Podcasts about slp

This is a two-for-one episode. We'll start by digging into the mailbag and answering questions you sent in. Then we'll get to the topic filling my inbox with panicked emails: whether the Department of Education can take back forgiveness counts that were already granted. If you followed the rules, you shouldn't be worried, and I'll explain what I think is actually going on with these count corrections.Key moments:(00:00) Choosing the right college and degree in the new era of borrowing limits(06:04) What to do when your loan servicer gets your PSLF payment count wrong(08:14) Handling $145,000 in loans on a new engineer's starting salary(14:34) How the IDR account adjustment explains the counts being corrected now(18:51) Whether granted forgiveness can be reversed, and who gains from the panicLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:Tips I Can't Share PubliclyGetting our free newsletter? Upgrade your experience and discover student loan loopholes so good, they might get repealed if I talk about them publicly. Find out my very best thought leadership that I really just can't be open about anymore, unfortunately. If you want to get our very best tips, not just the ones that I can share for free. Go to studentloanplanner.com/insider to get a special discount for your year membership. Want more? Check out our other podcastStarting to think beyond your student loans? Check out our other show, Financially Free Era. It's about what comes next, investing, building wealth, and designing a life you actually want. Find "Financially Free Era by SLP Wealth" in your podcast app.

Feeling like data collection is eating up all your therapy time? In this episode, Hallie sits down with Michele Rothstein of SLP Madness, a 26-year elementary school-based SLP, to talk all about how to make data collection clean, efficient, and legally defensible. Michele shares her 3:1 treatment-to-probe ratio, how she handles Medicaid billing without sacrificing real therapy time, and why she believes data is her favorite four-letter word.Bullet Points to Discuss: The difference between therapy charting and true data collection Why testing your students every session isn't the same as teaching them Using a 3:1 ratio: three weeks of treatment, one week of progress monitoring How to report Medicaid billing data on non-probe weeks Building and organizing probes so they're ready for IEP season Handling inherited IEP goals you don't agree with or understand Here's what we learned: Data collection and therapy charting are not the same thing Consistent stimuli each time you probe is what makes data legally defensible An IEP is a blueprint, not a complete list of everything you're targeting Honesty about inherited goals builds trust with families and teams Starting small with one student or goal is the key to sticking with a new systemLearn more about Michele Rothstein: Website: https://www.slpmadness.com/ Instagram: https://www.instagram.com/slp.madness/ LinkedIn: http://www.linkedin.com/in/michele-rothstein-slpmadness Teachers Pay Teachers: https://www.teacherspayteachers.com/store/slp-madness How to Collect Data Without Stopping TherapyLearn more about Hallie Sherman and SLP Elevate:  

You're coming off years of low or no student loan payments, only to face 10-20x jumps seemingly overnight. We get into why payments are up so sharply, what to do (and not do) if your budget's getting squeezed, and how to use tax and filing strategies to lower your monthly student loan bill. We also share how to navigate marriage, family size, and community property rules when recertifying, so you can keep more options (and cash) in your hands.Key moments:(00:00) Payment shock: increases up to 20x after years of forbearance and SAVE(07:12) How retirement contributions and pre-tax accounts lower student loan payments(09:27) Married filing separately, and when it drops your payment(16:09) PAYE goes away July 2028, and who should switch before the deadline(20:19) Forgiveness is now taxable, and what to plan for if it's in your futureLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:Free Student Loan newsletterIf you are not already getting our weekly newsletter every Thursday, you are missing out. We break down studio loan news, updates, money tips, all in one helpful newsletter. Sign up for free at https://studentloanplanner.com/newsletterThe SLP YouTube ChannelIf you're more of a visual learner or you like seeing charts, breakdowns, and exploring other topics, check out https://youtube.com/studentloanplanner

Struggling with how to support a student who stutters without falling into the “fix it” trap? In this episode, Hallie sits down with Wendy Dietz, an SLP and clinic owner in Colorado who specializes in stuttering therapy, to chat all about what an acceptance-based approach really looks like. Wendy shares how a moving college essay first sparked her interest in stuttering, how the CARE model she learned at UT Austin completely shifted her perspective, and how she helps parents let go of all-or-nothing thinking about their child's speech.Bullet Points to Discuss: Why fluency-focused early intervention isn't backed by research and can cause harmHelping parents move past “fixed” vs. “held back” thinking about their child's stutteringA student's journey from a fluency-focused approach to self-advocacy and confidenceWhy observable severity often doesn't match a student's internal experience of stutteringWhat stuttering assessment looks like beyond disfluency countsResources for SLPs building skills and confidence in this niche Here's what we learned: The goal is confident communication, not reducing or curing stutteringA third path exists for parents beyond “fixed” or “struggling forever”A student's own attitude toward stuttering matters as much as how it soundsEarly education protects students from internalizing negative experiences laterConfidence in this niche comes from community involvement, not just courseworkResources Mentioned:Stop Guessing with Stuttering Therapy – Victoria Dertouzoc: https://speechtimefun.com/334-stop-guessing-with-stuttering-therapy/ A Human Approach to Stuttering and Neurodiversity – Ana Hernandez Episode: https://speechtimefun.com/336-a-human-approach-to-stuttering-and-neurodiversity/ Learn more about Wendy Dietz: Website: https://www.lifetimespeech.com/about Instagram: https://www.instagram.com/lifetimestuttering/ LinkedIn: https://www.linkedin.com/in/wendy-dietz-m-s-ccc-slp-5236561a9 Email: info@lifetimespeech.com Learn more about Hallie Sherman and SLP Elevate:  

Young Washington and Odysseus walk into a fast and testimony meeting. Only one will emerge triumphant! Both are violent. Both play fast and loose with their source material. And both are myths. In this episode, Stephen Carter compares the two movies for what they might offer to a Mormon audience. https://sunstone.org/wp-content/uploads/2026/08/SLP-215.mp3

SLPs have been screaming for a long time that reimbursement is too low, costs are rising, and access to speech-language pathology services is being threatened. But can we prove it with national data?In this episode, Jeanette Benigas, PhD/SLP, introduces The Speech Pathology Education, Advocacy and Knowledge (SPEAK) Project and its first major initiative: building a national economic dataset that shows what it actually costs to provide SLP services and turn those numbers into credible national evidence we can use to advocate directly with CMS during the current public comment period.Jeanette is joined by private practice owner Holly Ellis, MS/SLP, and CPA Cody Underwood to discuss how North Carolina built its own cost analysis, why independent financial analysis matters, and what the national SPEAK Project will measure, including CPT 92507, dysphagia and cognitive services, treatment time, payer mix, Medicare and Medicaid reimbursement, workforce pressures, waitlists, and access to care.The immediate goal: collect high-quality data from all 50 states (+ DC) and turn that evidence into meaningful advocacy.Give data. Give dollars. Or do both.Everything starts at speakproject.net.Get caught up, wherever you stream podcasts!#110: CPT 92507 Is Being Deleted? What Every SLP Must Know About the New Speech Therapy Codes#111: CPT 92507 Q&A for SLPs: Your Questions Answered#113: CPT 92507 Option B: This Is Our Week to Advocate#115: CMS's NEW Pediatric G Code Explained: What Every SLP Needs to Know#116: What the New Speech Therapy Codes Mean for Adult SLPs#117: The End of CPT 92507: Is Your SLP Documentation Ready?✨ Grateful to Chomper Champs for bringing so much positivity and fun to the pediatric SLP space. Follow the link to order the

What does DIRFloortime® actually feel like from the perspective of an autistic person?In this second episode of Rethinking Autism Therapy, Daria Brown is joined by autistic musician Cheyenne Erikson to explore what it was like growing up with situational mutism, anxiety, and an undiagnosed autistic neurotype, and how a relationship-based, developmental approach helped her feel understood and supported.Cheyenne shares her personal journey from an early diagnosis of situational mutism to discovering her autistic identity as a young adult.Together, she and Daria discuss how DIRFloortime's emphasis on relationships, individual differences, play, and emotional connection contrasts with more directive or compliance-based approaches. Through stories from childhood, teaching, parenting, and clinical practice, they illustrate how following a child's lead, presuming competence, and supporting regulation can foster authentic communication and growth.The conversation highlights the importance of understanding the world through a neurodivergent lens, recognizing the many ways children communicate, and creating safe opportunities for exploration, play, and emotional expression. Listeners will gain insight into how DIRFloortime® supports not only autistic children, but meaningful relationships across the lifespan.Learn more:

If you're on an income-driven repayment plan, you might be paying a marginal tax rate that rivals (or exceeds) those in high-tax countries. We walk through exactly how that number gets built, showing how many borrowers effectively lose close to half of every additional dollar earned. We get practical about how this impacts your investment strategy, spending habits, and even decisions like working less. I also break down why pre-tax savings accounts (and careful house/car choices) can buy you back weeks of life — and sanity.Key moments:(00:00) Why an income-driven borrower's tax rate rivals Sweden's(04:44) How a $150K salary hits a 47.55% marginal tax rate(08:51) Using dependent care FSAs and HSAs to effectively get “50% off”(16:22) How driving a modest car or working less can radically impact your life after taxesResource mentioned: Afford Anything podcast by Paula PantLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:Want more? Check out our other podcastStarting to think beyond your student loans? Check out our other show, Financially Free Era. It's about what comes next, investing, building wealth, and designing a life you actually want. Find "Financially Free Era by SLP Wealth" in your podcast app.Tips I Can't Share PubliclyGetting our free newsletter? Upgrade your experience and discover student loan loopholes so good, they might get repealed if I talk about them publicly. Find out my very best thought leadership that I really just can't be open about anymore, unfortunately. If you want to get our very best tips, not just the ones that I can share for free. Go to studentloanplanner.com/insider to get a special discount for your year membership.

I still remember what it felt like to walk into a therapy session and have no idea how to move forward.Early in my career, I was working with autistic learners with complex communication and behavioral needs, and I quickly realized graduate school had not prepared me for everything I was seeing. I wanted to help, but I didn't always have practical strategies I could use when a learner struggled to attend, engage, or communicate. That experience sent me searching for better answers and ultimately shaped the way I practice today.More than 20 years later, I want clinicians to have something I desperately needed back then: support, practical education, and a community that helps you feel confident about what to do next.That's why I created the ABA Speech Connection. It brings speech therapists, BCBAs, and RBTs together to learn evidence-based strategies, earn CEUs, collaborate, and immediately apply what they're learning with autistic students. From AAC and functional communication to clinical roundtables and live learning, everything is designed to make professional development practical and useful.You don't have to spend hours searching for your next CEU or wonder whether you're doing enough. You can have a place to learn, ask questions, and keep growing alongside professionals who care about helping every student communicate with the world.#autism #speechtherapyWhat's Inside:Why my early clinical experiences shaped the ABA Speech ConnectionHow ongoing education can build confidence and strengthen clinical practicePractical learning around AAC, communication, and evidence-based interventionHow the Connection supports individuals and professional teamsMentioned In This Episode:Say It With Me by Rose GriffinAAC Mastery for SLPs and BCBAsEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

Instalan centro contra inundaciones en SLP No te pierdas el evento musical TlacuACH Fest Papa León XlV envió 100 mil euros de ayuda humanitaria a Colombia #grc

Many school clinicians know executive functioning is important. They also know that their entire team should be supporting it across general and special education settings. But they don't always know what exactly that looks like in practice…And if they do, they don't know HOW they can change the practices of classroom teachers. There are a lot of unanswered questions. …How can I find time to think about changing teacher's practices when I barely have time to manage my own workload? …What is my role if students don't “qualify” for services on an IEP? …Doesn't adding executive functioning to my plate open up a whole can of worms I'll never be able to manage as a related service provider? …Even if I should be involved, how do I get teachers and administrators to “buy in?”In this episode, I share how I help school clinicians not just answer these questions, but actually get executive functioning support in place…Even if they're not administrators…Without taking them away from their existing responsibilities or causing role confusion…And, even if they don't have “buy in” from everyone on their team that they SHOULD be involved with executive functioning. As you listen, I invite you to consider that you MIGHT NOT need to get buy-in to start. The buy in comes with the process because it helps to “stack” the evidence you need to gain traction along the way. And…the reason that no one can give you a clear answer on how or what your role is because a clear framework doesn't exist. People don't give you an answer because most people don't know HOW executive functioning support should look in schools. That's an opportunity for YOU to define how that looks. Which you are one of the most qualified people in your building to do if you're an SLP, social worker, psychologist, counselor, or other related service provider. And if you do it the right way, it can save you time and get better support for students in place at the same time. I share why that's the case in episode 265 of De Facto Leaders.  In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation). In this training, I cover the following:✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.You can sign up for this training here: https://drkarendudekbrannan.com/efleadershipIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

In this weeks quicky of the Self Love Podcast, Kim explores the beautiful concept of Coming Home to Oneself, returning to the authentic, wholehearted version of you that can become hidden beneath life’s expectations, challenges and conditioning. She shares how true self-love is not about becoming someone new but gently remembering who you have always… Continue reading SLP 605: Self Love Quicky – Coming Home to Oneself The post SLP 605: Self Love Quicky – Coming Home to Oneself appeared first on The Wellness Couch.

Summer's winding down and, let's be real, if you've got kids, you're counting the minutes until school starts. But whether you're squeezing in that last vacation or piecing together a back-to-school checklist, we make the case that you should also start collecting something else: so-called “old person hobbies.” We share why diving into activities like sourdough baking, tree planting, or astronomy could save your sanity (and maybe even your wallet)—even when juggling six-figure student loans and a hectic career. We talk practical ways to get started, how low-cost hobbies can help you invest in your future self, and why giving yourself permission to enjoy life is one of the best financial moves you can make.Key moments:(00:00) Why “old person hobbies” are worth exploring well before retirement(01:19) How my wife and I found sanity through sourdough and star-gazing(02:12) Why my 20s self didn't get it, and what shifted for me in my 30s(03:25) How to start a long-term hobby for under $10(05:32) Building a financial plan that lets you actually enjoy your lifeLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:The SLP YouTube ChannelIf you're more of a visual learner or you like seeing charts, breakdowns, and exploring other topics, check out https://youtube.com/studentloanplannerFree Student Loan newsletterIf you are not already getting our weekly newsletter every Thursday, you are missing out. We break down studio loan news, updates, money tips, all in one helpful newsletter. Sign up for free at https://studentloanplanner.com/newsletter

What happens when collaboration is built into a practice from the very beginning? The results can be powerful for clinicians, families, and most importantly, the children we serve.I love hearing how different professionals find their path, and Colleen Lama's story is such a great reminder that unexpected career moments can lead to something even better. As both a speech-language pathologist and BCBA, she shares how becoming dual certified helped her better support autistic learners and inspired her to create a practice where speech therapy, occupational therapy, and ABA truly work together. We also talk about the realities of growing a multidisciplinary practice, from navigating insurance challenges to building a team that values collaboration and family-centered care. If you've ever wondered what it looks like to provide coordinated services under one roof, I think you'll find plenty of practical insights and encouragement here.#autism #speechtherapyWhat's Inside:Why Colleen became both an SLP and BCBA, and how that shaped her careerThe benefits of offering speech, OT, and ABA in one collaborative practiceChallenges that come with multidisciplinary care and how strong communication keeps teams alignedHow the ABA Speech Connection supports ongoing learning for SLPs, BCBAs, and RBTsMentioned In This Episode:Lama Pediatric TherapySelective Mutism, Anxiety and Communication AAC Mastery for SLPs and BCBAsEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

"Don't buy him letters." That's what a professional told Cari Ebert when her son Aaron was two. He was "obsessed," they said, and needed to be moved toward more appropriate play. Cari ignored them. Those letters were how Aaron showed joy, and how she connected with him. Nearly two decades later, that same deep interest in letters, numbers, and dates is what landed him a job he loves. That moment is the heart of today's episode, because it's exactly what happens when we treat autism as a journey instead of a tragedy. This is Cari's keynote from this year's Preschool Autism Summit. She brings two lenses to it: 30+ years as a pediatric SLP, and 21 years as mom to her autistic son. Together they make a case that so much of what we were taught to fear, grieve, and "fix" was never the problem. The problem was the language, the linear milestones, and the compliance-first thinking we inherited. Cari walks us through Aaron's whole story, from spelling words before he could speak, to teaching himself to tie his shoes at 20, to reading bedtime stories to his baby nephew. Along the way she gives us a clearer, kinder way to talk to families and a real shift in how we show up for autistic children. We'll talk about: why the child is exactly the same the day after a diagnosis, and it's the adults who need to shift the power of first messages, and how "red flags" teach families to fear a diagnosis deficit-based language versus affirming, neutral, strengths-based language what autism is not, and what it actually is the spiky, non-linear developmental profile reframing the spectrum into a support-needs profile honoring autistic joy as the doorway to connection and learning Because we don't get to decide where an autistic child's journey ends. Our job is to keep believing there's more ahead. In This Episode, You'll Learn Why autism is a journey, not a tragedy, and what changes when we lead with curiosity instead of fear How deficit-driven language sends the message that something is "wrong" with the child, and how to choose affirming or neutral language instead Why autism is not a delay, a disease, or something a child outgrows What a spiky developmental profile is, and why milestone charts don't fit autistic development How to give families space to grieve their expectations, not the child in front of them What presuming potential looks like in real life, including how video modeling helped Aaron learn a skill on his own timeline Why deep interests, from Metallica to NASCAR, are the way in, not something to redirect Key Takeaways The diagnosis doesn't change the child; it changes how the adults see and support them Regulation creates the conditions for learning, and connection comes before communication All behavior has meaning; it's a clue, not a problem to extinguish Progress isn't linear, and growth continues across the whole lifespan Communication is a right, not something a child has to earn Autistic children are different, not less We stretch strengths instead of fixing deficits Families are the experts on their child, and the most important members of the team Try This Take one traditional IEP goal and ask AI to rewrite it in neurodiversity-affirming language, without percentage-of-accuracy measures Swap deficit words for neutral ones this week: "deep interests" instead of "obsessions," "prefers consistency" instead of "rigid" Learn one child's deep interest, and use it as your starting point instead of redirecting it Reframe a behavior you'd usually try to stop, and ask what it's communicating about the nervous system Notice a child's glimmers, the small things that bring them micro-moments of joy, and make room for them Start with connection before you ask for a single communication skill Related Resources & Links Cari Ebert's website - The Learning to Learn program, the Silly Sounds cards, and The SLP Talk Show podcast Preschool Autism Summit 2026 - Grab the summit replay bundle, a free guide, and get on the waitlist for 2027 Autism Little Learners Membership When we treat autism as a journey instead of a tragedy, we stop asking a child to prove they're worthy of our belief and start offering it from the very beginning. Cari's son didn't become worthy the day he got a job or gave a keynote. He was always worthy. Once you see every autistic child that way, it changes everything about how you teach.  

92507 is changing, and SLP documentation will have to change with it.In this episode, Jeanette Benigas, PhD/SLP, is joined by adult and pediatric private practice owners Katie Brown, MA/SLP, and Emily Watkins, MCD/SLP, to talk about what the new code set could mean for documentation, billing, compliance, and audit risk across pediatric and adult settings.Katie and Emily share firsthand experiences with Medicare, Medicaid, and commercial insurance audits, including what payers requested, what triggered the audits, and why documentation supporting medical necessity and skilled intervention matters. They also deliberate one of the biggest shifts ahead: moving from a catch-all code to multiple service-specific codes means SLPs will need to clearly support what they treated, why it required skilled intervention, and the time spent providing that treatment.The takeaway: do what you bill, bill what you do, and document what you do.Whether you're a clinician, manager, or private practice owner, now is the time to understand the changes and prepare... before January.Resources Mentioned

What if you could trade the burnout of the school system for a flexible schedule, a slower pace, and time to actually enjoy your work? Today's guest did exactly that and her story is proof that it's never too late to design a career that truly fits you.I'm so excited to introduce you to Heather Danielkiewicz, a speech-language pathologist and the founder of Momma D. SLP, based in Plainwell, Michigan. Heather is also a member of our Next Level program, and let me tell you, her energy, her heart, and her clinical expertise are absolutely inspiring.After nearly two decades in the schools, Heather knew she needed a change. She was burning out, craving flexibility, and longing for space to breathe. Switching to private practice not as a full-time leap, but as a gradual, intentional shift has given her exactly that. Today, she works part-time in the schools and runs her own practice across the street from her home, with a schedule that actually allows her to think, create, and serve her clients the way she's always wanted to.In this episode, Heather shares how she got her start in speech pathology, how one moment literally shined for her as a sign, and why she finally took the leap into private practice.Heather has been an SLP for 24 years, with the majority of her career spent in school-based roles supporting preschool through elementary students. During that time, she developed a deep interest in the connection between oral language and literacy skills and received additional training to support language, writing, and reading development within her SLP role. Her experience also spans inpatient rehabilitation, private practice, and supervising graduate students for several summers at Western Michigan University. She is passionate about collaborative, relationship-centered care, and she is building an integrated private practice focused on meaningful communication and literacy outcomes for children and families.Outside of patient care, Heather is a proud mom who understands firsthand the importance of work-life balance and she's committed to mentoring the next generation of SLPs along the way.In Today's Episode, We Discuss:How a chance encounter with a graduate student and a book changed the trajectory of her careerThe power of investing in yourself and your business, even when it feels scaryHow she's intentionally shrinking her life to create more white space, flexibility, and joy while still serving kids with DLD, autism, and ADHD in a deeply meaningful wayHeather's story is such a beautiful reminder that you don't have to have it all figured out to start. You don't have to leave your full-time job overnight. You just have to take one small step and keep listening to what feels right for you and your nervous system.If you're ready to stop waiting and start building a practice that's truly aligned with your goals, Private Practice School is here to help. We start with a Personalized Private Practice Plan and then give you the tools, such as the Life First calendar and our Numbers Made Simple Calculators, and me in your corner every week, whether you're opening the doors or growing what you've already built.Please visit www.PrivatePracticeSchool.com to learn more, and follow me on Instagram @independentclinician for more tips, inspiration, and resources to support your private practice journey.Resources Mentioned:Follow Heather on Instagram: instagram.com/mommadslp/Check out her website: mommadslp.clientsecure.meWhere We Can Connect:Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram: https://www.instagram.com/independentclinician/Follow Me on Facebook: https://www.facebook.com/jena.castrocasbon/

In this heartfelt episode of the Self Love Podcast, Kim speaks with Rebecca Warke to explore the inspiration behind her powerful new book, Take a Hike. Written in the aftermath of heartbreak, the book chronicles Beck’s deeply personal journey from loss and self-abandonment to healing, self-discovery and coming home to herself. Together, they unpack the… Continue reading SLP 604: Take a Hike: Finding Yourself After Heartbreak with Beck Warke The post SLP 604: Take a Hike: Finding Yourself After Heartbreak with Beck Warke appeared first on The Wellness Couch.

Curious what it actually takes to change hearts and minds when advocating for the CAA profession? Turns out, advocacy is a skill like anything else in this field, and it starts with the right mental model. Whether you're a practicing CAA facing pushback in the OR, an AA student finding your voice online, or a pre-AA just starting to understand our profession's fight for recognition, this episode gives you a framework you can actually use.In this episode I sit down with Adrienne Evans, SLP-turned-Pre-AA and co-host of the Pre-AA Pathways Podcast, to break down her original V.O.I.C.E. Framework for advocacy.In this episode we discuss:The V.O.I.C.E. Framework: Validate, Own, Identify, Cite, End with inclusionHow to respond to misinformation and disinformation about the CAA profession without escalatingWhy validation is a form of psychological grounding that lowers defensiveness in hard conversationsHow to identify the root cause of a misconception before you try to correct itApplying the framework in both online comment sections and in-person conversationsWhy most advocacy conversations won't change a mind on the spot — and how repetition and small efforts build relationships and long-term changeResources Mentioned:Adrienne Evans' VOICE advocacy framework — SLPtoCAA.com/advocacyAdrienne Instagram, TikTokContact AdrienneNon Traditional Pre-AA ClubPre-AA Pathways PodcastDrop me a quick voice note!Interview Prep School for $97, you receiveStep-by-step interview prep guide (themed)2 hr interview workshopInsights from current AA studentsOn camera practiceInterview questions bankTons of feedbackConfidence Enroll NowStay Connected by subscribing to the Awakened Anesthetist Newsletter- for more CAA specific resources, exclusive content and offers.Watch episodes of Awakened Anesthetist Now on YouTube!Let's Chat! awakenedanesthetist.com  or on IG @awakenedanesthetist

In this week’s Quicky, Kim explores the profound healing power of nature and how reconnecting with the body’s innate intelligence can support true wellbeing. She unpacks holistic healing modalities such as acupuncture, homeopathy and aromatherapy sharing how each works to stimulate the body’s natural healing processes rather than simply masking symptoms. Kim also offers simple,… Continue reading SLP 603: Self Love Quicky – The Healing Power of Nature The post SLP 603: Self Love Quicky – The Healing Power of Nature appeared first on The Wellness Couch.

Most people who care about money — especially those with big student loans — eventually end up worrying, "Am I on track to retire?" But that's not the right question. Today, I break down why obsessing over retirement misses the point, and explain how shifting your focus to what you actually want in the next year can have a much bigger impact. Plus, I get real about what happened when I chased early retirement myself — and what really mattered in the end.Key moments:(02:36) What financially interested people get wrong and why planners aren't just for the ultra-wealthy(05:44) What keeps high earners from enjoying their money (07:12) My own early retirement attempt and the surprising lesson it taught me about purposeLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:Tips I Can't Share PubliclyGetting our free newsletter? Upgrade your experience and discover student loan loopholes so good, they might get repealed if I talk about them publicly. Find out my very best thought leadership that I really just can't be open about anymore, unfortunately. If you want to get our very best tips, not just the ones that I can share for free. Go to studentloanplanner.com/insider to get a special discount for your year membership. Want more? Check out our other podcastStarting to think beyond your student loans? Check out our other show, Financially Free Era. It's about what comes next, investing, building wealth, and designing a life you actually want. Find "Financially Free Era by SLP Wealth" in your podcast app.

Comparing vocabulary instruction for children who use AAC is not a one size fits all decision, and that is exactly what makes this conversation so valuable.Vocabulary intervention is one of the topics I get asked about most often, and there is still so much to learn about the best ways to support children who use AAC. I'm joined by Dr. Courtney Trevino to unpack her research comparing explicit vocabulary instruction with more naturalistic, incidental teaching. We explore what each approach looks like in practice, how vocabulary was selected for the study, and what the findings can teach us as clinicians.One strategy that really stood out to me was navigation description, talking out loud through the path you take to find a word on an AAC system. It is such a practical way to support learning, while also helping parents, teachers, RBTs, and other team members become more confident using AAC. I walked away thinking differently about how I teach vocabulary, and I think you will too. If you are looking for practical, research-backed ideas that you can start using right away, this conversation is full of them.#autism #speechtherapyWhat's Inside:Why explicit vocabulary instruction led to stronger word learning outcomesHow navigation description can support both AAC users and communication partnersChoosing vocabulary for early AAC learners, including developmental versus core wordsPractical ways to blend structured teaching into everyday therapyMentioned In This Episode:Comparing Two Vocabulary Interventions for Children Who Use Augmentative and Alternative CommunicationDr. Courtney TrevinoAAC Mastery for SLPs and BCBAsEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

The new Medicare speech therapy CPT codes are coming, and adult SLPs need to prepare.In this episode, Jeanette Benigas, PhD/SLP, is joined by Katie Brown, SLP of Neuro Speech Solutions (@neurospeechsolutions), to discuss how the new code family replacing 92507 could impact adult speech-language pathology across Medicare Part B, skilled nursing, outpatient, home health, hospital outpatient, and private practice.They discuss how the new codes may affect reimbursement, scheduling, productivity, documentation, cognition treatment, Medicare Advantage, commercial insurance, and ethical billing. They also explore why accurate utilization data will be critical to future advocacy for higher reimbursement rates.Whether you own a private practice, work in a SNF, outpatient clinic, hospital, or even pediatrics, this conversation will help you understand what's changing, what questions remain unanswered, and how to start preparing now.Topics include:• The new adult SLP CPT codes• Replacing 92507• Medicare Part B billing• Cognition reimbursement• Documentation changes• Productivity concerns• Private practice and SNF implications• Ethical billing and future advocacyResources Mentioned

Cofepris intensifica acciones contra anuncios irregulares en internet Desmantelan cuatro centros de huachicol en SLP, Hidalgo y Morelos Singapur multará a Facebook, Apple y Google por estafas digitales#grc

In this episode of SLP Coffee Talk, Hallie's back with returning guest Shelby Davis, a school-based SLP at Community High School in Teaneck, NJ, and a doctoral candidate at Monmouth University. Shelby's diving into the 5th-year transition program she's helping build for students on the spectrum and others with complex learning needs — designed to bridge the gap between high school and real independence. From vocational skill-building to community partnerships, Shelby walks through how the program came together, what SLPs can offer beyond the classroom, and how any SLP can bring these strategies into their own practice, transition program or not.Bullet Points to Discuss: Why four years isn't always enough — and what a 5th-year transition program looks like in practice Moving beyond classroom goals to communication students actually need at work, in the community, and at home The skill areas worth targeting: self-advocacy, executive functioning, vocational communication, problem-solving Real-world practice — job shadowing, budgeting trips, even a visit to the post office Why repetition and hands-on practice outside the classroom matters most for autistic and other diverse learners Getting SLPs, OTs, teachers, counselors, and families all working from the same playbook The resources behind the program — Speech Time Fun, a monthly themed curriculum, and the NYT Learning NetworkHere's what we learned: There's almost no existing research on 5th-year transition programs — which is part of why Shelby's building her doctoral work around it Real-world self-advocacy starts small: affirmation flashcards students can lean on when asking for help at a register or counter Admin buy-in came down to a clear proposal — mock curriculum, funding, staff certifications, not just an idea Parents said yes faster than expected — once they saw the goal was independence, not delay Bottom line for older students: treat them like people, not projects — connect to their interests firstLearn more about Shelby Davis: Instagram: https://www.instagram.com/shelbyadavis/ Learn more about Hallie Sherman and SLP Elevate:  

In this inspiring conversation, Kim sits down with Melissa Kupsch, founder of RMDY Collective and director of the RMDY Academy, to explore the principles of homeopathy and its role in supporting long term health and wellbeing. Melissa shares the personal experiences that led her to dedicate her career to homeopathy, explaining how this holistic approach… Continue reading SLP 602: Melissa Kupsch on Homeopathy, Healing & the Body’s Wisdom The post SLP 602: Melissa Kupsch on Homeopathy, Healing & the Body’s Wisdom appeared first on The Wellness Couch.

Aseguran a 59 especies salvajes en SLPSigue la onda de calor en varios estados 29 de julio Día Internacional del Tigre #grc

In this week’s Self Love Podcast Quicky, Kim explores the transformative power of being fully present and why true peace is found in the here and now. She explains how our minds naturally wander between the past and the future, often creating unnecessary stress and anxiety, and shares the fascinating neuroscience behind mindfulness and the… Continue reading SLP 601: Self Love Quicky – The Most Beautiful Place You Will Live The post SLP 601: Self Love Quicky – The Most Beautiful Place You Will Live appeared first on The Wellness Couch.

If you're coming out of professional school this fall, here's the quirk in your favor: you almost certainly didn't borrow after July 2026, which means you still have access to every repayment plan that existed before that cutoff. Some of these new-grad moves have been around for years, but the arrival of the Repayment Assistance Plan (RAP) changes the math, and we walk through the hacks that let high-debt full-payoff borrowers start $10 payments and get their interest wiped to roughly 0% for the first year. Then we zoom out: why you shouldn't rewire your portfolio over AI-bubble jitters, and why the best financial call you make in your 20s or 30s might be spending the money before your knees give out.Key moments:(01:44) The cost of using your full six-month grace period after graduation(02:26) Consolidating at graduation: when it's a good idea, and when it's a disaster(05:19) How the interest subsidy hack can be worth $15K–$20K for high-debt grads(08:36) Why I think you should take some non-financial risks while you're youngLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:Free Student Loan newsletterIf you are not already getting our weekly newsletter every Thursday, you are missing out. We break down studio loan news, updates, money tips, all in one helpful newsletter. Sign up for free at https://studentloanplanner.com/newsletterThe SLP YouTube ChannelIf you're more of a visual learner or you like seeing charts, breakdowns, and exploring other topics, check out https://youtube.com/studentloanplanner

Dr. Julie Ray Roberts, CCC-SLP, BCBA-D, is a nationally recognized Speech-Language Pathologist and Board Certified Behavior Analyst–Doctoral with a Ph.D. in Special Education specializing in autism intervention. Since 2002, she has dedicated her career to helping individuals with complex communication needs—particularly those with autism and intellectual disabilities—develop meaningful communication and achieve greater independence. Based in the Houston, Texas area, Dr. Roberts is the founder of AAC Studio, Inc., where she empowers parents to become active leaders in their child's augmentative and alternative communication (AAC) journey. By integrating speech-language pathology (SLP), applied behavior analysis (ABA), and AAC, she provides comprehensive services including individualized therapy, parent coaching, professional training, social groups, and customized AAC setup and design.In 2011, Dr. Roberts developed an innovative communication approach designed to help individuals with autism communicate more effectively. She is currently completing the SVO Power Manual, scheduled for publication in 2026, to make these evidence-informed strategies more accessible to families, educators, therapists, and clinicians worldwide.A passionate advocate for disability inclusion, Dr. Roberts founded the Profound Autism Ally and Global Disability Alliance communities on Facebook and actively supports fundraising initiatives for programs serving widows and orphans in Uganda. Website:https://www.drjulierayroberts.com/?utm_source=ig&utm_medium=social&utm_content=link_in_bio&fbclid=PAb21jcATVenxleHRuA2FlbQIxMQBzcnRjBmFwcF9pZA81NjcwNjczNDMzNTI0MjcAAae6Adw-HwVpCCikIoPCI6ELj0c2m_WPAazn65lw0gVM_PO0uku0Gi0af4zk4w_aem_Bxukj03NXFNcM9xSxubIQQInstagram:https://www.instagram.com/drjulierayroberts?igsh=MWJ3YW5uNTdobGh5MA==Profound Unfiltered Podcast:https://youtube.com/@profoundlyunfiltered?si=6QLZJ2m2GvBWJWJF

In this episode of SLP Coffee Talk, Hallie sits down with researchers Klaire Brumbaugh and Katy Cabbage, who are part of a team building a nationwide study around something secondary SLPs know all too well: the older student still working on that R who has zero interest in being in the speech room. They're developing tools to actually measure student motivation—so SLPs have real data behind decisions like when to keep kids on, when to discharge, and how to catch that window when a student is finally ready to do the work.Bullet Points to Discuss: What one SLP noticed in her high school speech room that kicked off this whole research project Why motivation is already being used as a dismissal criteria—but no one's actually measuring it What the research is finding so far—and where the big gaps still are What a nationwide study looks like and how SLPs can get involvedHere's what we learned: When a student is intrinsically motivated, progress can happen in weeks—not years. Low motivation is already being used to dismiss kids from therapy, but there's no real way to measure or track it. Parents, teachers, and students often see the same speech sound disorder in completely different ways—and that gap can affect every decision you make. The best research ideas are already happening in school speech rooms. This whole study started because one SLP spoke up at a conference.Learn more about Klaire Brumbaugh & Katy Cabbage: Instagram: https://www.instagram.com/cablab_wsu/ Learn more about Hallie Sherman and SLP Elevate:  

What if your biggest setback became your greatest catalyst for growth? Today's guest turned a traumatic brain injury into a turning point that transformed her private practice and her life. I'm so excited to share her story with you!I'm introducing you to Karissa Gussmann, a certified Speech-Language Pathologist and the founder of Speech Pathways of St. Johns, a private speech and occupational therapy clinic serving Jacksonville and St. Johns, Florida.Since becoming an SLP in 2011, Karissa has dedicated her career to helping children, teens, adults, and families discover the power of communication. With a background in psychology and speech-language pathology, she blends evidence-based practices with a holistic, family-centered approach that focuses on the whole person, not just a diagnosis. Karissa specializes in supporting individuals with complex communication needs, including autism, apraxia, AAC, developmental delays, speech and language disorders, fluency disorders, and neurological conditions. She believes that communication is so much more than words; it is connection, confidence, independence, and the ability to share who you are with the world.After working across medical, educational, and private practice settings in both New Jersey and Florida, Karissa founded Speech Pathways with the vision of creating a place where families feel supported, children feel celebrated, and therapy is individualized to each person's unique pathway.She earned her Bachelor's degree in Psychology with a minor in Criminal Justice from Monmouth University and her Master's degree in Speech-Language Pathology from Kean University. She is a proud member of the American Speech-Language-Hearing Association and is licensed in Florida and New Jersey.Today, Karissa is still treating, has an incredible clinical director, is converting team members to W-2 employees, and is finally understanding her numbers through KPIs. Her journey is proof that private practice is not for the weak but for those who believe in their purpose, it's absolutely worth it.Outside of being an SLP and business owner, Karissa's favorite roles are being a wife and mom to her two boys. Her mission, both professionally and personally, is helping others recognize their strengths, find their voice, and “kiss your brain” along the way.In Today's Episode, We Discuss:How a parent's offhand comment started it allGrowing a clinic one room at a time, on purposeBuilding through a TBI, nearly losing it all, and finding a reason to keep goingWhat happened when she realized she couldn't be her own clinical directorWhy community has been the secret ingredient behind everything she's builtKarissa is truly living proof that even when the world stops, you can keep going. She didn't have a vision for a big practice, she just had a heart for the mission. And that was enough to build something extraordinary.Her story does not have to be the exception. You, too, can build the private practice of your dreams even when life throws you curveballs.Want to build your private practice to the point where YOU can weather any storm and thrive just like Karissa has? Learn more about our Start Your Private Practice where our coaches can help you set up systems as you shift from clinician to CEO. To learn more, please visit www.StartYourPrivatePractice.comOr, if you already have an existing private practice and you're ready to take it to the next level we'd love to support you inside the Next Level Private Practitioner. You can learn more at www.nextlevelprivatepractitioner.com. Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned:Follow Karissa on Instagram: instagram.com/speechpathways_stjohns/ Facebook: facebook.com/SpeechPathwaysofStJohns/ Check out her website: SpeechPathwayssj.comWhere We Can Connect:Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram: https://www.instagram.com/independentclinician/Follow Me on Facebook: https://www.facebook.com/jena.castrocasbon/

In this inspiring episode, during Donate Life Week, Kim sits down with liver transplant recipient, athlete, and advocate Kate Clark to share an extraordinary story of resilience, gratitude, and making the most of a second chance at life. After losing her brother to the same rare genetic liver condition that later led to her own… Continue reading SLP 600: The Gift of Life with Kate Clark The post SLP 600: The Gift of Life with Kate Clark appeared first on The Wellness Couch.

Dan McClellan has done the seemingly impossible. He has made Bible scholarship not only accessible, but cool on his TikTok channel. In this episode, he talks about how he became the internet sensation he is today. https://sunstone.org/wp-content/uploads/2026/07/SLP-214.mp3

Dr. R.J. joins us this week for a wonderful conversation on dyslexia, the SLP's role, and the connection between DLD and dyslexia, as well as some practical takeaways for SLPs.R.J. Risueño is an Assistant Professor of Speech Language Pathology at Midwestern University – Glendale Campus. As a researcher-clinician, he is dedicated to developing and improving assessment and intervention tools for children with or at-risk for language and literacy disorders, specifically for Spanish-English bilingual children. His work is informed by training in implementation science, which prioritizes community-based partnerships to support the adoption of evidence-based interventions. His collaborators include pediatricians, speech-language pathologists, teachers, and families of disabled children.Keep up with RJ:Instagram: @risuenolabwww.rjrisueno.com........................................⭐️ Help us grow by subscribing and rating our podcast on any platform (don't forget to leave a 5 ⭐️ review)❤️ ⁠⁠⁠⁠⁠⁠Support our podcast⁠⁠⁠⁠⁠⁠

CMS surprised speech-language pathologists with a proposed pediatric G code, creating new questions about reimbursement, billing, and the future of pediatric speech therapy.In this episode, Jeanette Benigas, PhD/SLP, is joined by billing expert Rick Gawenda and pediatric private practice owner Emily Watkins, MCD/SLP, to break down what the proposed G code actually means, who it applies to, and why it matters far beyond Medicare.Topics include:• Who the proposed pediatric G code applies to• Why commercial insurance and Medicaid may choose different billing paths• Timed CPT codes vs. the proposed G code• How reimbursement could change for pediatric practices• Operational challenges for clinics and business owners• Why giving payers multiple billing options may create inconsistencies• The risks surrounding untimed codes and future payer audits• Why understanding RVUs and practice expense matters• What clinicians and practice owners should consider before submitting comments to CMSWhether you're an employee, private practice owner, school-based SLP, or administrator, these proposed coding changes have the potential to affect your reimbursement, documentation, scheduling, and future practice.This episode is designed to help you understand the proposal, not tell you what position to take, so you can make informed decisions on how to comment before the CMS comment period closes.✨ Grateful to Chomper Champs for bringing so much positivity and fun to the pediatric SLP space. Follow the link to order the

What if one of the greatest gifts we can give a baby in the NICU isn't something we give to the baby at all—but something we give to their parents?In this episode of the Empowering NICU Parents Podcast, host Nicole Nyberg, MSN, APRN, NNP-BC, is joined by Lisa Kleinz, MA, CCC-SLP, Director of Education at Dr. Brown's Medical, and former NICU parent Liz Barker for an inspiring conversation about the Infant-Driven Feeding® (IDF) Program and how it transforms the NICU experience for babies, families, and care teams.While feeding is at the center of the discussion, this episode is about so much more than breastfeeding or bottles. Lisa explains how the Infant-Driven Feeding® Program is an evidence-based, family-centered developmental care approach that teaches parents and clinicians to recognize and respond to each baby's unique cues, creating positive feeding experiences while promoting safer feeding practices, stronger parent-infant relationships, and improved outcomes.Liz shares the remarkable story of her daughter, Lucy, who was born at just 28 weeks' gestation. She candidly discusses the fear, guilt, and uncertainty she experienced as a NICU parent, and how one nurse's intentional teaching—supported by a family-centered unit culture—helped her move from feeling like an observer to becoming an active, confident caregiver. By learning Lucy's cues, participating in her care from the very beginning, and focusing on positive feeding experiences rather than volume alone, Liz not only gained confidence as a parent but also went on to exclusively breastfeed Lucy after her discharge from the NICU until she was two years old.Together, Nicole, Lisa, and Liz explore why intentionally educating and including parents from day one is one of the most powerful interventions in neonatal care—and why empowering parents ultimately benefits babies for a lifetime.In this episode, you'll learn:• Why the Infant-Driven Feeding® Program is about much more than feeding• How cue-based, developmental care creates safer feeding experiences• The importance of intentionally educating and empowering NICU parents• Why a shared Infant-Driven Feeding® Program language creates consistency, trust, and parent confidence• Why positive feeding experiences matter more than volume alone• The evidence behind family-centered, cue-based feeding—including improved breastfeeding outcomes, greater parent confidence, and positive developmental outcomes• One family's inspiring journey from uncertainty to confidenceThis episode is sponsored by Dr. Brown's Medical, whose Infant-Driven Feeding® Program is helping NICUs create positive feeding experiences by partnering with families, following each baby's cues, and supporting evidence-based, family-centered developmental care from hospital to home.Dr. Brown's Medical: https://www.drbrownsmedical.com  The Infant-Driven Feeding™ (IDF) Program: https://www.infantdrivenfeeding.com/ Our NICU Roadmap: A Comprehensive NICU Journal: https://empoweringnicuparents.com/nicujournal/  NICU Mama Hats: https://empoweringnicuparents.com/hats/  NICU Milestone Cards: https://empoweringnicuparents.com/nicuproducts/  Newborn Holiday Cards: https://empoweringnicuparents.com/shop/  Empowering NICU Parents Show Notes: https://empoweringnicuparents.com/shownotes/  Episode 82 Show Notes: https://empoweringnicuparents.com/episode82  Empowering NICU Parents Instagram: https://www.instagram.com/empoweringnicuparents/ Empowering NICU Parents FB Group: https://www.facebook.com/groups/empoweringnicuparents  Pinterest Page: https://pin.it/36MJjmHThank you for listening to the Empowering NICU Parents Podcast. Be sure to subscribe and leave us a review—it helps other families find us. We're grateful to be part of this incredible community. Visit www.empoweringnicuparents.com for resources and support.

Servicers started sending official 90-day notices on July 1, and roughly 6 million borrowers are still sitting on SAVE trying to figure out what comes next. Learn what that notice actually means for your timeline, why the new 1% autopay interest reduction is more of a distraction than a deal for most people, and why consolidating right now could cost new grads a decade of extra payments.Plus, the PSLF final rule that had borrowers panicking about their employers just got vacated in court, and we explain what that means for anyone chasing forgiveness.Key moments:(01:05) Notifications to leave the SAVE plan aren't as urgent as they look(09:17) Who really benefits from the 1% autopay interest rate reduction (and who doesn't)(14:05) The new consolidation trap for recent grads—and why pausing could save you a decade(19:05) The PSLF court cases and how they redefine PSLF employer eligibilityLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:Want more? Check out our other podcastStarting to think beyond your student loans? Check out our other show, Financially Free Era. It's about what comes next, investing, building wealth, and designing a life you actually want. Find "Financially Free Era by SLP Wealth" in your podcast app.Tips I Can't Share PubliclyGetting our free newsletter? Upgrade your experience and discover student loan loopholes so good, they might get repealed if I talk about them publicly. Find out my very best thought leadership that I really just can't be open about anymore, unfortunately. If you want to get our very best tips, not just the ones that I can share for free. Go to studentloanplanner.com/insider to get a special discount for your year membership.

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

The baseline premise of Augmentative and Alternative Communication (AAC) rests on the fundamental principle that communication is an inherent human right rather than a privilege to be earned through baseline cognitive compliance. Too often, school systems and clinical providers inadvertently stall access to verbal alternatives by requiring non-speaking students to prove communicative readiness or complete repetitive testing metrics. Brenda Del Monte, an AAC specialist and author, alongside Sarah Kinsella, an assistive technology specialist, join Emily Kircher-Morris to discuss ways to reverse this traditional framework. They work to dismantle the clinical assumptions that hinder expressive access. TAKEAWAYS Communication should be an absolute human right that must be provided without pre-qualifying conditions, compliance mandates, or prerequisites of demonstrated cognitive readiness. Implementing top-down testing protocols on assistive devices turns natural expression into an artificial performance. The usage of hand-over-hand physical guidance to steer a student's selection on an assistive device overrides physical autonomy and lessens authenticity. Changing communicative environments requires a baseline differentiation between a user's current physical selection skills and their potential capabilities. Introducing descriptive, speech-generating tools does not reduce a child's internal drive to develop natural verbal language, and actively enhances social interaction. Our latest CE course for mental health professionals is available now online. It's called The New 3 Rs: Mindfulness-based Resilience, Regulation, and Relationships, and is facilitated by Dr Christopher Willard. In this course, we explore how resilience develops, what stress and overwhelm do to the developing nervous system, and why relational safety is not simply a nice addition to an intervention. The training video is available now, and is worth 1.5 APA- and NBCC-approved CE hours. Click here to take the course now. Brenda Del Monte is a speech language pathologist and an assistive technology evaluator and facilitator. She worked as an SLP in Washington state public schools for 7 years. She is currently a private practitioner in AZ where she does home based therapy, as well as AAC evaluations and trainings. Her background includes experience in the medical setting, private setting and birth-to-three. Her role at SETC involves teaching webinars and classes, creating video tutorials, and collaborating with districts on implementing assistive technology with children with a wide range of physical and cognitive abilities. She published the book I See You In There in October 2021. Sarah Kinsella is a Speech-Language Pathologist (SLP) passionate about empowering students with complex communication and learning needs through Augmentative and Alternative Communication (AAC). Holding a Master's degree in Speech, Language, and Hearing Sciences, Sarah has been providing support and training to children (birth-21), their families, and educators in WA state for nearly two decades. She currently works for the Special Education Technology Center (since 2015) where, in addition to providing technical assistance and training, she co-hosts and develops content for the "Awe and Wonder AAC & AT Podcast". Her background includes 11 years as a public school SLP, serving 6 of those years as district Assistive Technology (AT) Specialist. BACKGROUND READING Special Education Technology Center website, SETC on Facebook, Brenda's Technically Speaking website, Technically Speaking on Instagram, Technically Speaking on YouTube The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

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

AI hype is everywhere — and it's about more than AI taking over your job. It also affects the stock market, your investments, and even your student loan paydown strategy. Find out if we're living through another tech bubble moment, why student loan borrowers should pay attention, and how you might want to rethink where your extra cash goes in uncertain times.Key moments:(03:46) Deciding between paying extra on student loans vs. dollar-cost averaging into stocks(07:00) Using the 4% and 3% rules to calculate how much you need for financial independence(09:08) Regret-minimization (not just tax planning) should guide big financial decisions for student loan borrowers(12:40) Capturing tax loss harvesting benefits if the market crashes(13:41) Gauging which professions are most protected from AILike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:The SLP YouTube ChannelIf you're more of a visual learner or you like seeing charts, breakdowns, and exploring other topics, check out https://youtube.com/studentloanplanner

The best outcomes happen when we stop working in silos and start learning from each other.I recently had the chance to be a guest on Dr. Selena J. Layden's podcast, and I knew I wanted to share our conversation with you because it highlights something I'm deeply passionate about, meaningful collaboration between speech-language pathologists and BCBAs. When we recognize each other's expertise and work together, we create better outcomes for the students we serve.We talked about my journey from school-based speech therapy into the world of ABA, how those experiences shaped ABA Speech, and why I believe communication and behavior support are strongest when they are aligned. We also explored common misconceptions between our professions, practical ways to build trust with colleagues, and why curiosity and open communication can go a long way.One of my favorite parts of our discussion was sharing what I wish every school-based BCBA understood about speech-language pathology. Our training is incredibly broad, and many of us continue developing our expertise long after graduate school. The same is true for BCBAs, which is why ongoing learning and collaboration matter so much.Whether you're an SLP, BCBA, educator, or part of an interdisciplinary team, I hope this conversation encourages you to build stronger partnerships that help every student communicate and thrive.#speechtherapy #autismWhat's Inside:Why speech therapy and ABA are stronger togetherSimple ways to build meaningful collaboration in school settingsWhat I wish every school-based BCBA knew about speech-language pathologyHow mutual respect and ongoing learning improve student outcomesMentioned In This Episode:Grab Say it With MeThe Behavior Education ConnectionEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

Here's a hot take: sometimes the most dysregulating part of occupational therapy is the clinic itself.In this episode, we take a closer look at how the therapy environment can impact a child's nervous system and why the space around us is just as important as the intervention itself. From fluorescent lighting and visual clutter to noisy waiting rooms, strong fragrances, and harsh cleaning products, we discuss simple ways to create a calmer, more regulation-friendly environment for both kids and therapists.We also share practical ideas for reducing sensory overload, organizing therapy spaces with intention, making thoughtful product swaps, and creating an environment that helps children feel safe, regulated, and ready to learn.Whether you're an OT, PT, SLP, educator, or clinic owner, this episode will leave you thinking differently about the spaces where we support children every day.Thanks for listening

The new RAP plan has gotten plenty of criticism, but it might not be all bad news for every borrower. Learn where RAP could help, where it could hurt, and why the right strategy depends so much on your income, forgiveness goals, and long-term financial picture.Key moments:(03:10) Who the RAP plan might actually help(06:37) RAP affects forgiveness timelines and PSLF strategy(08:20) Forecasting future income before choosing RAP(10:51) Married filing separately and lowering AGI under RAP(22:03) Extra payments and last-minute plan switching may backfireLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:Want more? Check out our other podcastStarting to think beyond your student loans? Check out our other show, Financially Free Era. It's about what comes next, investing, building wealth, and designing a life you actually want. Find "Financially Free Era by SLP Wealth" in your podcast app.Tips I Can't Share PubliclyGetting our free newsletter? Upgrade your experience and discover student loan loopholes so good, they might get repealed if I talk about them publicly. Find out my very best thought leadership that I really just can't be open about anymore, unfortunately. If you want to get our very best tips, not just the ones that I can share for free. Go to studentloanplanner.com/insider to get a special discount for your year membership.

What happens when two SLPs and BCBAs get together to tackle the biggest conversations in our fields? You get an honest discussion about collaboration, research, and keeping students at the center of every decision.Today, we're flipping the script and I'm answering some of the questions I hear most often about speech therapy and ABA, from choosing AAC vocabulary to navigating current topics like gestalt language processing, prompting, and aided language modeling. I share why I believe we have to move beyond an "all or nothing" mindset and focus on what the research tells us while making thoughtful, ethical decisions for each individual learner. Dr. Giles and I also dig into functional communication, response forms, and why collecting meaningful data should guide every intervention we use. My hope is that these conversations help bridge the gap between disciplines so we can spend less time debating and more time helping our students communicate with confidence.#autism #speechtherapyWhat's Inside:Why collaboration between SLPs and BCBAs leads to better outcomes for learnersHow I think about AAC vocabulary, response forms, and functional communicationMy perspective on gestalt language processing, prompting, and current researchWhy data driven decision making should shape every communication interventionMentioned In This Episode:Grab Say it With MeEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

We just got back from the NASFAA conference in Washington, D.C., and there's a lot to unpack. From the launch of the Repayment Assistance Plan (RAP) and what it means for forgiveness strategies, to new federal loan limits and whether private loans can fill the funding gap for future grad and professional students, we're breaking down what these shifts mean for current borrowers, schools, and anyone about to finance an advanced degree.Key moments:(03:59) Evaluating student loan options(09:08) Financial aid challenges for “stopped out,” current and repeat students(15:38) Concerns about student loan forgiveness(20:21) Tuition discount rates in educationLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!

“Accommodation” is a loaded word. On one hand, we want to provide reasonable accommodations in K-12 so kids can access their education.But determining what is “reasonable” accommodation or modification can be messy.Both parents and educators can unintentionally “overaccommodate” in the moment without realizing it, which over time can impede a child's ability to work through daily challenges and solve problems on their own. This can be in the context of adding too many “cookie-cutter” accommodations on a 504 Plan or IEP, or it can be unofficial accommodations in the way we interact with kids. My colleagues who work on college campuses are seeing the impact of this “overhelping” in K-12. And it's not just kids with neurodevelopmental disorders. It's the neurotypical kids too. That's why I invited my colleague, Jill Fahy, back to De Facto Leaders to talk about the state of college readiness, the upstream impacts of what's happening in K-12 on success both during and after college. Jill Fahy, Professor in the Department of Communication Disorders & Sciences, serves as the Director of STEP, a transitional education program for EIU students with autism. STEP programming supports the development of executive functions, social communication, self-appraisal, and self-regulatory skills to facilitate students' management of their academic and university living demands. Ms. Fahy specializes in the assessment of executive dysfunction, particularly as it is associated with concomitant disorders of language, cognition, or social/pragmatics. She is a widely-known lecturer in the area of executive functions, speaking nationally and internationally on aspects of evaluation and treatment of executive dysfunction, and the role of language in executive functions. Ms. Fahy is co-author of The Source for Development of Executive Functions, 2nd edition, and various articles on self-talk and executive functions.  Ms. Fahy teaches graduate courses in Aphasia/Right Hemisphere Dysfunction,  Cognitive-Communication and Executive Function Disorders, and Medical Grand Rounds. She previously taught undergraduate courses in Neurology and Advanced Clinical Practicum and Diagnostics. Prior to teaching at EIU, Ms. Fahy worked for several years as a medical SLP providing services for patients with acquired neurological deficits resulting from stroke and TBI, including those in acute care, inpatient and day rehabilitation, and home health. In this conversation, we discuss:✅ The difference between accommodations and modifications, what “overhelping” looks like, and why it impedes development of important metacognitive skills.✅ The state of college student mental health, and how it relates to the opportunities students have to practice self-regulation and experiencing failure.✅ Skills many college students are lacking, including managing due dates, extended writing assignments, study skills, working through conflict, and managing their daily life.✅ How and when to start fading supports, and how to recognize if you've been “overaccommodating” for a studentYou can connect with Jill at jkfahy@eiu.edu or on LinkedIn here: https://www.linkedin.com/in/jill-fahy-250478b/Learn more about the Students with Autism Transitional Education Program (STEP) Program at Eastern Illinois University here: https://www.eiu.edu/step/Be sure to listen to my first interview with Jill on De Facto Leaders here: Executive Functioning for College Students: Beyond Checklists and Planners (with Jill Fahy)Link here: https://drkarendudekbrannan.com/ep-122-executive-functioning-for-college-students-beyond-checklists-and-planners-with-jill-fahy/You can also listen to my commentary on her first interview in this episode: Balancing Language, Academic Content Areas, and Executive Functioning (featuring Jill Fahy)Link here: https://drkarendudekbrannan.com/ep-232-balancing-language-academic-content-areas-and-executive-functioning-featuring-jill-fahy/In this episode, I mentioned Language Therapy Advance Foundations, my program that gives speech pathologists a scalable framework for building language skills needed to thrive in school, social situations, and daily life. You can learn more about the program here: https://drkarenspeech.com/languagetherapyI also mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

Scroll through any financial feed, and you'll eventually hit the same pitch: AUM (assets under management) fees are a ripoff, and only foolish high earners pay them. We think that framing bends the math to sell you something, so we're breaking down why AUM fees have become the villain in personal finance marketing and giving you a real test for judging whether any advisor is worth the cost.Key moments:(03:56) Fees should be judged against service value(14:43) Separating bad service from bad fee models(17:23) Flat-fee comparisons can exaggerate AUM costs(28:02) Busyness and inertia create financial planning mistakesResources mentioned: Vanguard Advisor's Alpha studyLike the show? There are several ways you can help!Follow on Apple Podcasts, Spotify or Amazon MusicLeave an honest review on Apple PodcastsSubscribe to the newsletterJoin SLP Insiders for student loan loopholes, SLP app and member communityFeeling helpless when it comes to your student loans?Try our free student loan calculatorCheck out our refinancing bonuses we negotiatedBook your custom student loan planGet profession-specific financial planningDo you have a question about student loans? Leave us a voicemail here or email us at help@studentloanplanner.com and we might feature it in an upcoming show!Mentioned in this episode:The SLP YouTube ChannelIf you're more of a visual learner or you like seeing charts, breakdowns, and exploring other topics, check out https://youtube.com/studentloanplanner

Show Notes: slpnow.com/258What if it actually felt doable to leave work at work?In this episode, I'm sharing five things I've seen school based SLPs do to leave on time more consistently. It is not about caring less. It is about building systems that make the job more manageable. I talk about planning ahead, giving every part of the job a home, documenting as you go, and protecting your energy.If you've been telling yourself that staying late is just part of being a good SLP, this episode is your reminder that burnout is not a badge of honor. There is a better way, and it starts with one repeatable system. Working smarter, not harder.Resources:- Follow along on Instagram: instagram.com/slpnow- Email: hello@slpnow.com- Sign up for a free trial: slpnow.com/pod