergeant who knows how to get results every time! Dr. Laurel received her Doctor of Physical Therapy degree from the top-rated MGH Institute of Health Professions, in Boston. Considering the entire ecosystem of the athlete she developed her own proprietary sports mindset program and has become a sought-after thought leader in the developing field of sports mindset coaching and athletic performance training from youth to professional sports. As sports are so easily relatable there is so much she can bring to the world of our businesses. In this episode Carl White and Dr. Laurel discuss:What she means by “success starts with creating it”The characteristics of people who embrace this mindsetThe barriers people put in their way Want to be a guest on PracticeCare?Have an experience with a business issue you think others will benefit from? Come on PracticeCare and tell the world! Here's the link where you can get the process started. Affiliate PromotionWe're fans of Constant Contact for email campaigns, newsletters, and emails. We use it with our clients. What we like: Very easy to useVery flexibleEasy to find supportHIPAA compliant Get 30% off for the 1st 3 months if you sign up using our partner link. We do receive a commission when you use our link. Constant Contact offers additional prepayment discounts you can choose: 10% off per month for your first 6 months, or 15% off for the year. If you prepay, your discount stacks on top of the 30% discount for the 1st 3 months. Connect with Dr. Laurel MinesInstagram @drlaurelptYoutube @dr.laurelpthttps://www.linkedin.com/in/dr-laurel-mines-pt-dpt-ocs-948013174/ Connect with Carl WhiteWebsite: http://www.marketvisorygroup.comEmail:  whitec@marketvisorygroup.comFacebook:  https://www.facebook.com/marketvisorygroupYouTube: https://www.youtube.com/channel/UCD9BLCu_i2ezBj1ktUHVmigLinkedIn: http://www.linkedin.com/in/healthcaremktg 

With Rebecca Rolland of Harvard Graduate School of Education and Harvard Medical School What is “rich talk”? Why is the outdoors such an ideal setting for having meaningful conversations with children? How can we discuss with kids weighty topics like climate change without overwhelming them? Drawing on research and insights detailed in her book The Art of Talking with Children, Rebecca Rolland connects the dots to outdoor and environmental educators in this lively discussion that also touches on the importance of embracing moments of silence, the characteristics of a global citizen, engaging with people who have different perspectives, and meeting young learners where they're at when it comes to temperament.    Guest: Rebecca Rolland is a lecturer at the Harvard Graduate School of Education and serves on the faculty at Harvard Medical School. She also served as an oral and written language specialist in the Neurology Department of Boston Children's Hospital. As a nationally certified speech-language pathologist, she has worked clinically with populations ranging from early childhood through high school and has provided teacher professional development. She has an Ed.D. from the Harvard Graduate School of Education, an M.S. in Speech-Language Pathology from the MGH Institute of Health Professions, an M.A. in English from Boston University, and a B.A. in English from Yale. *Episode edited by M. Angel Goñi Avila

Pelvic floor function is essential to sexual health a pleasure, but how much do you know about this key region? Do you know… At what age should you start thinking about the pelvic floor? What daily activities are hard - on the pelvic floor? Which movements can support pelvic floor health? How to care for your pelvic floor during pregnancy? How menopause affects the pelvic floor? We didn't know the answers, so we asked the fabulous Dr. Kamaria Washington to weigh in on these questions; and much more in this content-rich episode. Dr. Kamaria Washington is a proud product of Detroit, MI - and she received her Bachelor of Science in Movement Science from the University of Michigan's School of Kinesiology before pursuing her Doctorate of Physical Therapy from the MGH Institute of Health Professions in Boston, Massachusetts. She then went to Therapeutic Associates Bethany in Portland, Oregon for extensive pelvic floor training in conjunction with Herman and Wallace pelvic floor continuing education. Dr. Washington is the founder of Pelvic Noire Physical Therapy & Wellness, where she serves as the CEO, a Pelvic Floor Physical Therapist for women's health, and a Birth Prep and Postpartum Coach. Appointments can be held at their office in Metro-Detroit, MI, or virtually; from all over the world. She sees clients' preconceptions through menopause with pelvic pain, urine/fecal leakage, low back pain, reproductive concerns, prolapse, and more. You can keep up with her work and learn bits of pelvic floor education from her on Instagram & Facebook. And you can set up an appointment (virtual or in-person) at Pelvic Noire website. Get 15% off with Code DRJESS15 on Lovehoney.com. If you have podcast questions, please submit them here. Don't forget to subscribe to the podcast on Apple Podcasts, Spotify, Podbean, Google Podcasts, Amazon Music & Stitcher! Rough Transcript: This is a computer-generated rough transcript, so please excuse any typos. This podcast is an informational conversation and is not a substitute for medical, health, or other professional advice, diagnosis, or treatment. Always seek the services of an appropriate professional should you have individual questions or concerns. 00:02 You're listening to the Sex with Dr. Jess podcast. Sex and relationship advice you can use tonight. 00:16 Welcome to the Sex with Dr. Jess podcast. I'm your co-host Brandon Weir here with my lovely other half and Dr. Jess. Hey, hey. Today we are talking about pelvic floor health across the lifespan. And we're going to be joined by Dr. Camaria Washington, also known as Dr. Cave from Detroit, Michigan. She has a Bachelor of Science in Movement Science from the University of Michigan School of Kinesiology, like you, baby kinesiologist. Shout out. But then she went on to do her doctorate of physical therapy from the MGH Institute. 00:46 of Health Professions in Boston. She has a lot of schooling. She then went to therapeutic associates Bethany in Portland, Oregon for extensive pelvic floor training in conjunction with Herman and Wallace pelvic floor continuing education. She is the founder of pelvic noir physical therapy and wellness where she serves as the CEO a pelvic floor physical therapist for women's health and a birth prep and postpartum coach. She's amazing. I've been following her on Instagram for some time. I highly, highly, highly recommend 01:16 you follow at dr.kwashington underscore. That one's a bit hard, so I'm going to make sure it's in the show notes and I'll do a shout out on Instagram because her content is so good. On the personal side, Dr. K likes solo traveling, spending time with the locals, food experiences, dancing, spoken word, hiking, reading, spending time with her family and friends and she is a sucker for thrifting. I like that. And big pairs of handmade earrings and she joins us now. Thank you so, so much for being here. 01:46

Pelvic floor function is essential to sexual health a pleasure, but how much do you know about this key region? Do you know… At what age should you start thinking about the pelvic floor? What daily activities are hard - on the pelvic floor? Which movements can support pelvic floor health? How to care for your pelvic floor during pregnancy? How menopause affects the pelvic floor? We didn't know the answers, so we asked the fabulous Dr. Kamaria Washington to weigh in on these questions; and much more in this content-rich episode. Dr. Kamaria Washington is a proud product of Detroit, MI - and she received her Bachelor of Science in Movement Science from the University of Michigan's School of Kinesiology before pursuing her Doctorate of Physical Therapy from the MGH Institute of Health Professions in Boston, Massachusetts. She then went to Therapeutic Associates Bethany in Portland, Oregon for extensive pelvic floor training in conjunction with Herman and Wallace pelvic floor continuing education. Dr. Washington is the founder of Pelvic Noire Physical Therapy & Wellness, where she serves as the CEO, a Pelvic Floor Physical Therapist for women's health, and a Birth Prep and Postpartum Coach. Appointments can be held at their office in Metro-Detroit, MI, or virtually; from all over the world. She sees clients' preconceptions through menopause with pelvic pain, urine/fecal leakage, low back pain, reproductive concerns, prolapse, and more. You can keep up with her work and learn bits of pelvic floor education from her on Instagram & Facebook. And you can set up an appointment (virtual or in-person) at Pelvic Noire website. Get 15% off with Code DRJESS15 on Lovehoney.com. If you have podcast questions, please submit them here. Don't forget to subscribe to the podcast on Apple Podcasts, Spotify, Podbean, Google Podcasts, Amazon Music & Stitcher! Rough Transcript: This is a computer-generated rough transcript, so please excuse any typos. This podcast is an informational conversation and is not a substitute for medical, health, or other professional advice, diagnosis, or treatment. Always seek the services of an appropriate professional should you have individual questions or concerns. 00:02 You're listening to the Sex with Dr. Jess podcast. Sex and relationship advice you can use tonight. 00:16 Welcome to the Sex with Dr. Jess podcast. I'm your co-host Brandon Weir here with my lovely other half and Dr. Jess. Hey, hey. Today we are talking about pelvic floor health across the lifespan. And we're going to be joined by Dr. Camaria Washington, also known as Dr. Cave from Detroit, Michigan. She has a Bachelor of Science in Movement Science from the University of Michigan School of Kinesiology, like you, baby kinesiologist. Shout out. But then she went on to do her doctorate of physical therapy from the MGH Institute. 00:46 of Health Professions in Boston. She has a lot of schooling. She then went to therapeutic associates Bethany in Portland, Oregon for extensive pelvic floor training in conjunction with Herman and Wallace pelvic floor continuing education. She is the founder of pelvic noir physical therapy and wellness where she serves as the CEO a pelvic floor physical therapist for women's health and a birth prep and postpartum coach. She's amazing. I've been following her on Instagram for some time. I highly, highly, highly recommend 01:16 you follow at dr.kwashington underscore. That one's a bit hard, so I'm going to make sure it's in the show notes and I'll do a shout out on Instagram because her content is so good. On the personal side, Dr. K likes solo traveling, spending time with the locals, food experiences, dancing, spoken word, hiking, reading, spending time with her family and friends and she is a sucker for thrifting. I like that. And big pairs of handmade earrings and she joins us now. Thank you so, so much for being here. 01:46

Sarah Wanger grew up at TBA. She is exuberant, joyful, and absolutely loves our TBA community. She earned a BA in Theatre and English from Muhlenberg College and a BS in Registered Nursing from the MGH Institute of Health Professions. In this podcast episode Sarah reminisces about her early beginnings in theatre at TBA and her excitement of being cast as Dorothy Gale in this year's production of The Wizard of Oz. She also talks at length with Rabbi about her adoption story, how it has shaped her life, her love for her parents Wendy and Barry, and eventually meeting her birth family. You will be moved by her story!

Suellen Breakey, PhD, RN Associate Director of the Center for Climate Change, Climate Justice, and Health and a Distinguished Teaching Associate Professor in the School of Nursing at MGH Institute of […]

How many times have you said to your child, “how was your day?” only to be met with one-word answers or grunts? Well, we are aiming to end that, so you can have meaningful conversations with your kids now, and always!My guest is Rebecca Rolland who has over a decade of experience in speech and language and is a mom to two, so she understands how hard having, starting and sustaining conversation can be with your kids. The most important lessons I learned from Rebecca is to give “silent time” to give your kids the space to speak, be specific in your questions, listen to them when they speak, notice when they do talk, what they like to talk about and be curious. In this episode, we've packed it full of information on:Why it's so hard to talk to kids?How do we get them to talk about their day? What do we do if they don't want to talk?How do we talk to our teen?How to have hard conversations, and so much more!Rebecca has so many wonderful suggestions on conversation and that also includes self-compassion for US AS PARENTS because we aren't perfect at this, and that's ok! to help us, Rebecca has a handout on conversation startersFor Rebecca's Conversation Starters, head to the Parent Toolbox. www.parent-toolbox.com About Rebecca RollandRebecca Rolland, author of the book, The Art of Talking to Children is a lecturer at the Harvard Graduate School of Education and serves on the faculty at Harvard Medical School. She is also an oral and written language specialist in the Neurology Department of Boston Children's Hospital. As a nationally certified speech-language pathologist, she has worked clinically with populations ranging from early childhood through high school and has provided teacher professional development. She has an Ed.D. from the Harvard Graduate School of Education, an M.S. in Speech-Language Pathology from the MGH Institute of Health Professions, an M.A. in English from Boston University, and a B.A. in English from Yale.Social Media:Website: http://www.rebeccarolland.com/LinkedIn: https://www.linkedin.com/in/rebecca-rolland-b0a95bb/Facebook: https://www.facebook.com/rebeccagrollandInstagram: https://www.instagram.com/rebecca.g.rolland/Twitter: rolland_rgThanks for listening! For more on Robbin, her work and free resources, keep reading! READY FOR YOUR FAMILY CHECK UP CALL? If you're feeling burnt out by bad behavior, worn down from constant battles and bickering and you've struggled to get the cooperation, respect and obedience you want from your kids, I've been there too. It might be time to learn new tools (that you've never been taught) to help you get your kids to listen to you, build teamwork, and grow the harmony in your home. FREE GUIDE FOR PARENTS OF STRONG-WILLED KIDS: “How to Turn a NO into Cooperation” go to www.strongwilledkids.com It means so much to me that you listened to my podcast! If you resonate with my message and would like my personal help in your parenting journey, I'd love to talk to you. Please visit my website to book a call with me where we can talk about your parenting frustrations and I'll share how I can help you. www.parentingforconnection.com The intention for my show is to build a community of parents that can have open and honest conversations about parenting without judgement or criticism. We all deserve access to help and support when we need it most. I honour each parent and their path towards becoming the best parent they can be. My hope is to inspire more parents to consider the practice of Peaceful Parenting.If you know somebody who would benefit from this message, or would be an awesome addition to our community, please share it using the social media buttons on...

Tiffany Hogan, PhD, CCC-SLP returns to the READ Podcast for a timely and important discussion on addressing reading and language development for all children. She explains how school disruptions during the pandemic impacted literacy and language development – highlighting the disparate consequences on children in vulnerable populations. Dr. Hogan, a researcher and advocate for people with developmental language disorder (DLD), explains how we all can support children with DLD through a systems lens. Dr. Hogan expresses the urgency to address the needs of the countless children struggling with language and reading, demonstrating that we can all take actionable steps today to drive this change. Do you want to learn more from this episode? Visit readpodcast.org and the Episode #38 homepage for host Danielle Scorrano's top bookmarks and resources. To connect with Dr. Hogan on Twitter, you can follow her (@tiffanyphogan)  or learn more about her work at MGH Institute.Do you have questions for future topics and speakers? E-mail us at info@readpodcast.org.The Windward Institute invites you to share your top bookmarks from this episode by connecting with us on Twitter @TheWindwardInst, Instagram @thewindwardinstitute, or Facebook.  Until next time, READers!

Having strong relationships with your kids is the best thing you can do for their mental health. One way to build that relationship is through having conversations with your kids. Talking with children, not at them, builds their empathy, problem-solving, confidence, joy, creativity, and social skills. This week Diana Hill and Rebecca Rolland explore 8 types of conversations parents and caregivers can have with kids to help them grow into good humans who will go out into the world to do good things.   Listen and Learn:What is “rich talk” and why it's so important Conversations to enhance learning After school talk and dinnertime games  How to have conversations about friendships Strategies to help your kids develop empathy and perspective taking How to talk with your kids about diversity and differences Conversations to support children's motivation and interests About Dr. Rebecca RollandRebecca Rolland is a lecturer at the Harvard Graduate School of Education and serves on the faculty at Harvard Medical School. She is also an oral and written language specialist in the Neurology Department of Boston Children's Hospital. As a nationally certified speech-language pathologist, she has worked clinically with populations ranging from early childhood through high school and has provided teacher professional development. She has an Ed.D. from the Harvard Graduate School of Education, an M.S. in Speech Language Pathology from the MGH Institute of Health Professions, an M.A. in English from Boston University, and a B.A. in English from Yale.  Relevant Resources MentionedWatch thishttps://www.youtube.com/watch?v=99hAvHxvwfU&list=PLKiK_TfezGcow2P9ekRYhWOmqNheny5YV ( Episode On Dr. Diana Hill's YouTube Channel) Learn more https://rebeccarolland.com/ (about Rebecca Rolland) Read https://bookshop.org/p/books/the-art-of-talking-with-children-the-simple-keys-to-nurturing-kindness-creativity-and-confidence-in-kids-rebecca-rolland/17775218?ean=9780062938886 (The Art Of Talking With Kids) Read https://bookshop.org/p/books/what-if-2-additional-serious-scientific-answers-to-absurd-hypothetical-questions-randall-munroe/18153615?ean=9780525537113 (What If? 2: Additional Serious Scientific Answers to Absurd Hypothetical Questions) Check Out https://www.instagram.com/stories/highlights/17886086953817762/?hl=en (Diana's Parenting Ideas on Instagram Highlights) https://drdianahill.com/extras/ (Download Your Daily Practice for Episode 41 Here) https://drdianahill.com/reset-and-restore-retreat/ (Reserve your spot with Diana for Retreat in Costa Rica in 2023)! Sign up for https://drdianahill.com/striving-thriving-summit-2022/ (From Striving to Thriving 2.0)! https://drdianahill.com/events/ (Join Diana at an upcoming event) Thank you for listening to Your Life in Process! If you have any questions or feedback you can contact me by email at podcast@yourlifeinprocess.com, leave me an audio message at (805) 457-2776, or message me on Instagram @drdianahill and remember when you become psychologically flexible, you become free. Stay tuned for my next episode on YLIP when we discuss How to Use Polyvagal Theory to Shift Your Nervous System with Deb Dana Thank you to my team Craig, Angela Stubbs, and Ashley Hiatt, and to our sponsor InsightLA Meditation for making this podcast possible. Thank you to Benjamin Gould of https://bellandbranch.com/ (Bell & Branch) for your beautiful music.   Episode Segments[00:00] Introduction  [00:50] About Rebecca Rolland  [01:50] Welcome Rebecca Rolland  [03:21] What Is Rich Talk?  [04:37] Talking With Kids In the Car After School  [06:45] Talking Through Play [08:29] The Yes No Maybe Game For Dinnertime [09:46] Over-scheduled Kids  [14:58] Conversations to Support Empathy  [22:25] Conversations To Enrich Learning  [27:50] Difficult And Uncomfortable Conversations [31:00] Conversations About Friendships ...

Interviewer info  Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups. She owns an LPAA-focused private practice and specializes in working with people with aphasia, dysarthria, and other neurogenic communication impairments. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer.    Guest bios  Melinda Corwin is a university distinguished professor and clinical supervisor at the Texas Tech University Health Sciences Center (TTUHSC) Department of Speech, Language, and Hearing Sciences, where she has worked since 1994. Prior to her university position, she worked as a hospital speech-language pathologist. She directs the Stroke & Aphasia Recovery (STAR) Program, a community outreach program in Lubbock, Texas, for persons with aphasia and their families.  Brooke Hallowell is professor and dean of health sciences at Springfield College. Brooke is a specialist in neurogenic communication disorders, and has been working clinically, teaching future clinicians, and engaging in research on aphasia for 25 years. She is known for transnational research collaboration, academic and clinical program development, and global health programming in underserved regions of the world. A pioneer in using eyetracking and pupillometry to study cognition and language in adults, she holds patents on associated technology. Professor Hallowell is the author of Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence. Listener Take-aways In today's episode you will: Identify key differences between clinician-centered care and person-centered care. Understand gaps in current training regarding the Life Participation Approach. Learn about the Aphasia Access knowledge course.   Edited show notes   Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California, and I see clients with aphasia and other neurogenic communication impairments in my LPAA focused private practice. Aphasia Access strives to provide members with information, inspiration and ideas that support their aphasia care through a variety of educational materials and resources.   I'm pleased to be joining the podcast as today's host for an episode that will feature Melinda Corwin and Brooke Halliwell. We'll be discussing Aphasia Access's new online project, Person-Centered Care: The Life Participation Approach to Aphasia Knowledge Course, which debuts this month, I had the pleasure of playing a small role in this project as the narrator for the course.    Melinda Corwin is a University Distinguished Professor and clinical supervisor at the Texas Tech University Health Sciences Center Department of Speech, Language and Hearing Sciences, where she has worked since 1994. Prior to her university position, she worked as a hospital speech language pathologist. She directs the Stroke and Aphasia Recovery, or STAR, program, a community outreach program in Lubbock, Texas, for persons with aphasia and their families.   Brooke Hallowell is a professor and dean of health sciences at Springfield College. Brooke is a specialist in neurogenic communication disorders and has been working clinically, teaching future clinicians, and engaging in research on aphasia for 25 years. She is known for transnational research collaboration, academic and clinical program development, and global health programming in underserved regions of the world. A pioneer in using eye tracking and pupillometry to study cognition and language and adults, she holds patents on associated Technology. Professor Halliwell is the author of Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence, Second Edition.    Thank you for joining me. I wanted to start with an “aha moment,” anything that stands out for you in terms of the Life Participation Approach. Who would like to start?   Melinda Corwin So, at our university, I got to meet a man who was in his 60s, he had survived a stroke two years prior, he was single and living in a long term care facility. He didn't have any family locally. He came to our university community outreach program for people with aphasia. And after about six months of being with us, he confided to his student clinician one day that he wondered if he could work out a payment plan to pay for throat surgery to fix his problems with speech and communication. And we realized that he did not understand the nature of aphasia. He actually thought there was a surgery available to fix or cure it, and that because he was low income, he didn't have the money to afford it.    That was my aha moment, where I realized that we had failed him, our system had failed him. This man deserved to have access to his health information regarding his diagnosis, his condition, his prognosis, and he didn't get that as part of his ability to participate in his life and in his health care plan. And I knew we could do better. And so I found colleagues and friends through Aphasia Access, and I'm really hoping and working towards a systemic change for that reason.    Lyssa Rome Thank you. Brooke, what about you?   Brooke Hallowell Well, I continue to have aha moments. For for me, one that stands out relates to my role as an educator and a person who teaches courses in aphasia and author to support learning and future clinicians who will be working with people who have aphasia. It was hard for many of us who were raised with a focus on medical and impairment-based, deficit-focused models of aphasia, to integrate our appreciation for foci on life participation with how we were taught, and may have previously taught and mentored our students. It's as if, for many of us, the recognition of how essential it is for us to embrace life participation was there long before we had a good grasp on how to integrate life participation holistically into our educational content. We wanted to make sure our students knew about medical, neuroscientific, neuropsychological, psycholinguistic, etc., aspects of aphasia, and we wanted to make sure they knew about the theoretical underpinnings of aphasia-related content. So if you think about what we can cover in a course, in our limited time with future clinicians, we felt and still do just never have sufficient time to delve into some of the really critical life participation content.    So for me it kind of aha moment. Although I gotta say it wasn't. So sudden as a flash at a single moment in time, maybe an aha phase. It relates to the importance of helping current and future clinicians embrace that we all need to be able to hold several conceptual frameworks about aphasia in our minds at the same time, and that by understanding and appreciating multiple perspectives, we didn't have to necessarily choose one over the other. We didn't have to argue about which models were better than others, or whether working on impairment level deficits was somehow not essential to life participation. Once that realization was clear within me, I found that it was easier to integrate life participation and the ICF framework through our all of our discussions and teaching about aphasia and other disorders as well.    Many of us invested in life participation approaches have supported one another in that sort of integration of multiple frameworks in our thinking, and in our work. Aphasia Access has been a powerful force in that regard. The mutual support to hold life participation paramount, no matter what are other theoretical perspectives, and medical or non-medical orientations.   Lyssa Rome Thank you. I think that leads really nicely, actually, into this topic of the knowledge course that that Aphasia Access has developed and that's debuting this month. So can you tell us a little bit more about the project and how it began?   Melinda Corwin The project began with the plight of both people with aphasia and speech language pathologist. Of course, SLPs know that people with aphasia want to participate in life, which means their current life as a patient, or in their life when they go back home and their life years into the future. The plight for speech language pathologists is that they face enormous time limitations, insurance reimbursement constraints, they have increased workload across all the different healthcare systems and settings. And so providing true person-centered care, health equity, and personalized goals for each person that we serve can feel almost impossible.    This challenge was so pervasive that it appeared in a comprehensive report written by Nina Simmons-Mackie in 2018, called Aphasia in North America, and it's available from Aphasia Access. In her report, she listed the gap areas and so we really wanted to focus on gap area number five, which is related to insufficient attention to life participation across the continuum of care. And also gap area number six, which is related to insufficient training and protocols or guidelines to aid speech language pathologists and other health care professionals in the implementation of this participation-oriented intervention across the continuum of care.   So the year that her report came out a team of aphasia clinicians, researchers, and program providers mobilized to invent a product to concretely try to address these gap areas. We wanted to offer busy clinicians and healthcare professionals training that they wouldn't have to travel to, and something that was more than a webinar. We did a lot of research to produce the learning experience, and we tried to provide the most contemporary, interactive learning methods for adults. Our beta testers have said that they have found the course to be different and highly valuable.   Lyssa Rome So I think obviously, there's this big need. And I'm wondering, Brooke, maybe if you could speak a little bit more to how this person-centered care approach can support the goals of increasing life participation, and maybe differentiate a little bit between clinician-centered care and person-centered care for people with aphasia?   Brooke Hallowell  Sure. In clinician-centered care, the clinician is really in charge of all aspects of intervention. The clinician is the boss. The clinician decides what will be assessed and how it will be assessed. The clinician interprets the assessment results. And from that, sets goals for the person with aphasia. And the clinician decides on the treatment methods that will be used to reach those goals. And that's very different from person-centered care, where the person and the clinician are collaborators from the start, they work together to determine priorities for what that person really wants to be able to do in life and how communication affects what a person wants to do.   In person-centered care, the person's priorities are really the primary focus of assessment and goal setting and every aspect of intervention. And the person and the clinician set goals collaboratively, often including other people that are important in that person's life. And together, they collaborate in selecting what goals will get prioritized, and what the context is for working on those goals that's most relevant to the person.    So the person's priorities are at the heart of our work in person-centered care. We clinicians collaborate with the person, and those people who are important to the person, at every stage of goal setting, assessment, treatment planning, etc.   Lyssa Rome So thinking about person-centered care, I'm wondering if you can describe a little bit more about the goals of this knowledge course and how they relate to person-centered care.   Brooke Hallowell Sure, the overarching goal is to provide learners with foundational, verifiable knowledge that's critical for providing person-centered care. Person-centered care is a universal and global need for people who have aphasia, and those who are important in their lives. The Life Participation Approach is fundamental to this wish that clinicians worldwide have for people with aphasia. That's increased participation in life regardless of race, ethnicity, gender, gender expression, national origin, geographic location, religious or other beliefs—regardless of any individual differences.   This course is the first in a series. The knowledge course consists of eight online, self-paced interactive modules, each of which contains three specific learning objectives. The knowledge course is a standardized way that clinicians—from novices to experienced clinicians—can be formally recognized as a Life Participation Approach professional. When a person successfully completes the course, they earn an eBadge, a certificate, and an optional 2.5 continuing education credits for those who are members of the American Speech Language Hearing Association.    Next year, Aphasia Access will release the second in the series: the practice course. That course will build on the fundamentals of the knowledge course, passing that course will lead to the award of a second badge focused on implementation strategies across care settings. Every course module is designed to provide practical suggestions, graphics, dynamic video clips, and interactive and reflective activities to help key concepts come alive.   Lyssa Rome Tell us a little bit more about the content team. Who worked on this badge project?   Melinda Corwin This is Melinda and it's been an honor to serve as the content team manager for the project. For the knowledge course we had eight members on our team. Our lead author is Nina Simmons-Mackie, who's a professor emeritus at Southeastern Louisiana University. Of course, Brooke Hallowell, who as you said, is professor and dean of health sciences at Springfield College. Brooke also secured a grant to help with funding portions of this project and we could not have done it without her.   And our other team members include Katarina Haley, who is a professor at the University of North Carolina at Chapel Hill, and she directs the UNC Center for Aphasia and Related Disorders. Mary Hildebrand is a recently retired associate professor and program director of the occupational therapy department at Massachusetts General Hospital or MGH Institute of Health Professions. Jacqueline Laures-Gore is an associate professor of communication sciences and disorders at Georgia State University. We have Marjorie Nicholas, who's the chair of the communication sciences and disorders department at MGH Institute of Health Professions in Boston. And last but not least, our project manager Kathryn Shelley. She is co-founder and current grants director of the Aphasia Center of West Texas, and she's also a former president of Aphasia Access, and this course would not be possible without Kathryn's guidance.   Lyssa Rome Tell us a little bit more about what the benefits are of having this eBadge or taking this course.   Brooke Hallowell Sure, this is Brooke. The badge is going to convey to others that the participant has a firm foundation of person-centered care, which is, as we know, at the heart of the life participation approach. So benefits include delivering equitable, person-centered care through collaborative goal setting and intervention, improving success for people with aphasia, and those who care about them and helping specific care settings meet communication access mandates.   When an eBadge is displayed in an email signature, or on social media, there'll be a clickable link. And that will help employers, or colleagues, or the people that we serve, even friends and family, link to a full description of what it means to have earned that eBadge.   Lyssa Rome Great. Many of the professionals who are involved in Aphasia Access are experts in the life participation approach. So why would they want to take this course to document their knowledge?   Melinda Corwin This is Melinda. Well, by devoting personal time, energy, and resources to earn an eBadge, it's an efficient way to let others know that we share a common goal to provide patient-centered care across the continuum of care. And regardless of what setting a particular professional is in, whether they're in an acute care hospital, inpatient rehabilitation, outpatient rehab, home health, or community-level aphasia program, or group, these eBadge holders will be able to identify each other.   I'm a university professor and director of an aphasia community outreach program. I've been trying to teach and use the Life Participation Approach for several years, and I've wanted to spread the word with other speech language pathologists. So by adding this symbol to my email signature, I hope that colleagues will click on the eBadge and see what I've been up to.    My decision to display the eBadge is my way to help make system change possible, I envision a day in which all healthcare providers will aspire to provide patient-centered care, essentially from the ambulance ride to the emergency center, all the way to the person's return to home and community.   Lyssa Rome The benefits of this seem really clear. But will this eBadge or certificate be required for a clinician to to employ a person-centered or life participation approach to aphasia? Brooke?   Brooke Hallowell Oh, no, definitely not. I have to chime in on that. We know that many clinicians are deeply engaged in this approach. And many have adhered to this approach for years and in ways that may not have been labeled expressly as life participation approach. Still, based on gaps that we know exists in our current healthcare and community settings, we hope that the eBadge will really help clinicians showcase their knowledge to employers and peers and the people they serve. Engaging in the course itself can provide support for students and clinicians who want to consider life participation constructs, perhaps more deeply or in new ways. And as Melinda was just intimating, it's also a means of confirming shared values about life participation amongst us.   Lyssa Rome So when people have completed this course, how is that displayed as an eBadge? Melinda, maybe you can take that one?   Melinda Corwin Yes. So it'll be in the person's email signature line, if they choose to place it there. And the eBadge is from a company called Credly, which enables anyone to click on the badge icon and be taken to a website that explains exactly what training the person completed to earn that eBadge.   Brooke Hallowell Yeah, and it's so easy to register for the course, just go to the Aphasia Access website. That's www.aphasiaaccess.org. From there, you'll see the link to the knowledge course on the homepage. And that will take you to our new Aphasia Access Academy, which is the new home for all of our educational experiences. There is a cost. The cost for Aphasia Access members is $129. And for non-members, it's $179.    And if you're not already an Aphasia Access member, your enrollment in the course includes a one year, first-time membership. So it's really a wonderful way to experience so many benefits of our Aphasia Access membership and network. We have our Brag and Steal events, the distinguished lecture series, shared free resources, there's a discount registration for the Leadership Summit, and there are also on-demand pre-recorded webinars. So all of that comes along with that membership.    Lyssa Rome Well, I'm really excited about this course. And I appreciate your sharing more details about it. And I'm wondering if there are any last thoughts that you'd like to share with our listeners?   Brooke Hallowell Yeah, this is Brooke, I would just I've been reflecting as we've had this conversation today about how amazing it was to work with this collaborative team in developing the course. You know, I think all of us who have been involved in this from the beginning felt like we were already expert in the life participation approach. There isn't that much more to learn. But in fact, there was a tremendous amount of dynamic discussion, argumentation, passionate discussion about the various aspects of the life participation and how to portray it, how to talk about it, and what terms to use and not use. So I feel like I grew tremendously from the process of the course development. And I think a lot of that, I certainly hope that a lot of that comes out to people who participate in the course. So even if you think you're already expert in it, I'd still recommend that you give it a try for all the reasons that we talked about, and including that there's always more for all of us to learn about this approach.   Lyssa Rome So true. Brooke Hallowell and Melinda Corwin, thank you for being our guests on this podcast. For more information on Aphasia Access and to access our growing library of materials, go to www.aphasiaaccess.org. For a more user-friendly experience, members can sign up for the Aphasia Access Academy, which is free and provides resources searchable by topic or author. If you have an idea for a future podcast series topic, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access.    References and Resources  http://www.aphasiaaccessacademy.org/  www.AphasiaAccess.org/knowledgebadge/   

In this episode of the Balance Boldly Podcast sitting with Naketa Ren Thigpen let's welcome Diann Wingert Rebecca Rolland, she is an oral and written language specialist in the Neurology Department of Children's Hospital Boston and a lecturer at Harvard University. What you will learn:To realize that we face challenges across our entire life, and overcoming them guarantees us we are prepared and in charge of our lives and what it throws us up.More about Rebecca RollandShe has an Ed.D. from the Harvard Graduate School of Education, an M.S. in Speech-Language Pathology from the MGH Institute of Health Professions, an M.A. in English from Boston University, and a B.A. in English from Yale. Contact Rebecca RollandWebsite:  https://rebeccarolland.com/ Twitter:  @rolland_rg LinkedIn: @rebecca.g.rolland Join me for the upcoming Joy Map Method Masterclass- Undiluted! The Joy Map Method is for Married Women Entrepreneurs who want more out of life than living in the shadows of mediocrity. It's time to be unbound. Hosted by Naketa Ren Thigpen, a few limited times per year, you will want to set aside 90 minutes for this energetic, empowering, (and) equipping masterclass.  Register here> https://bit.ly/JoyMapMethodSubscribe, REVIEW, Share & Balance BoldlyOn the Balance Boldly Podcast, host Naketa Ren Thigpen talks with ambitious women in business (and a few brave men) from a wide array of industries about their pursuit of success, how they face business burnout, navigate relationship hurdles, and what overall work/life balance looks like for them. Not your conventional personal development podcast, Balance Boldly uncovers real solutions to real problems afflicting real people at home and in the workplace, daily.If you enjoyed this episode, head over to Apple Podcasts, Spotify, iHeart Radio, or your favorite podcast app to subscribe to the show and leave your honest review.If you want to dive deeper into personal development topics shared on the BBP (Balance Boldly Podcast) and get the “how-to” for implementing and infusing these tools, connect on LinkedIn so you get notifications for the Live Fully LinkedIn LIVESTREAMS held every Wednesday at 12 pm EST (as long as I'm not selfishly vacationing and intentionally refueling)

Meera asks Dr. Jagpreet Chhatwal about his COVID-19 simulator tool, which uses mathematical modeling to forecast the spread of COVID-19. In this episode, he also gives great career advice to public health students about their future careers. Dr. Chhatwal is the Associate Director of the MGH Institute for Technology Assessment and an Assistant Professor at Harvard Medical School.

Get .1 ASHA CEU hereEpisode SummaryDLD isn't a new text abbreviation or IG expression. It's a real thing in the field of SLP and if you don't know about it, you gotta' tune in to get the scoop. This week, Tim DeLuca and Kate Radville- SLP's and doctoral candidates basking in language and literacy nerdom - chat about all things DLD for the SLP. What is DLD? And why is it so important to get a handle on it in the vast and murky sea of semantics that we painfully stir in the SLP field? Kate and Tim explore how challenges with oral language have a domino effect on the attitudes and skills of students, impacting literacy, behavior, and more. You'll gain assessment and intervention tips that hold fast to the golden thread of most SLP Nerdcast episodes - the importance of EBP and collaboration. There are some four letter words (ahem, “dysteachia”) and a big spotlight on resources in this engaging episode that confronts the strong connections between all aspects of the whole student and their whole future. Course AccommodationsThe transcript for this course is provided below. You can also email us at ceu@slpnerdcast.comLearning OutcomesDefine DLD and dyslexia, understand how they are related, and report on at least five behavioral presentations across academic and social settingsUnderstand the SLP's role in assessing and treating both DLD and dyslexia as members of an interdisciplinary team across the lifespanBe able to locate at least five free resources to further explore both DLD and dyslexia and assessment and treatment optionsResources:Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium. (2016). CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLOS ONE, 11(7), e0158753. https://doi.org/10.1371/journal.pone.0158753Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104Mitchell, M. P., Ehren, B. J., & Towson, J. A. (2020). Collaboration in Schools: Let's Define It. Perspectives of the ASHA Special Interest Groups, 5(3), 732–751. https://doi.org/10.1044/2020_PERSP-19-00125Redmond, S. M., Ash, A. C., & Hogan, T. P. (2015). Consequences of Co-Occurring Attention-Deficit/Hyperactivity Disorder on Children's Language Impairments. Language, Speech, and Hearing Services in Schools, 46(2), 68–80. https://doi.org/10.1044/2014_LSHSS-14-0045Snow, P. C. (2021). Psychosocial Adversity in Early Childhood and Language and Literacy Skills in Adolescence: The Role of Speech-Language Pathology in Prevention, Policy, and Practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253–261. https://doi.org/10.1044/2020_PERSP-20-00120The Simple View of ReadingMulti-Tiered Language Instruction and InterventionDyslexia in the Schools: Assessment and IdentificationDLD and MeThe Florida Center for Reading ResearchThe International Dyslexia AssociationCourse Disclosure - Financial and In-KindFunding for this course was provided by one of our Corporate Sponsors, Language Dynamics Group.Speaker DisclosuresTim DeLuca financial disclosures: Tim is employed by private practice and university.Tim DeLuca non-financial disclosures: Tim is an ASHA member, a certified speech-language pathologist and reading specialist, a doctoral student at the MGH Institute of Health Professions, and a member of the Sail Lab at the Massachusetts institute of health professions. Kate Radville financial disclosures: Kate does not have any financial relationships to disclose. Kate Radville non-financial disclosures: Kate is an ASHA member, a certified speech-language pathologist, and a doctoral student at the MGH Institute of Health Professions. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.Time Ordered Agenda:15 minutes: Introduction, Disclaimers and Disclosures15 minutes: Descriptions of DLD and dyslexia, how they are related, and behavioral presentations across academic and social settings15 minutes: Descriptions of the SLP's role in assessing and treating both DLD and dyslexia10 minutes: Descriptions of resources to further explore both DLD and dyslexia and assessment and treatment options 5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!A big THANK YOU to our Corporate Sponsor, Language Dynamics Group for the financial support to make this course possible!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!