Podcasts about slps

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

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

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

Ep 337: Unlocking Pediatric Feeding: Expert Strategies with Hallie BulkinIn this episode of the Untethered Podcast™, Hallie discusses the intricacies of pediatric feeding assessments and treatments. She emphasizes the importance of thorough assessments that include parent interviews, oral motor examinations, and understanding airway issues. Hallie also highlights the significance of parent coaching and creating functional treatment plans that involve parents in the process. Additionally, she introduces her course, Feed the Peds®, designed to equip therapists with the necessary skills and confidence to effectively address pediatric feeding challenges.If this episode has resonated with you in some way, take a screenshot of you listening, post it to your Instagram Stories, and tag Hallie @halliebulkin In this episode, you'll learn:✔️The doors to Feed the Peds® are officially open.✔️A feeding assessment just means watching and documenting.✔️Parent interviews are gold.✔️We need to connect the dots between airway and feeding.✔️If parents don't know what to do at home, we have failed them.✔️Treatment has to be functional.✔️Postural stability is the foundation for progress.✔️Food play needs to be intentional, not just exposure.✔️You need clarity, strategy, support, and repetition.RELATED EPISODES YOU MIGHT LOVEEpisode 318: Feed The Peds®: The Mission with Hallie Bulkin, MA CCC-SLP, CMT®, CPFT™Ep 335: The #1 Way to Transform Your Pediatric Feeding Evaluations✨DOORS ARE OPEN!Join Hallie, Karen & Cheryl in Feed The Peds® and learn to critically assess, treat the whole child, and transform lives.✨ Over 2,607+ SLPs & OTs have graduated—now it's your turn.⚡️ Enrollment is open until 9/18 at midnight ET. Don't miss out >> feedthepeds.com

What if the hardest moment in your life became the spark that pushed you to finally follow your dream? That's what happened for Andrea Gingras, who turned loss, burnout, and a desire for freedom into the driving force behind her private practice, Love Without Words: Speech Therapy, in Concord, California.Andrea is a speech-language pathologist who has always loved working with kids. After years in schools, nonprofits, and private practices, she found herself burned out by compliance-heavy approaches and the daily grind of long hours away from her family.When a former client's family reached out to tell Andrea that their son Ben — who had inspired her early passion for strength-based, child-led communication was entering hospice, something shifted. Love Without Words was born — a name and mission inspired directly by Ben. With the support of the Start Your Private Practice Program, Andrea learned the logistics of setting up her business.Today, Andrea creates her own schedule, chooses the clients she wants to serve, and uses a strength-based approach to help autistic and minimally verbal children thrive.Andrea specializes in working with children, particularly those who are autistic or minimally verbal. She integrates strength-based therapy, gestalt language processing strategies, and family coaching to create engaging, individualized sessions.She also mentors other clinicians, offers online training, and speaks to groups of SLPs, OTs, and BCBAs on how to shift away from compliance-based therapy.As a mom of two young children, Andrea treasures the flexibility her private practice provides. She's now able to take her kids to school, join field trips, and be home for dinner—something her 9–5 never allowed. She even jokes about enjoying luxuries like long lunches or mid-day errands, freedoms that once felt impossible.In Today's Episode, We Discuss:Why she left “safe” jobs to build a business aligned with her valuesWhat it looks like to create a schedule that actually works for her family (Hint: She only sees 2-4 clients per day and earns more money than she was before working far less hours)How she's now mentoring fellow SLPs on using using strength-based strategies with clientsAndrea's story shows how deeply personal experiences can fuel professional transformation. By finding her “why” and honoring her values, she built a practice that not only helps families but also gives her the life she wants for her own family.Want to create a private practice that gives you freedom, flexibility, and fulfillment—just like Andrea has? Learn more about our Start Your Private Practice Program, where Andrea and so many other SLPs and OTs have gotten the tools, systems, and confidence to make the leap. Visit www.StartYourPrivatePractice.com to learn more.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 Andrea on Instagram: https://www.instagram.com/slplovewithoutwords/https://www.instagram.com/slp_mentor4u/Check out her website: https://slplovewithoutwords.com/Send her an email at:

Hello, and welcome to another episode of The Blueprint Podcast.   In this episode, Shiv Haria sits down with Garrett Peers, founder of Building Futures and a property entrepreneur with a portfolio worth over £100 million across the UK and Ireland. We're excited to welcome Garrett back to the podcast as he celebrates completing his Financial Fortress.   Garrett shares the story of how his company helps cash-rich investors transform underperforming properties into thriving communities and reflects on the growth of his portfolio over the past five years. He explains the early challenges he faced in property entrepreneurship, from buying well and managing refurbishments, to securing funding and navigating the chaos of running a business without systems, processes, or professionalism.   Garrett describes how joining Property Entrepreneur transformed his approach, introducing systems such as dashboards, scorecards, and SLPs, and helping him put “the right people in the right seats.” He highlights the lessons learned from hiring the wrong people, and how using predictive indexing and culture fit tools now ensures stronger recruitment and team management. With proper systems and processes in place, Garrett has been able to increase profitability, reduce workload, handle larger deals, and set his sights on building a billion-dollar company.   The conversation also explores Garrett's personal journey, moving from burnout and poor health to running marathons, losing weight, and achieving a greater sense of balance and self-worth. He credits Property Entrepreneur and its community with helping him focus on health, wealth, and life by design, and speaks about the value of surrounding himself with the right peer group.   Garrett leaves listeners with three key nuggets of advice: build systems and processes early so you don't have to unravel things later, choose partners whose values and purpose align with yours, and play the long game by focusing on compounding growth and long-term relationships. His story is a powerful example of how property entrepreneurship is not just about building wealth, but about creating freedom, clarity, and a sustainable life.   Guest: Garrett Peers – Property Entrepreneur member for 5 years, £100m+ portfolio builder, and proof that when you hire right, systemise early, and play the long game, both your business and your life will grow beyond measure.   Success and failure are both very predictable.   I hope you enjoy.   Ready to stop working in your portfolio and start working on your business? The Property Entrepreneur Programme is your blueprint to transform from stressed landlord to high-net-worth entrepreneur.

From patient decision-making to diet modification to interdisciplinary collaboration, guests share their experience and the trends they're seeing shape and change dysphagia treatment.Featuring three SLPs from ASHA's Online Conference, “Dysphagia Management: Strengthening Skills, Overcoming Obstacles,” this panel discussion addresses shifting practices related to SLPs' role in making dietary recommendations.What do these changes mean for your service delivery? And most importantly, how do you communicate these changes to your patients and interdisciplinary collaborators?Learn More:ASHA Online Conference: Dysphagia Management: Strengthening Skills, Overcoming ObstaclesASHA Voices: Avoiding Confusion in Pediatric Feeding and SwallowingASHA Voices: SLPs Make the Case for a Fearless Approach to Dysphagia TreatmentASHA Voices: The Critical but Unseen Social Determinants of Health

The episode explores what SLPs need to know about childhood cancer. Its goal is to function as a broad introduction to this topic, primarily for SLPs who work in educational settings. The episode begins with some childhood cancer basics, including the most common types of pediatric cancers, as well as an overview of childhood cancer symptoms. The episode then examines the different ways in which childhood cancer can impact different facets of communication, including articulation, cognition, language, voice, hearing, and swallowing. The episode emphasizes the importance of collaboration when working with this population, and closes with a reminder that SLPs from educational settings have valuable support to offer children and families who have been impacted by cancer.

What is Reciprocal Imitation Training (RIT), and how can it support social communication skills? In this episode, I'm joined by Dr. Jessica Osos, BCBA, to explore the definition and application of RIT—a naturalistic developmental behavioral intervention (NDBI) designed to teach learners to imitate spontaneously through ongoing, play-based social interaction. Unlike structured drills, RIT is child-led and play-focused, helping to build social skills that go far beyond imitation.For many SLPs and BCBAs, this is a new approach. Dr. Osos explains how the back-and-forth of imitation highlights the value in what the child is doing and how strategies like Sports Casting (narrating the interaction) can enrich play. Expanding play might mean introducing more toys, exploring new play schemas, or creating deeper sequences.Key factors for successful RIT involve simple language, emphasizing important words, being repetitive, and expanding language by copying and adding. Focusing on goals beyond imitation? RIT doesn't have to be a “this or that” choice. This child-led expansive approach works with a variety of social communication, like joint attention and more! #autism #speechtherapy What's Inside:Naturalistic Intervention using Reciprocal Imitation Training.What is RIT?Expanding play for a variety of social, communication, and leisure skills. Mentioned In This Episode:Episode #146: Early Intervention and Project Impact with Anna Dvortcsak and Dr. Brook Ingersoll - ABA SpeechSpeech Membership - ABA Speech  ABA Speech: Home

Renewal season is here, and the confusion is real: what's the difference between ASHA membership and the CCC, and what do SLPs actually need to practice? In this episode, we discuss the legal authority of your state license, why the CCC is sold as a product, what “membership perks” really mean, and when keeping or dropping the CCC matters for supervision, Medicaid billing, or employer policies. Clear, actionable, and timely. This is your guide to making the right renewal decision.Thank you to our sponsor, ⭐️ SLP Elevate by Speech Time Fun ⭐️, offering engaging materials for grades 4–12, whether you work virtually or in person. Learn more at slpelevate.com!If you missed it a year ago, listen to Zane Rankin's story as the FIRST SLP in Arkansas credentialed for billing without the CCC after ASHA unceremoniously stripped it away following his unplanned medical retirement.

What if starting private practice this fall could change your career — without quitting your job?This episode is all about why fall is the perfect time to start seeing private clients. Many clinicians have been thinking about private practice for months or even years, but something keeps holding them back: timing, confidence, or clarity.In today's podcast, I'm sharing 5 reasons why fall is the absolute best time to start building your private practice, even if you're still working your regular job — and I can tell you this: starting small now can create massive momentum by spring.In Today's Episode, We Discuss: Why fall is a strategic season to launch your practiceHow parents and teachers are actively seeking supportWays to start small without quitting your jobHow to build an exit strategy on your termsHere's what I want you to remember: you don't have to wait for “perfect timing” or “someday.” Every month you hesitate is a month you could have been building income, confidence, and freedom. Starting small this fall can create momentum that lasts all year.Want to take the first step toward your private practice this fall? The Start Your Private Practice Program is designed to help you get started on a solid legal foundation, with marketing systems in place, and the ability to bill via private pay, insurance, Medicare, or Medicaid. Over 3,500 SLPs and OTs have started their private practices with our support. To learn more, please visit www.StartYourPrivatePractice.com.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more. Where 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/Mentioned in this episode:The See Private Clients Challenge starts September 15th!Sign Up Today --> SeePrivateClients.com

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

Patients receiving burn care have dynamic and complex needs, and SLPs can provide key communication and swallowing support during the recovery process.Speech-language pathologist Tiffany Mohr of Orlando Regional Medical Center joins the podcast to discuss SLPs' growing role in burn care and improved patient outcomes.Mohr is one of the first two SLPs to join the American Burn Association's Rehabilitation Committee. She shares what she's learned over nearly a decade of treating patients with burns.Learn More:ASHA Voices: The Role of Two SLPs Following a Unique Face-Transplant SurgeryASHA Voices: Dysphagia, Communication, and the Challenges of Life in the ICUASHA Voices: Creating ‘Ramps' to Communication Access in Health CareTranscript

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

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

Do you feel like most CEUs aren't very beneficial? You're not alone—60% of my audience across the field feels the same way.That's why I created The ABA Speech Connection CEU Membership—a program designed to foster collaboration, provide access to current research, and deliver engaging, practical CEUs that actually help you support your learners in communicating with the world.ABA Speech Connection is both ASHA and ACE approved, with a strong focus on meaningful outcomes. Since launching, more than 500 professionals have joined. Each month, members can attend at least one live course (often more) and access our growing catalog of CEUs. Whether you're an SLP, RBT, or BCBA, you'll find everything you need to earn your continuing education in one place.Membership is just $25 per month or $247 per year, with group pricing available as well.What's Inside:ASHA and ACE approved CEUs.A space for collaboration for SLPs, RBTs, and BCBAs. Mentioned In This Episode:Speech Membership - ABA Speech  ABA Speech: Home

SLP malpractice insurance without ASHA Membership (or the CCC), fact or fiction? In this Fix SLP Summer School episode, Dr. Jeanette Benigas, SLP, and Preston Lewis, MS/SLP, discuss affordable liability coverage options for licensed SLPs who choose not to maintain ASHA membership or the CCC. They explain the ProLiability/AMBA partnership, why it's not your only option, what policies and riders are important (malpractice, general liability, E&O, license defense), and how to shop smart for rates that fit your risk and setting.Plus: our first sponsor, ⭐️ Remedy ⭐️, an EMR built by SLPs, offering early access with 50% off your first two months. Check them out! PLUS, a quick Michigan update: Health Policy Committee vote scheduled for HB 4484.New here? Subscribe, share with a colleague, and call the Minivan Meltdown line at fixslp.com to add your voice.

You love your kids. You love summer. But right about now? You've had enough. The lack of structure, the endless snacks, the back-to-school forms piling up—it's a lot. And if you're feeling scattered, behind, or just plain wiped, you're not failing. You're human.In this episode (pulled from a Facebook Live), I'm talking about what this season actually feels like for SLPs, why it's so tricky for ADHD brains, and the mindset + systems shifts that can keep you afloat until routines return.Here's what we'll cover:Why this season feels so hard (hint: it's not just you)The power of naming what's happening out loud to defuse shameWhat it really means to be gentle with yourself—and how to build up to itMy go-to strategy for B- work: the Minimum Viable Product approachPractical cues, reminders, and supports that actually help when life is chaosA quick mindset reframe that puts you back in the driver's seatWhether you're trying to keep up with eval reports, school paperwork, or just laundry and snacks on repeat, this episode will help you feel less alone—and remind you that you do have options (none of which involve being perfect). To find out how I can help you improve your work-life balance, click here. Come join the SLP Support Group on Facebook for more tips and tricks!Follow me on Instagram! @theresamharpLearn more about Theresa Harp Coaching here.

What if the very thing you think will burn you out… is actually the thing that saves your career?Burnout is everywhere in our field. And here's the hard truth: burnout is the single greatest threat to you staying in this profession — the very profession you spent years of your life and tens of thousands of dollars in grad school to join.That's why today's episode is such an important one. We're talking about how private clients aren't the cause of burnout — they're actually the path out of it.So many SLPs and OTs believe that adding private clients would just stretch them thinner. But here's the truth: it's not the therapy that's exhausting you — it's the system. Overloaded caseloads, endless paperwork, lack of flexibility, and feeling undervalued are what's draining you.Instead of running on empty, you finally get to create a career that fuels you, both personally and professionally.Inside the Start Your Private Practice Program, I've seen this transformation over and over again. So many students came in ready to leave the field altogether, but private practice reignited their passion. They're working fewer hours, earning more, serving clients they love and most importantly, loving their careers again.In Today's Episode, We Discuss:Why burnout is the #1 threat to your careerThe real cause of burnoutHow private practice restores control, balance, and fulfillmentBest time to take your first step into private practiceHere's what I want you to remember: you didn't come this far, invest this much, and work this hard just to burn out and walk away. Private practice can be your way back to freedom, fulfillment, and loving your career again.Want to take back control of your career and finally escape burnout? The Start Your Private Practice Program is where I'll help you set up your first private clients so you can work less, earn more, and love being a clinician again. To learn more, please visit www.StartYourPrivatePractice.com.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more. Where 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/

This special episode is part one of host Erin Forward's course titled "Attachment and Infant Feeding: an SLPs Role in Mental Health" through the end of September this course is available for free for listeners of First Bite when you use the code "FBSpecial" at checkout! Earn .2 ASHA CEUs for free with code - FBSpecial: speechtherapypd.com/attachmentOften, SLPs do not fully understand their role in a patient's mental health regarding feeding. We are well aware that counseling is in our scope of practice, but even in the direct therapy we provide, we play a significant role in the mental health of a patient and their caregivers. Both communication and feeding are integral parts of the development of attachment within a caregiver-child dyad, and we have a direct role in those activities. Thus, it is our job to gain greater insight into attachment and infant feeding, specifically to understand how we can support mental health outcomes for both caregiver and child. This course will dive into the deep connections of attachment, feeding, and mental health and how we can cater our therapeutic style and sense of self to support a more healthy bond.

Resources Mentioned:David's Email: davidbateman@me.comDavid's Website: SpecialEdConsultant.orgDavid's 504 Guide: https://slpnowblog.s3.us-west-1.amazonaws.com/Bateman+504+Accommodations+Guide.pdf[FREE EVENT] What Every Special Education Leader Needs to Know: https://parallellearning-20474008.hs-sites.com/drbatemanfalldistrictleaders2025

What if starting your own private practice meant more time with your kids, a healthier work-life balance, and the freedom to create a career that truly fits your values? That's exactly what today's guest, Erin West, set out to do and her journey is going to inspire you.Today I'm introducing you to Erin West, a speech-language pathologist and the owner of Wildflowers Pediatric Therapy in Bradenton, Florida. Erin has been in the field for over 15 years, specializing in pediatrics, feeding, AAC, and neurodiversity-affirming care.She joined the Start Your Private Practice Program and has since built a thriving practice that allows her to be present for her two children while also serving her community in a way that aligns with her values.Although Erin loved her hospital job and the colleagues she worked with, she found herself increasingly drained by the demands of the environment. As a highly sensitive person and single mom, she needed more balance and flexibility to pour into both her clients and her kids.That's when she decided to take the leap into private practice. With the support of her son and the Start Your Private Practice program, Erin transitioned from full-time employment into running her own business. Now, she sets her own schedule, collaborates with other professionals in her community, and enjoys more time with her family.Outside of her practice, she is a mom of two, enjoys collaborating with other therapists in her community, and is even pursuing certification to teach Music Together® classes as another way to support families through connection and creativity. In Today's Episode, We Discuss:Taking the leap without a financial safety netBuilding a niche around feeding, autism, and sensory needsFinding unexpected community support and collaborationAnd how her 13-year-old son literally helped her run the numbers to get startedErin's story shows that you don't have to hate your job to know it's time for a change. Sometimes it's about recognizing misalignment, valuing yourself, and choosing to build something that better supports both your family and your clients. Her journey is proof that with the right mindset and support, you can create a private practice that's fulfilling, flexible, and financially sustainable.Want to build a private practice that gives you freedom, flexibility, and fulfillment—just like Erin has? Learn more about our Start Your Private Practice Program, where Erin and so many other SLPs and OTs have gotten the tools, systems, and confidence to make the leap. Visit www.GrowYourPrivatePractice.com to learn more.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 Erin on Instagram: www.instagram.com/wildflowers_pediatric_therapy/Check out her website: https://www.wildflowerspediatrictherapy.com/Learn more about growing your practice: www.GrowYourPrivatePractice.com Where We Can Connect:Follow the Podcast:

Burnout is hitting SLPs earlier and harder, especially as caseloads and productivity rise. Dr. Jeanette Benigas, SLP, is joined by Fix SLP's Mikayla Treynor, MA/SLP, to chat about what burnout really is (per WHO), how high caseloads and rising productivity targets fuel it, and how to tell burnout from simple under‑stimulation. They share practical strategies you can use now: set enforceable boundaries, stop unpaid paperwork, try micro‑breaks, prioritize real rest, use therapy as a tool, track wins, choose CEUs that actually energize you, and connect with peers. They also zoom out to system‑level solutions such as workload models, employer education, and advocacy that make your day‑to‑day job better. If you're a school or medical SLP feeling stretched thin, this episode gives you tools, language, and a plan to protect your energy and stay in the field you love.

In this episode you will discover: Math IS Language - It's in Our Wheelhouse Math has syntax (order of operations), semantics (number meanings), and involves memory and executive function - all areas SLPs already assess and treat. If you can help with language, you have transferable skills for math therapy. Start Simple with What You Have You don't need special materials or extensive math training. Use a deck of cards, dice, and real-life examples like restaurant receipts. Make numbers "friendly" (round $18.72 to $20) and let clients show you multiple ways to solve problems. Address Your Own Math Anxiety First Most SLPs feel uncomfortable with math, but clients need this support for life participation (paying bills, calculating tips, telling time). Acknowledge your discomfort, start with basics you DO know, and remember - if you avoid it, you can't help your clients who want to work on it. If you've ever felt your palms get sweaty when a client asks for help with numbers, this conversation is for you. Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong, a faculty member at Central Michigan University where I lead the Strong Story Lab. I'm today's host for an episode that might just change how you think about math anxiety - both your own and your clients'. We're featuring Tami Brancamp and Dave Brancamp, who are doing pioneering work at the intersection of aphasia and mathematics. Before you hit pause because you're having flashbacks to algebra class, stay with me! This research shows us that the language of math is exactly that - language - which puts it squarely in our wheelhouse as SLPs. We'll explore how to support our clients with aphasia who are struggling with everyday math tasks like counting change, telling time, or balancing a checkbook. And yes, we'll tackle the elephant in the room: addressing our own math insecurities so we can show up confidently for our clients. Let me tell you about our guests. Tami Brancamp is an associate professor at the University of Nevada, Reno School of Medicine and founder of the Aphasia Center of Nevada. Her research focuses on identity in aphasia and rehabilitating everyday math skills. Dave Brancamp spent over 15 years as a junior high math teacher and later became Director of Standards at the Nevada Department of Education. Together, they co-founded Aphasia + Math, where they're exploring how language and mathematics intersect for people with aphasia. Okay now let's get this Aphasia + Math conversation started! Katie Strong: Tami and Dave, welcome to the podcast. I'm so excited for you to be here today.   Dave Brancamp: Thank you.   Tami Brancamp: We are both super excited to have a chance to talk about things that are different, right?   Katie Strong: Right. I do have to say, I don't know if it was a rash, but I did get a little bit nervous coming into the conversation, because I think I may be one of those SLPs that feel a little bit uncomfortable with math.   Tami Brancamp: Well, this SLP also is uncomfortable with math, so we can be uncomfortable together. And we'll let the math dude guide us through some of the things.   Dave Brancamp: And it will be fun. By the time you're done, I want to see that smile that you have on your face.   Katie Strong: Well, let's jump in and have you share a little bit about how you came to researching aphasia and math.   Tami Brancamp: Well, I have loved working with people who have aphasia since the beginning of my graduate studies. And then probably, like most of us, there's a few clients who've really hit your heart. One of them, I don't recall her name, and that's okay, but she had a stroke, had aphasia. She had had great recover physically, and her language was quite good, some anomia. But she's a banker, and she could not process numbers, and she was angry. I'm a newbie, I didn't understand the emotional piece of stroke survivor, aphasia. can't do my job well. But she was angry, and I felt so helpless. I didn't know what to do to help her. You know, I could pull a workbook off the shelf or something, but it didn't feel right. You know, she could do calculations, but couldn't do her job. And I always felt so very, very helpless over the years.   And the other part that came to start looking at this was teaching in a speech pathology program, undergrad and grad. And in class, maybe we're doing an averaging or something to get a score. I'm not sure if we start talking math, and I would see these students, and their eyes would just like, pop up, like, “Oh my gosh, she's asking me to do math.” And like, deer in the headlights. So I'm like, “What is this?” Every semester, I would do kind of an informal survey when we would do a little bit of math, and I say, “Okay, so how many of you don't do math? Raise your hand or are afraid of math?” And it would be at least two thirds to three quarters of the class every single semester, and I'm like, “Okay, there's something here.” Like, if I'm afraid of math, how am I going to help my clients remediate that in an efficient way? Right? I'm going to avoid it. If I can, I'll go do other things that are important.   So those were, like, the two big things, and then happened to be married to a math dude. And I wondered why are we not combining our skill sets? Because I would come home and I would share with Dave. I'm like “Dave, the majority of my students are afraid to do math or uncomfortable doing math.” And it's not complicated math. We're not talking quadratic equations or things I don't even know what they mean anymore. And we would talk about it a little bit, and we talk about math attitudes and perceptions and how we develop our math skills. And I'm like, “There's something here.”But I was never taught, how do you remediate number processing? Calculations? right? But yet, I would have multiple clients say, “Hey, Tammy, I can't do numbers.” “Yeah, how do I do this?” And there really wasn't anything the literature that told me how to do it. So, I would talk to Dave, and then, just over the years, I'm like, “Okay, we need to do something with this. We really do.” And I don't know what that means, because I'm not most comfortable with math, it is not my passion. We're very opposite. I think I shared like, Dave has math and fun in the same language, and then in the same sentence, I'm like, “they don't go together in my brain.” So we're very, very opposite. But you know, you can speak for yourself how you grew up and you had to learn how to embrace math, and having good teachers helped when we were younger, and having poor teachers or teachers with different attitudes also left a lasting impression. But when you think about it, whether it's, you know, cooking, driving, banking, living, going to grocery store, restaurants, everything we do all the time, it all involves numbers to some impact, you know, to some effect. And our folks with aphasia, again, not everybody, but the majority of them, will still have an impact with acalculia, difficulty processing numbers and calculating and transcoding, you know, saying, saying the numbers. So, we started to look at it.   I did have a had a gift of time with Audrey Holland. So that was my beautiful, like, for many of us, a mentor, you know, she had her three-pronged stool, like the different parts of aphasia. And Dave and I started dividing it up, like, what were the parts we thought involve, you know, aphasia and numbers. And we did think about the math and language math skills, making it fun, but also those influencing elements, like attitudes and perceptions. So, we started just like, “How do we look at this?” Because it's really overwhelming just from the beginning, you know, and just pulling that workbook off the shelf didn't do it for me. You're allowed to speak on that. (Laughter)   Dave Brancamp That's one of my passions, obviously, the whole math side. But pulling a workbook is an unfortunate because if someone starts to practice something wrong, they'll repeat that practice, and now it's very difficult to get them to correct a habit, basically that you've formed. And sometimes it's like that nails on a chalkboard? That's what it feels like to me when I hear it. I'm like, “Oh, don't do that.” Because if they're doing it wrong, like, 20 times, 10 times, even then it performs a habit that's real hard for them to go, “Well, but I thought I got them all right.”   Katie Strong: Yeah.   Dave Brancamp: Because I think we can all go back to math and you come up unless it was something really, really difficult in at least in our early years of math. We all came up with an answer. And that's how it feels on a worksheet that might have like just adding single digit numbers, if you make an error, you won't know until someone either corrects it or asks you, “How did you get there?” And to me, that's where it became more important. And then I had to learn how to do what do you call it? aphasia friendly language, you know? So, math folks usually speak in short sentences, so that helps. But we'll run a whole bunch of sentences together. If I give you the best example. I know we're going to talk a little bit about that math perception quiz, the difference between us on that question, I think it says “I would prefer to do an assignment in math rather than write an essay.” I'm the person to give me that math assignment. 100%. Tammy is like, give me the essay!   Katie Strong: And I have to say I'm right there with Tammy.   Tami Brancamp I think so, as speech pathologists, we learned about the pedagogy of language and language development. We can analyze it. We can treat it. We can assess it. And then I talked to Dave, and he goes, “Well, there's this whole math I know there's a math pedagogy, and there's this whole developmental progression of how we learn math.” But “Really, okay, well, I've never learned that, right?” “No, you learn this before you learn that.” We lived it, we just weren't overtly taught it. Or how you know, if there's an error in a calculation, that means that there's some challenges in this part of your developmental math abilities. Like, “Huh, okay, well, that kind of sounds like language to me, a little bit.” They do go together.   Katie Strong: Yeah, yeah. So, I love to maybe ask a little bit about this. As we've pretty clearly stated, many SLPs feel uncomfortable with math and their own math skills.   Tami Brancamp: Yeah.   Katie Strong: And we, probably many of us, have avoided it in our own education.   Tami Brancamp: Yeah.   Katie Strong: So I love this idea that there's the language of math, and I was wondering if you could talk a little bit about that and why it should fit right within our scope of practice as SLPs.   Tami Brancamp: A long time ago, I remember how many years ago I came across an article by Seron 2001 in Aphasiology. And he or she, I actually don't know, stated that math should be part of the SLPs practice. I started looking at 20 years later, and it still wasn't (a part of our practice). So, something's really amiss. What are we missing? When we talk about the language, there is a syntax in math. Dave calls it order of operations. And I don't even know what the PEMDAS.   Dave Brancamp: PEMDAS.   Tami Brancamp: PEMDAS, right?   Dave Brancamp: You what scares most people about that? Parentheses, exponents, multiplication, division, addition, subtraction. The left to right. I mean, that's the part people left off.   Tami Brancamp: But, ah, yeah, that kind of sounds familiar, doesn't it?   Katie Strong It does. It's ringing a very faint bell.   Dave Brancamp: It's like, oh no, we're not going to do that.   Tami Brancamp So there is a syntax. There's an order of operations, how we put mathematical equations together. Just like how we put sentences together. There's semantics, right? There's word meaning. We have a little sign for you. It won't translate audio, but we'll talk about it. So, in math, and you use the word or the number, the orthographic representation 2, right? Yes. And then we spell it TWO. We also spell it TO and TOO. And then, if you say, “Okay, we also have a two in the number 12, right?” They have to be able to transcode that and a two in the number 20, the two zero. The two in all those locations has different meaning, right? So, it does have semantics.   The other parts, I think, were important, was memory and executive function. Executive function permeates mathematics in so many ways. So, when we think about our stroke survivors, those are areas that are and can be impacted. Information processing. How much can they hold in memory of being presented with language, and in this case, language and numbers.   So, I think for me, it just, it really is integrated. I also thought, too, when we were looking, I was looking at the neuroscience of it, and there's some shared neuro space that works for math and language. They're not fully disassociated, so I found that really fascinating as well.   Katie Strong Yeah, it really is, as I've been thinking about our conversation and just looking into things a little bit, it really makes sense. And even just thinking about just thinking about a word problem in math, certainly, there's that language component that may be a little less intimidating for SLP clinicians that aren't typically working in practice. But I so appreciate you both bringing this conversation out into the light and doing this work, because I can think of a significant number of clients that I've worked with that have also expressed challenges in all sorts of different ways of math. And sometimes I've been able to maybe support it a little bit, and other times I haven't. And I, you know, whether it's me just avoiding it and saying, “Oh, we could work on all of these other things or we can work on this math thing”  or, you know, it's just frustrating, I think, to not have really the tools to be able to know how to support it.   Our podcast, really focuses on the Life Participation Approach to Aphasia, which really emphasizes a person-centered approach. Like I'm the client I want to choose what I want in my life and what I want to work on. And so, I'm just wondering if you might be able to talk through a little bit about how math skills fit into LPAA framework.   Tami Brancamp: Yeah, we were talking about that, and there's one particular client who has multiple PhDs before his stroke. He has family, adult children. And he's like, “Tammy.” And we were Dave and I were piloting some work together. And he's like, “Guys, I want to take my family to dinner. I want to pay the bill and the tip.” I'm like, “Okay, dude, I got an app for that.” And he's like, “No, I want to do it myself.” So that, to me, is life participation. If a person is fine with an app, let's make it so and work on something else.   Katie Strong: Yeah. Tami Brancamp: But his case, it was so important to him. I'm like, “Okay, here we go.” How do we how do we work on figuring out the tip? Now, does it have to be an exact percent? No, Dave likes to teach it more like there's some more strategies to get to the tip.   Another client I wanted to share, and sometimes too, when we think about assumptions. So, the data on how many people with aphasia also have math difficulties, numeracy difficulties is wide ranging. It's so big. So you can't even really say what percent. But I also had an assumption. I have a gentleman who I've worked with off and on for a very long time. He's nonfluent aphasia and also has apraxia of speech, and so we're working a lot on his language and his speech. And I said, “So how's your math?” “It's fine. You know, I own my own business and I have somebody help, but it's fine.” I'm like, in my head, hmm, I don't think so. I wonder, because the severity of his aphasia and his ability to transcode so like, see a number and then say the name or say the numbers he wants to say, was really impacted. So, we were doing a pilot study during the pandemic online, and so Dave and I were working with this one gentleman. And I think you why don't you do the story because I don't remember you gave him homework or something. A home program.   Dave Brancamp: There's a math game called Krypto.   Tami Brancamp: Oh, Krypto.   Dave Brancamp: So you put five cards down. And each one has its value, you know. And so your listeners just so they know, like when the Jack would fall, that would be 11, and so the Ace automatically took a one, the Queen would be, you know, 12, and the King 13. So five cards different values, or they could be the same value didn't matter, and then one more card became like a target. You had to figure out an equation. So, some big, nice math term there to that you'd add, subtract, multiply, divide to equal this last card.   Now they could do with just two cards, three cards, four cards or five would be ideal. So, they had some room for success. And this gentleman, we had some hard numbers that were there. And, you know, he had done a couple, and was rolling right through. And I kept looking over at Tami and I am like, "He's got his math. His math is really good.”   Tami Brancamp: His ability to calculate.   Dave Brancamp: And then we hit one that was really hard, and we're both looking (each other). And the next thing, you know, this gentleman, not to scare anybody, but makes a complex fraction, making a fraction over another fraction to solve. And you can see right now, right Tammy. Tammy is like, “What are you doing?” I'm like, “Yeah, yeah, no, let's go for it. Let's go for it.” And next thing you know, we were able to solve it by doing two complex fraction with another number. And he solved the problem. And I looked at Tammy said, “This man has no math problems.” Tami Brancamp:  And I said, “Boys, I'm out. I'm out. You all just continue playing with your numbers. Have a good time.” That's not a comfort zone for me. It's also not the focus we're doing with aphasia in math. But it was something he was capable to do, and I also could see within him, he was super excited that he could do this.   Katie Strong: Yeah   Dave Brancamp: And he wanted to show his wife. He wanted to show other people, he was like, “Look at this. Look at this.” You know, I was like, “Yeah, there's a lot happening.”   Tami Brancamp: But he could not read the equation. Okay, so there's the aphasia language issue.   Katie Strong: Right.   Tami Brancamp: Transcoding. He could do the calculations without difficulty.   Katie Strong: Amazing.   Tami Brancamp: But those are the those are really fascinating. And while we were piloting, we had a group of, I don't know, five or six people with aphasia, and each one had their own. They're all on the non-fluent side, but everybody had their own combination of language difficulty and number processing difficulty. We did notice what one client we worked with who had more cognitive impairment along with language and hers, her processing was much more different than pure aphasia and the acalculia issues. So, it's really interesting to see. It's definitely not cookie cutter, right? Just like aphasia therapy.   Katie Strong: Right.   Tami Brancamp: Every person's got their unique strengths and challenges. And I'm going to say similarly, I think with the math. Where in the brain was the injury? What is their background? What are their interests and passions? All of that plays in just like in aphasia.   Katie Strong: I love bringing up though their prior experience with math too is so important. We think about that from a language standpoint, but we really don't consider that. Or I will speak for myself, I don't typically consider that when I'm learning about somebody and their strengths.   Tami Brancamp: Yeah.   Dave Brancamp: You think like to go back to your language, like the word “sum” S-U-M, is what we'd use in math for adding, but it has the same sounding as “some” S-O-M-E and so right there, there's some language difficulty that could come out. So often we will have flash cards with the plus symbol so that they and can associate words and just so that you feel better on it, too.   Most of us, when we'd heard subtraction probably used an unfortunate phrase of what's called “takeaway”.  Well, that's not what happens from a mathematical point. So, us in the math side, cringe and are like, “Oh well, the numbers don't get taken away. They're still there.” They got, you know, replaced is what we would call them. And so the word of difference, you know, where you live in a different town than we do, so that's what we associate but difference is how we do subtraction. So those little, simple nuances that I had to also remember too because I taught junior high, which most of them were fairly comfortable with their, you know, at least their basic skills. And I'd heard those terms where suddenly, you know, Tammy would bring up to me, “You're gonna have to help us out with that” because that it's easy for you to say that it's causing a problem and that makes us then, you know, have those moments of pause that you're like, “Oh yeah, you're right. I've got to do that.”   Tami Brancamp: Just a little aside on that with we just finished a pilot study with two groups of people doing online intervention. So that background of knowledge, you know, say you got 10 people in a group, and you could see the people who go, “Oh yeah, I remember that. I remember that math language.” You're getting, the nodding like, “Oh yeah, that's right.” And then there's others who have like, “I don't understand what he's saying.” The look. So, it's really fascinating to make sure that we pay as much attention to that background as we do in language.   Katie Strong: Yeah. Interesting, interesting.   Dave Brancamp: I don't know if you want to go down that path, but like when we hit time, you know, which is an element that folks aphasia really want to work with, right? And yet, it's a whole different concept mathematically, because we are used to in almost all the countries we work with of things from, you know, basically what we call base 10 or zero to 100 zero to 10, we can play time is in elements of 12. And so, like you might say it's a quarter past, you know, like one, that's not a 25 it's written as 1:15. And you know, what does that mean? And, oh, I don't know. I don't know how I'm supposed to be at the bus stop or the doctor appointment or whatever they may be going to.   Katie Strong: Right, right.   Dave Brancamp: And a lot of our groups found that to be a huge help, you know. And as much as we all laugh, you probably at least most of us remember when we were in elementary school having little clocks that we might play with.   Katie Strong: Right   Dave Brancamp:  We call them our Judy clocks from when we were as teachers. But it's like, as simple as those are, those are what you need to bring back and go, “Let's take a look at what you know, because it's a quarter of the circle, and that's where it got its name from.”   Tami Brancamp: But it's one over four, like 1/4 one quarter.   Dave Brancamp: But that's not how we'd write it in time. It's actually whatever the hour is and the 15, and you're like, “Where'd that come from?” So, it was very fascinating to watch, and especially when we did some work with some of the clinicians, are just like, “Oh, you're kidding. I didn't even think about that.” It's because we knew it. we transition it naturally and not thinking, “Oh my gosh, my brain now has to re-picture this”. So.   Katie Strong: It is fascinating.   Tami Brancamp: And that you can see how much language is involved.   Tami Brancamp: Huge. Huge.   Katie Strong: Yeah, well, I'm excited to talk about the projects and research that you've been doing. You gave us kind of a teaser about these online groups. Should we start there?   Tami Brancamp: Maybe, we aren't there. We haven't analyzed all the data…   Katie Strong: I'm curious.   Tami Brancamp: Yeah, that'll be a teaser. We are working with our partner, Carolyn Newton. She's in London, and she is at University College London. She's done some work in mathematics and aphasia, and also her doc students, so we're working with them. They did all the assessment with my students. And then Dave and I did intervention. We had two groups. We had, like, a Level 1 and a Level 2. Everybody had aphasia. And we did group intervention primarily because Dave and I have been working with Lingraphica and Aphasia Recovery Connections Virtual Connections.   Katie Strong: Yep.   Tami Brancamp: Since March of 22, we've been doing it every single month.   Katie Strong: Amazing.   Tami Brancamp: We had some time off. Yeah, but you know, what's so crazy is that we average about 38 people who come on to do the session.   Katie Strong: Wow!   Tami Brancamp: Oh, I know, with a range like 19 to 50 people.   Katie Strong: That is amazing, but such a testament that people are interested in this topic.   Tami Brancamp: That's what made us keep pushing forward. Because if that many people show up, there's an interest and there's a need.   Katie Strong: Right.   Tami Brancamp: You know? But how do we how do we help is the challenge. We are in the process of analyzing, did we could that group in the way that we did it, like twice a month over three months? Would that impact change? They could hold it at the end of the treatment. And then we also did 30 days later, so we'll see. And then we also did some we did the math, attitudes and perceptions.   Katie Strong: I took it so maybe give people a little bit of background on what this is.   Tami Brancamp: Yeah. So this is a we looked at a lot of different tools, and this one is called, what is it called Attitudes Toward Mathematics Inventory. And it was designed for adults, college age, students and adults. There's a lot for children. But this is like, really, you know, what do you think about math in terms of you like it, you don't like it. Is it important? Not important. And so there is a lower number means that you are less confident, less familiar.   Dave Brancamp: You might not like it. You might not like it as much.   Katie Strong: And it might give you a rash.   Tami Brancamp: (Laughs) It might give you a rash!   Dave Brancamp: I'm sorry.   Tami Brancamp:  Right, all the things that it does. It's up to a point of 200 Do you want to share what your score was?   Katie Strong: Well, I didn't calculate it. I just did the ABCDE, but I'm gonna guess it's in the lower like 25th. Tami Brancamp: Yeah.   Dave Brancamp: So let me ask you, what was your last math class?   Katie Strong: It was a statistics class in my PhD program.   Dave Brancamp: And how did that class make you feel? Were you like, “Oh, I'm so excited to go!” or like, “Oh my gosh, I just got to get this done.”   Katie Strong: I wanted to get out of there as quickly as I could. I tried hard, and I just kept, I think I kept telling myself it was hard and I couldn't do it, and it just and it was.   Dave Brancamp: So, if you think about that, for us as adults, right? Or anybody, even kids. Take our kids. Whatever your last class is, it sits with us. It's a memory we carry. And then math has its unique way of, kind of building on itself. And then it can bridge to a couple different areas and what have you, but it builds. And if your last class wasn't the most pleasant. You didn't score well, or you didn't have a teacher that you could relate with, or whatever it was, you probably don't have a real fun feeling of math. So that leads to our perceptions, right? And it's and you know, using this we've done this with some of your students as they go through soon to be clinicians, and as soon as they took it and then had us talk, they you almost want to say, “Let's take it again”, because our feeling is of that last class. But when you find out, what we'll probably do is adding, subtracting, multiplying, maybe division, not likely. But what we call basic life skills, it may change how you took the test or take the inventory, because, you know, like for me, it's still, it will never change the fact of giving a math problem over an essay. I'll give you guys the essay. I'll take the math problem. But it's just, you know, is it important your everyday life? Well, how often do you do your statistics on an everyday life? That was your last class right? Not a lot, maybe some. But it's, you know, it's becomes an interesting whatever sitting with us probably has a feeling. If we come in with a bad attitude toward what we're going to teach or share with you, no matter whether they have aphasia or if it's just us in a general setting, they're going to know you don't like this, then why should I spend time with it so we that's the My purpose is make it so that they enjoy even if it's difficult, we're going to enjoy it so that otherwise, you know, I'm already behind because you don't like it. So why should I like it?   Katie Strong: And I love that because, I mean, I know that, like hard work can be fun. I mean, in a therapy situation, hard work can be fun, but thinking about this from a math standpoint really is kind of a game changer for me.   Tami Brancamp:  One of the things, and I think we'll come back to the research a little bit. But Dave likes gamification. I don't really like to play games, right?   Dave Brancamp: You're getting better! Tami Brancamp: But you have to, you know.   Dave Brancamp: I will pick up like dice. We try to do things that we figure our folks could find rather easily. You know whether you have dice from a Yahtzee game where you can go pick them up and a deck of cards. Almost everything I do with them are one of those two. It might take a little more looking, but I'll we often use what are called foam dice so they don't make all that noise, because sometimes too much noise can be very bothersome. And then using, like, the whiteboard or something to write with helps so they can see, because sometimes you'll be playing a game and they'll have no idea of the math that's involved and why there might have been, like, a strategy or so on.   Tami Brancamp: When we do work with people using cards and dice to generate the numbers, we have activities we do and we make it aphasia friendly, but we'll also discuss, maybe after the fact, “All right, so how did you do? Where was it difficult? I want you to recognize that you were working on executive function here. You were giving it strategies and thinking and multiple steps ahead.” So that they can recognize it isn't a kid game.   Katie Strong: Yeah, just a game.” Yeah.   Tami Brancamp: It's not just a game. It's making it fun and a little bit more lighthearted. If we can lighten it, but still make it skilled intervention, I'm not in there to play games and win. But having a give and take, a little competition, some laughter, some humor, while we're doing the intervention. To me, that's a lovely session.   Dave Brancamp: One of the things Katie, we found, too, is there's not a lot of good tests out there for math to diagnose the problem. You can find out by taking the different tests, and you and Tammy know the exact names, but they'll say, “Well, Dave has a problem doing math.” But now where do I start? Is a whole different game, because they build, as we said earlier, and if I don't start at the right spot the building block, I get a sense of failure immediately, because I can't do it, whereas you need to just keep backing up, just like you do in language, you keep backing up till you find my starting point. And that's one of the areas we'll maybe talk about later, is those things we're trying to figure do we work on finding a better way to assess the math, to truly know what's Dave or your client or whoever, whatever they're doing, because sometimes it could be simply the language, like we had with the one gentleman who has great math skills.   Katie Strong: Right.   Dave Brancamp: And others could be I can't even tell the difference between these two numbers, which is larger or smaller. And so now we have to start back at what we call basic number sense. It can be anywhere in that game, and it's like, well, they can't add. Well, do we know they can't add? Or do they just not recognize that six is smaller than eight.   Tami Brancamp:  Or how did you let them tell you the answer. If you only get a verbal response versus writing response, or, you know, selecting from four choices, you know. All of those give us different information when you're when you're having to blend a language disorder and a numeracy disorder.   Dave Brancamp: Because that one gentleman, he struggles immensely with anything with a two in it, so 20s, just…so you could easily say, “Wow, there's no way this man has math skills.” I mean he's doing complex fractions. He just couldn't tell you it's one over two. It was be like, I don't know what that is called.   Katie Strong: Fascinating.   Dave Brancamp: We enjoy the game part. And one of the pieces in this last research we did that was a new thing, right? We didn't even think of it prior was what we call a home program. Taking the game we did, putting it in friend aphasia friendly language with pictures so they could practice them.   Katie Strong: Okay.   Dave Brancamp:  Because we would not see them for like a two they was every two weeks. So, some could practice. I would say our Level 1 -  our folks working on foundational sets practiced more than are more advanced. Which was very fascinating.   Tami Brancamp: What we were doing in this research, the most recent one, we would encourage people to, you know, take a photo, take a screenshot of the work we're doing. But we also did it too, and then we put it into a page with an explanation, and then we would send it so that they could, ideally practice with a family member or a friend, or by themselves. You know, that's also a variable for people, right?   Dave Brancamp: And what we found in it, they needed more pictures. In our first attempt, we didn't put as many. So we would ask them, “since you wanted this, did that help?” “Not really.” They're honest.   Katie Strong: Yeah.   Dave Brancamp: We appreciate that. And they're like, Well, what? Why didn't it like, well, it, even though we tried to make it as aphasia friendly language, it was just too much word   Tami Brancamp:  Too many words.   Dave Brancamp: Too many words. So then we started asking, “well would more pictures help?” “Yes.” So we did that. So they helped us. It was amazing to watch.   Tami Brancamp: So that research project will we can get to down the road once we figure out what was going on. What we did share with you was the survey that we did with speech language pathologists from the United States and the United Kingdom. So we thought, well, Carolyn's there, and we kind of look at math a little bit similarly. So we had 60 participants who completed the study. We want to know, like, do you treat people with aphasia who also have math difficulties? If so, what are you doing? Dave and I still wanted to look at the attitudes and perception, because I still believe that's an influencing factor. But we also wanted to get a good sense, like when you are working with people with aphasia, who have number difficulties, what difficulties are you seeing? And then what are you doing? What do you use to assess?  And what are some of the barriers? So it gave us a nice overview, and that one's out for review currently. Anywhere from like, how many of you work on numeracy difficulties? About 35% responded with rarely, and 40% responded with occasionally, and 17 said frequently. And also, there was no difference between the countries.   Katie Strong: Oh, interesting.   Tami Brancamp: Yeah, I thought so too.   Katie Strong: But I also think too, you know, I mean, there really isn't a lot out there instructing SLPs on how to do this work in an evidence-based manner. So that makes a little bit of sense.   Tami Brancamp: It did, because I still felt the same way for myself, like, “Where do I go to learn how to do this?” Okay. I'm married to a math teacher, so I'm learning right? It's a lot of give and take. And Carolyn, our partner, she's very good about when we're talking about this she's like, “But not everybody has a Dave on their shoulder.” Like, “No, they do not.” Because even today, I'm still a little cautious, like if I had to go do all this solo, I have some holes that I want, and those are the things I want to help us create for future training opportunities and education continuing ed that would help clinicians who really want to do this and they have a client who wants to work with it, right?   Katie Strong: I hope that's a large number of people, because I think, you know, I think that this is really a significant challenge that I hear so often from support group members or people that I work with who have aphasia.   Tami Brancamp: I really think that's why we keep going, because we hear it from our we hear it from our clients.   Katie Strong: Yeah.   Tami Brancamp: We're not hitting it as much in acute care, for sure, rehab, you might get a little sample that is going on, but it's usually that outpatient. And then the longer term, like the they have some of the big needs met. And then we've got time to maybe look at math. But for some people, math should have been math and language together could have been hit earlier. But who's to say, you know?   Dave Brancamp: Well, you would know it best because I've asked when we first started this there would be like one, Tammy would give me one of her classes, and I would talk to them about math and absolutely deer in the headlight looks, “Oh my gosh, what are you going to do?” to by the end realizing “We're going to make this as fun as we can. We're going to use dice and cards, and we're going to do pretty much what we call foundational adding subtracting skills that they were welcome”, but you already have so much in your course to do that we just don't even have time. So that becomes this very interesting, because, you know, one of the big questions Tammy always asked me is, “Well, how can I know this pedagogical, or the reason behind?” I know they'll be able to hear but, I mean, I've done this now for 30 plus years, so there's a lot in my head that I have to figure out, how do we do this? So I can see this is the problem by how they addressed it without them having to take a whole other set of courses.   Tami Brancamp: Yeah, we can't. There is surely not room for whole courses. So it's got to be embedded in existing coursework, or continuing ed opportunities after training.   Katie Strong: Or both, right?   Tami Brancamp: Yeah, I think both. Some of those barriers that we found people saying was, you know, there's not training on it, which I agree.   Dave Brancamp: There's not the resources.   Tami Brancamp: Yes, there's not the resources. And are the tests that people use. They have some sampling of math. But my question always is, “Okay, so I give this little bit of math in my aphasia test or something else like and now, what? Well, I know what they can't do, but what does that mean? And how might I support them for relearning?” I found it more helpful to look at it from a developmental perspective. I'm going to learn a, b, c, d, and I'm going to learn x, y, z, and then it helps me understand, like, “Where might I start?” Because I don't have to go down to counting dots, right? That number sense larger, less than visually. If that's not where the client needs to be. But learning where they need to be, we need better assessments for that. I don't know if that's something we're going to be able to tackle or not. I mean, Dave spent quite a big part of his professional career, developing assessments. So, it would be logical. But there's so many pieces to do.   Katie Strong: Right? It's a big it's a big undertaking. Dave Brancamp: Well, there's so much that you gain by finding out from the client how you did the problem. It could be four plus six is what? and they write two. Well, I need to know why you think it's two. So did you think that was subtraction? Because they just didn't see the plus symbol. Well, you know? Well, then they have some good math. There's some good math there. They did the math correctly if they subtracted it. It's not the answer I'm looking for. And so could they say, you know, when you asked it if you were a person and he's like, “Katie, so if I gave you six things and gave you four more, how many your total?” Do you know what that even meant to do? These things that just gives us clues to where your math might be and for unfortunately, for a lot of us, which makes it hard for me, I feel bad that they didn't have the experience is ones and zeros have some very powerful meanings in math that unfortunately, scare a lot of folks.   Katie Strong: Yeah, right.   Tami Brancamp: I never learned the fun stuff of math, you know. There's some tricks and some knowledge and some skills that I, you know, good math teachers will teach you, and I just didn't really learn those. So, Dave's teaching me just because I were doing this together? I don't know. I kind of was thinking like what we talked a little bit about, what does the intervention look like?   Katie Strong: Yeah.   Tami Brancamp: Gamification, making it fun, not using workbooks. We're hoping that we could utilize some of the home programs that we've created, and share those as part of the teaching.   Dave Brancamp: And like the game. I think I told you that we did with that one gentleman with Krypto. It could simply be like a target number or something of that nature, but it's fun to have when we did with our both groups with Virtual Connections, or our research groups, other people could find out, like, you could solve it one way, Katie. Tammy could do it a different way, and I could do it a completely different way. And it was fascinating to watch the groups, like, I had no idea you could do it there. And that's what we need to hear So that people go, “Oh, you don't have to do it just one way.” Because I, unfortunately, and some are my colleagues, they forced, “I need you to do it x way.” It's like, “Well, okay, maybe to start. But now let's open the door to all these other ways you can, like, add a number or whatever.” And because it always fascinates me when we do, is it multiplication or subtraction? Now I forget, but one way Tammy is, like, “I never learned it that way. I always…” and, you know, it was just how she grew up. It was what you were taught.   Tami Brancamp: Well, like multiplication. When I'm multiplying multiple numbers, it's like, I'm kind of just adding multiples of things. So, how I get to the answer is very different than how Dave does, yeah, and we've had experiences with care partners, who we were doing some of the pilot work, who felt very strong that their way was the only way. Is this some generational differences? I suspect there's some of that, but it's also just, it's personality. This is how I know how to do it, and this is how it should be done. Well, not necessarily.   Katie Strong: It really mind blowing for me to be thinking about. I mean, I know that, like, you can teach things in different ways, but I just didn't really think about it from a math standpoint, because, probably because I know how to do things one way. If I know how to do it, it's probably one way, versus having more versatility in “If this doesn't work, try something else.”   Dave Brancamp: But like on a deck of cards at least the ones we use, they'll have, like a seven of diamonds. There's seven little diamonds on that card. Well, nothing else. Put your finger to them. There's nothing wrong with counting 1 2 3 4 5 6 7. Now, when you move over to the three, go 8 9 10, and there's your answer. They're like, “I can do that?” “I'm like, sure you can!” I can use my fingers? You know, it's, it's those, it's those little things that, unfortunately, probably for a lot of us and a lot of our clients, went through, at least in my experience, in math as we went through school, we took away those, what we call manipulatives in math, that you learn it right, bringing them back now, so that they're like, “Oh, I can do this”” So they can see it, or they can write it in a different way, or, you know, whatever it takes to help them. That's one of the pieces that's so amazing.   Tami Brancamp: We definitely support a multi modal approach. Not just one way.   Katie Strong: Which, I think the clinicians who are listening to this conversation will feel like, “Oh, I do a multi modal approach in all of the other things that I do in my interventions.” And so, you know, that makes sense.   Dave Brancamp: And that's where we saw that piece of saying that we're trying to unite math and language. The two of those do play together. You know, it's like because you just said you spend weeks and weeks with all your future clinicians training them on all these skills and language, so many of those will play out just as well in math, except to do it in a different way.   Katie Strong: Mmm. So we've talked about what the intervention might look like, and we'll be excited to see what comes out from your projects that you're in the process of analyzing but looking ahead, what excites you most about where this field could go?   Dave Brancamp: Oh my, that's the question!   Tami Brancamp: There's a lot of work to be done. It actually is…it's fun. We are wondering, you know, how might it be if it's on a one on one, a more traditional model, right for our outpatient settings, versus small groups. Katie Strong: I'll say this. I should have said it earlier, but for those of you listening, I'll put in a link to Virtual Connections and if you're interested in seeing Tammy and Dave's math Aphasia + Math.   Dave Brancamp: Yeah, it's aphasia plus math. It would be Level 1 or 2. They can come watch the whole thing. It's fascinating to watch them how they work.   Tami Brancamp: They are best teachers, yep, without a doubt.   Dave Brancamp: To your last question, “So that's with the clients?” But you know, there's been and we've talked on and we've touched on, like, “how do we help our clinicians?” And then the unfortunate side of that stool that sometimes gets forgotten is, what could we do for our caregivers? Does this help? Because we've all been taught differently. so sometimes you might look at one of the gamifications we did and went, “Oh, I can't do that. That's not how I add.” We have a very set format, or do they understand the language? Do we make it clear enough. So, you know, we're I think that's a great question, because then we get torn to just time in the day to say, “But I want to still work with my clients, but we need to help clinicians so they can help us, and don't forget the caregiver in there.” I know it's not an easy answer. It's not the it's nothing nice and smooth, but it's kind of the one that we've been really what is to what are we doing.   Katie Strong: And probably also why it this hasn't, there aren't tons of resources already developed, right? That it is complex.   Dave Brancamp: Well, and I will tie back to our attitudes. What we found, we were fortunate enough to do….     Tami Brancamp: IARC. The International Aphasia Rehab Conference. we presented there.   Dave Brancamp: So some of our beginning there's an awful lot of interest out of Australia and Europe. But Australia and Europe, and I'm not trying to sound bad or negative, but they take look at math very differently than like England and the United States for sure does. That's a natural like thought, we don't accept the term. “I don't do math well.” They don't like to say that. There's an increased interest, at least in those two areas of the world, to when we but we gotta strengthen this, this is important. So, we've found that very fascinating, that some of our folks who've drawn an interest and set out of this come out of the main countries of Europe, or from Australia, because they don't mind talking about a subject that we often go, “I'm good at this, right? Let Dave solve it.” And it's like, well, but I don't have the skill set that all of you SLPs have.   Tami Brancamp: In our earlier conversations, we touch on the fact that United States, it's okay for me to say, you know, “I don't do math, right?” It's okay, and it's sort of accepted in some cases, it's kind of a badge of honor in some ways. But if I were to say, “Oh, I can't read” you know, that's we one. We want to help if somebody admits it. But there's a personal sense of shame attached. So, in our country, I believe the perceptions are different. You have the person who's had the stroke, has survived the stroke, has the aphasia, and now also has the math difficulties. That's a lot to navigate, and I respect in our in our world, as a clinician, I can't address all of it. So following that Life Participation Approach, we're going to let our clients be our guide. Support, train, and look at where their priorities are. And it's never enough. There's never enough therapy, never enough opportunity to be in a group environment, because not everybody has access to that, you know, but I think, “Where can I make a difference?” Like, that's probably my question. Like, I can't fix the world, so let me keep backing it down, backing it down, backing it down. And if I can make a difference with 5, 10, 15, 20, people, Hey, and then let those ripples go as they go out and make a difference and learn. I think that, in itself, is powerful.   Katie Strong: Beautiful, and certainly is conjuring up Audrey here. Well, I've got one last question for you as we wrap it up. But you know, what would you say to an SLP, who's listening right now and thinking, I want to help my clients with math, but I don't know where to start.   Tami Brancamp:  So one of, I think one thing for me is you do know basic math. You know everyday math. You do know how to do this.  So one just start. You can get a little assessment. You can use the existing ones that are out there with our aphasia batteries or the Numerical Activities for Daily Living.   Dave Brancamp: I would say, a deck of cards are not hard, you know, hopefully they have or some dice, yeah, and use those to generate the numbers. Or bring in, like, when they want to do tips, we would often just bring in receipts of anything and just say, “Let's say something cost $18.72. Round it up to 20 and make it a friendly number.” So it's around 20, So it's a little bit easier for them to grab onto and hold, and it's okay to say, because we've done it in our own sets going through, “Oh, wait a minute, six plus six is not 13. Look at what I did here. I let me, let's check this and add it.” Because sometimes you'll hear just even, you know, like when any of us are doing something, you look and go, oops, I made a mistake.   Tami Brancamp: Okay, right?   Dave Brancamp: It's all right, hey, to make mistakes and say, that's what we all do. And then, you know, but I mean to me, it's if we can get, like, if you want to use one or two problems off a worksheet, use it as a driver to start discussion and say, “So what can we do?” And see if they can do anything. Because sometimes it's amazing what we'll find out is just knowing that 16 is a bigger number than just 12 is let them and then what's the difference between right there, you could figure out subtraction if they know it or not. And we often will in if they have a chance to look on the website or any of this stuff, we'll take out, like all the face cards, we'll take out the 10. Keep moving it down to numbers that they're comfortable with, like dice will only be the numbers one to six, yeah, but if I use two dice, I could make some interesting two digit numbers, right, that are in that range. So it's just things that make it so they can grab on. And then you can start adding and changing rules and some of the math games they may have seen, they just adjust them so that they have access points. The true rules of Krypto is, you must use all five cards in order to get a point. Well, we just change it usually is two, right?   Tami Brancamp: Like we do for everything we can modify.   Katie Strong: I love this. And I mean, I'm thinking, most clinics have a deck of cards and dice.   Tami Brancamp: In most households in general, not but in general, you're going to have access to those tools. We didn't want people to have to go buy crazy stuff. I think there's one challenge I do want to think about and put out there. So, our new clinicians who are graduating, let's say they're in their mid-20s, and I know there's a range they are doing online banking. How are they going to support an older adult?   Katie Strong: Oh, right.   Tami Brancamp: Very structured and rigid in their checking account. I think we have to think about some again, different ways. None of the students that I teach today, and even our own son, they don't have a checkbook. Yeah, they don't write checks. So that's gonna introduce another variable down the road, but in the meantime, cards, dice, numbers, gamification, simplifying, watching language, thinking about executive function, number of steps, how we how we speak, the instructions. Give the directions. It's language.   Dave Brancamp: And ask the client what they think or what they might have heard, because it's interesting what they would have, what we've learned from them as well.   Katie Strong: Thank you so much for being a part of our conversation today, and for the listeners, I'll have some links in the show notes for you to check out for some info on Aphasia + Math. Thank you.   Tami Brancamp: Thanks for having us.   Dave Brancamp: And thanks for playing with us too. Thank you. Katie Strong: On behalf of Aphasia Access, thank you for listening. For references and resources mentioned in today's show please see our show notes. They're available on our website, www.aphasiaaccess.org.There you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. For Aphasia Access Conversations, here at Central Michigan University in the Strong Story Lab, I'm Katie Strong.   Resources Aphasia + Math focuses on strategies for the rehabilitation of everyday mathematics in people with aphasia. Tami and Dave focus on four pillars to support this work: Influencing Elements (math literacy, learning environment, aphasia severity); Math and Language (receptive & expressive language, cognition including executive function and  memory); Foundational Math Skills (use of linguistic and numerical symbols, lexicon, syntax, semantics); and Aphasia Friendly Math Activities (gamification in learning,  understanding math language, opportunities for communication). Their goal is to unite math and language. Contact Tami tbrancamp@med.unr.edu   Join the Aphasia + Math Facebook Community Join an Aphasia + Math session on Virtual Connections   Brancamp, T. & Brancamp, D. (2022). Exploring Aphasia + Math. Aphasia Access 24-Hour Virtual Teach-In. https://www.youtube.com/watch?v=2mGSOJzmBJI   Girelli, L. & Seron, X. (2001). ) Rehabilitation of number processing and calculation skills. Aphasiology, 15(7), 695-71. https://doi.org/10.1080/02687040143000131 https://www.researchgate.net/publication/32888331_Rehabilitation_of_number_processing_and_calculation_skills#fullTextFileContent   Tapia, M. (1996). Attitudes toward mathematics inventory. https://www.academia.edu/29981919/ATTITUDES_TOWARD_MATHEMATICS_INVENTORY  

Hallie & fellow SLP Kimberly Kean discuss the importance of self-care for SLPsThis week on SLP Coffee Talk, Hallie sits down with the inspiring Kim from Speech Dreamers to talk all things SELF-CARE.

Be objective, be honest, be prepared! The SLPs dive in to meetings with educational advocates. They discuss how to prepare for IEP meetings with advocates, tips on communicating with families, and what not to say (hint: don't mention your schedule).Resources we love to make sure you know what you're talking about: The Informed SLP........................................⭐️ Help us grow by subscribing and rating our podcast on any platform (don't forget to leave a 5 ⭐️ review)❤️ ⁠Support our podcast⁠

How can speech-language pathologists determine whether a child's communication challenges are due to a language difference or a language disorder—and then choose the most impactful language intervention strategies? In this episode, I'm joined by Dr. Celeste Roseberry-McKibbin, one of the leading experts in culturally, linguistically, and economically diverse (CLED) populations. With over 70 scholarly publications and 16 books, she has dedicated her career to ensuring SLPs can assess children fairly and provide evidence-based interventions that truly change outcomes. You'll get research-backed, Monday-morning-ready tools you can use right away to evaluate students from under-resourced backgrounds and target goals that will boost both communication and academic skills.

Disorders of consciousness, often associated with brain injuries, vary in severity and can include patients who are unresponsive or experiencing confusion. What comes next for these patients and their families and care partners can be a long, emotionally difficult journey through uncertainty. SLP Emily Silverberg of Spaulding Rehabilitation shares her insights from treating patients all along the disorders of consciousness spectrum. She explains how SLPs look for subtle signs of responsiveness. And she shares one unusual story that demonstrates the role families and care partners can play in this treatment.Learn More:ASHA Evidence Map: Disorders of ConsciousnessASHA Voices: Isolation, Frustration, and What Follows a Brain InjuryHow TBI Presents Differently in Children Under Age 4Transcript

In this episode, I'm giving you a behind-the-scenes tour of the three digital binders I created to save SLPs hours of prep time and reduce session stress. We'll explore the Assessment Binder, Probe Binder, and Visuals Binder—with over 2,400 pages of ready-to-use tools. I also share practical ways to use them for instant access, better data collection, and more engaged students. Whether you're planning therapy, writing IEPs, or tracking progress, these binders make it easy to work smarter, not harder as an SLP!Need these binders? Head to slpnow.com/summit to find out more! Or email hello@slpnow.com.

ASHA doesn't own the SLP Interstate Compact, but in Virginia, they used it as leverage to oppose a petition aimed at removing the supervised experience requirement for full licensure. In this bonus episode, Dr. Jeanette Benigas, SLP, and Preston Lewis, MS/SLP, unpack the petition, ASHA's public letter of dissent, and why using the SLP Interstate Compact as a scare tactic matters for SLPs nationwide. We break down the Medicare Administrative Contractor and private insurance barriers, the CMS connection, and Fix SLP's alternative solution to qualify new graduates for full licensure immediately after graduation while protecting both access to care and new graduate support.·Want to earn some PDHs or CEUs with a discount? Find our most up-to-date promo codes and discounts here.·We want to collaborate with YOU. If you would like to lead or join your state team, please email your name and state to states@fixslp.com.·Become a sustaining partner to support our work.·Follow us on Instagram, Facebook, TikTok, and YouTube.·Find all our information at fixslp.com, and sign up for our email list to be alerted to new episodes and content.·Email us at team@fixslp.com.·Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

In this episode of SLP Coffee Talk, Hallie's keeping it real with a heart-to-heart just for you—no therapy hacks, no guest experts, just a reminder that what you do matters. If you've ever felt like a goldfish in a foggy little bag, overwhelmed by paperwork and wondering if anyone even notices, this one's for you. Hallie's sharing what she wishes someone told her back in that windowless therapy closet—and why showing up for your students, even on the hard days, is more than enough.Bullet Points to Discuss: Many SLPs feel burnt out and question if their work truly matters.Your impact often shows up in small moments, not just in data.Creating a safe, supportive space helps students build confidence.School-based SLPs face real challenges, from heavy caseloads to limited resources.Reconnecting with your “why” can reignite your purpose and presence.Here's what we learned: Your work matters, even when it doesn't feel like it.Impact isn't always measurable—but it's still real.Safe, trusting spaces help students thrive.You're doing more than just meeting goals—you're changing lives.Remembering your “why” keeps you grounded and motivated.Learn more about Hallie Sherman and SLP Elevate:  

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Are you using the Natural Language Acquisition (NLA) framework in your autism intervention? This episode of The Preschool SLP pulls back the curtain on Gestalt Language Processing (GLP) and challenges you to think critically about what's truly supported by research—and what isn't. SLPs are increasingly encouraged to adopt GLP-informed interventions, but a recent article by Venker and Lorang (2025) in response to Hadock et al. (2024) raises five concerns you can't afford to ignore. In this episode, we break down each criticism with clinical insight and offer evidence-aligned strategies you can use immediately in your therapy room.

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Megan Lynch explores the latest Missouri audit of the St Louis Public Schools with clips from state auditor Scott Fitzpatrick,

Opening today's show Joe Beamer has a monologue on the Texas democrats & their literal flight to Illinois, Brianna Lyman joins to talk about the view from New York on the gerrymandering kinds of American politics, Corey Brewers joins Joe to talk about how parents can protects their kids from DEI & a look into just how much things have changed. Joe is joined by Ethan, Sue & Fred for Sue's News, with one of the best runs of random facts we've ever heard in the segments and Joe is joined by Colin Wright, an evolutionary biologist & Manhattan Institute fellow on his newest opinion piece on discrimination at Cornell University In the final hour Joe is joined by Scott Fitzpatrick, a Missouri auditor who is working on the SLPS audit, he dives into the issues with the Democrats refusal to stay in Texas and play ball, Jane Dueker comes on to try to translate the Democratic view on things and the audio cut of the day.

Scott joins the show to break down the newly released audit on Saint Louis Public Schools, what the audit tells us about how the money is being spent/allocated for the city schools, a broken bonus system, bloated bureaucracy & what's the next step in what is actual multiple audits.

In the final hour Joe is joined by Scott Fitzpatrick, a Missouri auditor who is working on the SLPS audit, he dives into the issues with the Democrats refusal to stay in Texas and play ball, Jane Dueker comes on to try to translate the Democratic view on things and the audio cut of the day.

In this episode of SLP Coffee Talk, Hallie chats with Jacquilyn Arias—pediatric SLP and co-founder of Habla Cadabra SLP—about how narrative language sampling (NLS) can make your assessments faster, more meaningful, and way more aligned with real classroom demands. Jacquilyn breaks down why NLS is a must-have tool for busy school SLPs, how it works across languages and cultures, and which free resources (like MAIN, ENNI, and SLAM) she swears by. Plus, she shares how new-ish, objective measures like Percent Grammatical Utterances (PGU) can help you confidently distinguish between a language difference and a disorder—no fancy software required. Whether you're brand new to NLS or just looking to level up your evals, this conversation will leave you feeling empowered, efficient, and ready to try it out.Bullet Points to Discuss: Narrative language samples save you time—they're way more efficient when you've got a structured planThey're super aligned with what students are doing in school and give you rich info on their grammar, vocab, and storytellingYou can use them across languages and cultures—tools like MAIN and SLAM are built for thatNewer measures like PGU are fast, easy to score, and actually help you spot a real language disorder—no fancy software neededHere's what we learned: NLS saves time and gives richer data than conversational samplesIt's aligned with academic standards and shows real classroom impactTools like MAIN, ENNI, and SLAM are free, easy to use, and multilingualGreat for bilingual evals—helps tell difference vs. disorderPGU is a quick, reliable measure—no special software neededAI tools make transcribing faster and easier than everEven short samples can give strong, goal-driving insightsStart small—confidence comes with trying it outLearn more about Jacquilyn Arias: Website: www.hablacadabraslp.com Instagram: https://www.instagram.com/HablaCadabraSLP/ Freebies: https://www.hablacadabraslp.com/blog-english Learn more about Hallie Sherman and SLP Elevate:  

Have you wondered if it's possible to launch your private practice sooner than planned? Today's guest will encourage you to trust your gut and go for it! Joining me is Laura D'Surney, SLP and owner of Play on Words Speech Therapy, her private practice just outside of Richmond, VA. Laura, an alum of the Start Your Private Practice Program, was hit with the curveball of losing her job shortly after returning from her honeymoon! She chose to go all in and launch her practice, despite not feeling as ready as she'd planned. In this episode, Laura shares how she turned her unexpected job loss into a thriving practice and offers tips for setting boundaries and marketing as a small business owner.Laura D'Surney is a licensed speech pathologist and private practice owner of Play on Words Speech Therapy. She currently provides mobile speech, language, and reading services to the Richmond, VA area. She also develops and sells speech therapy materials on TPT and has provided professional development for other SLPs on speech sound disorders. In Today's Episode, We Discuss:The boundaries Laura has built into her business to protect her personal needsHow to take the scary feeling out of marketing by taking a natural approachLaura's advice for those who are unsure if they can really start their practice right nowTaking time to step back from comparison syndrome and acknowledging your progressWhether you're wondering if now is the right time or if life forces your hand, don't be afraid to take the next step toward private practice! I hope Laura's story inspires you to follow your heart and lean in to the support and help available to you.If you want help to start your private practice step-by-step (just like we helped Laura!) please visit www.StartYourPrivatePractice.com.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned: Laura's website: www.playonwordsrva.comFollow Laura on Instagram: www.instagram.com/lauratheslpLaura's TPT: www.teacherspayteachers.com/store/laura-the-slpFind support and start your private practice: www.StartYourPrivatePractice.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/Connect on Facebook: https://www.facebook.com/groups/slp.private.practice.beginners/

Are you using the Gestalt Language Processing (GLP) approach in assessing autistic language development—or wondering if you should? In this episode of The Preschool SLP Podcast, we cut through the noise to break down what's evidence-based, what's not, and how to make informed, practical decisions starting Monday morning. Whether you're a speech-language pathologist or a parent of a child with autism, this episode will equip you to approach Gestalt language development with discernment and clarity. In This Episode, you'll Learn: What is Gestalt Language Development and where it comes from (Marge Blanc, Barry Prizant, Laura Lee)? Why does current meta-analytic research cast doubt on many GLP intervention programs? Which active ingredients of the Gestalt paradigm align with spontaneous, generative language development? What are the biggest red flags in GLP that may hinder progress? The #1 evidence-based assessment tool you should be using (Hint: It's a spontaneous language sample—only 25 utterances needed!)? How to measure growth using: Repetition reduction, Type-token ratio, Verb diversity, Subject-verb combinations, Syntactic + grammatical complexity? Why do verbs matter more than nouns in assessing vocabulary gains? How to “be discerning like a swan” and combine the best of multiple intervention models? This episode isn't just theory—it's practical, raw, and backed by real research. If you're looking to create impactful change in language development, this is your blueprint.

Register Here! slpsummit.com In this quick recap, we'll chat about communication strategies, legal aspects of referrals, and real data from 400+ SLPs on referral trends. Get a sneak peek of what's coming next! Replays available at slpsummit.com until August 15th!

In this episode of SLP Coffee Talk, Hallie sits down with Kassy Maloney—Orientation and Mobility Specialist and founder of the Society of Exceptional Educators—to talk about what SLPs really need to know when working with students who have visual impairments. Kassy shares practical, real-world tips for adapting your lessons (even if you don't have braille or fancy tools), why collaboration with TVIs and O&Ms is a game-changer, and how small changes—like saying your name when entering a room—can make a big difference. If supporting students with visual impairments has ever felt intimidating, this convo will leave you feeling more equipped, more connected, and ready to jump in—no braille training required.Bullet Points to Discuss: Just got a student with a visual impairment on your caseload? Here's what to know before you start stressing.Easy ways to adapt your lessons and keep students engaged—no Braille expertise needed.Common faux pas when working with visually impaired students (we've all been there!)—plus what to do instead.Here's what we learned: Reach out to the TVI and O&M specialist early—they can give you quick tips that save tons of guesswork.Always say your name when entering or leaving—it's a small habit that builds connection and clarity.Use real objects to bring concepts to life—it's faster, easier, and more effective than trying to reinvent your whole lesson.Skip hand-over-hand guidance—offer your arm and talk them through it instead.Build in more wait time than you think they need—it's not hesitation, it's processing.Check for background knowledge—they might be missing basic concepts most kids learn through sight.Don't guess on tactile tools—talk to the TVI to make sure your adaptations match their learning style.No need to avoid words like “see” or “look”—natural language is fine.You don't need to learn braille—just focus on clear input, creative supports, and collaboration.Learn more about Kassy Maloney: LinkedIn: https://www.linkedin.com/in/kassandra-maloney-6b815844 Website: https://www.exceptionaleducators.us YouTube: https://www.youtube.com/@exceptionaleducators Instagram: https://instagram.com/exceptionaleducators.us Facebook: https://facebook.com/exceptionaleducators.us 5 Key Strategies to Every Educator Needs to Support Students with Visual Impairments (Quick PDF Guide)Learn more about Hallie Sherman and SLP Elevate:  

Back-to-school will be different this year for many in St. Louis Public Schools. Instead of returning to familiar campuses, many students and teachers have been assigned to different SLPS buildings because of severe tornado damage. STLPR education reporter Hiba Ahmed provides an overview of what's happened since the May 19 tornado; announcements about school re-assignments this year and prospective closures the next. She also discusses a recent summit for educators about integrating AI tools into the classroom.

Are you worried that starting a private practice will be too much work and take you away from your family life? Today's guest is proof that you can build a career on your own terms and make it work for you!Joining me is Ricki Klein, someone I've actually known for a while! Ricki is an SLP, mom, and owner of Kid Speak Easy, her private practice in Sudbury, Massachusetts. Ricki left the workplace during the pandemic as her young family experienced a lot of change. After constantly giving out free advice at the park, Ricki realized she missed working and wanted to figure out a way to dip her toe back into clinical work. In this episode, Ricki shares how she created a private practice that is professionally fulfilling, fits her family's needs and schedule, and gives her the balance that so many family-oriented SLPs are searching for.Ricki Klein is licensed in the state of Massachusetts and holds a certificate of clinical competence from the American Speech-Language-Hearing Association. She graduated from Hamilton College with a Bachelor of Arts degree in Psychology, then went on to Emerson College, where she obtained her Masters of Science in Communication Disorders. Ricki supports children of all ages, with a focus on preschool and school-age children, who have a range of speech and language difficulties. Ricki enjoys working closely with families and teachers in a collaborative manner to develop treatment plans that allow children to make progress across all contexts. Ricki lives in Sudbury, MA, with her husband and two young children. In Today's Episode, We Discuss:Ricki's hesitancy toward the logistics of starting a private practice How her first paying client gave her enough fulfillment to go all in Learning to get over fear and network organically How Ricki gives back to her community through her businessWhy you shouldn't worry if your area is oversaturated with providersEven though Ricki's journey started differently than what she had planned, she was able to grow her practice intentionally while maintaining balance at home. If Ricki's story inspired you and you're thinking, “I want to do that…” — you can. We help SLPs and OTs get set up, start seeing clients, and build sustainable businesses through our Start Your Private Practice Program. If you're ready to take the next step, head over to www.IndependentClinician.com to learn how we can support you.Resources Mentioned: Check out Ricki's practice: https://www.kidspeakeasy.com/ Find support to start your private practice: http://www.IndependentClinician.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/Connect on Facebook: https://www.facebook.com/groups/slp.private.practice.beginners/

In this powerful reflection episode, Tara shares one of the most impactful moments of her career—her conversation with Jordyn Zimmerman during the 2025 Preschool Autism Summit. Together, they unpack the importance of presuming competence, providing early AAC access, and creating neurodiversity-affirming learning spaces. Tara also shares emotional ripple stories from participants, illustrating how nearly 50,000 educators and therapists are creating waves of change for autistic children around the world. Key Takeaways: Presume competence—always. Speech is not the same as intelligence, and we must stop making assumptions based on verbal ability. Non-speaking ≠ non-verbal. The term “non-verbal” implies a lack of language; “non-speaking” affirms that language exists, even without speech. There are no prerequisites for AAC. Children do not need to match, point, or “behave” a certain way before receiving access to communication tools. PECS is not a communication system. It is a requesting system and does not provide full language access. AAC must include access to robust, literacy-based tools. Limiting a child to a core board or basic images restricts their ability to truly communicate. Talking about students in front of them causes real harm. Many non-speaking students hear and understand far more than people assume. Lack of access to communication is traumatic. It can lead to emotional and physical distress—and we have a responsibility to prevent that. Real inclusion means access, not separation. Segregated classrooms limit growth and potential; all students deserve meaningful academic instruction. Educators are making real-time ripples. From texting SLPs during the summit to creating team trainings, attendees are already pushing change. Small shifts create big waves. With over 49,000 participants, the summit's ripple effect may reach nearly half a million autistic children—and it all starts with choosing compassion over compliance. Links Jordyn's Documentary: https://thisisnotaboutme.film/ Jordyn's Website: https://www.jordynzimmerman.com/ You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook  

In this practical episode of SLP Coffee Talk, Hallie chats with Dr. Danika Pfeiffer—preschool SLP, assistant professor, and early literacy researcher—about how we can support early writing in young kids, especially those with developmental language disorder (DLD). From understanding why name writing is more about memory than letters, to how SLPs can build in writing practice without adding to their workload, Danika breaks it all down. You'll hear simple ideas, ways to team up with teachers and OTs, and why even small moments of print awareness can go a long way. If you've ever wondered if writing is in your scope, this convo will leave you feeling inspired and ready to dive in—one crayon at a time.Bullet Points to Discuss: Why early writing starts earlier than you think—even in preschoolThe difference between name writing and letter writingHow writing challenges show up in kids with developmental language disorder (DLD)Simple ways to embed writing practice into your existing sessionsWhat SLPs can look for during evaluations—no fancy tools neededBuilding print awareness without overhauling your therapyPartnering with teachers and OTs around early writing supportThe SLP's role in preventing future writing difficultiesMaking early writing doable (and meaningful) for busy SLPsHere's what we learned: Name writing is visual recall—not true letter-sound knowledge.Letter writing is harder and needs explicit, repeated support.Kids with DLD follow typical writing development but at a slower pace.Easy, everyday strategies (like sign-in sheets or labeled items) can build writing skills.Print awareness fits naturally into speech sessions—no overhaul needed.Informal assessments (paper + crayon!) are enough to track early writing.Collaborate with teachers and OTs to target both language and motor skills.Early writing support helps prevent bigger literacy challenges laterLearn more about Dr. Danika Pfeiffer: Website: www.danikapfeiffer.com Instagram: https://www.instagram.com/danikapfeiffer.slp/ LinkedIn: www.linkedin.com/in/danika-pfeiffer Bluesky: https://bsky.app/profile/danikapfeiffer.bsky.social Podcast: https://open.spotify.com/show/444VIuWOxBzZ8fI2hqGyFj Learn more about Hallie Sherman and SLP Elevate:  

Guest: Farwa Husain, MS CCC-SLPEarn 0.1 ASHA CEU for this episode: https://www.speechtherapypd.com/courses/glp-for-the-pediatric-slpOriginally Aired: March 2024In this episode, Michelle is joined by Farwa Husain, MS CCC-SLP, bilingual speech-language pathologist and private practice owner of One-on-One Speech Therapy in New Jersey. Farwa, recognized as an ASHA Innovator in 2023, spends this hour sharing her passion for growing culturally and linguistically appropriate therapy for gestalt language processors (GLP) and their caregivers! So, if you want to learn more about GLP, how it compares to analytic language processors (ALP), and how to support GLP in their natural environments, then tune in and let Farwa share her brilliance and compassion!About the guest: Farwa Husain is an experienced bilingual speech-language pathologist and private practice owner of One-on-One Speech Therapy in New Jersey. Farwa has presented at ASHA, New Jersey Speech and Hearing Association, and Morris County Speech and Hearing Association on gestalt language processing. Farwa was recognized at the 2023 ASHA convention as an “Innovator” in speech-language pathology. She is nominated for the Clinician of the Year-SLP award at the upcoming National Black Association for Speech-Language and Hearing 2024 National Convention. Families have also recognized her in the NJ Family magazine “Top Docs” edition. Farwa is currently serving as President of Morris County Speech and Hearing Association, a non-profit organization that provides exceptional continuing education to SLPs and audiologists in New Jersey. She is devoted to culturally and linguistically appropriate therapy that celebrates a family's unique lifestyle and mentors SLPs in supporting gestalt language processors around the world.Mentioned in this episode:July 21 Course - Echolalia Explained: Practical Tools for Meaningful Language GrowthPresented by: Farwa Husain MS, CCC-SLP Enroll Here: https://www.speechtherapypd.com/courses/echolalia-explained