Podcasts about slp

“We don't need to work on decoding because students have access to assistive technology and accommodations.”“We don't work on word-decoding in high school.”“Working on reading in high school is too little too late.”If you've ever heard any of these arguments, you're not alone. Unfortunately, beliefs like these do students a huge disservice. That's why in this conversation, I share a clip from my interview with Tom Parton, an SLP with a long-career of experience in secondary education, as well as literacy advocacy work. Tom Parton is a private Speech Language Pathologist in Normal, Illinois. He retired after 35 years of public-school practice. Tom is President of Everyone Reading Illinois and is a member of ERI's Legislative Committee. Tom has presented on autism and language/literacy topics at local, state, and national conferences. Tom participated in the ISBE Reading Instruction Advisory Group and Teachers of Reading Certification task forces. He is currently a member of the ISBE Dyslexia Handbook revision team. He is past-president of the Illinois Speech-Language-Hearing Association and is ISHA Honors Committee co-chair and a member of ISHA's Leadership Development Committee. Tom is the 2024 chair of the American Speech Language Hearing Association Committee of Ambassadors.In my commentary and the clip from the interview, you'll hear discussion on:✅ Why providing access to technology alone won't solve access issues if kids lack adequate reading and spelling skills. ✅ Why accommodations and modifications aren't a substitute for reading instruction, even in secondary school. ✅ The impact of word-decoding on activities of daily living. If you're serving students in secondary school, you won't want to miss this episode. You can listen to the original interview with Tom on De Facto Leaders here: EP 178: Are we allowed to say “dyslexia” in the schools? (with Tom Parton) Link here: https://drkarendudekbrannan.com/ep-178-are-we-allowed-to-say-dyslexia-in-the-schools-with-tom-parton/In this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

“I can't be the only one who feels this way.” That was the thought that led Kate Swenson to use her passion for writing to share her family's journey. Kate is the founder of Finding Cooper's Voice and the author of Finding Cooper's Voice and Autism Out Loud. Her work highlights that autism is a family diagnosis, and she has made it her mission to connect the community, start conversations, and give families a voice.Kate and I talk about the isolation many families feel after an autism diagnosis and how simple acts of presence and connection can make a difference. Sometimes autism makes it harder for families to leave the house and their world feels smaller—just being there, talking, and offering support can open doors again.We also discuss the importance of creating opportunities for families to spend time together. For Kate's family, that joy is found in boating—something they made accessible for her son and enjoyable for everyone. She encourages families to get comfortable hosting, bringing fun and community into their own homes when going out feels too difficult.Through her writing, her membership communities on Facebook and YouTube, and the platform she has built with Finding Cooper's Voice, Kate is helping families feel seen, supported, and less alone.#autism #speechtherapyWhat's Inside:Creating a space for autism families.Discovering leisure activities for the whole family.Finding community in the isolation of autism.Mentioned In This Episode:Finding Cooper's Voice Finding Cooper's Voice - Facebook Kate (@findingcoopersvoice) on InstagramKate Swenson | Substack Join the aba speech connection  ABA Speech: Home

Hallie chats with Paige O'Dwyer from Talk First Words about parent coaching for early intervention.In this episode of SLP Coffee Talk, Hallie chats with Canadian SLP Paige from Talk First Words about why parent coaching is the missing link in early intervention. From the challenges of long waitlists and small-town access, to showing parents how everyday routines like mealtime, bath time, and car rides can become language-rich opportunities, Paige shares practical strategies that make a big impact without overhauling the day. Whether you're a brand-new grad learning how to involve parents or a seasoned SLP looking for fresh ideas, this conversation is packed with encouragement, real talk, and strategies you can bring to your next session. Grab your coffee and let's dive in!Bullet Points to Discuss: Parent coaching as the missing link in early intervention—and why weekly therapy isn't enough.Turning everyday routines into language-rich moments without adding stress.Ditching the “say it” approach and using “model, pause, wait” instead.Building parent confidence by celebrating small wins and non-verbal milestones.How SLP referrals fuel Paige's TALK program and where to direct families for support.Here's what we learned: Coaching parents empowers them to turn everyday life into therapy. Small tweaks often lead to the biggest breakthroughs. Removing pressure creates more natural opportunities for speech. Confidence grows when parents see progress in tiny steps. Collaboration among SLPs ensures families get the right support.Learn more about Paige O'Dwyer: Website: http://www.talkfirstwords.comInstagram: https://www.instagram.com/talkfirstwords/ Instagram: https://www.instagram.com/talkfirstwords/Freebies/Offers: https://www.talkfirstwords.com/home#freebies Learn more about Hallie Sherman and SLP Elevate:  

What if your private practice could finally give you the money, freedom, and balance you've always wanted—without the endless hustle or burnout?That's exactly what today's guest, Ellie Richter, created for herself. Ellie is the owner of The Essential Teletherapist, and she's transformed her career from driving all over town for clients to running a thriving telepractice on her own terms.Ellie has been an SLP since 2010, working primarily as a bilingual therapist in nonprofits. In 2022, she decided to step away from traditional roles and test out private practice with just a handful of clients. By 2024, she went all in—rebranding, creating clear systems, and designing a practice that aligned with her values and family's needs.At first, Ellie took any client she could, driving around for home visits. But as a mom and primary parent, the stress of being on the road was unsustainable. Around the same time, health challenges within her family pushed her to rethink her income, schedule, and priorities.With support from the Start and later the Grow Your Private Practice Program, Ellie clarified her vision, set her rates, and built a plan that worked. She leaned into her expertise in bilingual therapy and school contracts, while also developing a new passion—helping other SLPs succeed at teletherapy. Within her first year of going all in, Ellie hit six figures, built contracts through word of mouth, and created a business that truly worked for her life.In this episode, Ellie shares how she specializes in bilingual evaluations, early intervention, and teletherapy. Through her practice, The Essential Teletherapist, she not only serves children and families but also trains other SLPs to deliver effective virtual services. And how she built her business around family life—choosing her hours, and creating systems for what she calls “maximal ease.” She continues to refine her practice so it's sustainable long term, both financially and personally.In this episode, we discuss:How Ellie transitioned from nonprofit work to launching her own practiceWhat it looks like to build a bilingual teletherapy and school contract modelThe mindset shifts she made to prioritize ease and balanceAnd why aligning her business with her family's needs has been the key to successEllie's story proves that you don't have to choose between being a present parent and building a successful career. With clarity, systems, and support, you can create a practice that works for you—and build it on your own terms.Want to create a private practice that gives you freedom, flexibility, and fulfillment—just like Ellie has? The Start Your Private Practice Program gives you the tools and guidance to get started. Learn more at www.StartYourPrivatePractice.comWhether you want to Start or Grow a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website

Desde el en vivo de SLP hasta el dia de hoy han ocurridos situaciones, aterradoras y siniestras, que te van a dejar sin dormir.

Guests: Lydia Barry, MS, CCC-SLP, and Maggie Wheeler, MS, CCC-SLP Earn 0.1 ASHA CEU for this episode with Speech Therapy PD: https://www.speechtherapypd.com/courses/interprofessional-neurodiversity-affirmingIn this episode of First Bite, host Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, is joined by Lydia Barry, MS, CCC-SLP, and Maggie Wheeler, MS, CCC-SLP, from the University of Tennessee Health Science Center (UTHSC).Together, they share how UTHSC's neurodiversity-affirming, routines-based clinical program partners with the Tennessee Early Intervention System (TEIS). You'll discover two pediatric language clinics on campus that serve families in the community while also giving graduate SLP students the chance to roll up their sleeves and coach caregivers on early language and social skills. The conversation also highlights teamwork, with graduate students learning how to collaborate across disciplines to support the entire family. It's a practical, real-world look at early intervention that's equal parts informative and encouraging.About the Guests: Maggie Wheeler, MS, CCC-SLP, has been with the University of Tennessee Health Science Center since 2018, serving in the Pediatric Language Clinic and, more recently, the UT Hearing and Speech Center, working as a clinical assistant professor. She has expertise in parent training, early intervention, autism, and early language. Ms. Wheeler also treats patients with early intervention needs who require pediatric feeding and augmentative communication services. Her previous experience in public schools has made her passionate about helping parents smoothly transition from early intervention into the public school system. She also strives to support her family by connecting them with local resources that meet their child's needs.Lydia Barry, MS, CCC-SLP, is a speech-language pathologist and clinical faculty member at the University of TN Health Science Center Department of Audiology and Speech Pathology. She serves as the program coordinator of the UT Pediatric Language Clinic, an Early Intervention Resource Agency (EIRA) funded through the Tennessee Early Intervention System (TEIS) that supports the families of young children with autism and/or social-communication differences. Ms. Barry was inspired to enter the speech pathology field by her brother, who is an autistic AAC user and has a passion for helping families become successful and supportive advocates and caregivers for their children. Her interests include early social-communication development, augmentative alternative communication (AAC), caregiver-mediated intervention, and mental health aspects of clinical practice.Show Notes:https://helpingbabies.org/volunteer-give/https://give.uthsc.edu/campaigns/42945/donations/new?a=1a

Telehealth coverage for SLPs under Medicare expired on October 1, 2025. In this episode, Dr. Jeanette Benigas, SLP, and Katie Brown, SLP, explain what this means for the provision of Telehealth services for traditional Medicare Part B beneficiaries, the nuances for Part A beneficiaries, and the allowance of private pay. They also unpack the government shutdown's impact on claims processing, what remains unchanged for Medicaid and Medicare Advantage plans, and why employers shouldn't issue blanket telehealth bans without checking payer rules. Get clear, practical guidance plus the free Telehealth Toolkit to support your patients and advocate for continued access.Find all of the advocacy tools you need here to participate in the telehealth call to action, or check out Katie's SLPs Blueprint to Medicare Success and get $100 off with the code FixSLP.If you missed it, catch Katie and Jeanette's earlier conversation on Medicare telehealth in Episode 96. It sets the stage for what's happening now.Stop paying to track ASHA-approved CEUs. Save your money and set up for a FREE CEU/PDH tracker with Speech Therapy PD. While you are there, get $10 off a professional subscription with the code FixSLP10!

Erin Stern, BCBA, Founder and President of STEPS Behavioral Health, shares how her clinic takes an integrative approach by combining ABA, Speech, OT, and PT to support early learners. With a strong focus on flexibility and tailoring every goal to the individual, Erin highlights the importance of thoughtful intake and assessment, working closely with families, preparing children for school, and weaving in everyday experiences and milestones.Erin discusses the clinic's Early Steps Program, which supports newly diagnosed learners through Kindergarten and beyond. With no “hard lines,” the focus is always on finding the right placement, environment, and balance of clinic- and home-based services. Erin explains how determining intervention hours involves multiple factors—age, behaviors, skill needs, family dynamics, and insurance—while maintaining flexibility to meet each learner's individual needs.Our conversation also highlights the value of providers immersing themselves in a learner's AAC system, staying committed to professional growth, and never forgetting the power of play. As Erin reminds us, “Don't forget to play,” because natural learning and connection thrive in those moments.#autism #speechtherapy What's Inside:STEPS Behavioral Health and the Early Steps Program.Tailoring early intervention to individual learner needs.Important factors to consider when determining intervention hours.Why play is one of the most important factors of a learner's success.Mentioned In This Episode:Stepsbh.comJoin the aba speech connection  ABA Speech: Home

Today on the Autism Little Learners Podcast, I'm joined by Julia DeNey, founder of Sensational You—a brand dedicated to creating adaptive clothing for children with sensory differences. Julia's journey is such an inspiring one. She started in the world of fashion, but it was her time working in special education that opened her eyes to just how much sensory needs can impact a child's ability to learn and thrive. Sensory friendly clothes can make everyday life easier for autistic kids. In this episode, learn how adaptive clothing supports comfort, confidence, and learning. I can't wait for you to hear this conversation! Takeaways Julia's background in fashion led her to create Sensational You. Sensory needs can significantly impact children's learning. Adaptive clothing can help minimize sensory irritations. Real-life feedback from families is crucial for product development. The importance of understanding dysregulation in children. Innovative designs include built-in sensory tools. Community support has been vital for Sensational You's growth. The future vision includes a wider range of sensory-friendly products. Adaptive fashion should be accessible in mainstream stores. Sensory-friendly solutions are becoming more recognized in society. Bio & Links Julia DeNey studied Fashion Design at Cornell University and later worked as a special-education paraprofessional with autistic students. Combining her design expertise with her classroom experience, she founded Sense-ational You, an adaptive clothing brand that supports individuals with autism, ADHD, and sensory sensitivities. https://shopsenseationalyou.com/ https://shopsenseationalyou.com/pages/back-to-school-sensory-checklist https://www.instagram.com/senseational_you/ https://www.tiktok.com/@senseational_you Chapters 00:00 Introduction to Sensational You 02:52 The Journey from Fashion to Sensory Solutions 05:49 Understanding Sensory Needs in Education 08:40 Innovative Adaptive Clothing Designs 11:31 Real-Life Impact of Sensory Clothing 14:15 Feedback and Community Support 17:19 Future Vision for Sensational You 20:15 Conclusion and Resources You may also be interested in these supports: Visual Support Starter Set: www.autismlittlelearners.com/visuals Visual Supports Facebook Group: https://www.facebook.com/groups/3922278281209994/ Autism Little Learners on Instagram: http://www.instagram.com/autismlittlelearners Autism Little Learners on Facebook: https://www.facebook.com/autismlittlelearners/ If you're enjoying the Autism Little Learners Podcast, I'd love for you to leave a rating and review—it helps more educators and parents find these conversations and join our community.  

Breaking stereotypes and redefining what relationships can be!

You know that “Oh crap, the year's almost over” feeling? The pressure to squeeze twelve months of progress into three? If you're a human, chances are you've had some version of that pressure at some point in your life. In this episode, I'm breaking down what's actually possible to accomplish in 90 days…and what's not worth stressing over. Spoiler: it's not about magically curing burnout or rewriting your entire identity. It's about momentum, self-trust, and setting up rhythms that actually stick.Whether you're closing out the year or just craving a reset, this one's for you.What You'll Learn:How to reframe the pressure of the “final 90 days” so it works for you, not against youThe difference between unrealistic overhaul vs. realistic, sustainable shiftsMy 3-step process to make the most out of your 90 daysWhy building momentum (not perfection) is the smartest goal you can setThe surprising mindset shift that makes the last stretch of the year feel lighterIf This Resonates…If this hit home, I'd love to help you map out your own 90-day plan—one that doesn't involve burnout, judgment, or chasing every shiny object. Book a free consult, hop into the FB group, and let's keep this conversation going.Resources & Links

In this two part conversation Kim speaks with Janette Tibbs also known as Nette, founder of Magic Earth Mama, about her powerful journey from personal health struggles to creating natural, plant-based products. Nette shares how herbalism, nutrition, and self-care rituals transformed her health, inspired her product line and deepened her connection with nature. She also… Continue reading SLP 518: From Healing to Herbalism: Janette Tibbs Journey into Natural Living Part 1 The post SLP 518: From Healing to Herbalism: Janette Tibbs Journey into Natural Living Part 1 appeared first on The Wellness Couch.

In this inspiring episode, we sit down with Samantha Elandary, MA, CCC-SLP, founder and CEO of the Parkinson Voice Project—and the powerhouse behind the SPEAK OUT!® therapy program. From her early days as an SLP navigating hospital systems to launching a nonprofit that's helped thousands access care regardless of insurance status, Samantha shares her deeply personal “why” and the bold vision driving her mission. Show notes page: https://syppodcast.com/378 Special links: https://parkinsonvoiceproject.org/ https://parkinsonvoiceproject.org/program/speak-out/   https://parkinsonvoiceproject.org/program/parkinsons-speech-exercises/ The post 378 – More Than a Voice: How One SLP Built a Movement of Access & Advocacy appeared first on Swallow Your Pride Podcast.

On today's episode of Fletch, Vaughan & Hayley's Big Pod: We divide the nation with today's SLP & we hear stories of backstab and betrayal Cat owners donate more to charity Why are we attracted to people who are taken How much are kiwis spending on streaming services Top 6 - As chosen by you Stop being funny at work SLP - Which Island is better? Hayley wants to join cool Aunt TikTok When were you betrayed by a friend? Selena Gomez is married!!! Have you had a secret relationship? Fact of the day Hayley reviews Dunedin Escape rooms for first dates See omnystudio.com/listener for privacy information.

Can phenomenology, the study of lived experience, be rigorously formalized in mathematics without losing its essence?In this episode of Mind-Body Solution, I speak with Professor Robert Prentner, a philosopher and interdisciplinary scientist exploring the intersections of consciousness, AI, phenomenology, and mathematics. Prentner develops the Interface Consciousness Lab, where concepts from category theory, topology, and networks are used to model experience, while also testing these ideas through AI systems and artificial phenomenology. His work bridges philosophy and computation, reimagining how agents construct reality.TIMESTAMPS:(00:00) - Introduction: Robert Prentner on interfaces, phenomenology & consciousness (01:00) - From Hoffman to Prentner: extending the Interface Theory of Perception (03:14) - Why neuroscience alone can't solve the mind-body problem (05:42) - Physicalism fails: why consciousness must be taken as fundamental (08:15) - What is an "interface"? Rethinking perception and reality (11:29) - Can phenomenology be mathematized? Category theory & topology explained (14:28) - Guarding against reductionism: mathematics without oversimplification (17:02) - Phenomenal spaces: the geometry and structure of qualia (20:44) - Interfaces as relational: self, world, and embodiment (23:12) - Artificial phenomenology: can machines host new forms of experience? (25:05) - Beyond behaviorism: why the Turing Test is not enough (27:10) - SLP tests: Subjective, Linguistic & Phenomenological benchmarks for AI (29:54) - Ethics of alien consciousness: what if machines develop their own phenomenologies? (32:44) - Freedom, agency, and interfaces: rethinking responsibility (36:20) - Category theory and process philosophy: toward a new metaphysics (39:42) - Computational humanities: simulating historical subjectivities (42:55) - Consciousness beyond neuroscience: integrating humanities and AI (47:15) - Big gaps in consciousness science: what remains unsolved (52:40) - Future directions: mathematized phenomenology and integrative science (59:29) - Advice for young researchers: interdisciplinary challenges & closing reflectionsEPISODE LINKS:- Robert's Website: https://robertprentner.github.io/- Robert's Publications: https://scholar.google.com/citations?hl=en&user=ZYcFVxoAAAAJ- Robert's X: https://x.com/Robert_Prentner- Robert's Work Site: https://ih.shanghaitech.edu.cn/ih_en/2024/1204/c10937a1104318/page.htm- Robert's PhilPeople Profile: https://philpeople.org/profiles/robert-prentner- Donald Hoffman Podcast 1: https://www.youtube.com/watch?v=M5Hz1giUUT8- Donald Hoffman Podcast 2: https://www.youtube.com/watch?v=Toq9YLl49KM- Donald Hoffman Podcast 3: https://www.youtube.com/watch?v=QRa8r5xOaAA- Donald Hoffman Lecture 1: https://www.youtube.com/watch?v=r_UFm8GbSvU- Donald Hoffman Lecture 2: https://www.youtube.com/watch?v=YBmzqNIlbcI- Chris Fields Podcast: https://www.youtube.com/watch?v=jW2C3ZNzijECONNECT:- Website: https://mindbodysolution.org/- Podcast: https://creators.spotify.com/pod/show/mindbodysolution- YouTube: https://youtube.com/mindbodysolution- Twitter: https://twitter.com/drtevinnaidu- Facebook: https://facebook.com/drtevinnaidu - Instagram: https://instagram.com/drtevinnaidu- LinkedIn: https://linkedin.com/in/drtevinnaidu- Tevin Naidu: https://tevinnaidu.com/=============================Disclaimer: The information provided on this channel is for educational purposes only. The content is shared in the spirit of open discourse and does not constitute, nor does it substitute, professional or medical advice. We do not accept any liability for any loss or damage incurred from you acting or not acting as a result of listening/watching any of our contents. You acknowledge that you use the information provided at your own risk. Listeners/viewers are advised to conduct their own research and consult with their own experts in the respective fields.

En entrevista para MVS Noticias con Luis Cárdenas, Rosalinda Ávalos, policía de SLP, habló sobre que un aspirante a juez mató a sus hijos por órdenes del CJNG en San Luis Potosí.See omnystudio.com/listener for privacy information.

En este programa les tenemos preparados temas muy interesantes ¡No se lo pierdan! Detienen a 38 presuntos 'guardias' de La Luz del Mundo en Michoacán; esto se sabe . Desabasto de medicinas: AMELAF responde a señalamientos del gobierno de Sheinbaum. Rosalinda Ávalos denuncia amenazas tras señalar nexos de un aspirante a juez con el CJNG en SLP. Tayron Paredes: Hermana del venezolano desaparecido en Edomex desmiente rumores y pide apoyo. Esto y más aquí con LUIS CARDENAS.See omnystudio.com/listener for privacy information.

Ever feel overwhelmed being the only SLP in your district without a network of fellow clinicians for support? You're not alone; many in similar situations face these challenges.In this episode, I'm sharing a case study of an SLP who, despite being the sole clinician in her district, felt the pressure of not having a trusted system she could rely on for language therapy. Searching for a structured, effective approach, she turned to the Language Therapy Advance Foundations program. There, she developed a reliable system she could bring to her team, transforming her therapy sessions and instilling confidence in her practice.I also reflect on ways you can gain a sense of belonging, even if you're the only one in your discipline.In this episode, I'll share:✅ Managing the challenges and isolation of being the only SLP in a district while building a trustworthy framework for therapy.✅ Developing a system that empowers you to handle your caseload with confidence, even without peer support.✅ Creating a dependable, efficient approach to language therapy that benefits both the clinician's peace of mind and the students' progress.Join us as we explore how this solo SLP navigated her unique situation and emerged with a structured system she could trust and share with her team.In this episode, I mentioned this previous podcast interview: EP 109: Can my principal evaluate me if they've never done my job? (with Eric Makelky) here: https://drkarendudekbrannan.com/ep-109-can-my-principal-evaluate-me-if-theyve-never-done-my-job-with-eric-makelky/This case study came from a member of Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In this episode, Kim discusses the challenges and rewards of parenting tweens and teens, emphasising that this stage is a period of growth for both parents and children. She explains that adolescence involves significant brain development and that the natural pulling away by teens is a necessary part of their journey towards independence. Kim encourages… Continue reading SLP 517: Self Love Quicky – The Gift of Parenting Tweens and Teens The post SLP 517: Self Love Quicky – The Gift of Parenting Tweens and Teens appeared first on The Wellness Couch.

Lindsay Watson, PT, CEO, and Co-Founder of Augment Therapy, is on a mission to blend augmented reality (AR) and virtual care to transform therapy. Augment Therapy offers interactive AR rehabilitation exercises and fun wellness games designed to encourage movement and improve outcomes at home and in person. With their ARWell PRO app, therapists can use the software during sessions and give patients free access at home, all while tracking progress through a customized, gamified platform.While Augment Therapy is currently used primarily by OTs and PTs, Lindsay shares exciting plans to expand into speech therapy. We also discuss the benefits of telehealth when applied intentionally and how leveraging technology can enhance repetition, generalization, and engagement—turning a tool that's often seen as a negative into a powerful ally for therapy success.#autism #speechtherapy What's Inside:What is Augment Therapy?How can Augmented Reality impact therapy.Blending expertise and virtual care.Mentioned In This Episode:Augment Therapy Join the aba speech connection  ABA Speech: HomeThe BriefAll your family's pressing concerns and questions, answered in one place. Mike...Listen on: Apple Podcasts Spotify

Ever find yourself scrolling, watching, or listening to colleagues and thinking, “Why am I not there yet?”  You're not alone.  But here's the thing: comparison doesn't tell you anything about you. In this episode, I'm unpacking why our brains default to “compare and despair,” how it sometimes helps, and mostly how it gets in our way. If you've been questioning your progress against everyone else's highlight reel, this one's for you.What You'll LearnWhy your brain is wired to compare—and why that's not a character flawThe difference between productive and harmful comparison (and how to spot which one you're doing)Coaching questions you can use to reframe the trap in the momentHow to know if what you're noticing is actually aligned with your goals, or just another shiny objectA practical way to shift focus back to your own vision so you stop spiralingProgress over perfection, always.If this hit home, I'd love to help you quiet the noise and build a week that actually works for you. Book a free 1:1 consult and let's figure out what balance looks like in your real life.

In this insightful episode, Kim speaks with parenting educator Michelle Mitchell who shares her professional journey and expertise in working with tweens and teens, discussing the challenges and joys of parenting during the teenage years. The conversation covers various aspects of parenting, including the importance of balancing independence with support, managing technology use, addressing mental… Continue reading SLP 516: Parenting Tweens and Teens with Michelle Mitchell The post SLP 516: Parenting Tweens and Teens with Michelle Mitchell appeared first on The Wellness Couch.

Ever feel like you should have language therapy figured out by now, but you're still struggling? Even experienced clinicians can feel that way.In this episode, I'm sharing a case study of a seasoned SLP who, despite years of experience, felt like she was missing a key piece of the puzzle when it came to language therapy. Battling decision fatigue and a lack of a reliable system, she joined my Language Therapy Advance Foundations program and created a reliable system that made her feel confident showing up to sessions.In this episode, we'll discuss:✅ Overcoming the feeling of inadequacy as a veteran clinician and acknowledging the need for a more structured approach to language therapy.✅ How streamlining decision-making allowed for more focused therapy sessions. ✅ Strategies for working on language skills that support executive functioning. ✅ Creating a predictable, efficient system for building language skills that support reading and writing. This case study came from a member of Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

SLP fear is real, but facts are louder. In this Fix SLP Podcast episode, Dr. Jeanette Benigas, SLP, and Preston Lewis, MS/SLP, unpack the top fears heard daily: Praxis retakes, reinstating the ASHA CCC, supervision requirements, getting overlooked by misinformed employers, whether CCC status affects international portability via the Mutual Recognition Agreement (MRA) with the UK, Canada, Ireland, Australia, and New Zealand, and how employer education, not court battles, drives SLP autonomy and better jobs.This episode shows how to turn fear into facts: evaluating your local job market, approaching HR about removing CCC requirements, clarifying supervision rules, and proving that patient outcomes, not extra letters, define true competence in the field.Thank you to our sponsor, ⭐️ Informed Jobs, ⭐️ connecting SLPs with meaningful job opportunities and career resources to keep you informed and empowered. Explore more at informedslp.com. Just click the menu, then select "Jobs"!

In this week's quicky, Kim shares the wisdom of tuning into subtle energy. The gentle nudges and whispers that guide us when we create space to listen. She explains how practices like journaling, meditation, breathwork and aromatherapy can help deepen connection to intuition and inner wisdom. You are encouraged to slow down, honour your body's… Continue reading SLP 515: Self Love Quicky – The Power of Subtle Energy The post SLP 515: Self Love Quicky – The Power of Subtle Energy appeared first on The Wellness Couch.

Ep 338: The Missing Link in Pediatric Feeding: Critical Skills Grad Programs SkipIn this episode, Hallie Bulkin discusses the critical gaps in pediatric feeding education that graduate programs often overlook. She emphasizes the importance of understanding messy eating behaviors and tethered oral tissues, and how these insights can enhance therapy outcomes. Hallie introduces her course, Feed the Peds, which aims to equip therapists with the necessary skills and confidence to address these challenges effectively. The episode serves as a call to action for professionals in the field to enroll before the course closes, highlighting the unique structure and benefits of the program.In this episode, you'll learn✔️Grad school did not prepare us for pediatric feeding.✔️Many programs focus on broader pediatric topics, neglecting feeding.✔️Therapists often feel unprepared and seek more information.✔️Feed the Peds offers unique insights not found elsewhere.✔️Understanding messy eating can lead to faster therapy outcomes.✔️Competence in therapy builds confidence for clinicians.✔️The course includes mentorship and a comprehensive roadmap.✔️Participants report feeling more equipped after the course.✔️The course is structured to foster critical thinking in therapy.RELATED EPISODES YOU MIGHT LOVEEpisode 316: Navigating The World of Pediatric Feeding Therapy with Brittnee Tollison, M.Ed, CCC-SLP, CBC, CPFT™Episode 318: Feed The Peds®: The Mission with Hallie Bulkin, MA CCC-SLP, CMT®, CPFT™✨ FREE TRAINING ALERT – HAPPENING SEPTEMBER 8–10!If you're an SLP, OT, or student… you need to join me for the FREE 3-Day Pediatric Feeding Screening Training. Over 34,000 of your colleagues have done it — now it's your turn!Here's what you'll get when you sign up:4 hours on a certificate of completion (perfect for your renewal hours)My complete pediatric feeding screening packet — development chart, 50-symptom checklist, findings chart & referral formA chance to win a full scholarship to the 12-week Feed The Peds® courseGrab your spot here → www.feedthepeds.com/trainingOTHER WAYS TO CONNECT & LEARN

Thinking about becoming a Registered Behavior Technician (RBT)? There are now over 200,000 certified RBTs, and in this episode, I'm joined by Jackie Jung, an RBT currently pursuing a career in speech-language pathology. A Registered Behavior Technician is a paraprofessional who works directly with individuals receiving ABA services, implementing treatment plans under the supervision of a BCBA.Jackie shares her journey into this role and walks us through the steps to becoming certified: completing a 40-hour training course, passing an exam, and demonstrating skills through a competency assessment—all of which may be covered or supported by your employer.We also discuss the essential skills RBTs need, including play-based strategies and de-escalation techniques, and Jackie highlights the growing need for well-trained professionals in the field. Starting in 2026, RBTs will be required to complete CEUs every two years—a change we're ready to support at ABA Speech Connection with high-quality continuing education. #autism #speechtherapy What's Inside:What is an RBT?How can you become a Registered Behavior Technician?Transitioning in the ABA field.New requirements for RBTs coming in 2026!  Mentioned In This Episode:Speech Join the aba speech connection, learn more about our RBT membership tier.  ABA Speech: Home

By popular demand, we're bringing back one of the most impactful episodes! This conversation dives into the powerful link between stress and behavior in autistic children, and why compassionate, neurodiversity-affirming approaches make all the difference. You'll discover how to reframe behavior as communication, support self-advocacy, and create environments that reduce stress and meet the unique needs of autistic children. Whether you're an educator, therapist, or parent, this episode offers practical tools you can use right away. Key Takeaways: Stress and behavior are closely linked for autistic children. Environments that increase stress can make behaviors harder. Behavior is communication—understanding it is essential. Compassionate approaches focus on unmet needs, not compliance. Compliance-driven methods can harm emotional well-being. Self-advocacy is critical for safety and empowerment. Protests and refusals are valid forms of communication. Predictable routines can ease anxiety. Co-regulation helps children manage emotions. Communication tools empower autistic children to thrive. Resources & Links: Research article #1: https://pmc.ncbi.nlm.nih.gov/articles/PMC6061115/ Research article #2: https://pmc.ncbi.nlm.nih.gov/articles/PMC3245359/ Calming Kit for preschoolers: https://www.teacherspayteachers.com/Product/Calm-Down-Kit-For-Calming-Corner-In-Special-Education-8140160 You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook  

In this powerhouse episode, Dr. Adam Robin sits down with entrepreneur, investor, and unapologetic capitalist Paul Singh, CEO of Strata PT, for an unfiltered conversation on building successful businesses—inside and outside of healthcare. Paul has invested in over 3,200 companies across multiple industries, giving him a rare, big-picture perspective on what really drives growth. He shares why the core challenges in healthcare mirror those in other industries, and how private practice owners can leverage proven business principles to scale smarter.They dive into:The surprising similarities between healthcare and other industriesKey business lessons from investing in 3,200 companiesHow Strata PT is helping PT, OT, SLP, and ABA clinics run strongerThe mindset shifts every owner needs to compete and winWhy focusing on fundamentals will always beat chasing trends If you're ready to think bigger about your private practice and borrow success strategies from the best in business, this is a must-listen episode.

Some days it feels like I'm living a double life. I'm in work mode -- teaching grad students or coaching SLPs -- and at the same time my brain is screaming about school picture day forms, dinner plans, or how to get the kids to practice on time. If you've ever felt like you're straddling two boats (bad visual, but you get it), this episode is for you.Today I'm talking about the mental gymnastics of switching between roles -- SLP, mom, partner, caregiver, all of it. And more importantly, why it feels so hard (spoiler: your brain isn't broken, it's human) and what we can actually do about it.What You'll Learn in This Episode:Why context switching drains your energy (especially for ADHD brains)How unrealistic expectations create guilt — and what to do instead3 strategies to make the juggle feel less like chaosMindset shifts that actually make strategies stickIf This Resonates…If this hit home, I'd love to help you untangle the work-life blend in a way that actually works for you. Book a free consult—we'll figure it out together.

Is your life a sermon? Do you imagine your every action being narrated by a general authority? In this episode, Stephen Carter dives into perfectionism, showing how it manifests in people’s lives, and proposing a few odd ways to escape it. (Hint: Not through fasting and prayer.) https://sunstone.org/wp-content/uploads/2025/09/SLP-205.mp3

In this deeply reflective conversation, Blair and Kim explore what it means to restore our relationship with the earth in a world increasingly defined by disconnection. Together, they trace humanity's historical separation from nature. Rooted in the divide between science and magic and amplified through modernisation, industrialisation, and technological progress. Blair shares insights from his… Continue reading SLP 514: Reconnecting Humans with Nature with Blair Beattie The post SLP 514: Reconnecting Humans with Nature with Blair Beattie appeared first on The Wellness Couch.

Incendio en Veracruz deja 6 lesionados La soberanía no se negocia: Claudia Sheinbaum  Más información en nuestro Podcast

Send us a textEver wonder why some hearing healthcare professionals seem so passionate about advocacy while others shy away? Our conversation dives into the heart of building an advocacy culture that transforms not just legislation, but patient care itself.We explore the critical importance of starting advocacy education during AuD and SLP programs. As our guest, Dr. Megan Adams insightfully notes, "Informed students become informed professionals" who can make better clinical decisions and effectively advocate for patients throughout their careers. The good news? Universities don't need complete curriculum overhauls, even a few targeted class sessions can equip future professionals with the advocacy tools they'll need.Many clinicians and private practice owners hesitate to engage in advocacy because they don't see themselves as "political" or "persuasive" enough. We dispel this myth by revealing that most advocacy involves simply educating lawmakers about what audiologists do and why quality hearing care matters. Your expertise is your most powerful advocacy tool—no special personality required.The consequences of disengagement can be severe. We discuss alarming attempts in several states to replace professional licensure with simple registration systems, which threatens accountability and patient safety. Our guest shares a compelling case from Indiana where hearing aid sales were nearly completely deregulated until professionals rallied to educate legislators about the potential harm to patients.Perhaps most inspiring is the call to shift from defensive to offensive advocacy. Rather than constantly reacting to problematic legislation, proactive education of policymakers creates an environment where harmful bills are less likely to advance in the first place. When legislators understand hearing healthcare, they make better decisions.Whether you're a seasoned advocate or have never contacted a legislator, this conversation offers practical wisdom for making a difference. Listen now to discover how your voice—regardless of how loud you choose to be—can help shape the future of hearing healthcare.Connect with the Hearing Matters Podcast TeamEmail: hearingmatterspodcast@gmail.com Instagram: @hearing_matters_podcast Twitter: @hearing_mattasFacebook: Hearing Matters Podcast

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

Did you know that the questions we ask children should change as they develop? Asking the right questions at the right time helps children's communication flourish.Paula LaSala-Filangeri is a Speech-Language Pathologist who has been supporting children and families for over 25 years.How can parents move beyond flashcards and start turning everyday routines, like walking in nature or baking a cake, into powerful opportunities for language growth?Here are a few of the key insights we'll explore:

Hi friends, welcome back to the Autism Little Learners Podcast. I'm Tara, a speech-language pathologist who has spent over 25 years working with young autistic children and their families. Today, we're going to talk about a topic that brings up a lot of feelings for educators, therapists, and parents: the Picture Exchange Communication System, or PECS. Specifically, why PECS isn't enough for preschoolers. Now, before I dive in, I want to be clear—PECS is not evil. It's not “bad.” For many kids, it has opened the door to communication, and that's something to celebrate. But PECS, on its own, isn't enough. Our preschoolers need more than compliance-based exchanges to build rich, lifelong communication. Takeaways PECS was created in the 1990s to teach kids to request items using pictures. Traditional PECS training often emphasized compliance over authentic communication. Rigid use of PECS protocols sometimes caused frustration and meltdowns in children. PECS has major limitations, including prompt dependency and a narrow focus on requests. Research shows PECS helps with requesting, but not broader communication or social connection. Evidence-based practice must balance research, clinical experience, and client perspectives. Autistic adults report that PECS can restrict autonomy, dignity, and language development. PECS can be a stepping stone, but should not be the final communication system. Robust AAC systems provide greater vocabulary, flexibility, and authentic language use. Communication should always prioritize connection, not compliance. Resources & Links: Jordyn Zimmerman's Article:  https://communicationfirst.org/slps-as-aac-gatekeepers/ Julie Roberts Article: https://therapistndc.org/the-problem-with-pecs/ Research Article: https://pure.psu.edu/en/publications/a-review-and-analysis-of-the-picture-exchange-communication-syste You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook

Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with neurogenic communication disorders. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer. In this episode, Lyssa Rome interviews Liz Hoover about group treatment for aphasia.   Guest info Dr. Liz Hoover is a clinical professor of speech language and hearing sciences and the clinical director of the Aphasia Resource Center at Boston University. She holds board certification from the Academy of Neurologic Communication Disorders and Sciences, or ANCDS, and is an ASHA fellow. She was selected as a 2024 Tavistock Trust for Aphasia Distinguished Scholar, USA and Canada. Liz was a founding member of Aphasia Access and served on the board for several years. She has 30 years of experience working with people with aphasia and other communication disorders across the continuum of care. She's contributed to numerous presentations and publications, and most of her work focuses on the effectiveness of group treatment for individuals with aphasia.   Listener Take-aways In today's episode you will: Describe the evidence supporting aphasia conversation groups as an effective interventions for linguistic and psychosocial outcomes. Differentiate the potential benefits of dyads versus larger groups in relation to client goals. Identify how aphasia severity and group composition can influence treatment outcomes.   Edited transcript Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California and I see clients with aphasia and other neurogenic communication disorders in my LPAA-focused private practice. I'm also a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration and ideas that support their aphasia care through a variety of educational materials and resources.   I'm today's host for an episode that will feature Dr. Elizabeth Hoover, who was selected as a 2024 Tavistock Trust for Aphasia Distinguished Scholar, USA and Canada.   Liz Hoover is a clinical professor of speech language and hearing sciences and the clinical director of the Aphasia Resource Center at Boston University. She holds board certification from the Academy of Neurologic Communication Disorders and Sciences, or ANCDS, and is an ASHA fellow. Liz was a founding member of Aphasia Access and served on the board for several years. She has 30 years of experience working with people with aphasia and other communication disorders across the continuum of care. She's contributed to numerous presentations and publications, and most of her work focuses on the effectiveness of group treatment for individuals with aphasia. Liz, welcome back to the podcast.   So in 2017 you spoke with Ellen Bernstein Ellis about intensive comprehensive aphasia programs or ICAPs and inter professional practice at the Aphasia Resource Center at BU and treatment for verb production using VNest, among other topics. So this time, I thought we could focus on some of your recent research with Gayle DeDe and others on conversation group treatment.   Liz Hoover Sounds good.   Lyssa Rome All right, so my first question is how you became interested in studying group treatment?   Liz Hoover Yeah, I actually have Dr. Jan Avent to thank for my interest in groups. She was my aphasia professor when I was a graduate student doing my masters at Cal State East Bay. As you know, Cal State East Bay is home to the Aphasia Treatment Program. When I was there, it preceded ATP. But I was involved in her cooperative group treatment study, and as a graduate student, I was allowed to facilitate some of her groups in this study, and I was involved in the moderate-to-severe group. She was also incredibly generous at sharing that very early body of work for socially oriented group treatments and exposing us to the work of John Lyons and Audrey Holland. Jan also invited us to go to a conference on group treatment that was run by the Life Link group. It's out of Texas Woman's University, Delaina Walker-Batson and Jean Ford. And it just was a life changing and pivotal experience for me in recognizing how group treatment could not be just an adjunct to individual goals, but actually be the type of treatment that is beneficial for folks with aphasia. So it's been a love my entire career.   Lyssa Rome And now I know you've been studying group treatment in this randomized control trial. This was a collaborative research project, so I'm hoping you can tell us a little bit more about that project. What were your research questions? Tell us a little bit more.   Liz Hoover Yeah, so thank you. I'll just start by acknowledging that the work is funded by two NIDCD grants, and to acknowledge their generosity, and then also acknowledge Dr. Gayle DeDe, who is currently at Temple University. She is a co- main PI in this work, and of course it wouldn't have happened without her. So you know, Gayle and I have known each other for many, many years. She's a former student, doctoral student at Boston University, and by way of background, she and I were interested in working together and interested in trying to build on some evidence for group treatment. I think we drank the Kool Aid early on, as you might say.   And you know, just looking at the literature, there have been two trials on the evidence for this kind of work. And so those of us who are involved in groups, know that it's helpful for people with aphasia, our clients tell us how much they enjoy it, and they vote with their feet, right? In that they come back for more treatments. And aphasia centers have grown dramatically in the last couple of decades in the United States.   So clearly we know they work, but what we don't know is why they work. What are those essential ingredients, and how is that driving the change that we think we see? And from a personal perspective, that's important for me to understand and for us to have explained in the literature, because until we can justify it in the scientific terms, I worry it will forever be a private-pay adjunct that is only accessible to people who can pay for it, or who are lucky enough to be close enough to a center that can get them access—virtual groups aside, and the advent of that—but it's important that I think this intervention is validated to the scientific community in our field.   So we designed this trial. It's a randomized control trial to help build the research evidence for conversation, group treatment, and to also look at the critical components. This was inspired by a paper actually from Nina Simmons Mackie in 2014 and Linda Worrell. They looked at group treatment and showed that there were at least eight first-tier elements that changed the variability or on which we might modify group conversation treatment. And so, you know, if we're all doing things differently, how can we predict the change, and how can we expect outcomes?   Lyssa Rome So I was hoping you could describe this randomized, controlled trial. You know, it was collaborative, and I'm curious about what you and your collaborators had as your research questions.   Liz Hoover So our primary aims of the study were to understand if communication or conversation treatment is associated with changes in measures of communicative ability and psychosocial measures. So that's a general effectiveness question. And then to look in more deeply to see if the group size or the group composition or even the individual profile of the client with aphasia influences the expected outcome.   Because if you think about group treatment, the size of the group is not an insignificant issue, right? So a small group environment of two people has much more… it still gives you some peer support from the other individual with aphasia, but you have many opportunities for conversational turns and linguistic and communication practice and to drive the saliency of the conversation in a direction that's meaningful and useful and informative.   Whereas in a large group environment of say, six to eight people with aphasia and two clinicians, you might see much more influence in the needed social support and vicarious learning and shared lived experience and so forth, and still have some opportunity for communication and linguistic practice. So there's conflicting hypotheses there about which group environment might be better for one individual over another.   And then there's the question of, well, who's in that group with you? Does that matter? Some of the literature says that if you have somebody with a different profile of aphasia, it can set up a therapeutic benefit of the helper experience, where you can gain purpose by enabling and supporting and being a facilitator of somebody else with aphasia.   But if you're in a group environment where your peers have similar conversation goals as you, maybe your practice turns, and your ability to learn vicariously from their conversation turns is greater. So again, two conflicting theories here about what might be best. So we decided to try and manipulate these group environments and measure outcomes on several different communication measures. We selected measures that were linguistic, functional, and psychosocial.   We collected data over four years. The first two years, we enrolled people with all different kinds of profiles of aphasia. The only inclusion criteria from a communication perspective, as you needed some ability to comprehend at a sentence level, so that you could process what was being said by the other people in the group. And in year one, the treatment was at Boston University and Temple University, which is where Gayle's aphasia center is housed. In year two, we added a community site at the Adler Aphasia Center and Maywood, New Jersey, so we had three sites going.   The treatment conditions were dyad, large group, and then a no treatment group. So this group was tested at the same time, didn't get any other intervention, and then we gave them group treatment once the testing cycle was over. So we call that a historical control or a delayed-treatment control group. And then in years three and four, we aim to enroll people who had homogeneous profiles.   So the first through the third cycle was people with moderate to severe profiles. And then in the final, fourth cycle, it was people with mild profiles with aphasia. This allowed us to collect enough data in enough size to be able to look at overall effectiveness and then effects of heterogeneity or homogeneity in the group, and the influence of the profile of aphasia, as well as the group size.   And across the four years, we aim to enroll 216 participants, and 193 completed the study. So it's the largest of its kind for this particular kind of group treatment that we know of anyway. So this data set has allowed us to look at overall efficacy of conversation group treatment, and then also take a look at a couple of those critical ingredients. Does the size of the group make a difference? And does the composition of your group make a difference?   Lyssa Rome And what did you find?   Liz Hoover Well, we're not quite done with all of our analysis yet, but we found overall that there's a significant treatment effect for just the treatment conditions, not the control group. So whether you were in the dyad or whether you were in a large treatment group, you got better on some of the outcome measures we selected. And the control group not only didn't but on a couple of those measures, their performance actually declined. And so showing significantly that there's a treatment effect. Did you have a question?   Lyssa Rome Yeah, I wanted to interrupt and ask, what were the outcome measures? What outcome measures were you looking at?   Liz Hoover Yeah. So we had about 14 measures in total that aligned with the core outcome set that was established by the ROMA group. So we had as our linguistic measure the Comprehensive Aphasia Test. We had a primary outcome measure, which was a patient reported measure of functional communication, which is the ACOM by Will Hula and colleagues, the Aphasia Communication Outcome measure, we had Audrey Holland and colleagues' objective functional measure, the CADL, and then a series of other psychosocial and patient reported outcome measures, so the wall question from the ALA, the Moss Social Scale, the Communication Confidence Rating Scale in Aphasia by Leora Cherney and Edie Babbitt.   Lyssa Rome Thank you. When I interrupted you to ask about outcome measures. You were telling us about some of the findings so far.   Liz Hoover Yeah, so our primary outcome measures showed significant changes in language for both the treatment conditions and a slightly larger effect for the large group. And then we saw, at a more micro level, the results pointing to a complex interaction, actually, between the group size and the treatment outcome. So we saw changes on more linguistic measures. like the repetition sub scores of the CAT and verb naming from another naming subtest for the dyad group, whereas bigger, more robust changes on the ACOM the CADL and the discourse measure from the CAT for the large group.   And then diving in a little bit more deeply for the composition, these data are actually quite interesting. The papers are in review and preparation at the moment, but it looks like we are seeing significant changes for the moderate-to-severe group on objective functional measures and patient reported functional measures of communication, which is so exciting to see for this particular cohort, whose naming scores were zero, in some cases, on entrance, and we're seeing for the mild group, some changes on auditory comprehension, naming, not surprisingly, and also the ACOM and the CADL. So they're showing the same changes, just with different effect sizes or slightly different ranges. And once again, no change in the control group, and in some cases, on some measures, we're seeing a decline in performance over time.   So it's validating that the intervention is helpful in general. What we found with the homogeneous groups is that in a homogeneous large group environment, those groups seem to do a little better. There's a significant effect over time between the homogeneous and the heterogeneous groups. So thinking about why that might have taken place, we wonder if the shared lived experience of your profile of aphasia, your focus on similar kinds of communication, or linguistic targets within the conversation environment might be helping to offset the limited number of practice trials you get in that larger group environment.   So that's an interesting finding to see these differences in who's in the group with you. Because I think clinically, we tend to assign groups, or sort of schedule groups according to what's convenient for the client, what might be pragmatic for the setting, without really wondering why one group could be important or one group might be preferential. If we think about it, there are conflicting hypotheses as to why a group of your like aphasia severity might have a different outcome, right? That idea that you can help people who have a different profile than you, that you're sharing different kinds of models of communication, versus that perhaps more intense practice effect when you share more specific goals and targets and lived experiences. So it's interesting to think about the group environment from that perspective, I think,   Lyssa Rome And to have also some evidence that clinicians and people at aphasia centers can look to help make decisions about group compositions, I think is incredibly helpful.   Earlier, you mentioned that one of the goals of this research project has been to identify the active ingredients of group therapy. And I know that you've been part of a working group for the Rehabilitation Treatment Specification System, or RTSS. Applying that, how have you tried to identify the active ingredients and what? What do you think it is about these treatments that actually drives change?   Liz Hoover I'll first of all say, this is a work in process. You know, I don't think we've got all of the answers. We're just starting to think about it with the idea, again, that if we clinically decide to make some changes to our group, we're at least doing it with some information behind us, and it's a thoughtful and intentional change, as opposed to a gut reaction or a happenstance change. So Gayle and I have worked on developing this image, or this model. It's in a couple of our papers. We can share the resources for that. But it's about trying to think of the flow of communication, group treatment, and what aspects of the treatment might be influential in the outcomes we see downstream.   I think for group treatment, you can't separate entirely many of the ingredients. Group treatment is multifaceted, it's interconnected, and it's not possible—I would heavily debate that with anybody—I don't think it's possible to sort of truly separate some of these ingredients. But when you alter the composition or the environment in which you do the treatment, I do think we are influencing the relative weight of these ingredients.   So we've been thinking about there being this group dynamics component, which is the supportive environment of the peers in the group with you, that social support, the insider affiliation and shared lived experience, the opportunity to observe and see the success of some of these different communication strategies, so that vicarious learning that takes place as you see somebody else practice. But also, I think, cope in a trajectory of your treatment process.   And then we've got linguistic practice so that turn taking where you're actually trying to communicate verbally using supported communication where you're expanding on your utterances or trying to communicate verbally in a specific way or process particular kinds of linguistic targets. A then communication practice in terms of that multimodal effectiveness of communication.   And these then are linked to these three ingredients, dynamic group dynamics, linguistic practice and communication practice. They each have their own mechanism of action or a treatment theory that explains how they might affect change. So for linguistic practice, it's the amount of practice, but also how you hear it practiced or see it practiced with the other group participant. And the same thing for the various multimodal communication acts. And in thinking about a large group versus the dyad or a small group, you know you've got this conflicting hypothesis or the setup for a competing best group, or benefit in that the large group will influence more broadly in the group dynamics, or more deeply in the group dynamics, in that there's a much bigger opportunity to see the vicarious learning and experience the support and potentially experience the communication practice, given a varied number of participants.   But yet in the dyad, your opportunity for linguistic practice is much, much stronger. And our work has counted this the exponential number of turns you get in a dyad versus a large group. And you know, I think that's why the results we saw with the dyad on those linguistic outcomes were unique to that group environment.   Lyssa Rome It points, I think, to the complexity of decision making around group structure and what's right for which client, maybe even so it sounds like some of that work is still in progress. I'm curious about sort of thinking about what you know so far based on this work, what advice would you have for clinicians who are working in aphasia centers or or helping to sort of think about the structure of group treatments? What should clinicians in those roles keep in mind?   Liz Hoover Yeah, that's a great question, and I'll add the caveat that this may change. My advice for this may change in a year's time, or it might evolve as we learn more. But I think what it means is that the decisions you make should be thoughtful. We're starting to learn more about severity in aphasia and how that influences the outcomes. So I think, what is it that your client wants to get out of the group? If they're interested in more linguistic changes, then perhaps the dyad is a better place to start. If they clearly need, or are voicing the need, for more psychosocial support, then the large, you know, traditional sized and perhaps a homogeneous group is the right place to start. But they're both more effective than no treatment. And so being, there's no wrong answer. It's just understanding your client's needs. Is there a better fit?   And I think that's, that's, that's my wish, that people don't see conversation as something that you do at the beginning to build a rapport, but that it's worthy of being an intervention target. It should be most people's primary goal. I think, right, when we ask, what is it you'd like? “I want to talk more. I want to have a conversation.” Audrey Holland would say it's a moral imperative to to treat the conversation and to listen to folks' stories. So just to think carefully about what it is your client wants to achieve, and if there's an environment in which that might be easier to help them achieve that.   Lyssa Rome It's interesting, as you were saying that I was thinking about what you said earlier on about sort of convincing funders about the value of group treatment, but what you're saying now makes me think that it's all your work is also valuable in convincing speech therapists that referrals to groups or dyads is valuable and and also for people with aphasia and their families that it's worth seeking out.   I'm curious about where in the continuum of care this started for the people who were in your trial. I mean, were these people with chronic aphasia who had had strokes years earlier? Was it a mix? And did that make a difference?   Liz Hoover It was a mix. I think our earliest participant was six months post-onset. Our most chronic participant was 26 years post-onset. So a wide range. We want, obviously, from a study perspective, we needed folks to be outside of the traditional window of spontaneous recovery in stroke-induced aphasia.   But it was important to us to have a treatment dose that was reasonable and applicable to a United States healthcare climate, right? So twice a week for an hour is something that people would get reimbursed for. The overall dose is the minimum that's been shown to be effective in the RELEASE collaborative trial papers. And then, you know, but still, half, less than half the dose that the Elman and Bernstein Ellis study found to be effective. So there may be some wiggle room there to see if, if a larger dose is more effective.   But yeah, I think it's that idea of finding funding, convincing people that this is not just a reasonable treatment approach, but a good approach for many outcomes for people with chronic aphasia. I mean, you know, one of the biggest criticisms we hear from the giants in our field is the frustration with aphasia being treated like it's a quick fix and can be done. But you know, so much of the work shows that people are only just beginning to understand their condition by the time they're discharged from traditional outpatient services. And so there's a need for ongoing treatment indefinitely, I think, as your goals change, as you age, and as your wish to participate in different things changes over a lifetime,   Lyssa Rome Yeah, absolutely. And I think too, when we think about sort of the role of hope, if you know, if there is additional evidence showing that there can be change after that sort of traditional initial period, when we think that change happens the most, that can provide a lot of hope and motivation, I think, to people.   Liz Hoover yeah, we're look going to be looking next at predictors of change, so looking at our study entrance scores and trying to identify which participants were the responders versus the non-responders that you know, because group effects are one thing, but it's good to see who seems to benefit the most from these individual types of environments.   And an early finding is that confidence, or what some people in the field, I'm learning now are referring to as actually communication self-efficacy, but that previous exposure to group potentially and that confidence in your communication is inversely correlated with benefits from treatment on other measures. So if you've got a low confidence in your ability to communicate functionally in different environments, you're predicted to be a responder to conversation treatment.   Lyssa Rome Oh, that's really interesting. What else are you looking forward to working on when it comes to this data set or other projects that you have going on?   Liz Hoover Yeah. So as I mentioned, there's a lot of data still for us to dig into, looking at those individual responders or which factors or variables might make an impact. There is the very next on the list, we're also going to be looking very shortly at the dialogic conversation outcomes. So, it's a conversation treatment. How has conversation changed? That's a question we need to answer. So we're looking at that currently, and might look more closely at other measures. And then I think the question of the dose is an interesting one. The question of how individual variables or the saliency of the group may impact change is another potentially interesting question. There are many different directions you can go.   You know, we've got 193 participants in the study, with three separate testing time points, so it's a lot of data to look at still. And I think we want to be sure we understand what we're looking at, and what those active ingredients might be, that we've got the constructs well defined before we start to recruit for another study and to expand on these findings further.   Lyssa Rome When we were meeting earlier, getting ready for this talk, you mentioned to me a really valuable video resource, and I wanted to make sure we take some time to highlight that. Can you tell us a little bit about what you worked on with your colleagues at Boston University?   Liz Hoover Yes, thank you. So I'll tell you a little bit. We have a video education series. Some of you may have heard about this already, but it's up on our website so bu.edu/aphasiacenter, and we'll still share that link as well. And it's a series of short, aphasia-friendly videos that are curated by our community to give advice and share lived experiences from people with aphasia and their care partners.   This project came about right on the heels of the COVID shutdown at our university. I am involved in our diagnostic clinic, and I was seeing folks who had been in acute care through COVID being treated with people who were wearing masks, who had incredibly shortened lengths of stay because people you know rightly, were trying to get them out of a potentially vulnerable environment. And what we were seeing is a newly diagnosed cohort of people with aphasia who were so under-informed about their condition, and Nina that has a famous quote right of the public being woefully uninformed of the aphasia condition and you don't think it can get any worse until It does.   And I thought, gosh, wouldn't it be wonderful to be able to point them to some short education videos that are by people who have lived their same journey or a version of their same journey. So we fundraised and collaborated with a local production company to come up with these videos. And I'll share, Lyssa, we just learned last week that this video series has been awarded the ASHA 2025 Media Outreach Award. So it's an award winning series.   Lyssa Rome Yeah, that's fantastic, and it's so well deserved. They're really beautifully and professionally produced. And I think I really appreciated hearing from so many different people with aphasia about their experiences as the condition is sort of explained more. So thank you for sharing those and we'll put the links in our show notes along with links to the other articles that you've mentioned in this conversation in our show notes. So thanks.   Liz Hoover Yeah, and I'll just put a big shout out to my colleague, Jerry Kaplan, who's the amazing interviewer and facilitator in many of these videos, and the production company, which is Midnight Brunch. But again, the cinematography and the lighting. They're beautifully done. I think I'm very, very happy with them.   Lyssa Rome Yeah, congrats again on the award too. So to wrap up, I'm wondering if there's anything else that you want listeners to take away from this conversation or from the work that you've been doing on conversation treatments.   Liz Hoover I would just say that I would encourage everybody to try group treatment. It's a wonderful option for intervention for people, and to remind everyone of Barbara Shadden and Katie Strong's work, of that embedded storytelling that can come out in conversation, and of the wonderful Audrey Holland's words, of it being a moral imperative to help people tell their story and to converse. It's yeah… You'll drink the Kool Aid if you try it. Let me just put it that way. It's a wonderful intervention that seems to be meaningful for most clients I've ever had the privilege to work with.   Lyssa Rome I agree with that. And meaningful too, I think for clinicians who get to do the work.   Liz Hoover, thank you so much for your work and for coming to talk with us again, for making your second appearance on the podcast. It's been great talking with you.   Liz Hoover Thank you. It's been fun. I appreciate it.   Lyssa Rome And thanks also to our listeners for the references and resources mentioned in today's show. Please see our show notes. They're available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasia access.org.   Thanks again for your ongoing support of Aphasia Access. For Aphasia Access Conversations. I'm Lyssa Rome.       Resources Walker-Batson, D., Curtis, S., Smith, P., & Ford, J. (1999). An alternative model for the treatment of aphasia: The Lifelink© approach. In R. Elman (Ed.), Group treatment for neurogenic communication disorders: The expert clinician's approach (pp. 67-75). Woburn, MA: Butterworth-Heinemann   Hoover, E.L., DeDe, G., Maas, E. (2021). A randomized controlled trial of the effects of group conversation treatment on monologic discourse in aphasia. Journal of Speech-Language and Hearing Research doi/10.1044/2021_JSLHR-21-00023 Hoover, E., Szabo, G., Kohen, F., Vitale, S., McCloskey, N., Maas, E., Kularni, V., & DeDe., G. (2025). The benefits of conversation group treatment for individuals with chronic aphasia: Updated evidence from a multisite randomized controlled trial on measures of language and communication. American Journal of Speech Language Pathology. DOI: 10.1044/2025_AJSLP-24-00279   Aphasia Resource Center at BU   Living with Aphasia video series Aphasia Access Podcast Episode #15: In Conversation with Liz Hoover

Ep 336: Feeding Therapy in Schools: Safety, Culture, and Collaboration with Karen HowarthIn this episode, Hallie Bulkin interviews Karen Howarth, a pediatric occupational therapist with 25 years of experience — and our new resident OT mentor inside Feed The Peds®.They dive into Karen's work in feeding therapy within school settings, including the development of the MEALS screening tool, the unique challenges of providing feeding therapy in schools, and the importance of a multidisciplinary approach.Karen also highlights the need for cultural sensitivity in feeding practices, shares strategies for supporting parents through feelings of guilt, and discusses how feeding challenges can impact a child's educational experience. She explains how collaboration with school staff ensures children's safety and access to nutrition during the school day.In this episode, you'll learn:✔️The MEALS screening tool addresses mealtime challenges in schools.✔️Engagement in mealtime is as important as physical feeding skills.✔️School-based feeding therapy requires a multidisciplinary approach.✔️Cultural sensitivity is crucial in addressing feeding practices.✔️Parents often experience guilt regarding their child's feeding difficulties.✔️Educational impact is a key consideration in IEPs.✔️Collaboration with school staff is essential for effective feeding interventionsRELATED EPISODES YOU MIGHT LOVEEpisode 286: It's Not Your Fault with Hallie Bulkin, MA CCC-SLP, CMT®, CPFT™ Episode 318: Feed The Peds®: The Mission with Hallie Bulkin, MA CCC-SLP, CMT®, CPFT™✨ FREE TRAINING ALERT – HAPPENING SEPTEMBER 8–10!If you're an SLP, OT, or student… you need to join me for the FREE 3-Day Pediatric Feeding Screening Training. Over 34,000 of your colleagues have done it — now it's your turn!Here's what you'll get when you sign up:4 hours on a certificate of completion (perfect for your renewal hours)My complete pediatric feeding screening packet — development chart, 50-symptom checklist, findings chart & referral formA chance to win a full scholarship to the 12-week Feed The Peds® courseGrab your spot here → www.feedthepeds.com/trainingOTHER WAYS TO CONNECT & LEARN

Hallie chats with Angelina Loia about vocational initiatives for students with special needs and complex needs and the use of AAC in collaborative platforms.This week on the pod, we're joined by Angelina Loia, MA, CCC-SLP, TSSLD — a NYC-based SLP with 20+ years of experience in District 75!

What happens when a passionate SLP flies to Hawaii to train a hospital team in FEES—and ends up learning just as much as she teaches? In this episode, Theresa shares the powerful, behind-the-scenes story of a multi-day FEES training in a hospital system. From the logistics (yes, including rolled up manila folders) to the deeply human moments (like helping a burn patient eat for the first time in months), you'll hear exactly what it takes to build confident, compassionate FEES providers—without throwing anyone to the wolves. This isn't just about technique. It's about mindset. Mentorship. The language we use. The space we create. And the incredible ripple effect it all has on patient care. Whether you're a seasoned FEES mentor or considering your very first pass, this story-driven episode will leave you inspired, empowered, and maybe even a little teary-eyed (in the best way). Listen to the full episode at: https://syppodcast.com/374 Follow Theresa: Instagram: https://www.instagram.com/theresarichardslp Youtube: https://www.youtube.com/@TheresaRichardMedicalSLP Subscribe to LinkedIn Newsletter: https://www.linkedin.com/newsletters/6925225047716499457/ The post 374 – Building Confidence in FEES: The Key to Successful Swallowing Assessments appeared first on Swallow Your Pride Podcast.

Is telepractice just as effective as in-person therapy for treating speech sound disorders? In this episode, we take a realistic, research-driven look at what the evidence really says about speech telepractice—and what factors determine whether it works. You'll discover: The exact client profiles that are NOT a good fit for telepractice. The active ingredients that make telepractice sessions as effective as in-person therapy. Why dose isn't just about reps—and how complex targets create massive gains. Brand-new research on final clusters and how to apply it in therapy. The key role of caregivers as co-therapists in virtual sessions. If you're a school-based SLP, private practitioner, or just considering telepractice, this episode will help you deliver high-impact, evidence-based therapy online—while avoiding the pitfalls.

Guests: Jennifer Eggert and Dawn Merth-JohnsonEarn 0.1 ASHA CEU for this episode with Speech Therapy PD: https://www.speechtherapypd.com/courses/lessons-from-wisconsonDo you dream about working with pediatric feeding disorders in the public schools, but aren't sure where to begin? Or, have you recently been asked to do so and are truly hesitant to start? Well, if you answered "Yes" to either one of those scenarios, then don't fret, because "First Bite" has you covered, thanks to the "forward-thinking" of leaders in Wisconsin. So, be inspired by your SLP colleagues Jennifer Eggert and Dawn Merth-Johnson, as they share the dynamic interprofessional practice team they built at the Wisconsin state level, the systematic steps they took during the 2024-2025 school year to implement the initial evaluation and treatment of pediatric feeding disorder protocols, and how they plan to engage in implementation science to tweak and grow for the 2025 -2026 school year. By the end of this hour, you will have functional steps to start in your district/state, too!Guests: Jennifer Eggert, MS, CCC-SLP, C/NDT, has dedicated her entire career to providing evaluation and treatment for infants, toddlers, preschoolers, and school-age children with a range of congenital and acquired diagnoses. Jennifer's focus has consistently been in the area of oral-motor and feeding disorders. She has served for 20 years as an instructor in the University of Wisconsin system and at Marquette University, teaching a variety of undergraduate and graduate-level courses, in addition to providing both on- and off-campus student supervision. Jennifer is the outgoing president of the Wisconsin Speech-Language Pathology and Audiology Association (WSHA).Dawn Merth-Johnson, MA, CCC-SLP, is an Education Consultant for the Wisconsin Department of Public Instruction, specializing in speech-language services and assistive technology. She brings 29 years of clinical and supervisory experience across various settings, including schools, long-term rehabilitation facilities, state agencies, and university programs. Dawn presents at both state and national conferences on topics related to leadership, advocacy, and clinical practice. She serves as Wisconsin's ASHA Co-State Education Advocacy Leader (Co-SEAL) and is the ASHA SEAL Champion for the Midwest region.

Why do so many SLPs feel broke — even with a steady paycheck? It's not just bad budgeting, and it's definitely not just you. In this video, I break down the real reasons speech-language pathologists struggle financially, from student loans to hidden work expenses to the financial traps our profession doesn't warn us about.Whether you're a school-based SLP, in private practice, or working per diem, you'll learn: ✅ The 3 biggest money drains for SLPs ✅ Why “good pay” isn't enough to build financial stability ✅ Simple steps to stop feeling broke and start building wealth

Is this intervention going to make a client's world bigger?That's the guiding question for today's guest, Cindy Mrotek, BCBA and LBS, founder of a.c.e therapies—a center offering Speech, OT, and ABA services, along with options for adult learners. With three locations across Illinois, a.c.e therapies focuses on skills that truly matter across the lifespan.In our conversation, Cindy shares why focusing on meaningful skills and goals is so important for increasing quality of life and “making the world bigger” for learners and their families. Without access to leisure skills and other essential life skills, a learner's world can feel very small—and that impact extends to their loved ones too.Cindy also highlights the unique benefits of a multidisciplinary clinic, where collaboration across disciplines creates a holistic approach to building a better life, rather than working on skills in isolation. As a clinician-owned center, she may not compete with private equity on pay or scale, but she offers something different: collaboration, flexibility, and an individualized, learner-centered model that supports both therapists and families.#autism #speechtherapyWhat's Inside:Setting goals critical to the lifespan.The importance of Adult Services in clinics.A widespread value in a multidisciplinary clinic. Mentioned In This Episode:a.c.e. Therapiesa.c.e. therapies (@acetherapies_) on InstagramCindy Dougherty-Mrotek on LinkedInSpeech Membership - ABA Speech  ABA Speech: Home

From the outside, you look fine. Maybe you're the SLP who's always polished, always on time, always hitting deadlines. Or maybe you're the one quietly behind — reports late, notes piled up, emails unanswered — but still working hard to appear as if you've got it together.Either way? It's exhausting. And it's what we call masking.In this episode, I'm pulling back the curtain on the hidden burnout so many SLPs are carrying — whether you're overachieving to keep up appearances or working overtime just to look like you're keeping up.Here's what we'll cover:Two of the most common faces of masking for SLPs (and why both are unsustainable)Why masking feels safer in the moment, but silently drains your energy and confidenceThe overlap between ADHD, executive dysfunction, and masking in professional lifeHow to recognize the gap between what people see and what you're actually experiencingPractical ways to loosen the mask and reclaim authenticity — without shame and without burning everything downIf you've ever thought things like, “They think I'm doing great… but if they only knew...” or "How is it that everyone else can keep up and I'm over here drowning..." this episode is for you. You are not alone, and you don't have to keep pushing through silently.

Ep 335: The #1 Way to Transform Your Pediatric Feeding EvaluationsIn this episode of The Untethered Podcast, Hallie Bulkin reveals why a truly effective pediatric feeding evaluation starts long before the child walks into the room. She shares how well-designed intake forms with targeted, specific questions unlock critical insights into a child's feeding behaviors and highlight red flags that might otherwise be missed.In this episode, you'll learn:✔️ Why the best feeding evaluations actually start before the child arrives, using detailed intake forms.✔️ Three simple questions that uncover posture problems, long meal times, and noisy eating — all key red flags.✔️ How hip alignment connects to oral motor function (“What we see on the hips, we see on the lips”).✔️ Why feeding challenges rarely exist in isolation and are often tied to sensory and developmental factors.✔️ How to spot red flags and conduct an effective screening even without watching a child eat.✔️ How to join Hallie's free 3-day live training for deeper, practical evaluation tools.RELATED EPISODES YOU MIGHT LOVEEpisode 319: Elevate Your Practice with the Pediatric Feeding Hub, Hallie Bulkin, MA CCC-SLP, CMT®, CPFT™ Ep 309: 5 Airway Health Tips for Children with Hallie Bulkin, MA, CCC-SLP, CMT✨ FREE TRAINING ALERT – HAPPENING SEPTEMBER 8–10!If you're an SLP, OT, or student… you need to join me for the FREE 3-Day Pediatric Feeding Screening Training. Over 34,000 of your colleagues have done it — now it's your turn!Here's what you'll get when you sign up:4 hours on a certificate of completion (perfect for your renewal hours)My complete pediatric feeding screening packet — development chart, 50-symptom checklist, findings chart & referral formA chance to win a full scholarship to the 12-week Feed The Peds® courseGrab your spot here → www.feedthepeds.com/trainingOTHER WAYS TO CONNECT & LEARN

We have all been there and it feels impossible. Hallie talks about how to manage a large caseload.This week on SLP Coffee Talk, Hallie is diving into a topic that every school-based SLP with a mile-long caseload needs—how to manage it all without burning the midnight oil. ☕

Cait Gannon is a dedicated and passionate medical speech-language pathologist. Cait earned her graduate degree in Speech Language Pathology from UMass Amherst, and since then, she's been on a mission to support individuals across the lifespan in finding their voice—literally and figuratively. She's volunteered with Healing Harmonies, a remarkable choir made up of adults with neurological conditions, bringing the power of music and community to the forefront of healing. She's also worked with REACH Early Intervention, helping our youngest clients build strong foundations for communication. Currently, Cait is part of the rehab team at Baystate Franklin Medical Center, where she works with voice clients and patients navigating cognitive impairments following strokes and brain injuries. Today, she's here to share her insights into the world of medical SLP—what it's like to support patients through some of their most vulnerable moments, the challenges and rewards of working in a rehab setting, and how voice and cognition intersect in powerful, life-changing ways.........................................⭐️ Help us grow by subscribing and rating our podcast on any platform (don't forget to leave a 5 ⭐️ review)❤️ ⁠Support our podcast⁠

After an unexpected summer hiatus, we're back with a solo episode that's part update, part confession, and 100% from the heart. In this deeply personal kickoff to the new season, Theresa opens up about a professional ego check she didn't see coming—one that hit close to home.As a board-certified swallowing specialist, choosing a feeding tube for my own son was never part of the plan. But what started as a tough decision turned into something surprisingly beautiful: freedom, nourishment, and a whole lot of learning.In this episode, Theresa Richard shares the behind-the-scenes updates on her dissertation, the MSLP-C™ Certification accreditation, exciting changes in the MedSLP Collective—and the very real parenting moments that led her to a new understanding of what feeding success can look like.Whether you're a med SLP, a parent, or someone navigating what it means to truly support patients and families, this episode is for you. Join the MedSLP Collective: https://medslpcollective.com/ Find out. more about the MSLP-C™ Certification Program: https://medslped.com/certification The post 373 – From Board-Certified in Swallowing… to Getting a Feeding Tube for My Son appeared first on Swallow Your Pride Podcast.