Podcasts about severe disabilities

The parents of a man with severe disabilities said they've lost the ability to plan for his future thanks to changes in the way his care is funded. Their advocate said the situation is cruel and inhumane, but the Ministry of Disabled People, Whaikaha, says it's just an interim arrangement. Ryan Cook's family have for the past few years received an annual budget for his care. But in June, it wasn't renewed and instead they're now receiving funding for six weeks at a time. The family employ four staff to care for Ryan, so the change means they no longer have any long-term certainty that his care can continue, Jimmy Ellingham reports.

Send us a Text Message.In this powerful episode, we sit down with Katie, a mother of six, who shares her harrowing experience of birth trauma and medical negligence. Katie's story of a uterine rupture during an induced labor led to severe disabilities for her daughter and life-altering consequences for her own health.Despite having no prior c-sections, Katie suffered a uterine rupture after the use of Pitocin - a complication that went unrecognized for far too long. She takes us through her journey, from the ignored warning signs to the aftermath of the birth, including her daughter's ongoing health challenges and her own loss of reproductive capacity.But Katie's story doesn't end there. Learn how she transformed her traumatic experience into a mission of education and advocacy, working tirelessly to spread awareness about birth choices and the potential risks of certain medical interventions.This episode offers crucial insights into patient rights, the importance of informed consent, and the need for attentive medical care during childbirth. Katie's narrative is a testament to the strength of maternal instinct and the power of turning personal tragedy into a force for positive change.Whether you're an expectant parent, a birth worker, or simply interested in maternal health issues, this episode provides invaluable perspectives that could change the way you think about childbirth practices.Content warning: This episode contains descriptions of birth trauma and discusses infant health complications. Listener discretion is advised.Connect with Katie on Instagram HERE and TikTok HERE. To sign up for our newsletter visit our website and blog: www.goldenhourbirthpodcast.comFollow Liz on Instagram here and Natalie hereFollow us on Facebook here.

In this episode of "Insurance Business Babes," hosts Kathe Kline and Joanna Wyckoff delve into the complexities of Medicaid waivers, vital programs that provide medical and financial assistance to individuals who don't meet traditional Medicaid requirements due to their income but who face severe medical challenges such as disabilities and chronic conditions. They illuminate community-based care options, highlight the significant cost of prescription medications, and discuss various patient assistance programs, including a database developed by pharmacist Norma Johnson. The hosts also touch upon strategies for veterans dealing with trauma and the importance of utilizing resources like benefitscheckup.org to aid aging clients. The focus of the episode is on the tangible ways insurance professionals can support their clients, from navigating the Katie Beckett waiver for disabled children to understanding the nuances of programs like PACE and VA aid and attendance benefits, to other programs most agents never think of.

Episode Notes On E360, Andrew sits down with guest Ryan Manriquez as we talk about student government and disability, being severely disabled + a whole lot more. Ryan is poised and passionate and you can feel that from him here. Enjoy! You can follow Ryan here: https://www.instagram.com/ryanmanriquezz/ Episode Sponsors  Clone-A-Willy or Clone-A-Pussy all your own and get 20% off sitewide by using coupon code ANDREWGURZA at Checkout. www.cloneawillycom.  Get 15% off your next purchase of sex toys, books and DVDs by using Coupon code AFTERDARK at checkout when you shop at trans owned and operated sex shop Come As You Are www.comeasyouare.com  Join the Patreon and get the show days early and ad free at www.Patreon.com/disabilityafterdark  This podcast is powered by Pinecast.

Get .1 ASHA CEU hereEpisode SummaryEver feel under-equipped to deal with the counseling demands that often pop up in your daily SLP work? You're not alone! So much of what we do as SLP's is “grief work” and many of us find ourselves in over our heads at times with the counseling needs of our clients or students and their families. This week, Kate and Amy capitalize on their “forced friendship” with Beverly Montgomery of Lex Communicate to talk about the power of alliances with mental health professionals in addressing the holistic needs of individuals with communication differences and the caregivers who support them. Beverly discusses how mental health needs touch each case we serve and offers actionable suggestions for how Interprofessional Education (IPE) and Interprofessional Practice (IPP) can help us go beyond due diligence and realize better outcomes for those we serve. Tune in to explore which mental health professionals may be unexpected allies and obtain some simple strategies to help you manage these powerful relationships when scopes of practice overlap. Our clients and students are so complex, you may often feel that you “have a flashlight when you need a flood light” to recognize all of the facets that compose client and family needs. Beverly's approach to interdisciplinary practice Illuminates the complexities of your toughest cases. If you find “other stuff” getting in the way of therapeutic progress for your clients or students, this is the episode for you.Learning OutcomesState the purpose(s) and benefit(s) of interprofessional collaborationDefine Interprofessional Education (IPE) and Interprofessional Practice (IPP)Describe a decision-making process for when and how to make mental health referralsIdentify a variety of collaborative partners both within and outside their organizationReferencesAmerican Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Professional Issues Statement]. Available from www.asha.org/policy. Dobbs-Oates, J., & Wachter Morris, C. (2016). The case for interprofessional education in teacher education and beyond. Journal of Education for Teaching, 42(1), 50–65. https://doi.org/10.1080/02607476.2015.1131363 Elleseff, T. (2014). Creating Successful Team Collaboration: Behavior Management in the Schools. Perspectives on School-Based Issues, 15(1), 38–44.https://doi.org/10.1044/sbi15.1.38. Erickson, K. A. (2017). Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students with Severe Disabilities. Retrieved March 3, 2020, from https://doi.org/10.1044/2017_AJSLP15-0067 Farber, J. G., & Klein, E. R. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30, 83- 91. Kent-Walsh, J., & Light, J. (2003). General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104–124. Novak, J.M., & Kapolnek, K.M. (2001). Speech-language pathologists serving clients with mental illness: A collaborative treatment approach. Contemporary Issues in Communication Science and Disorders, 28, 111-122.Pfeiffer, Danika L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019). A National Survey of Speech-Language Pathologists Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation. Language, Speech, and Hearing Services in Schools, 50(4), 639–655. https://doi.org/10.1044/2019_lshss-18-0100 Roepke, E., Greenwell, T., & Brosseau-Lapré, F. (2019). Service delivery for children with speech sound disorders: Evidence for the Quick Articulation! model. EBP Briefs, 14(2), 1–9. Bloomington, MN: NCS Pearson, Inc. Throneberg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., & Paul, P. J. (2000). A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting. Retrieved March 21, 2020, from https://doi.org/10.1044/1058-0360.0901.10Online ResourcesWorld Health Organization: Interprofessional Education & PracticeAmerican Speech and Hearing Association: Interprofessional Education and PracticeSpeaker Disclosures:Beverly Montgomery financial disclosures: Beverly is the owner and operator of Lex Communicate. Beverly Montgomery non-financial disclosures: Beverly has family members with diagnoses discussed in the course and has a professional bias towards integrated, collaborative social communication treatment. 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.Course Disclosure - Financial and In-KindFunding for this course was provided by one of our Corporate Sponsors, Vooks.Time Ordered Agenda:15 minutes: Introduction, Disclaimers and Disclosures25 minutes: Descriptions of the purposes and benefits of interprofessional collaboration, interprofessional education, and interprofessional practice15 minutes: Descriptions of the decision-making process for when and how to make mental health referrals10 minutes: Descriptions of a variety of collaborative partners both within and outside their organization5 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!__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!

As voted on by patrons, our Summer 2023 Listener Choice episode is all about working with our clients to support effective IEP services related to transition planning. Given the continuing need to support clients, parents, and educational teams in creating meaningful and rewarding adult outcomes after school ends, we take a look at ways this planning can be done best and with a focus on the self-determination and participation of our clients. If you've ever been in an IEP meeting where adults talked about rather than to a student, this episode is for you! This episode is available for 1.0 LEARNING CEU. Wish that CE was free? Subscribe on our Patreon page to see the full recording and get a discount for 100% off your purchase. Articles discussed this episode: Lipscomb, S., Lacoe, J., Liu, A.Y., & Haimson, J. (2018). Preparing for life after high school: The characteristics and experiences of youth in special education. National Center for Education Evaluation. https://ies.ed.gov/ncee/projects/evaluation/disabilities_nlts2012.asp Martin, J.E., Woods, L.L., Sylvester, L., & Gardner, J.E. (2005). A challenge to self-determination: Disagreement between the vocational choices made by individuals with severe disabilities and their caregivers. Research and Practice for Persons with Severe Disabilities, 30, 147-153. doi: 10.2511/rpsd.30.3.147 Mueller, T.G., Bassett, D.S., & Brewer, R.D. (2012). Planning for the future: A model for using the principles of transition to guide the development of behavior intervention plans. Intervention in School and Clinic, 48, 38-46. doi: 10.1177/1053451212443130 Howard, M., Reed, A.S., & Francis, G.L. (2020). “It's my meeting!”: Involving high school students with significant disabilities in the Individualized Education Program process. Teaching Exceptional Children, 53, 290-298. doi: 10.1177/0040059920958739 Further Resources: List of Choice-Making/Self-Determination Published Curricula If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

Malika Pritchett and Shahla Ala'i-Rosales join us to talk about their paper, Social Justice is the Spirit and Aim of an Applied Science of Human Behavior: Moving from Colonial to Participatory Research Practices   Show Notes Remember to join us on Facebook to suggest articles to review and questions for authors. https://www.facebook.com/BApractice Acknowledgments Host and Executive Producer: Cody Morris, Ph.D., BCBA-D, LBA https://salve.edu/users/dr-cody-morris Assistant Producers Jesse Perrin Hannah Grey Organizational Support ABAI https://www.abainternational.org/welcome.aspx Behavior Analysis in Practice Editor, Stephanie Peterson, Ph.D., BCBA-D, LBA https://www.abainternational.org/journals/bap.aspx Music Cruising Altitude by Jim Carr and his band New Latitude http://www.newlatitudemusic.com Link to Article Social Justice is the Spirit and Aim of an Applied Science of Human Behavior: Moving from Colonial to Participatory Research Practices | SpringerLink Links from Talk The Belmont Report | HHS.gov References   Benjamin, R. (2019). Assessing risk, automating racism. Science, 366(6464), 421–422. https://doi.org/10.1126/science.aaz3873. Fawcett, S. B., Schultz, J. A., Collie-Akers, V., Holt, C. M., & Watson-Thompson, J. (2016). Community development for population health and health equity. In P. Erwin & R. Brownson (Eds.), Scutchfield and Keck's principles of public health practice (4th ed., pp. 443–460) Cengage Learning. Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/s0140525x0999152x. Heward, W. L., Critchfield, T. S., Reed, D. D., Detrich, R., & Kimball, J. W. (2022). ABA from a to z: Behavior science applied to 350 domains of socially significant behavior. Perspectives on behavior science, 45(2), 327–359. https://doi.org/10.1007/s40614-022-00336-z Maparyan, L. (2012). The womanist idea. Routledge. Pritchett, M., Ala'i-Rosales, S., Cruz, A. R., & Cihon, T. M. (2021). Social justice is the spirit and aim of an applied science of human behavior: Moving from colonial to participatory research practices. Behavior Analysis in Practice, 15(4), 1074–1092. https://doi.org/10.1007/s40617-021-00591-7 Schwartz, I. S., & Kelly, E. M. (2021). Quality of life for people with disabilities: Why applied behavior analysts should consider this a primary dependent variable. Research and Practice for Persons with Severe Disabilities, 46(3), 159–172. https://doi.org/10.1177/15407969211033629 Wolf M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203    https://link.springer.com/article/10.1007/s41252-023-00352-3

Devon Ramey joins us to talk about their paper, Defining and Measuring Indices of Happiness and Unhappiness in Children Diagnosed with Autism Spectrum Disorder.   Show Notes   Remember to join us on Facebook to suggest articles to review and questions for authors. https://www.facebook.com/BApractice Acknowledgments Host and Executive Producer: Cody Morris, Ph.D., BCBA-D, LBA https://salve.edu/users/dr-cody-morris Assistant Producers Jesse Perrin Sarah Sudhoff Shayne Rivard Hannah Grey Organizational Support ABAI https://www.abainternational.org/welcome.aspx Behavior Analysis in Practice Editor, Stephanie Peterson, Ph.D., BCBA-D, LBA https://www.abainternational.org/journals/bap.aspx Music Cruising Altitude by Jim Carr and his band New Latitude http://www.newlatitudemusic.com Link to Article Defining and Measuring Indices of Happiness and Unhappiness in Children Diagnosed with Autism Spectrum Disorder (springer.com) References   Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91 McConachie, H., Mason, D., Parr, J. R., Garland, D., Wilson, C., & Rodgers, J. (2018). Enhancing the validity of a quality of life measure for autistic people. Journal of Autism & Developmental Disorders, 48(5), 1596–1611. https://doi.org/10.1007/s10803-017-3402-z Parsons, M. B., Reid, D. H., Bentley, E., Inman, A., & Lattimore, L. P. (2012). Identifying indices of happiness and unhappiness among adults with autism: Potential targets for behavioral assessment and intervention. Behavior Analysis in Practice, 5(1), 15–25. https://doi.org/10.1007/BF03391814 Ramey, D., Healy, O., Lang, R., Gormley, L., & Pullen, N. (2019). Measuring mood as a dependent variable in behavioral interventions for individuals with ASD: A systematic review. Review Journal of Autism & Developmental Disorders, 6(3), 255–273. https://doi.org/10.1007/s40489-019-00169-8 Ramey, D., Healy, O., & McEnaney, E. (2022). Defining and measuring indices of happiness and unhappiness in children diagnosed with autism spectrum disorder. Behavior Analysis in Practice, 16(1), 194–209.https://doi.org/10.1007/s40617-022-00710-y Schwartz, I. S., & Kelly, E. M. (2021). Quality of life for people with disabilities: Why applied behavior analysts should consider this a primary dependent variable. Research and Practice for Persons with Severe Disabilities, 46(3), 159–172. https://doi.org/10.1177/15407969211033629 van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21(4), 381–384.https://doi.org/10.1901/jaba.1988.21-381

In this “Recast” episode of Talking with Tech, we share a remastered episode that was previously aired on the podcast. This episode, Chris Bugaj, Rachel Madel, and Lucas Stuber have a roundtable discussion about the key components of aided language stimulation, i.e. modeling. This means that the the communication partner uses the same communication system as the AAC user to model communication exchanges.   Key ideas this week:  

Rob's running the show solo this month as we head into the dog days of summer. Enjoy our two regular episodes including a history of behavior analysis with Dr. Mirari Elcoro and our listener-selected episode on client self-determination in transition planning. Then, while we're enjoying a little time off, we'll be unlocking last year's book club discussing “Street Data” and releasing our talk on Quality of Life from last year's Thompson Center conference. All that and Rob gets some performance feedback. Articles for August 2023 The History of Psychology and Behavior Anaysis w/ Dr. Mirari Elcoro Elcoro, M. & Backer, A. (2021). Murray Sidman and Patient H.M.: The role of behavior analysis in the emergence of collaborative modern neuroscience. Journal of the Experimental Analysis of Behavior, 115, 242-254. doi: 10.1002/jeab.656 Elcoro, M. & McCarley, N. (2015). This old thing? Using old laboratory equipment to enhance student learning. Teaching of Psychology, 42, 69-72. doi: 10.1177/0098628314562681 Self-Determination in IEP Transition Planning (LIVE) Lipscomb, S., Lacoe, J., Liu, A.Y., & Haimson, J. (2018). Preparing for life after high school: The characteristics and experiences of youth in special education. National Center for Education Evaluation. https://ies.ed.gov/ncee/projects/evaluation/disabilities_nlts2012.asp Martin, J.E., Woods, L.L., Sylvester, L., & Gardner, J.E. (2005). A challenge to self-determination: Disagreement between the vocational choices made by individuals with severe disabilities and their caregivers. Research and Practice for Persons with Severe Disabilities, 30, 147-153. doi: 10.2511/rpsd.30.3.147 Mueller, T.G., Bassett, D.S., & Brewer, R.D. (2012). Planning for the future: A model for using the principles of transition to guide the development of behavior intervention plans. Intervention in School and Clinic, 48, 38-46. doi: 10.1177/1053451212443130 Howard, M., Reed, A.S., & Francis, G.L. (2020). “It's my meeting!”: Involving high school students with significant disabilities in the Individualized Education Program process. Teaching Exceptional Children, 53, 290-298. doi: 10.1177/0040059920958739 (UNLOCKED) Street Data Book Club Safir, S. & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and school transformation. Corwin. Bonus Episode 31 - Quality of Life (LIVE @ Thompson Center for Autism Conference 2022) Presentation Slides

While science has researched the effectiveness of many augmentative and assistive communication methods, one disproven, pseudoscientific technique just keeps refusing to stay in the dustbin of history: Facilitated communication. This week, we go back to the 90s to review how facilitated communication stole the voices of people with disabilities, the research that originally kicked facilitated communication to the curb, and why it remains important to guard against FC's seemingly never-ending resurgence. Plus, Rob fights city hall poorly. Also, if you've never seen it, be sure to watch Prisoners of Silence, a documentary from 1992 that we all love and talk about a TON! This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Travers, J.C., Tincani, M.J., & Lang, R. (2014). Facilitated communication denies people with disabilities their voice. Research and Pactice for Persons with Severe Disabilities, 39, 195-202. doi: 10.1177/1540796914556778 Eberlin, M., McConnachie, G., Ibel, S., & Volpe, L. (1993). Facilitated communication: A failure to replicate the phenomenon. Journal of Autism and Developmental Disorders, 23, 507-530. doi: 10.1007/BF01046053 Montee, B.B., Miltenberger, R.G., & Wittrock, D. (1995). An experimental analysis of facilitated communication. Journal of Applied Behavior Analysis, 28, 189-200. doi: 10.1901/jaba.1995.28-189 Roane, H.S., Kadey, H.J., & Sullivan, W.E. (2019). Evaluation of word recognition following typing produced through facilitated communication. Journal of Applied Behavior Analysis, 52, 1107-1112. doi: 10.1002/jaba.587 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

This month, we're terrified of our riches in special guests as we discuss controversy, literacy, and advocacy. First, Dr. Denise Ross-Page and Dr. R. Douglas Greer join us to review how behavior analysis can promote effective practices in teaching reading and literacy. Next, Dr. Sarah Campau and Dr. Matthew Capriotti join us and Book Club Guy, Alan Haberman, to discuss their recent papers making a call to action for behavior analysts to step up in our efforts to speak out on ABA historical harms to the LGBTQ+ community and speak up for improving support for sexual and gender minority issues. Finally, we're all shocked that people are STILL TALKING ABOUT facilitated communication! Almost 30 years after its debunking, we decided to remind everyone that it doesn't work and limits the expression of people with disabilities. Could talking about ABA be more fun than gorging on Halloween candy? Articles for October 2022 ABA and Literacy w/ Dr. Denise Ross-Page + Dr. R. Douglas Greer Gentilini, L.M. & Greer, R.D. (2021). The effect of the establishment of conditioned reinforcement for reading content on second-graders' reading achievement. Behavior Analysis in Practice, 14, 141-160. doi: 10.1007/s40617-020-00511-1 Hernandez, Donald J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. The Annie E. Casey Foundation: New York, NY. Hugh-Pennie, A.K., Hernandez, M., Uwayo, M., Johnson, G., & Ross, D. (2021). Culturally relevant pedagogy and applied behavior analysis: Addressing educational disparities in PK-12 schools. Behavior Analysis in Practice. doi: 10.1007/s40617-021-00655-8 Ross-Page, D.E. & Greer, R.D. (in press). An introduction to a strategic science of teaching. In D. Ross-Page & R.D. Greer (Eds.),When text speaks: Learning to read & reading to learn (pp. 1-21). Sloan Publishing. A Call to Action on Rekers and Lovaas w/ Dr. Sarah Campau + Dr. Matthew Capriotti (feat. Alan Haberman) Conine, D.E., Campau, S.C., & Petronelli, A.K. (2022). LGBTQ+ conversion therapy and applied behavior analysis: A call to action. Journal of Applied Behavior Analysis, 55, 6-18. doi: 10.1002/jaba.876. Capriotti, M.R. & Donaldson, J.M. (2022). “Why don't behavior analysts do something?” Behavior analysts' historical, present, and potential future actions on sexual and gender minority issues. Journal of Applied Behavior Analysis, 55, 19-39. doi: 10.1002/jaba.884 The Society for the Experimental Analysis of Behavior & LeBlanc, L.A. (2020). Editor's note: Societal changes and expression of concern about Rekers and Lovaas' (1974) behavioral treatment of deviant sex-role behaviors in a male child. Journal of Applied Behavior Analysis Behavior, 53, 1830-1836. doi: 10.1002/jaba.768 Rekers, G.A. & Lovaas, O.I. (1974). Behavioral treatment of deviant sex-role behaviors in a male child. Journal of Applied Behavior Analysis, 7, 173-190. doi: 10.1901/jaba.1974.7-173 Facilitated Communication Travers, J.C., Tincani, M.J., & Lang, R. (2014). Facilitated communication denies people with disabilities their voice. Research and Pactice for Persons with Severe Disabilities, 39, 195-202. doi: 10.1177/1540796914556778 Eberlin, M., McConnachie, G., Ibel, S., & Volpe, L. (1993). Facilitated communication: A failure to replicate the phenomenon. Journal of Autism and Developmental Disorders, 23, 507-530. doi: 10.1007/BF01046053 Montee, B.B., Miltenberger, R.G., & Wittrock, D. (1995). An experimental analysis of facilitated communication. Journal of Applied Behavior Analysis, 28, 189-200. doi: 10.1901/jaba.1995.28-189 Roane, H.S., Kadey, H.J., & Sullivan, W.E. (2019). Evaluation of word recognition following typing produced through facilitated communication. Journal of Applied Behavior Analysis, 52, 1107-1112. doi: 10.1002/jaba.587

Hi, Y'all! First a big shoutout to all my kids for leveling up this year. I'm now the proud father of a 16, 13, and 10-year-old. The single-digit days are over. Thanks for being great kids. I love being your dad. Oh, and by the way. Welcome to our new subscribers and listeners. Remarkably, we went from 209 downloads for our August 5 edition of the Weeklyish to 700 downloads for our latest episode on August 19. I sincerely appreciate it. If you are wondering who this Tim Villegas guy is, please check out “The Misunderstood Inclusionist,” for a little background info on me and why I'm extremely fortunate to do what I do. So, one of the perks of the job is that I get to read and think about inclusion. When I was a special education classroom teacher, I still did this. But I didn't give myself dedicated time to digest the information.  For this edition of the Weeklyish, I wanted to share two journal articles that I think you'll find interesting and possibly give you hope for a unified educational system. There is another one that I don't think deserves any of your time, so I'm not going to mention it. But some themes are not uncommon in any critique of an “all means all” philosophy, and I have a few things to say about that. First up is an article (from 2020) by Michael Giangreco. It's called “How Can a Student with Severe Disabilities Be in a Fifth Grade Class When He Can't Do Fifth-Grade Level Work?” Misapplying the Least Restrictive Environment. Isn't that a great title? It is from the journal Research and Practice for Persons with Severe Disabilities. Here is the big idea: the concept of Least Restrictive Environment or LRE should facilitate inclusive placement for students with extensive support needs. Instead, LRE often is used as justification for a segregated placement in a special education classroom. Shout out to Charmaine Thaner and her interview with Cheryl Jorgensen about this on her Facebook Live show. How many times have you heard, “well...this student's LRE is an autism classroom.” I would argue that the Least Restrictive Environment is meant as the general education classroom. All other placements are just plain restrictive. Here is an excerpt from the article. It's Giangreco's concluding statement.  The fact that so many students with severe disabilities are being successfully included in general education placements is evidence that it can be done, and begs the question of why it is happening in some schools and not in others. Even in those situations where students with severe disabilities are placed in general education classes, there is undoubtedly much work that remains to be done because placement in general education classes is necessary but not sufficient to be truly included. In the words of Dr. Martin Luther King Jr., “The arc of the moral universe is long, but it bends toward justice.” The US history of general education class placement of students with severe disabilities has followed this long slow arc toward inclusion and justice. Granted, we still have a long way to go! Whatever steps we can take to continue and speed up the process are important so that more students can benefit from inclusive schooling sooner, rather than later, if at all. I want to reiterate what Giangreco says here: general education placement is necessary but insufficient. Ok. I'll get back to that in a minute. Take a deep breath. Ready for the next one? This article is “An Interview on District and School Transformation: Practical Approaches to Facilitating Sustainable Systemic Change.” And it's from a journal called Inclusive Practices from 2021. If you've been following me for any length of time, you've probably heard me talk about school districts that are right now changing their practices to become more inclusive. Well in Illinois, there is a special education cooperative that is reimagining what education services look like for all learners.  A regional cooperative has a number of districts that they serve in various ways, but historically through special education classrooms and indirect services like professional development. And so, when Dr. Kurt Schneider came to True North, the focus of the cooperative changed to assist with providing instructional supports and services within general education curriculum and classrooms, so learners could be meaningfully included in their home schools and communities. Here is an excerpt from the interview: By the end of the first year with Dr. Schneider, Board members all understood IDEA, the history of legislation, the impact it had on school systems, the ways in which funding had fallen short, and had a deeper understanding of the concept of LRE and its intent. The people at our table began to understand why inclusive education was important, that every student was a general education student and deserves an enviable life, and that community connection was critically important. At MCIE, one thing we talk about a lot is creating a shared understanding of inclusion. And that's exactly what True North has attempted to do. Understanding the What, Why, and How of inclusion is so important. And that is something we (as in MCIE) love to do. Let us know if you are looking for a partner in creating a shared understanding of inclusive education. Ok. Finally. The article that shall not be mentioned. There is a common theme with any criticism of the inclusive education movement. Which you are a part of BTW. So, welcome to the club. Inclusionists get painted as though we want to completely eliminate special education, disability labels, and related services. That's simply not true.  We don't want to get rid of specialized instruction or services. But just because we provide special services doesn't mean it needs to be in a separate or special place! Granted, sometimes labels are useful but not for using language like, “how many autism kids you have in your classroom,” or identifying learners and teacher by their acronyms. And yes, teachers need to be expected to teach all learners, but that doesn't mean we get rid of specialists. General and special education teachers need to collaborate. That means one unified system, not simply eliminating special education teachers or services. As Lee Ann Jung et al. say in their book Your Students, My Students, Our Students: “[Learners] who have disabilities do not have "special needs"; they only have special rights. And any [learner] who has a need, with or without disabilities, may benefit from the expertise of a specialist.” Inclusionists also get criticized for using the phrase “all means all,” which people interpret as meaning we want all learners in general education classrooms one hundred percent of the time no matter what. As I've said before, and most recently a few paragraphs ago, placement is the beginning, but it doesn't mean that a learner is meaningfully included.  For more on that you can read my piece called, What Does Inclusive Education Really Mean? And something that our critics often leave out is that in a unified system, instructional practices will have to change. We can't go on with business as usual and expect that learners with and without disabilities can coexist in the same location without changes to the entire system. But I guess it is easier to paint us with broad strokes than admit that we may have a nuanced view of how inclusive education works in the real world. “All means all” may be a simple mantra but we've actually seen it work. When I say, “all means all,” I'm saying that all learners deserve to be meaningfully included in their neighborhood schools alongside their same-age peers. I think that's one concept everyone can get behind. That's all the reading and thinking we have time for today.  If you have questions or comments email me at tvillegas@mcie.org or go to mcie.org to learn more about how we can partner with you and your school or district. Thanks for your time, everyone. I'll be back in a couple of weeks with another edition of The Weeklyish.  Have a great week! ICYMI Why is inclusion important? Here is what you said. Dr. Ross Greene | Using Collaborative and Proactive Solutions to Support All Learners What Does Truly Meaningful Inclusion Mean to You? Dr. Mona Delahooke | Beyond Behavior Charts and Positive Reinforcement Around the Web Netflix Looks To Increase Disability Representation In Kids' Shows Inside Six Flags' Efforts To Make Its Parks More Inclusive 10 Focus Areas to Evaluate the Effectiveness of UDL in the Classroom All Teachers, All Classrooms, All Hands-on Deck What I'm Reading What I'm Watching The Resort | Official Trailer | Peacock Original Pod Recs Ontario to disabled teen: lose funding or independence (The Matters)  How School Privatization Has Undermined Democracy in New Orleans (Have You Heard)  Womb Wars pt.1 (American Hysteria)  504- Bleep! (99% Invisible)  Im Aufzug mit Prof. Dr. Maren Urner, Neurowissenschaftlerin (Im Aufzug)  Introducing: The Loudest Girl in the World What I'm Listening To The Shins - The Great Divide What's in my Timeline “Someone recently shared a comment from a frustrated person who said “Jordyn makes typing look so easy.” I've been processing this for a few days and here's the problem with statements like these:” via @jordynbzim From the Wayback Machine 3 Things About Teaching and Learning for Students With Disabilities Just Because The Secrets of Nickelodeon's Hidden Temple  ... The Weeklyish is written, edited, and sound designed by Tim Villegas and is a production of MCIE. Our intro stinger is by Miles Kredich. And our outro is by REDProductions. For information about inclusive education visit mcie.org and check out our flagship podcast, Think Inclusive, on your favorite podcast app. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit weeklyish.substack.com

In this episode of The Reformed Deacon hosts David Nakhla and John Voss talk with Rev. Stephen Tracey, pastor of Lakeview OPC in Rockport, ME on a topic that might seem overwhelming to churches, and as such, may be overlooked, “Disabilities and the Church”. This is a powerful and very helpful episode and should be required listening for every Christian—certainly for elders and deacons. It will open your eyes to some of the challenges the disabled and their families face in relationship to the church—some you may never have thought before listening. In his three simple steps to minister to, and with, those with disabilities, Rev. Tracey suggests, "Be a welcoming church, be a welcoming church to anyone, and do what you can." Referenced in this episode:Bulletin insert: Irresistible Church Training for Disability Ministry: Disability Etiquette PDFResources from the PCA  Resources from the CRC Lakeview OPC in Rockport, ME has been sending families and volunteers to Joni and Friends New England Family Retreats. In 2020 Joni and Fiends made a short movie about Lakeview's involvement to encourage other churches in the New England area. Mark Vannoy is a ruling elder and we are very grateful to Mark and Esther for their willingness to open their home and their hearts. Many of the people in this movie are members and friends of Lakeview. MTIOPCDeacon Check-InPastor Stephen Tracey's recommended reading on disability and the church:Beates, Michael S., Disability and the Gospel: How God Uses our Brokenness to Display His Grace, Wheaton, IL, Crossway, 2012.Hammond, George C., It Has Not Yet Appeared What We Shall Be: A Reconsideration of the Imago Dei in Light of Those with Severe Disabilities. Phillipsburg, NJ, Presbyterian and Reformed Publishing, 2017.Hubach, Stephanie O., Same Lake, Different Boat: Coming Alongside People touched by Disability, Phillipsburg, NJ, Presbyterian and Reformed Publishing, 2006. Revised and updated edition, 2020.Macaskill, Grant, Autism and the Church: Bible, Theology, and Community. Waco, Texas, Baylor University Press, 2019.Some very useful booklets are available free from Joni and Fiends, providing a broadly evangelical approach to many practical aspects of disability. Many helpful suggestions can be adapted for use in different local situations. https://www.joniandfriends.org/ministries/church-training-resources/irresistible-church-training-series/Pastor Tracey found the following two books to be helpful:Brueck, Kate, Start with Hello: Introducing your Church to Special Needs Ministry, Agoura Hills, CA, The Irresistible Church Series, Joni and Friends, 2015. Lillo, Debbie, Doing Life Together: Building Community for Families Affected by Disability, Agoura Hills, CA, The Irresistible Church Series, Joni and Friends, 2017.I am very happy to discuss disability and the church. I can be contacted at tracey.1@opc.org

In this episode, Ben chats with Dr. Dennis Reid, Ph.D., BCBA-D. Denny and his colleagues have been at forefront of evidence-based staff training for almost 50 years. He has published a series of bestselling books on improving the lives of human service staff, their supervisors and most importantly the people they serve through performance and competency-based training.   Continuing Education Units (CEUs): https://cbiconsultants.com/shop BACB: 1.5 Supervision IBAO: 1.5 Supervision   The Lifestyle Development Process - Dr. Paul Malette: Malette, P., Mirenda, P., Kandborg, T., Jones, P., Bunz, T., & Rogow, S. (1992). Application of a Lifestyle Development Process for persons with severe intellectual disabilities: A case study report. Journal of the Association for Persons with Severe Handicaps, 17(3), 179–191. https://doi.org/10.1177/154079699201700306    Podcast Episodes Discussed: Dr. Darren Bowring, Episode #25: https://www.behaviourspeak.com/e/episode-25havingsexseeing-a-concert-going-to-thepubliving-with-myfriendsproper-outcomesof-positive-behaviour-supportwithdrdarren-bowringphd        Dr. Kate Gould, Episode #23: https://www.behaviourspeak.com/e/episode-23-person-driven-positive-behaviour-support-for-traumatic-brain-injury-with-dr-kate-gould-dpsych      Show Notes: PATH - Jack Pearpoint: https://inclusion.com/path-maps-and-person-centered-planning/path        Lou Brown: https://inclusion.com/change-makers-resources-for-inclusion/john-obrien-change-makers-books-videos/honouring-lou-brown    Mark Gold: https://mn.gov/mnddc/extra/marc-gold1.html   Group Homes for People with Intellectual Disabilities: https://www.ubcpress.ca/group-homes-for-people-with-intellectual-disabilities    Active Support: https://www.amazon.com/Active-Support-Empowering-Intellectual-Disabilities/dp/1849051119     Dr. Dennis Reid's Book Series: Supervisor's Guidebook: https://www.amazon.com/Supervisors-Guidebook-Evidence-Based-Strategies-Promoting/dp/0398093601/ref=pd_sbs_1/140-9302721-4051958?pd_rd_w=qkvby&pf_rd_p=3676        Motivating Human Service Staff: https://www.amazon.ca/Motivating-human-service-staff-Supervisory/dp/0964556200/ref=sr_1_7?dchild=1&keywords=dennis+h+reid&qid=1632777292&s=books&sr=1-7    Working with Staff to Overcome Challenging Behavior: https://www.amazon.ca/Working-Overcome-Challenging-Behavior-Disabilities/dp/0964556235/ref=sr_1_8?dchild=1&keywords=dennis+h+reid&qid=1632777313&s=books&sr=1-8   Training Staff to Teach People with Severe Disabilities: https://www.amazon.com/Training-Staff-People-Severe-Disabilities/dp/1597381101/ref=sr_1_3?dchild=1&keywords=dennis+h+reid&qid=1632777451&s=books&sr=1-3    Promoting Happiness Among Adults with Autism and Other Severe Disabilities: https://www.amazon.com/Promoting-Happiness-Adults-Autism-Disabilities/dp/096455626X/ref=sr_1_4?dchild=1&keywords=dennis+h+reid&qid=1632777483&s=books&sr=1-4   Preference Based Teaching: https://www.amazon.com/Preference-Based-Teaching-Developmental-Disabilities-Learning/dp/0964556243/ref=sr_1_6?dchild=1&keywords=dennis+h+reid&qid=1632777483&s=books&sr=1-6           Articles Referenced: Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults. The Journal of Special Education, 13(1), 81-90. https://doi.org/10.1177/002246697901300113  Fabry, P. L. & Reid, D. H. (1978). Teaching foster grandparents to train severely handicapped persons. Journal of Applied Behavior Analysis, 11, 111-123. https://doi.org/10.1901/jaba.1978.11-111  Green, C. W. & Reid, D.H. (1996). Defining, validating, and increasing indices of happiness among people with profound multiple disabilities. Journal of Applied Behavior Analysis, 29, 67-78. https://doi.org/10.1901/jaba.1996.29-67  Green, C. W., Reid, D. H., White, L. K., Halford, R. C., Brittain, D. P. & Gardner, S. M. (1988). Identifying reinforcers for persons with profound handicaps: staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31-43. https://doi.org/10.1901/jaba.1988.21-31  Malette, P., Mirenda, P., Kandborg, T., Jones, P., Bunz, T., & Rogow, S. (1992). Application of a Lifestyle Development Process for persons with severe intellectual disabilities: A case study report. Journal of the Association for Persons with Severe Handicaps, 17(3), 179-191. https://doi.org/10.1177/154079699201700306  Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2-11. https://doi.org/10.1007/BF03391819  Reid, D. H., Luyben, P. D., Rawers, R. J., & Bailey, J. S. (1976). Newspaper recycling behavior: The effects of prompting and proximity of containers. Environment and Behavior, 8(3), 471-482. https://doi.org/10.1177/136327527600800307  Reid, D. H., Everson, J. M. & Green, C. W. (1999). A systematic evaluation of preferences identified through person-centered planning for people with profound multiple disabilities. Journal of Applied Behavior Analysis, 32, 467-477. https://doi.org/10.1901/jaba.1999.32-467  Reid, D. H., Parsons, M. B. & Jensen, J. M. (2017). Maintaining staff performance following a training intervention: Suggestions from a 30-year case example. Behavior Analysis in Practice, 10, 12-21. https://doi.org/10.1007/s40617-015-0101-0  Reid, D. H., Rosswurm, M. & Rotholz, D. A. (2018). No less worthy: Recommendations for behavior analysts treating adults with intellectual and developmental disabilities with dignity. Behavior Analysis in Practice, 11, 71-79. https://doi.org/10.1007/s40617-017-0203-y 

Most adult supports are chosen via eligible providers on HCBS waiver lists. However, some states have been toying with a new method that offers more flexibility and choice. In this conversation we explore what families have and have not liked about the newly rolled out Self Determination Program and why our family has decided to move away from provider lists and into this new option of funding supports. About the Guest: Sonni Charness, Founder of Guidelight Group Sonni Bendetson Charness brings over a decade of experience serving teens and adults with developmental disabilities and is an expert in community integration and employment supports. Sonni leads the team at Guidelight Group and also works personally with clients.  Sonni's work on transition-to-adulthood and employment has been published in the Journal of Vocational Rehabilitation and in Research and Practice for Persons with Severe Disabilities. Sonni has been a featured expert on the LOMAH podcast and as a presenter at countless conferences including TASH, the Supported Life Conference, and the Statewide Conference on Self-Determination.  Sonni is a member of the Board of Directors for California APSE, the state chapter of the nation's leading advocacy organization promoting employment for people with disabilities. Sonni is a Certified Employment Support Professional (CESP), and is trained in Person-Centered Thinking and Independent Facilitation.  Sonni obtained her master's degree in special education at Vanderbilt University, where she specialized in transition-to-adulthood and employment outcomes for students with moderate/severe disabilities. Sonni earned her bachelor's degree in child development from Tufts University. Links to Mentioned Content Sonni on the LOMAH Podcast for the Transition Series - Episode #95 - School to Adult Services: Filling the Gaps Disaability Voices United Self Determination Program Connect Zoom Meetings Presentations on the San Gabriel / Pamona Regional Center YouTube channel presented by Guidelight Group.

Get .1 ASHA CEU hereEpisode SummaryEver feel under-equipped to deal with the counseling demands that often pop up in your daily SLP work? You're not alone! So much of what we do as SLP's is “grief work” and many of us find ourselves in over our heads at times with the counseling needs of our clients or students and their families. This week, Kate and Amy capitalize on their “forced friendship” with Beverly Montgomery of Lex Communicate to talk about the power of alliances with mental health professionals in addressing the holistic needs of individuals with communication differences and the caregivers who support them. Beverly discusses how mental health needs touch each case we serve and offers actionable suggestions for how Interprofessional Education (IPE) and Interprofessional Practice (IPP) can help us go beyond due diligence and realize better outcomes for those we serve. Tune in to explore which mental health professionals may be unexpected allies and obtain some simple strategies to help you manage these powerful relationships when scopes of practice overlap. Our clients and students are so complex, you may often feel that you “have a flashlight when you need a flood light” to recognize all of the facets that compose client and family needs. Beverly's approach to interdisciplinary practice Illuminates the complexities of your toughest cases. If you find “other stuff” getting in the way of therapeutic progress for your clients or students, this is the episode for you.Learning OutcomesState the purpose(s) and benefit(s) of interprofessional collaborationDefine Interprofessional Education (IPE) and Interprofessional Practice (IPP)Describe a decision-making process for when and how to make mental health referralsIdentify a variety of collaborative partners both within and outside their organizationReferencesAmerican Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Professional Issues Statement]. Available from www.asha.org/policy. Dobbs-Oates, J., & Wachter Morris, C. (2016). The case for interprofessional education in teacher education and beyond. Journal of Education for Teaching, 42(1), 50–65. https://doi.org/10.1080/02607476.2015.1131363 Elleseff, T. (2014). Creating Successful Team Collaboration: Behavior Management in the Schools. Perspectives on School-Based Issues, 15(1), 38–44.https://doi.org/10.1044/sbi15.1.38. Erickson, K. A. (2017). Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students with Severe Disabilities. Retrieved March 3, 2020, from https://doi.org/10.1044/2017_AJSLP15-0067 Farber, J. G., & Klein, E. R. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30, 83- 91. Kent-Walsh, J., & Light, J. (2003). General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104–124. Novak, J.M., & Kapolnek, K.M. (2001). Speech-language pathologists serving clients with mental illness: A collaborative treatment approach. Contemporary Issues in Communication Science and Disorders, 28, 111-122.Pfeiffer, Danika L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019). A National Survey of Speech-Language Pathologists Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation. Language, Speech, and Hearing Services in Schools, 50(4), 639–655. https://doi.org/10.1044/2019_lshss-18-0100 Roepke, E., Greenwell, T., & Brosseau-Lapré, F. (2019). Service delivery for children with speech sound disorders: Evidence for the Quick Articulation! model. EBP Briefs, 14(2), 1–9. Bloomington, MN: NCS Pearson, Inc. Throneberg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., & Paul, P. J. (2000). A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting. Retrieved March 21, 2020, from https://doi.org/10.1044/1058-0360.0901.10Online ResourcesWorld Health Organization: Interprofessional Education & PracticeAmerican Speech and Hearing Association: Interprofessional Education and PracticeSpeaker Disclosures:Beverly Montgomery financial disclosures: Beverly is the owner and operator of Lex Communicate. Beverly Montgomery non-financial disclosures: Beverly has family members with diagnoses discussed in the course and has a professional bias towards integrated, collaborative social communication treatment. 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.Course Disclosure - Financial and In-KindFunding for this course was provided by one of our Corporate Sponsors, Vooks.Time Ordered Agenda:15 minutes: Introduction, Disclaimers and Disclosures25 minutes: Descriptions of the purposes and benefits of interprofessional collaboration, interprofessional education, and interprofessional practice15 minutes: Descriptions of the decision-making process for when and how to make mental health referrals10 minutes: Descriptions of a variety of collaborative partners both within and outside their organization5 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!__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!

Episode SummaryAmid mounting pressure from new leadership, Disney animators ushered in a new era with its first ever computer-generated image (CGI) sequence in The Great Mouse Detective (1986). Erin and Rachel discuss their attraction to Disney characters and their puzzlement with the lengthy cabaret sequence in this Sherlock Holmes-inspired adventure film.Episode BibliographyBlack, R.S., & Pretes, L. (2007). Victims and victors: Representation of physical disability on the silver screen. Research and Practice for Persons with Severe Disabilities, 32(1), 66-83.Bogdan, R., Biklen, D., Shapiro, A. & D. Spelkoman. (1982). The disabled: Media's monster. Social Policy, 13(2), 32-35.Culhane, J. (1986, July 27). 'The Great Mouse Detective' Gives Clues to the Future of Disney Animation. The New York Times, 16.Darnton, N. (1986, July 2). Film: 'The Great Mouse Detective'. The New York Times, 29.Donnelly, C. E. (2016). Re-visioning negative archetypes of disability and deformity in fantasy: Wicked, Maleficent, and Game of Thrones. Disability Studies Quarterly, 36(4). Ebert, R. (1986, July 2). The Great Mouse Detective. RogerEbert.com. Retrieved August 17, 2021, from https://www.rogerebert.com/reviews/the-great-mouse-detective-1986Fanning, J. (2016, June 30). Did You Know? Unravel 8 Sneaky Facts from The Great Mouse Detective. D23. Retrieved August 24, 2021, from https://d23.com/did-you-know-unravel-9-sneaky-facts-from-the-great-mouse-detective/Frayling, C. (2014). The Yellow Peril: Dr. Fu Manchu and the rise of Chinaphobia. Thames & Hudson.Goldstein, A. O., Sobel, R. A., & Newman, G. R. (1999). Tobacco and alcohol use in G-rated children's animated films. JAMA, 281(12), 1131-1136. doi:10.1001/jama.281.12.1131The Great Mouse Detective. (n.d.). Wikipedia. Retrieved August 17, 2021, from https://en.wikipedia.org/wiki/The_Great_Mouse_DetectiveKorkis, J. (2011, February 23). How Basil Saved Disney Feature Animation: Part One. Mouse Planet. Retrieved August 24, 2021, from https://www.mouseplanet.com/9534/How_Basil_Saved_Disney_Feature_Animation_Part_OneKorkis, J. (2011, March 2). How Basil Saved Disney Feature Animation: Part Two. Mouse Planet. Retrieved August 24, 2021, from https://www.mouseplanet.com/9549/How_Basil_Saved_Disney_Feature_Animation_Part_TwoMotamayor, R. (2020, April 2). Revisiting ‘The Great Mouse Detective', the Unsung Kickstarter of the Disney Renaissance (And One of Disney's Creepiest Movies). /Film. Retrieved August 17, 2021, from https://www.slashfilm.com/the-great-mouse-detective-revisited-2/Ness, M. (2015, October 22). This, Too, Started With a Mouse. Tor.com. Retrieved August 26, 2021, from https://www.tor.com/2015/10/22/this-too-started-with-a-mouse-disneys-the-great-mouse-detective/Peraza, M. (2010, April 1). Basil of Baker Street. Ink and Paint Club. Retrieved August 24, 2021, from http://michaelperaza.blogspot.com/search/label/Basil%20of%20Baker%20StreetSiskel, G. (1986, August 8). Flick of Week: 'Vagabond' One of Finest Films in Years. Chicago Tribune.Steinmetz, J. (1986, July 2). 'Great Mouse Detective': Vintage Disney, Updated. Chicago Tribune.Tran, D. N. (2008, December 12). The Great Mouse Detective Film FAQ. Basilans.com. Retrieved August 24, 2021, from http://www.geocities.ws/basilians/library/faq/film.htmWillistein, P. (1986, July 27). A Very Animated Fellow Candy Candido Lends Vocal Support to Some Memorable Disney Characters. The Morning Call.Wire-frame model. (n.d.). Wikipedia. Retrieved August 17, 2021, from https://en.wikipedia.org/wiki/Wire-frame_model

US to erase student debt for people with severe disabilities. Record delta wave hits children, raising fears as schools open. Fires harming California's efforts to curb climate change. You can subscribe to Five Minute News with Anthony Davis on YouTube, with your preferred podcast app, ask your smart speaker, or enable Five Minute News as your Amazon Alexa Flash Briefing skill.  Subscribe, rate and review at www.fiveminute.news  Five Minute News is an Evergreen Podcast, covering politics, inequality, health and climate - delivering independent, unbiased and essential world news, daily. 

Chief of the Education Partnership and Resources Division within the DoDEA, Kathy Facon joins us to provide an overview of impact aid and encourage eligible Local Education Agencies to apply for a portion of $20M in funding available to schools through the DoD Impact Aid for Children with Severe Disabilities (CWSD) program.   This podcast has been made possible thanks to the generous support from the Edwards Spouses' Club. https://www.edwardsspouses.com/     Show Notes:  Learn more about the DoD Impact Aid for Children with Severe Disabilities Program at: https://www.dodea.edu/partnership/disabilities.cfm   Application Deadline Completed applications are due July 15, 2021 to be eligible for FY 2021 funds.     Kathleen Facon is the Chief of the Education Partnership and Resources Division within the Department of Defense Education Activity (DoDEA). In this role, Ms. Facon is responsible for leading efforts to increase family, school, and community partnerships to expand educational opportunities to leverage the influence and share resources of the Department of Defense Education Activity with to support children from military families. She is responsible for the oversight for policy and management of the Non-DoD School Program (NDSP), providing support and funding for the education of over 4,000 school age children of military members and DoD civilian employees assigned to approximately 135 international locations.   Ms. Facon provides leadership and oversight for a competitive grant program which promotes and expands continuity in academic and social support programs in military-connected school districts and is responsible for the administration of the congressional funding for Department of Defense Impact Aid Program. Over the past thirty years, Ms. Facon served as an expert advisor, senior staff officer, and consultant on child and youth development, early education, national accreditation systems, partnerships, parent education and involvement, curriculum programming, youth education support, and exceptional family member programs.  

Get .1 ASHA CEU hereWhether we like it or not, we (as SLPs) share a lot of “territory” with behaviorally oriented professionals. While we like to feel like we own the majority of the real estate on Communication Island, the truth is we share it with several other professionals (teachers, neuropsychologists, etc.) including BCBAs. Similarly, BCBAs feel that they own the majority of the real estate on Behavior Island, even though several articles we reviewed consider writing functional behavior assessments within our “tool box.” As we discussed in an earlier episode (see Collaborating with BCBAs) this feeling of “ownership” can be a real show stopper. This is a big problem when we have students / clients who are complex learners and benefit from structured behavioral interventions and communicate with augmentative alternative communication strategies.Using augmentative alternative communication within the context of a behavior plan is a clinical issue that should visit both islands. There are AAC users with complex behavior needs that require the expertise of a BCBA, and there are individuals under the care of a BCBA without functional speech who need an SLP to evaluate and prescribe AAC strategies. When a situation arises that requires the expertise of both professions it is crucial that we know our roles and responsibilities, where our scope of competence ends, what to do when a communication tool isn't supported within an environment and / or behavior plan, and how we can effectively collaborate with one another to benefit our client. Only through effective collaboration can we build bridges between these isolated islands and make treatment more effective for our students and clients.Tune in for an hour of commentary and literature review about collaboration specifically related to AAC within the context of behavioral programming. Learn about scope of competence, roles and responsibilities, and how to meet in the middle at Collaboration Station (get it?)This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning Outcomes1. Identify roles and responsibilities when collaborating around AAC within a behavior plan2. Identify when to modify a tool or select a different tool for integration into a behavior plan3. Identify environmental variables that may play a role in tool modification for behavior plan integrationReferencesDrumb, L. (2018). Analysis of Collaboration between Board Certified Behavior Analysts and Educators to Address Challenging Behaviors [ProQuest LLC]. In ProQuest LLC.Brodhead M. T. (2015). Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism. Behavior analysis in practice, 8(1), 70–78. https://doi.org/10.1007/s40617-015-0042-7Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied behavior analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120–131.MORGAN, L. (2020). Building Working Relationships With Applied Behavior Analysts: Interprofessional collaboration can help clients become better communicators. ASHA Leader, 25(3), 8–9. https://doi-org.proxy18.noblenet.org/10.1044/leader.fmp.25042020.8Mitteer, D. R., Randall, K. R., Van Winkle, L. J., & Greer, B. D. (2020). Incorporating discriminative stimuli into functional communication training with augmentative and alternative communication devices: a tutorial. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 1–8. https://doi-org.proxy18.noblenet.org/10.1080/07434618.2020.1731761Andzik, N. R., Cannella-Malone, H. I., & Sigafoos, J. (2016). Practitioner-Implemented Functional Communication Training: A Review of the Literature. Research and Practice for Persons with Severe Disabilities, 41(2), 79–89.Mancil, G. (2006). Functional Communication Training: A Review of the Literature Related to Children with Autism. Education and Training in Developmental Disabilities, 41(3), 213-224. Retrieved May 6, 2020, from www.jstor.org/stable/23880196McEvoy, M. A., & Neilsen, S. L. (2001). Using Functional Behavioral Assessment and Functional Communication Training to Assess and Prevent Challenging Behavior. Perspectives on Augmentative and Alternative Communication, 10(1), 6-8. doi:doi:10.1044/aac10.1.6Disclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Discussion of the different roles and responsibilities between SLPs and BCBAs15 minutes: Discussion about different communication modalities within behavioral programming10 minutes: Discussion of environmental variables that may impact decisions about AAC and behavioral programming5 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!__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!

Get .1 ASHA CEU hereWe were lucky enough to publish an article for the incredible blog, PrAACtical AAC. If you interact with AAC at all in your clinical work this blog contains a wealth of information. This episode is meant to be an auditory companion to the original article published on July 6th, 2020. Below is a brief excerpt from that article:Most SLPs working in AAC have come across a variety of different interventions in their practice. Some, like aided language modeling, are popular and commonly seen at conferences. They are the most popular option on the intervention buffet. Others, like discrete trial training, are like the mystery meat – you think you know what it is, you don't think you're going to like it, and you're going to watch while someone else tries it first. Sometimes these teaching procedures are straightforward, and sometimes they are confusing, intimidating, or complicated. You may find that choosing which intervention to use is influenced by your goals, your workplace norms, or the direct needs of the AAC user; but when it comes down to actually implementing that intervention it can feel like a very complicated experience. What is the intervention supposed to look like? What materials should I use? What goals are going to be supported by this intervention? How am I possibly going to take data on this while I'm also trying to do therapy? It can feel like a doozy, and we hear you. Our goal for this episode is to demystify the main item on the intervention buffet and give a “how to” for implementation.This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning OutcomesDefine aided language modeling and describe how it is differentiated from instructional modelingIdentify strategies for planning for and implementing aided modeling interventionsIdentify strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environmentsReferencesAllen, A., Schlosser, R., Brock, K., Shane, H. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative Alternative Communication, 33(3), 149-159.Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30–43. doi: 10.1080/07434610600807470.Cafiero, J. M. (2001). The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16(3), 179–189. doi: 10.1177/108835760101600306.Drager, D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112-125.Goossens,' C. (1989). Aided communication intervention before assessment: a case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5(1), 14–26. doi: 10.1080/07434618912331274926.Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Madison, WI: Trace Center Reprint Service. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentde-livery/servlet/ERICServlet?accno=ED287275Romski M.A., & Sevcik R.A. (2003). Augmented input: Enhancing communication development. In Light JC, Beukelman DR, Reichle J, editors. Communicative competence for individuals who use AAC: From research to effective practice. Baltimore, MD: Paul H. Brookes; 2003. pp. 147–162.Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115. https://doi.org/10.1177/1540796916638822Sevcik, R. A., Romski, M. A., Watkins, R. V., & Deffebach, K. P. (1995). Adult partner-augmented communication input to youth with mental retardation using the System for Augmenting Language (SAL). Journal of Speech, Language, and Hearing Research, 38(4), 902–912. doi: 10.1044/jshr.3804.902Online ResourcesOur original blog post on PrAACtical AAC: https://praacticalaac.org/praactical/aactual-therapy-using-aided-language-modeling/Disclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is 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.Time Ordered Agenda:10 minutes: Introductions and disclosures10 minutes: Discussion of aided language modeling and describe how it is differentiated from instructional modeling20 minutes: Discussions of strategies for planning for and implementing aided modeling interventions15 minutes: Discussions of strategies for collecting stakeholder input and generalizing aided modeling interventions to novel environments5 minutes: Overview, discussion, 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!__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!

In talking about students who have significant cognitive disabilities, we often hear that statement “should I be teaching grade level content?”  PaTTANpod guests help us answer that question.   Pamela Mims is the Associate Dean of Research and Grants as well as Associate Professor of Special Education in the College of Education at East Tennessee State University. She received her PhD in Special Education from the University of North Carolina at Charlotte. Prior to her time in academia, Dr. Mims served as a teacher for students with severe, multiple disabilities for 7 years. Her areas of interest/research include: students with significant intellectual disability and autism, access to the general curriculum, and systematic instruction. Dr. Mims has numerous publications including peer reviewed articles, book chapters, and curriculum on the topics of systematic instruction and access to the general curriculum for students with significant disabilities. She has spent extensive time writing extended content standards for state departments of education, as well as training educators and administrators on alternate assessments within the United States.  She recently served as the Principal Investigator on an IES SBIR Research Grant, Access: Language Arts. which focused on developing and researching technology supports for access to grade aligned language arts for students with low incidence disabilities. Dr. Mims continues to conduct research and provide professional development nationally and internationally. Ginevra R. Courtade is an associate professor and chair of the Department of Special Education at the University of Louisville. Dr. Courtade has worked in the field of moderate to severe disabilities for 20 years. Her work focuses specifically on teaching academics to students with moderate to severe disabilities and preparing teachers to instruct students in the general education curriculum using evidence-based practices. She has numerous publications to her credit, including Early Literacy Skills Builder, Teaching to Standards: Science, Aligning IEPs to the State Standards, and 6 Successful Strategies for Teaching State Standards to Students with Moderate to Severe Disabilities. Dr. Courtade received her bachelor’s degree in psychology from the State University of New York at Buffalo, her master’s degree in special education from D’Youville College, and her doctoral degree in special education from the University of North Carolina at Charlotte. Prior to her current position, Dr. Courtade spent two years at West Virginia University, where she served as an assistant professor in special education. Currently, Dr. Courtade works closely with the Kentucky Department of Education to provide training and support to new teachers of students with moderate to severe disabilities. She also trains teachers nationally to implement academic curricula for their students.

When students age out of school services and transition to adult services gaps often emerge. Many of these gaps have simple solutions. What are the gaps and how do we bridge them?   About the Guest: Sonni Charness is the founder of Guidelight Group. She and her team specialize in helping California teens and adults with developmental disabilities and their families plan for and live their their best lives. Sonni has over ten years of professional experience supporting teens and adults with disabilities in their communities, and a Master’s degree in Special Education with an emphasis in transition and employment outcomes for youth with moderate to severe disabilities. Her work on transition-to-adulthood and employment has been published in the Journal of Vocational Rehabilitation and in Research and Practice for Persons with Severe Disabilities. (Sonni also serves on the Board of Directors for the California chapter of APSE, a national organization whose mission is to promote access for all people with disabilities to have competitive employment in an inclusive workforce.) You can learn more about Sonni, her team and their work at GuidelightGroup.org.   ***Follow our journey on instagram @journey2lomah*** Links Mentioned: Google Person Centered Thinking Training to search for opportunities in your area Helen Sanderson Associates - Person Centered Planning Tools The Learning Community for Person Centered Practices  Google Micheal Smull Related Episodes: #94 - Disability Employment: Is it Really Possible for All? #92 - Preparing Students with Disabilities for Specialized College Programs Transition Planning Series Episodes 86 - 98

Join us as we begin our investigation into Autism in education with special guest, Dr. Keith Storey.In this episode of Mentorships in Education, we welcome Dr. Keith Storey, a professor with over forty years experience working with individuals with disabilities. Mentorships in Education is brought to you by Just Education, LLC and is hosted by Judith Epstein. Judith has a Master's degree in Education with a concentration in Language Acquisition. She is certified in special education with post-graduate coursework and professional development in Cognitive Behavior Therapy (CBT), Social Thinking, and Collaborative & Proactive Solutions and Acceptance and Commitment therapy (ACT). Judith created Just Education, LLC to compile a free resource library for mentors of students who struggle on a wide variety of topics that are all related to education and student success.Keith Storey, Ph.D., BCBA-D, is currently a Clinical Director at Juvo Autism and Behavioral Health Services in Oakland, California. He is also a Professor Emeritus at Touro University in Vallejo, California. Dr. Storey has over forty years’ experience working with individuals with disabilities, including six years as a classroom teacher. His professional and research interests include transition from school to adult life, functional analysis and positive behavioral supports, supported employment, inclusion, and curriculum development. Dr. Storey is the recipient of the 1988 Alice H. Hayden Award from The Association for Persons with Severe Handicaps; the 1996 Hau-Cheng Wang Fellowship from Chapman University, which is presented for exceptional merit in scholarship; and the 2001 Robert Gaylord-Ross Memorial Scholar Award from the California Association for Persons with Severe Disabilities. He is a member of the Illinois State University College of Education Alumni Hall of Fame. He has published over 100 journal articles on a wide variety of topics. Dr. Storey has published the books Positive Behavior Supports for Adults with Disabilities in Employment, Community, and Residential Settings: Practical Strategies that Work, Case Studies in Transition and Employment for Students and Adults with Disabilities, Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers, Case Studies in Applied Behavior Analysis for Students and Adults with Disabilities, Systematic Instruction of Functional Skills for Students and Adults with Disabilities, The Road Ahead: Transition to Adult Life for Persons with Disabilities, Walking Isn’t Everything: An Account of the Life of Jean Denecke, and Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. He currently serves on the editorial boards of Career Development and Transition for Exceptional Individuals, Journal of Vocational Rehabilitation, Education and Training in Autism and Developmental Disabilities, Journal of Positive of Behavior Interventions, and Research and Practice for Persons with Severe Disabilities. He previously served on the editorial boards of Education and Treatment of Children, Vocational Evaluation and Career Assessment Professional Journal, and Exceptionality. Dr. Storey’s amazon author page is at www.amazon.com/author/keithstorey and his Goodreads author page is at https://www.goodreads.com/author/show/105547.Keith_Storey. You can reach him at keith.storey@tu.edu.CONNECT WITH USEmail Judi: info@justeducationfirst.comOur Website: http://justeducationfirst.comJudi on Linkedin: htt

Season 4, Episode 1 — 8 August 2019 About this episode We talk with Professors Jennifer Kurth and Andrea Ruppar, two of the six authors of the article, “Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements” in the May 2019 issue of Research and Practice for Persons with Severe Disabilities (vol. 44, no. 1). They have collected a library of Individualized Education Plans (IEPs) and examined them to see how schools and educators decide to remove students from the general classroom, when supplementary services are offered to keep them in the classroom, and when they are withheld. About the presenters Jennifer Kurth is an Associate Professor of Special Education at the University of Kansas. Her academic interests include methods implementing inclusive education, including methods of embedding critical instruction within the context and routines of general education as well as methods of providing appropriate supports and services for individual learners. Dr. Kurth's research also examines how teachers, students, and family's interactions support and constrain learning and socialization in general education classrooms. She also studies how teacher candidates develop their dispositions and skills in inclusive practices. Dr. Kurth's research interests in inclusive education also include examining outcomes of inclusion in terms of skill development and quality of life indicators for students with disabilities. Andrea Ruppar is a Professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin — Madison. Dr. Ruppar's scholarship focuses on building the capacity of schools and teachers to provide meaningful, evidence-based, inclusive education for students with the most significant disabilities – including multiple disabilities, intellectual disability, and autism. She earned her Ph. D. from the University of Illinois in 2011 and completed a post-doctoral traineeship at the University of Florida. In her recent work, she has examined: 1) adolescents' access to literacy and communication; 2) the role of teachers in promoting access and involvement in the general curriculum within inclusive contexts; and 3) the development and evaluation of expertise among teachers of students with the most significant disabilities. A former K-12 special educator, Dr. Ruppar is particularly interested in the influence of the social context of teachers' workplaces on decision-making. She is the past recipient of the Council for Exceptional Children Student Research Award in the area of qualitative methodology, the American Educational Research Association Special Education SIG Student Research Award, and the Council for Exceptional Children Teacher Education Division Early Career Publication Award. Donald Taylor is responsible for membership and chapters at TASH and is the producer of Amplified. Transcript Complete transcript forthcoming This interview was originally recorded on 9 May 2019. This transcript has been lightly edited for clarity. Do you have an idea for an episode? We would like to hear from you! Fill out our suggestion form and let us know.   This work is licensed under a Creative Commons Attribution 4.0 International License. You are free to copy, redistribute or adapt it for any purpose, commercial or non-commercial, provided you adhere […] The post When Students are Segregated: A Study of Least Restrictive Environment Statements appeared first on Tash.org.

Season 4, Episode 1 — 8 August 2019 About this episode We talk with Professors Jennifer Kurth and Andrea Ruppar, two of the six authors of the article, “Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements” in the May 2019 issue of Research and Practice for Persons with Severe Disabilities (vol. 44, no. 1). They have collected a library of Individualized Education Plans (IEPs) and examined them to see how schools and educators decide to remove students from the general classroom, when supplementary services are offered to keep them in the classroom, and when they are withheld. About the presenters Jennifer Kurth is an Associate Professor of Special Education at the University of Kansas. Her academic interests include methods implementing inclusive education, including methods of embedding critical instruction within the context and routines of general education as well as methods of providing appropriate supports and services for individual learners. Dr. Kurth’s research also examines how teachers, students, and family’s interactions support and constrain learning and socialization in general education classrooms. She also studies how teacher candidates develop their dispositions and skills in inclusive practices. Dr. Kurth’s research interests in inclusive education also include examining outcomes of inclusion in terms of skill development and quality of life indicators for students with disabilities. Andrea Ruppar is a Professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin — Madison. Dr. Ruppar’s scholarship focuses on building the capacity of schools and teachers to provide meaningful, evidence-based, inclusive education for students with the most significant disabilities – including multiple disabilities, intellectual disability, and autism. She earned her Ph. D. from the University of Illinois in 2011 and completed a post-doctoral traineeship at the University of Florida. In her recent work, she has examined: 1) adolescents’ access to literacy and communication; 2) the role of teachers in promoting access and involvement in the general curriculum within inclusive contexts; and 3) the development and evaluation of expertise among teachers of students with the most significant disabilities. A former K-12 special educator, Dr. Ruppar is particularly interested in the influence of the social context of teachers’ workplaces on decision-making. She is the past recipient of the Council for Exceptional Children Student Research Award in the area of qualitative methodology, the American Educational Research Association Special Education SIG Student Research Award, and the Council for Exceptional Children Teacher Education Division Early Career Publication Award. Donald Taylor is responsible for membership and chapters at TASH and is the producer of Amplified. Transcript Complete transcript forthcoming This interview was originally recorded on 9 May 2019. This transcript has been lightly edited for clarity. Do you have an idea for an episode? We would like to hear from you! Fill out our suggestion form and let us know.   This work is licensed under a Creative Commons Attribution 4.0 International License. You are free to copy, redistribute or adapt it for any purpose, commercial or non-commercial, provided you adhere […] The post When Students are Segregated: A Study of Least Restrictive Environment Statements appeared first on Tash.org.

Cordula Birngruber bespricht den Artikel "AAC Modeling Intervention Research Review" von Sennott, S. C., Light, J. C., et al. (2016). Research and Practice for Persons with Severe Disabilities, 41(2), 101-115. http://dx.doi.org/10.1177/1540796916638822

Season 3, Episode 1 — 8 October 2018 About this episode Carol Schall, Assistant Professor of Special Education and Disability Policy at Virginia Commonwealth University and the Director of Technical Assistance for the Virginia Commonwealth University Autism Center for Excellence, discusses her article, “Employees with Autism Spectrum Disorder Achieving Long-Term Employment Success: A Retrospective Review of Employment Retention and Intervention”. It is one of a collection of articles in the September 2018 special issue of Research and Practice for Persons with Severe Disabilities dedicated to “Critical Issues in the Employment of Persons with Severe Disabilities”. About the presenters Carol Schall is the Co-Director of the Virginia Commonwealth University Autism Center for Excellence, the Director of the Virginia Autism Resource Center, and the Principal Investigator in the development of the Community Based Functional Skills Assessment for Transition Aged Youth with Autism Spectrum Disorders, a grant funded by Autism Speaks. She has over 30 years experience supporting adolescents and adults with ASD as a teacher, administrator, researcher, and consultant. Dr. Schall is also the co-developer and research coordinator for Project SEARCH Plus ASD Supports. Additionally, Dr. Schall has consulted nationally and internationally on issues related to adolescents and young adults with ASD. Donald Taylor is responsible for membership and chapters at TASH and is the producer of Amplified. Transcript Announcer: You're listening to TASH Amplified, a podcast that seeks to transform research and experience concerning inclusion and equity for people with disabilities into solutions people can use in their everyday lives. Today we are talking with Carol Schall, an Assistant Professor of Special Education and Disability Policy at Virginia Commonwealth University and the Director of Technical Assistance for the Virginia Commonwealth University Autism Center for Excellence. We discuss her article, “Employees with Autism Spectrum Disorder Achieving Long-Term Employment Success: A Retrospective Review of Employment Retention and Intervention”. It is one of a collection of articles in the September 2018 special issue of Research and Practice for Persons with Severe Disabilities dedicated to “Critical Issues in the Employment of Persons with Severe Disabilities”. She is a co-author, along with Valerie Brooke, Alissa Molinelli Brooke, Paul Wehman, Jennifer McDonough, Katherine Thompson and Jan Smith. Professor Schall talks about her study, but throughout, addresses the the best practices, challenges and future direction of the broad issue of employment for people with disabilities. Musical introduction Complete transcript forthcoming Announcer: You've been listening to TASH Amplified. For more about the series, including show notes, links to articles discussed, a complete transcript and a schedule of episodes, visit tash.org/amplified. You can subscribe through iTunes or your favorite Android podcast app to have the series delivered automatically to your device so you never miss an episode. If you enjoyed today's episode, please share it with your friends and on your social networks. Today we discussed research from the current special issue of Research and Practice for Persons with Severe Disabilities, a special issue dedicated to “Critical Issues in the Employment of Persons with Severe Disabilities”. The current issues, as […] The post Employee Retention in Competitive Integrated Employment for People with Disabilities appeared first on Tash.org.

Season 3, Episode 1 — 8 October 2018 About this episode Carol Schall, Assistant Professor of Special Education and Disability Policy at Virginia Commonwealth University and the Director of Technical Assistance for the Virginia Commonwealth University Autism Center for Excellence, discusses her article, “Employees with Autism Spectrum Disorder Achieving Long-Term Employment Success: A Retrospective Review of Employment Retention and Intervention”. It is one of a collection of articles in the September 2018 special issue of Research and Practice for Persons with Severe Disabilities dedicated to “Critical Issues in the Employment of Persons with Severe Disabilities”. About the presenters Carol Schall is the Co-Director of the Virginia Commonwealth University Autism Center for Excellence, the Director of the Virginia Autism Resource Center, and the Principal Investigator in the development of the Community Based Functional Skills Assessment for Transition Aged Youth with Autism Spectrum Disorders, a grant funded by Autism Speaks. She has over 30 years experience supporting adolescents and adults with ASD as a teacher, administrator, researcher, and consultant. Dr. Schall is also the co-developer and research coordinator for Project SEARCH Plus ASD Supports. Additionally, Dr. Schall has consulted nationally and internationally on issues related to adolescents and young adults with ASD. Donald Taylor is responsible for membership and chapters at TASH and is the producer of Amplified. Transcript Announcer: You’re listening to TASH Amplified, a podcast that seeks to transform research and experience concerning inclusion and equity for people with disabilities into solutions people can use in their everyday lives. Today we are talking with Carol Schall, an Assistant Professor of Special Education and Disability Policy at Virginia Commonwealth University and the Director of Technical Assistance for the Virginia Commonwealth University Autism Center for Excellence. We discuss her article, “Employees with Autism Spectrum Disorder Achieving Long-Term Employment Success: A Retrospective Review of Employment Retention and Intervention”. It is one of a collection of articles in the September 2018 special issue of Research and Practice for Persons with Severe Disabilities dedicated to “Critical Issues in the Employment of Persons with Severe Disabilities”. She is a co-author, along with Valerie Brooke, Alissa Molinelli Brooke, Paul Wehman, Jennifer McDonough, Katherine Thompson and Jan Smith. Professor Schall talks about her study, but throughout, addresses the the best practices, challenges and future direction of the broad issue of employment for people with disabilities. Musical introduction Complete transcript forthcoming Announcer: You’ve been listening to TASH Amplified. For more about the series, including show notes, links to articles discussed, a complete transcript and a schedule of episodes, visit tash.org/amplified. You can subscribe through iTunes or your favorite Android podcast app to have the series delivered automatically to your device so you never miss an episode. If you enjoyed today’s episode, please share it with your friends and on your social networks. Today we discussed research from the current special issue of Research and Practice for Persons with Severe Disabilities, a special issue dedicated to “Critical Issues in the Employment of Persons with Severe Disabilities”. The current issues, as […] The post Employee Retention in Competitive Integrated Employment for People with Disabilities appeared first on Tash.org.

After many requests to cover modeling in more detail, for the second time ever Talking With Tech is interview-free this week so that we can take a deep dive into the who, what, where, when, and why of modeling in Augmentative/Alternative Communication. We'd love to hear your feedback and your strategies! Come join us on Facebook, email us at tech@speechscience.org, or @talkingwithtech on Instagram or Twitter. Like what we do at Talking With Tech? Take a moment to leave us a review on iTunes as that helps others find us! Referenced during the episode: AAC Modeling Intervention Research Review - Samuel C. Sennott, Janice C. Light, and David McNaughton -102 Research and Practice for Persons with Severe Disabilities 41(2)

Most of us will face a difficult challenge at some point in our lives. We get upset over problems at home and at work. Financial crises keep us awake at night. Broken relationships pierce our hearts. Our parents get sick and die, and our own health starts to deteriorate as we age. If we’re lucky, we find ways to adapt, … Read more about this episode...

Do you know someone with Autism?  A Family struggling with a child with Autism?  Run out of Ideas?  Then you don't want to miss this show!  Call in with your question and ask our specialists!   Having a child with Autism can be difficult.  There are so many people in pain trying to keep their heads above water while trying to cope with Autism in their families' lives.  A lot of the information on the Internet is cure-focused, or just plain negative.  Here at ThrivingWithAutism.com, we too hope for a cure, but our main purpose it to help you with resources and strategies that will make things better RIGHT NOW. ThrivingWithAutism.com is a resource for families looking to discover the secrets to being successful and actually thriving with their children with Autism.  This collaborative effort helps provide families with options, resources, tips, guides and checklists in supporting their children diagnosed with an Autism Spectrum Disorder.  You don't have do this alone!   Andrea Richardson is a mother of 2 and has a Bachelor's Degree in Counseling. She is an Autism Specialist and Behavior Therapist who has worked with young children all the way through to adulthood in school, day treatment and residential settings for the last 17 years. She is also an Educational Advocate and a guest speaker at Boston University School of Law.  Her trainings and resources will give you a huge boost in THRIVING with Autism. Andrea Warner is a mother of 5 and has a Master's degree in Special Education, with a Certification in Severe Disabilities.  In her career, she has worked with young children,  teens and adults diagnosed with autism.  She recognized early on that  of all the parents she worked with, parents of children with Autism seemed to be the most stressed out, and she wants to help you!